{"id":4245,"date":"2017-07-12T15:06:52","date_gmt":"2017-07-12T19:06:52","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=4245"},"modified":"2020-01-21T15:00:06","modified_gmt":"2020-01-21T20:00:06","slug":"teacher-principal-and-student-perspectives-on-the-blended-learning-initiative","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2017\/07\/12\/teacher-principal-and-student-perspectives-on-the-blended-learning-initiative\/","title":{"rendered":"Teacher, Principal, and Student Perspectives on the Blended Learning Initiative"},"content":{"rendered":"<div class=\"wpb-content-wrapper\">[vc_row][vc_column][vc_column_text]In 2016-17, 39 schools were selected to participate in Year 1 of the Blended Learning Initiative (BLI). Each BLI school chose a blended learning model (a la carte or station rotation) and a blended learning program from a list of approved vendors. There were over 200 BLI classrooms at the 39 participating schools, with the majority\u00a0using a station rotation model. At some schools, all BLI classrooms used the same program, while other schools used more than one program and\/or vendor.\u00a0<strong>This report looks at teacher, principal, and student perspectives on the initiative in 2017.<\/strong><\/p>\n<p>Use the button below to download the 5-page brief.[\/vc_column_text][vc_row_inner][vc_column_inner][vc_btn title=&#8221;CLICK HERE TO DOWNLOAD THE BRIEF&#8221; style=&#8221;gradient-custom&#8221; gradient_custom_color_1=&#8221;#0b315b&#8221; gradient_custom_color_2=&#8221;#398635&#8243; align=&#8221;center&#8221; button_block=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fwww.philasd.org%2Fresearch%2Fwp-content%2Fuploads%2Fsites%2F90%2F2017%2F09%2FResearchBrief_BlendedLearning_July2017.pdf|||&#8221;][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>A report on perspectives in Year 1 of the Initiative.<\/p>\n","protected":false},"author":21878,"featured_media":4550,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[131],"tags":[],"class_list":["post-4245","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-effective-instruction"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4245","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/users\/21878"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/comments?post=4245"}],"version-history":[{"count":3,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4245\/revisions"}],"predecessor-version":[{"id":4551,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4245\/revisions\/4551"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/4550"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=4245"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=4245"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=4245"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}