Leading by Following: An Analysis of How K-12 School Leaders Use Twitter

Autor/inn/en	Sauers, Nicholas J.; Richardson, Jayson W.
Titel	Leading by Following: An Analysis of How K-12 School Leaders Use Twitter
Quelle	In: NASSP Bulletin, 99 (2015) 2, S.127-146 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/0192636515583869
Schlagwörter	Telecommunications; Handheld Devices; Elementary Secondary Education; Educational Technology; Technology Uses in Education; Communities of Practice; Social Networks; Principals; Superintendents; Assistant Principals; Middle Schools; High Schools; Elementary Schools; Gender Differences; Administrator Attitudes; Coding; Administrator Behavior; Content Analysis + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Community; Social network; Soziales Netzwerk; Principal; Schulleiter; Schulrat; Principals; Stellvertretende Schulleitung; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Elementary school; Grundschule; Volksschule; Geschlechterkonflikt; Codierung; Programmierung; Inhaltsanalyse
Abstract	This study analyzed how active Twitter users who are also school leaders used the tool. The researchers collaboratively identified K-12 school leaders who were active on Twitter and then collected tweets from those school leaders. The final sample for this study included 115 Twitter users and over 180,000 tweets from those individuals. The results of this study indicated that school leaders overwhelmingly used Twitter for educational purposes and as a way to create communities of practice focused on educational issues. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01