Mapping the Inequity Implications of Help-Seeking in Online Credit-Recovery Classrooms
Mapping the Inequity Implications of Help-Seeking in Online Credit-Recovery Classrooms
复制标题
绘制在线信用恢复课堂中寻求帮助的不平等影响
DOI：
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发表时间：
2019
影响因子：
1
通讯作者：
Carolyn J. Heinrich
中科院分区：
文献类型：
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作者：
Jennifer Darling;A. Good;Carolyn J. Heinrich
背景期望学生在需要时向教师寻求帮助，这是一系列被称为“寻求帮助”的课堂行为，有可能导致传统课堂环境中获得优质学习体验的不公平。目的本研究扩展了现有文献的性质，寻求帮助的学生和教师之间的互动在网上高中信用恢复教室，其中寻求帮助的影响还有待系统地研究。研究设计利用从2014-2015年到2016-2017学年在一个大型城市学区收集的数据的定性和定量分析，主要服务于低收入学生的颜色，我们确定这些互动模式及其对学术机会差距的影响。结果-我们发现，参加在线学分恢复课程的高中生很少有机会获得一致的，建设性的互动教学空间，即使大多数学生需要教师的支持，以获得充分的学习环境。我们的观察指出，在网上信用恢复实验室，反映了那些在传统的课堂环境中由其他人记录的高质量的教育经验的不同访问。结论基于这些研究结果，我们确定了支持在线课程更公平学习的策略，包括明确的期望和积极主动的帮助学生以及教师使用实时数据，降低学生与教师的比例，并指定教师在课程科目中获得认证，以提高教育质量。
Background Expectations that students should request assistance from teachers when needed, a set of classroom behaviors termed “help-seeking,” have the potential to contribute to inequitable access to quality learning experiences in traditional classroom settings. Purpose This study extends current literature by mapping the nature of help-seeking interactions between students and teachers in online high school credit-recovery classrooms, where the implications of help-seeking have yet to be examined systemically. Research Design Drawing on qualitative and quantitative analysis of data collected from the 2014–2015 through 2016–2017 school years in a large, urban school district serving predominantly low-income student of color, we identify patterns in these interactions and their implications for disparities in academic opportunities. Findings We find that few of the high school students enrolled in online credit-recovery courses had access to consistent, constructive interactions in instructional spaces, even though most students required instructor support to obtain full access to the learning environment. Our observations point to disparate access to quality educational experiences in online credit-recovery labs that mirror those documented by others in traditional classroom settings. Conclusions Based on these findings, we identify strategies to support more equitable learning in online courses including explicit expectations and proactive assistance to students as well as the use of real-time data by teachers, lower student-teacher ratios, and assigning teachers certified in course subjects to improve educational quality.