Definition of Terms refers to educational settings that employ rigorous, relevent, effective Alternative school practices to meet the unique social, emotional, and academic needs of students considered to be at-risk (Repetto et al, 2010). is defined as struggling students likely to drop out of school or failing to work At-risk towards earning a high school diploma or General Education Diploma (GED), unless appropriate interventions are employed to address influences causing them to leave school prior to graduation (Repetto et al, 2010). (BL) is defined as facilitating the effective combination of different Blended Learning modes of delivery, models of teaching, and styles of learning that is founded on transparent communication (Chia-Wen and Meng-Chuan, 2011). refers to of infrastructure on the whole School-wide Implementation “adoption organization requiring all teachers to be fully engaged, working collegially, and providing support roles to achieve great fidelity in et al, 2014, p.48-49). intended outcomes” (Ingemarson refers to and associated behaviors in learning environments Teachers perceptions “roles that can have significant influence on student's behavioral and emotional engagement in the classroom" (Hung and Chou, 2015, p. 315). Summary This chapter provided an overview of the study to investigate teacher perceptions on the school-wide implementation of a blended learning program at an alternative school. With extremely low graduation rates for public schools, teachers must employ effective Georgia’s pedagogical practices to reach low achieving students. This qualitative study will address teacher perceptions on the school wide implementation of BL programs. This research will also uncover
Definition of Terms Alternative school refers to educational settings that employ rigorous, relevent, effective practices to meet the unique social, emotional, and academic needs of students considered to be at-risk (Repetto et al, 2010). At-risk is defined as struggling students likely to drop out of school or failing to work towards earning a high school diploma or General Education Diploma (GED), unless appropriate interventions are employed to address influences causing them to leave school prior to graduation (Repetto et al, 2010). Blended Learning (BL) is defined as facilitating the effective combination of different modes of delivery, models of teaching, and styles of learning that is founded on transparent communication (Chia-Wen and Meng-Chuan, 2011). School-wide Implementation refers to “adoption of infrastructure on the whole organization requiring all teachers to be fully engaged, working collegially, and providing support roles to achieve great fidelity in intended outcomes” (Ingemarson et al, 2014, p.48-49). Teachers perceptions refers to “roles and associated behaviors in learning environments that can have significant influence on student's behavioral and emotional engagement in the classroom" (Hung and Chou, 2015, p. 315). Summary This chapter provided an overview of the study to investigate teacher perceptions on the school-wide implementation of a blended learning program at an alternative school. With extremely low graduation rates for Georgia’s public schools, teachers must employ effective pedagogical practices to reach low achieving students. This qualitative study will address teacher perceptions on the school wide implementation of BL programs. This research will also uncover