Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

Executive Summary

Integrating Computer-Based Curricula in the Classroom: Lessons from a Blended Learning Intervention

by J. Cameron Anglum, Laura M. Desimone & Kirsten Lee Hill - 2020

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
Purchase this Article
Purchase Integrating Computer-Based Curricula in the Classroom: Lessons from a Blended Learning Intervention
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record Volume 122 Number 1, 2020, p. 1-50
https://www.tcrecord.org ID Number: 23086, Date Accessed: 12/6/2021 10:24:40 AM
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

About the Author
  • J. Cameron Anglum
    Saint Louis University
    E-mail Author
    J. CAMERON ANGLUM is an Assistant Professor at the Saint Louis University School of Education. His research examines government policies and interventions that affect the distribution of resources in K-12 public schools, particularly effects witnessed by urban schools and those schools serving the largest shares of disadvantaged students.

    Steinberg, M., Quinn, R., Kreisman, D., & Anglum, J.C. (2016). Did Pennsylvania’s statewide school finance reform increase education spending or provide tax relief? National Tax Journal, 69(3), 545–582.

    Jargowsky, P., Wood, Z., Anglum, J.C., & Karp, D. (2016). Expanding educational opportunity in urban school districts. In S. Wachter & L. Ding (Eds.), Shared prosperity in America's communities. Philadelphia: University of Pennsylvania Press.

  • Laura Desimone
    University of Delaware
    E-mail Author
    LAURA M. DESIMONE is the Associate Dean for Research at the University of Delaware College of Education and Human Development. Her research focuses on the effects of education policy at the state, local, and classroom levels. She is especially interested in studying school and classroom implementation, and the effects of teacher learning interventions on teachers and students.

    Desimone, L. M., & Pak, K. (2017). Instructional coaching as high-quality professional development. Theory into Practice, 56(1), 3–12.

    Covay Minor, E., Desimone, L., Caines Lee, J., & Hochberg, E. D. (2016). Insights on how to shape teacher learning policy: The role of teacher content knowledge in explaining differential effects of professional development. Education Policy Analysis Archives, 24(61), n61.

  • Kirsten Hill
    Independent Scholar
    E-mail Author
    KIRSTEN LEE HILL is an education researcher and consultant. She advocates for cross-stakeholder collaboration and strives to make research relevant and accessible to, and informed by, all stakeholders in public education.

    Desimone, L., & Hill, K. (2017). Inside the black box: Examining mediators and moderators of a middle school science intervention. Educational Evaluation and Policy Analysis, 39(3), 511–536.

    Desimone, L. M., Wolford, T., & Hill, K. L. (2016). Research-practice: A practical conceptual framework. AERA Open, 2(4), 2332858416679599.

Member Center
In Print
This Month's Issue