Enhancing Math Education Through Blended Learning: An Evaluation of Program Survey Data
| dc.creator | Mansell, Kristin E. | |
| dc.creator | Greenhalgh-Spencer, Heather | |
| dc.creator.orcid | Mansell ORCiD: 0000-0002-2635-2288 Greenhalgh-Spencer: 0000-0002-9694-6743 | |
| dc.date.accessioned | 2024-02-14T19:36:38Z | |
| dc.date.available | 2024-02-14T19:36:38Z | |
| dc.date.issued | 2024-02-14 | |
| dc.description.abstract | The Texas Education Agency (TEA) introduced a strategic competitive grant initiative in 2018 which provides funding for Local Education Agencies (LEA) to pursue Math Innovation Zone (MIZ) designation through the implementation of a blended learningmodel with an aim to increase PreK-8th grade math proficiency. Blended learning is a data-driven pedagogical strategy that fosters student agency and encourages students to actively engage in the learning process. MIZ combines the advantages of traditional in-person teaching, involving student collaboration and direct content instruction from the teacher, with specialized adaptive software. This adaptive software enhances the teacher’s ability to effectively assess student understanding in real-time during the learning process enabling the teacher to facilitate precise intervention and extension of content. This policy brief is the second in a series of briefs which analyzes the impact of the blended learning initiative in Texas public schools and open enrollment charter schools. Focusing on survey data gathered during the 2022-2023 school year, we hoped to gain insight into perceptions and opinions of those implementing the program in participating campuses. MIZ program managers were sent multiple surveys as a reflective tool for evaluation of program implementation fidelity while participating teachers and learning coaches were sent an end of the year perception survey. This multimethod survey highlights what’s working and what’s not with Math Innovation Zone implementation in Texas. | |
| dc.identifier.uri | https://hdl.handle.net/2346/97587 | |
| dc.relation.ispartofseries | Policy Brief; No. 2 | Winter, 2024 | |
| dc.title | Enhancing Math Education Through Blended Learning: An Evaluation of Program Survey Data | |
| dc.type | Other |