Computer-Mediated Collaboration to Reduce Isolation for Rural Teachers

Autor/in	Cox, William S.
Titel	Computer-Mediated Collaboration to Reduce Isolation for Rural Teachers
Quelle	(2011), (129 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-8065-7
Schlagwörter	Hochschulschrift; Dissertation; Professional Isolation; Rural Schools; Socialization; Qualitative Research; Statistical Analysis; Elementary School Teachers; Secondary School Teachers; Social Change; Constructivism (Learning); Computer Mediated Communication; Academic Achievement; Correlation; Interviews; Teacher Collaboration; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Socialisation; Sozialisation; Qualitative Forschung; Statistische Analyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sozialer Wandel; Computerkonferenz; Schulleistung; Korrelation; Interviewing; Interviewtechnik; Lehrerkooperation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Rural secondary content area teachers have little opportunity to discuss issues with similar content area teachers. Professional isolation can impact teacher satisfaction and ultimately affect rural student achievement. The purpose of this study was to investigate computer-mediated collaboration as a means of reducing isolation for rural teachers. This study has its theoretical foundation in social constructivism and social learning theory. The quantitative research question investigated relationship between rural K-12 teacher isolation and participation in a computer-mediated collaborative environment. The qualitative research questions examined factors influencing voluntary participation and reduction in perceived content isolation by rural teachers of kindergarten through twelfth grade. This concurrent mixed method study, prioritizing qualitative data, integrated correlational data collected by a survey and qualitative data from interviews. Quantitative data were analyzed with point-biserial and Spearman correlation coefficients. Qualitative data were coded and analyzed for reoccurring themes. Analysis of quantitative data showed no relationship between teacher isolation and participation in a computer-mediated collaborative environment. Analysis of qualitative data found face-to-face meetings important by facilitating professional and social relationships between geographically isolated teachers. Findings from this study may help administrators and professional development planners develop collaborative interactions for rural content teachers within districts and across regions. This study could contribute to positive social change by increasing rural teachers' sense of professional community and increasing achievement for students they serve. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10