Urban teachers may not be able to change the social, political, or organizational conditions of their schools, but they can share instructional control by creating a culture that empowers students, and in a time when educational buzzwords are seen as a quick Band-Aid for reform, the terms engagement and empowerment refer to processes designed to get students involved in schools. Yet, with the current trend in the United States, there seems to be a greater need for engagement due to the use of standardized tests that have been implemented to show accountability in public schools where many teachers are forced to teach to these tests while students are forced to answer test after test and are ultimately unable to learn critical thinking skills. No Child Left Behind (NCLB), intended to help the underdogs of education, seems to be creating a caste system of education because too much emphasis has been placed on standardized testing to show accountability. As a result, many students are dropping out of school because they are overcome by the frequent assessments, are getting bored with school because of the skills and drills format of learning, and often get harassed from teachers due to their low test results. With the increase of students dropping out, overaged students trying to graduate, and students who are trying to recover credit from failed classes, districts have created alternative schools in which virtual learning replaces the typical brick-and-mortar classroom setting. This correlational study attempted to develop an understanding of students' success rates of completed virtual classes and their dominant intelligences.
|Commitee:||GIBSON, ADRIENNE T., RADLOFF, MICHAEL|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 71/01, Dissertation Abstracts International|
|Subjects:||Educational technology, Curriculum development|
|Keywords:||Multiple intelligences, Online learning, Virtual classrooms|
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