Online learning is a tool used by teachers to meet the various needs of students. Although many research studies have been conducted to examine the effectiveness of online learning programs, there is a gap in the literature regarding teacher experiences with implementing online intervention programs as a turnaround strategy for low-performing schools. The primary research question addressed in this research study was the following: What are teacher experiences with the online learning program i-Ready® intervention as a tool to increase student achievement? The basic qualitative study used a semi-structured interview data protocol to gather data around teacher experience to construct meaning and identify any trends. The target population for this research study was classroom teachers with at least one full academic year of teaching who use the intervention program in their core class of reading or mathematics. The sample group included eight teachers with experience ranging from 2 years to 35 years in education. The analysis of teacher experiences revealed that their experiences were not congruent. Each teacher had a distinct experience with implementing i-Ready. Although data from various research studies suggest online learning programs can close the achievement gap, further research needs to identify if disparities in teacher experiences with implementation impact student achievement.
|Commitee:||Tyler, Stacy, Moskowitz, Howard|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 82/1(E), Dissertation Abstracts International|
|Subjects:||Educational technology, Teacher education|
|Keywords:||Online learning, School reform, School turnaround, Teacher experiences|
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