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

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

Abstract

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.

Citation

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 .

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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

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