NDLI: Distance Education in the K-12 Setting: How Are Virtual School Teachers Evaluated?

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Distance Education in the K-12 Setting: How Are Virtual School Teachers Evaluated?

Content Provider	Semantic Scholar
Author	Seamster, Christina Lambert
Copyright Year	2018
Abstract	The evolution of technology over the last century has in many ways changed how teachers teach today. From kindergarten through twelfth grade, students are now able to complete 100% of their schooling online. If novel teaching practices have been established as a result of technology advancements, tools which align with those teaching practices must be produced in order to ensure continued student success. The purpose of this chapter is two-fold; to review teacher practices in K-12 distance education today and to discuss the field of education’s need for research in measuring K-12 virtual school teacher effectiveness. The chapter begins with an overview of the history of distance education, followed by an examination of virtual school teacher pedagogy, a brief review of measuring K-12 teacher performance in the traditional and virtual school settings, and a synopsis of current tools for evaluating K-12 virtual school teacher effectiveness. The chapter closes with solutions and recommendation for future research.
Starting Page	66
Ending Page	86
Page Count	21
File Format	PDF HTM / HTML
DOI	10.4018/978-1-5225-2838-8.ch004
Alternate Webpage(s)	https://www.igi-global.com/viewtitlesample.aspx?id=186211&ptid=178916&t=distance+education+in+the+k-12+setting:+how+are+virtual+school+teachers+evaluated?
Alternate Webpage(s)	https://doi.org/10.4018/978-1-5225-2838-8.ch004
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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