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The number of K-12 classrooms adopting blended learning models is rapidly increasing and represents a cultural shift in teaching and learning; however, fidelity of implementation of these new blended learning programs varies widely. This study aimed to examine the role of teacher engagement in student motivation and achievement in a blended learning environment. Reading skill data were analyzed from 19,366 students across 624 schools led by teachers defined as engaged users of a blended learning reading program (Lexia Reading Core5 [Core5]). Results showed significant improvements in reading skills during the analyzed period for the students of the engaged teachers in comparison to neighboring classrooms (171,850 students in the same 624 schools) of less engaged teachers.

Growing up in an inner city environment can inhibit healthy development and have detrimental consequences for children and adolescents such as increased risks for many social and psychological problems. This article explores the role of community arts centers in fostering resilience among youth living in the inner city. A review of the literature of risk factors associated with growing up in an inner city environment provides a rationale for the need for interventions that promote resilience by creating a refuge from the surrounding poverty and violence, and which strengthen youth's personal and social resources. We examine the case of the Artists Collective, an inner city community arts center in Hartford, Connecticut, and propose that there are three components of community arts centers that contribute to youths' resilience. First, features of the physical space promote resilience. Second, they are a place where prosocial relationships and social capital contributing to resilient functioning can be formed. Finally, we hypothesize that learning about and participating in the arts fosters resilience through the development Article at SIMON FRASER LIBRARY on May 31, 2015 eus.sagepub.com Downloaded from

This three-year longitudinal study tracked the reading performance of 68 kindergarten students from low SES backgrounds. These students received instruction with a blended learning program --Lexia V R Core5 V R Reading-from the start of kindergarten through second grade. During each school year the students made significant gains on a standardized reading test. However, performance on the test declined significantly from the spring of one school year to the fall of the next, indicative of a substantial summer slide. Yet, further comparisons revealed that performance from the fall of one school year to the fall of the next showed significant improvement, pointing to the benefits of school-based instruction to help overcome the summer slide. More than 90% of low performers who started kindergarten scoring below average on the standardized test finished second grade scoring average or better. Benefits of Lexia Core5 V R Reading to support reading growth in elementary school students from low SES backgrounds are discussed.

Teachers are responsible for identifying and instructing an increasingly diverse population of student readers. Advances in educational technology may facilitate differentiated instruction. Using data from a large, population-based sample of third-grade students, we investigated what works for whom in technology-based literacy instruction. We classified 594 students into four reader subgroups or profiles based on two scores from a readily-available, commonly-used progress monitoring tool (aim-sweb©). Using this simple and accessible method, we identified profiles of readers that resemble the poor decoder, poor comprehender, mixed deficit, and typical reader subgroups found in past studies that used extensive test batteries or advanced statistics. We then employed nonparametric analyses to examine both proximal and distal outcomes across one academic year. First, we compared the relative progress of reader profiles on a technology-based reading program (Lexia® Core5® Reading). Second, we determined whether each reader profile made gains on aimsweb at the end of the year. We found that Core5 effectively differentiated online instruction and contributed to improved aimsweb performance for most reader profiles. The findings from this study help inform educational best practices for efficient identification of and effective intervention for all students.