A Design-Based Research on Developing Accelerated Online English Language Arts Curriculum for Underrepresented High-Ability Students

• In Event: 28.090 - MTCC Roundtable Session Nine
  In Roundtable Session: 28.090-9 - Learning Together Through School University and Community Collaborative Research

Abstract

The current study is part of a federally-funded three-year design-based research (DBR) project centering on creating and delivering two accelerated online English language arts (ELA) courses to high potential, socio-economically disadvantaged 7th and 8th graders from four school districts in a Midwestern state. Using a mixed-methods design, this study examined data regarding key components of the intervention during the first two-years of implementation. Quantitative data included students’ school achievement in 6th grade and their baseline scores on an above-grade-level ACT and ACT Engage test. Qualitative data included interviews with school staff regarding professional development, curriculum design and instructional issues, and an end-of-course student survey. Findings of this study will be valuable for iterative and continuous adjustment of the DBR project.

Authors

• Eric Calvert, Northwestern University Center for Talent Development

• Saiying Steenbergen-Hu, Northwestern University

• Paula M. Olszewski-Kubilius, Northwestern University

• Tracy L. Cross, College of William and Mary

• Jennifer Robins, Baylor University

• Laila Y. Sanguras, College of William and Mary