Examining Student, Instructor, and Course Factors on Student Learning in K-12 Online English Language Arts Courses 


This project investigates how student-, instructor-, and course-level factors impact students’ English language arts learning outcome in a virtual high school. Using real data retrieved from Learning Management System and course content, this study intends to explore important factors and how the interactions among three levels may predict online leaning success.

Predicting Students’ Success for Online Language Courses


This project is studying teaching practices and learning outcomes in foreign language learning in a virtual high school. Using teacher and student survey, student learning outcomes, and teacher interview data, this study aims to determine factors that may affect students’ progress, interaction, satisfaction, and completion in online language courses.

Writing in the Cloud


This project is investigating the effect of online collaborative writing projects on students’ learning processes and outcomes. The study will use case study methods to examine a school district where students engage in cloud-based writing and collaboration using Google Apps for Education.

Online Discussion Environment and Language Development


This study investigated linguistically and culturally diverse upper elementary grade students’ language and literacy development in an online discussion environment. A mixed research methods, such as social network analysis, growth modeling, linguistic analysis, and content analysis, was used to examine students’ participation, interaction, and language development in the online learning community.

Interactive Science and Technology Instruction for English Learners


This project examined an innovative program in Southern California school district aimed at improving science instruction and technological literacy. The program used low-cost netbook computers and specialized software among a group of largely Hispanic fifth and sixth grade students, approximately half of whom are English Language Learners. Through surveys, interviews, classroom observations, teacher- and student- related artifacts, and analysis of fifth grade CST science scores, the study investigated the impact of this intervention on students’ scientific literacy, academic achievement, and interest in further STEM study. The study will shed light on how English learners develop scientific academic language and in what ways computer-mediated writing may contribute to this process.

Technology, Writing, and Academic Achievement


This project studied learning processes and outcomes in a culturally and linguistically diverse Southern California school district  carrying out an educational reform based on three innovations: extensive, purposeful nonfiction writing through the use of blogs, wikis, and other collaborative software; frequent external assessment of student writing through the use of automated writing evaluation; and an affordable one-to-one infrastructure of individual student netbook computers, free open source software, and free open educational resources.

Netbooks and Open Tools in K-12 Education


This project investigated the educational educational use of low-cost laptops, open source software, and open educational resources in K-12 schools based on case study research in elementary schools deploying innovative one-computer-per-student programs in culturally and linguistically diverse elementary schools in Alabama, Colorado, and California.

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