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ERIC Number: ED517390
Record Type: Non-Journal
Publication Date: 2010
Pages: 148
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-7471-9
The Implications of Using Online Classes with At-Risk Students in an Alternative School Setting
Ramezani, Katy
ProQuest LLC, Ed.D. Dissertation, University of Southern California
The purpose of the study was to investigate the use of online classes with at-risk students at a county operated alternative school setting to increase student achievement and equity. The study examined the school's distribution of financial and staffing resources to support online classes. Furthermore, it determined to what extent this model was aligned with evidence-based model of adequacy. This study used conceptual frameworks adapted from research literature to guide data collections and analysis for following three research questions: (a) How are online classes used in a county-operated alternative school program to maximize student achievement? (b) How are financial and staffing resources allocated for the use and implementation of online classes? (c) How are online classes used to promote organizational capacity? This descriptive-analytic case study was conducted in one county operated alternative school program located in Orange County, California. The selected school program was purposefully chosen according to the following criteria: a school that has been identified as exhibiting characteristics of an effective alternative education program; has administrative and structural support to implement online classes; and uses existing financial and staffing resources to implement online classes. Data analysis revealed that Orange County Opportunity School (OCOS) implemented online classes as an alternative instructional method to increase the academic and technology skills of at-risk students. The data also revealed that OCOS utilized existing structural and staffing resources to implement online classes across all Community Schools. It was uncovered that shared vision and collaboration of many leadership members and teacher volunteers permitted the conceptualization of this process. Furthermore, the data revealed that OCOS created organizational capacity by effectively utilizing existing resources to be fiscally responsible and has flexibility in its infrastructure to modify school program to meet student needs. Four major themes emerged to illustrate the overall success of the implementation of online classes at OCOS alternative education program: (a) shared vision for student achievement; (b) effective utilization of resources; (c) collaboration; (d) research-based instructional strategy. Recommendation for the continued success of online classes at OCOS included: (a) allocated stipend for extended professional duties; (b) technology-centered workshops at every staff development day; (c) recommended budget allocation towards technology for every school region; (d) expenditure cost of online classes; (e) creating online opportunity for student-with-student interaction. Finally, suggestions for future research consisted of: (a) collecting student achievement data in Contract Learning and Day School program prior to online class and compare to completing online class; (b) collecting student achievement data in Contract Learning and Day School from control and experimental group; (c) extending the research study to include all the Community School program in OCOS. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California