Job Attainment and Perceived Role Differences of Cyberschool Leaders

Autor/inn/en	Richardson, Jayson W.; Beck, Dennis; LaFrance, Jason; McLeod, Scott
Titel	Job Attainment and Perceived Role Differences of Cyberschool Leaders
Quelle	In: Educational Technology & Society, 19 (2016) 1, S.211-222 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Electronic Learning; Online Courses; Educational History; Administrator Attitudes; Administrators; Comparative Analysis; Interpersonal Relationship; Supervision; Faculty Development; Educational Administration; Elementary Secondary Education; Elementary School Teachers; Secondary School Teachers; Semi Structured Interviews; Telephone Surveys; Interrater Reliability; Instructional Leadership; Interpersonal Communication; Conventional Instruction; Arizona; Colorado; Florida; Georgia; Idaho; Indiana; Minnesota; Nevada; Oregon; Texas; Utah; Washington + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; History of education; Bildungsgeschichte; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Telephone interview; Telefoninterview; Interrater-Reliabilität; Instruction; Leadership; Bildung; Erziehung; Führung; Interpersonale Kommunikation
Abstract	As cyberschooling options expand, it is vital that we understand the nuances of these particular learning opportunities. Because little research exists on leaders of K-12 cyberschools, this exploratory case study had two purposes. We first examined how 18 cyberschool leaders in the United States obtained their position. Second, we explored the perceptions of cyberschool leaders regarding the differences between their job and that of a traditional brick-and-mortar school leader. We found that cyberschool leaders tend to be predominantly new, technology savvy administrators who have some background in online learning. Main differences between cyberschool leadership and brick-and-mortar school leadership included interactions with students, teacher supervision, provision of professional development, and management of the day-to-day operations. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01