Maximizing the Needs of School Leaders in Online Educational Leadership Coursework

Autor/inn/en	Dieterich, Cynthia A.; Hamsher, Sarah; Anderson, Amie
Titel	Maximizing the Needs of School Leaders in Online Educational Leadership Coursework
Quelle	In: eJEP: eJournal of Education Policy, 23 (2022) 2, (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Online Courses; Instructional Leadership; Leadership Training; College Faculty; Pandemics; COVID-19; Tenure; Educational Change; Teaching Methods; Alignment (Education); Student Evaluation of Teacher Performance; Graduate Students; Teacher Behavior; Teacher Student Relationship; Preschool Education; Kindergarten; Elementary Secondary Education; Accreditation (Institutions); Emotional Response; Principals; Administrators; Administrator Education; Student Attitudes + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Instruction; Leadership; Bildung; Erziehung; Führung; Führungslehre; Fakultät; Amtszeit; Beschäftigungsdauer; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teacher behaviour; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Vorschulerziehung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Emotionales Verhalten; Principal; Schulleiter; Schülerverhalten
Abstract	A steady increase in online instruction occurred from the 1990s to 2019, with a swift change, during the pandemic. However, during an instructional delivery change, are university instructors prepared to shift to the virtual classroom that appropriately aligns with student expectations of a meaningful online course? This is significant since student evaluations of instructor behavior are often an influential measure in the university tenure process. This current study investigated the expectations of school leaders in a graduate program as they prepare for a career in the PK-12 setting. In this study, graduate students in a school leadership program ranked the most and least important instructor behaviors in an online course. Recognizing the priorities of the PK-12 candidate provides university faculty with guidance on how to best design and implement online courses to the needs and desires of graduate students while maximizing instructor resources and meeting accreditation criteria. (ERIC).
Anmerkungen	Arizona Board of Regents, for and on behalf of Northern Arizona University. PO Box 4087, Flagstaff, AZ 86011. Web site: https://nau.edu/coe/ejournal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01