Moving Online: Transforming an Algebra Enrichment Program for Online instruction and the Impacts on Student Learning Experiences and Outcomes

Main Article Content

Hye Jin Park
Kiriko Takahashi
Kendra Nip
Tingting Reid
Jerrik Feliciano
Yoko Kitami
Alejandro Guillen

Keywords

math program, online implementation, STEM, Native Hawaiian Education , algebra, gifted education, online instruction

Abstract

(conference proceeding)

Abstract 196 | WORD Downloads 119 PDF Downloads 111 VIDEO [free access] Downloads 0

References

Adelman, C. (2007). The toolbox revisited: Paths to degree completion from high school
to college. U.S. Department of Education.
Jetter, A. (1993, February 21). Mississippi Learning. The New York Times Magazine, 28–32, 50–51, 64, 72.
Landivar, L.C. (2013). Disparities in STEM employment by sex, race and Hispanic origin (American Community Survey Reports No. ACS-24). U.S. Census Bureau. https://www.census.gov/prod/2013pubs/acs-24.pdf.
Payne, A. (2011). Equitable access for underrepresented students in gifted education. The George Washington University Center for Equity and Excellence in Education. http://ceee.gwu.edu
Renzulli, J. S. (1976) The enrichment triad model: A guide for developing defensible programs
for the gifted and talented: Part II. Gifted Child Quarterly, 21, 237–243.
Satz, D. (2007). Equality, adequacy, and education for citizenship. Ethics, 117(4), 623–648.
Stoelinga,T., & Lynn, J. (2013). Algebra and underprepared learner. UIC Research on Urban Education Policy Initiative Policy BRIEF, 2(3), 1-16. http://c-stemec.org/wp-content/uploads/2013/08/Algebra-and-Underprepared-Learner.pdf.
Yoon, S., & Gentry, M. (2009). Racial and ethnic representations in gifted programs: Current status of and implications for gifted Asian American students. Gifted Child Quarterly, 53, 121–136.