You are here:

Identifying the Priorities and Practices of Virtual School Educators Using Action Research

, , ,

American Journal of Distance Education Volume 27, Number 1, ISSN 0892-3647


This study examined the nature of thirty virtual educators' action research questions during a yearlong action research professional development experience within a large, state-funded virtual school. Virtual educators included instructional personnel (i.e., individuals responsible for teaching virtual courses) and noninstructional personnel (i.e., individuals responsible for other roles in the virtual school such as administration or course design.) Action research questions emerge from the intersection of educators' professional contexts and their real-world challenges or passions and analyzing the nature of these questions provided a glimpse into the priorities and practices of the participating instructional and noninstructional virtual educators. Studying completion rates and personalizing the curriculum were trends within questions posed by instructional personnel whereas noninstructional personnel primarily focused on macrolevel issues within the virtual schools, such as communication. Future research directions and implications for action research professional development within virtual schools are discussed.


Dawson, K., Dana, N.F., Wolkenhauer, R. & Krell, D. (2013). Identifying the Priorities and Practices of Virtual School Educators Using Action Research. American Journal of Distance Education, 27(1), 29-39. Retrieved April 21, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


View References & Citations Map

Cited By

  1. Delivery of Accommodations for Students with in Online Learning Environments: k-12 v. University Level

    Maria Earman Stetter, Roosevelt University, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2254–2258

  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

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact