Literaturnachweis - Detailanzeige
| Autor/in | Banker, Margaret M. |
|---|---|
| Titel | A Descriptive Study of Wisconsin PK-12 Virtual Public School Program Operations and Management |
| Quelle | (2012), (176 Seiten)
PDF als Volltext Ed.D. Dissertation, Edgewood College |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-3031-3389-3 |
| Schlagwörter | Hochschulschrift; Dissertation; Electronic Learning; Virtual Classrooms; Public Schools; Elementary Secondary Education; Program Development; Mixed Methods Research; Scaling; Blended Learning; Educational Quality; Accountability; Educational Innovation; Surveys; Interviews; Wisconsin |
| Abstract | E-Learning as it pertains to public education is in its infancy in America. There is limited research on what operational design, development, and management attributes of virtual school programs foster student achievement. The Wisconsin Department of Instruction has not developed or adopted program standards for E-Learning programs. The purpose of this descriptive mixed-methods study was to survey PK-12 Wisconsin public virtual school leaders to gather data regarding current practices around virtual school program development, management, and operations. The survey and interview tools used National Standards for Quality Online Programs developed by the International Association for K-12 Online learning. The mixed-methods research approach included two data collection phases; a quantitative survey phase followed by a qualitative interview phase. The five ancillary questions served as an organization structure to surface research findings. Study findings identified promising practices among virtual school program leaders. These practices included purchasing course content from vendors and devoting resources to teacher professional development. While E-Learning program administrators reported accomplished leadership and governance practices, external audits of program operations had not been conducted. Conclusions drawn from data collection are PK-12 Wisconsin public virtual school leaders' self-reported high levels of proficiency with matters of program management and operations. Areas of concern revealed in the research included scalability associated with rapid program growth and emerging demand for blended learning options. Wisconsin virtual school program leaders grapple to strike a balance between ensuring quality programs, demonstrating accountability to stakeholders, and allowing for innovation through program expansion. [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 | 2020/1/01 |
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