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Mapping the Terrain: Educational Leadership Field Experiences in K-12 Virtual Schools
ARTICLE

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Educational Administration Quarterly Volume 50, Number 1, ISSN 0013-161X

Abstract

Opportunities for K-12 students to choose virtual and blended learning experiences continue to grow. All 50 states including Washington, D.C., now offer some virtual experience in K-12 education. Of these, 40 states have state virtual schools or state-led online learning initiatives. In addition, federal and state support for this type of learning continues to expand. Field experiences are beginning to be available for virtual school teachers; however, little information is available on field experiences for pre-service administrators in virtual K-12 settings. This study provides a status report on the state of school administrator preparation for K-12 online and blended learning programs in the United States. This research was conducted by surveying initial certification Educational Leadership programs regarding the extent that pre-service administrators are exposed to K-12 online learning environments. Results indicate that very few Educational Leadership programs provide any administrator preparation for leading a K-12 virtual school or teachers of online courses. Important ramifications exist for Educational Leadership programs preparing educators to lead fully online and blended learning programs.

Citation

LaFrance, J.A. & Beck, D. (2014). Mapping the Terrain: Educational Leadership Field Experiences in K-12 Virtual Schools. Educational Administration Quarterly, 50(1), 160-189. Retrieved April 18, 2019 from .

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Cited By

  1. Evaluating the Online Teacher: An Analysis of the iNacol Quality Standards for Online Teaching

    Brianne Jackson, Virginia Commonwealth University, United States

    EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 558–565

  2. Empowering Teachers? An Exploratory Study of Personnel Practices in Virtual Charter Schools in the United States

    Dennis Beck & Robert Maranto, University of Arkansas

    Journal of Open, Flexible, and Distance Learning Vol. 18, No. 2 (Dec 23, 2014) pp. 59–81

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