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Report lists promising practices for high school teachers leading online courses for "credit recovery"

High schools are increasingly offering students the opportunity to take courses online that they have previously failed in the classroom - an approach known as “online credit recovery”. The Donahue Institute’s Applied Research & Program Evaluation group, with funding and support from the Massachusetts Department of Elementary and Secondary Education and the Nellie Mae Education Foundation, published a brief for teachers on this approach.

The brief provides promising practices for the complex instructional and administrative demands that teachers face when leading online courses for credit recovery, which they often must do after receiving only minimal training with the courseware and associated teaching strategies. The brief focuses on ways that teachers tailor these strategies to serve online credit recovery classrooms.

Strategies include:

  • Using online courseware to monitor student work
  • Supporting student motivation
  • Supporting goal-setting, time management, and self-regulation
  • Balancing courseware monitoring and direct student support

Read the full brief.

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