Welcome to the InfoSci Platform
School Reform and the Maturing of Online Learning

School Reform and the Maturing of Online Learning

David B. Glick
Copyright: © 2009 |Pages: 8
ISBN13: 9781605661988|ISBN10: 1605661988|EISBN13: 9781605661995
DOI: 10.4018/978-1-60566-198-8.ch270
Cite Chapter Cite Chapter

MLA

Glick, David B. "School Reform and the Maturing of Online Learning." Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., IGI Global, 2009, pp. 1828-1835. https://doi.org/10.4018/978-1-60566-198-8.ch270

APA

Glick, D. B. (2009). School Reform and the Maturing of Online Learning. In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of Distance Learning, Second Edition (pp. 1828-1835). IGI Global. https://doi.org/10.4018/978-1-60566-198-8.ch270

Chicago

Glick, David B. "School Reform and the Maturing of Online Learning." In Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., 1828-1835. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-198-8.ch270

Export Reference

Mendeley
Favorite

Abstract

been underway that has led to new standards, new choices for students, and new forms of accountability. In the last few years, online learning has become a significant factor in this school reform and school choice landscape, and its influence is growing fast (Edwards, Chronister, & Bushweller, 2002). Standards, school choice, and accountability are three facets of school reform that are inextricably linked together. The logic goes something like this: start by defining what students should know and be able to do at various grade levels. These learner expectations have gone by several names, most of which have developed political connotations that flavor our perceptions: outcomes, objectives, or standards. For the purposes of this article, I will use the currently favored term “standards.” After standards are established at the national, state, or local levels, choices can be created that allow students to achieve these standards in a way that is most suitable for them. This has led to a large increase in options for students in curriculum, instruction, and school type. The increase in choices has in turn led to the need for greater accountability. More rigorous evaluation needs for students, teachers, and schools have led to new forms of assessment, more standardized tests, and greater scrutiny of schools (Elmore, 2000).

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.