Exploring the Impact of Engaged Teachers on Implementation Fidelity and Reading Skill Gains in a Blended Learning Reading Program

The number of K-12 classrooms adopting blended learning models is rapidly increasing and represents a cultural shift in teaching and learning; however, fidelity of implementation of these new blended learning programs varies widely. This study aimed to examine the role of teacher engagement in stude...

Full description

Saved in:
Bibliographic Details
Published in:Reading psychology 2017-08, Vol.38 (6), p.553-579
Main Authors: Schechter, Rachel L., Kazakoff, Elizabeth R., Bundschuh, Kristine, Prescott, Jen Elise, Macaruso, Paul
Format: Article
Language:English
Subjects:
Blended Learning
Comparative Analysis
Competition
Control Groups
Conventional Instruction
Cultural instruction
Educational Technology
Elementary Schools
Experimental Groups
Learning environment
Literacy programs
Motivation
Reading ability
Reading Achievement
Reading Instruction
Reading Programs
Reading Skills
Regression (Statistics)
Statistical Analysis
Student Motivation
Students
Surveys
Teacher Attitudes
Teacher Participation
Teachers
Technology Uses in Education
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The number of K-12 classrooms adopting blended learning models is rapidly increasing and represents a cultural shift in teaching and learning; however, fidelity of implementation of these new blended learning programs varies widely. This study aimed to examine the role of teacher engagement in student motivation and achievement in a blended learning environment. Reading skill data were analyzed from 19,366 students across 624 schools led by teachers defined as engaged users of a blended learning reading program (Lexia Reading Core5 [Core5]). Results showed significant improvements in reading skills during the analyzed period for the students of the engaged teachers in comparison to neighboring classrooms (171,850 students in the same 624 schools) of less engaged teachers.
ISSN:0270-2711
1521-0685
DOI:10.1080/02702711.2017.1306602