FR Doc E7-20100
[Federal Register: October 12, 2007 (Volume 72, Number 197)]
[Notices]
[Page 58064-58065]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr12oc07-37]
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DEPARTMENT OF EDUCATION
Submission for OMB Review; Comment Request
AGENCY: Department of Education.
SUMMARY: The IC Clearance Official, Regulatory Information Management
Services, Office of Management invites comments on the submission for
OMB review as required by the Paperwork Reduction Act of 1995.
DATES: Interested persons are invited to submit comments on or before
November 13, 2007.
ADDRESSES: Written comments should be addressed to the Office of
Information and Regulatory Affairs, Attention: Education Desk Officer,
Office of Management and Budget, 725 17th Street, NW., Room 10222,
Washington, DC 20503. Commenters are encouraged to submit responses
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comments electronically should not submit paper copies.
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Recordkeeping burden. OMB invites public comment.
Dated: October 3, 2007.
Angela C. Arrington,
IC Clearance Official, Regulatory Information Management Services,
Office of Management.
Institute of Education Sciences
Type of Review: New.
Title: The Effects of a Hybrid Secondary School Course in Algebra I
on Teacher Practices, Classroom Quality and Adolescent Learning.
Frequency: Annually.
Affected Public: Individuals or household; Businesses or other for-
profit; Not-for-profit institutions; Federal Government; State, Local,
or Tribal Gov't, SEAs or LEAs.
Reporting and Recordkeeping Hour Burden:
Responses: 796.
Burden Hours: 131.
Abstract: Algebra I has emerged in recent years as a critical
gatekeeper course, necessary to prepare students for the rigorous
mathematics curriculum required for high school graduation and
successful postsecondary experiences. Therefore, providing Algebra I
teachers with the very best resources and professional development to
ensure effective instruction has become a priority in Kentucky and
across the nation. This research study is designed to test, through a
rigorous experimental design, an approach that combines online and
technology enhanced instruction with face-to-face classroom instruction
to address this need. This hybrid or ``blended'' approach has shown
promising results in Kentucky and elsewhere.
[[Page 58065]]
Teachers who receive the intervention in this study will apply the
hybrid approach using the Kentucky Virtual High School's (KVHS) online
course curriculum in Algebra I. They will be supported by extensive
professional development in hybrid instruction and research-based
practices for teaching Algebra I. The KVHS course is fully aligned with
national and new state standards for Algebra instruction. The results
on improved instructional practices, classroom quality, and student
learning will be compared to those in control sites in which Algebra I
instruction will continue as it has with traditional classroom
instruction.
Participating schools will be randomly assigned to either an
intervention group or a control group in Spring 2008 and participating
teachers will assume the intervention or control status assigned to
their school. Baseline data collection for both intervention and
control groups will begin in the fall of 2008, and continue each
semester through spring 2010. Participating teachers in the
intervention schools will begin professional development in May 2008,
and will continue with the facilitated face-to-face online support of a
master teacher as they implement the intervention in 2008-2009.
Teachers will continue to have access to all of the online resources
for instruction in 2009-2010, as well as on-demand support from KVHS.
Results of the study will be made available following a technical
review by the U.S. Department of Education, Institute of Education
Sciences.
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[FR Doc. E7-20100 Filed 10-11-07; 8:45 am]
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