Search results for author:"Jayme Linton"
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Teaching and Teacher Education: An International Journal of Research and Studies Vol. 57, No. 1 (July 2016) pp. 97–108
Edcamps are a free, voluntary, and participant-driven form of unconference professional development. This article reports on survey data gathered from 769 Edcamp participants. Beforehand, these educators indicated diverse motivations for their...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 73, No. 1 (July 2018) pp. 56–69
Edcamps are a voluntary, democratic form of unconference. This paper presents participants’ perceptions regarding the impact of Edcamps. Data were gathered from a survey and interviews (N=105). Participants overwhelmingly reported that Edcamp...
Electronic Learning Communities as a Support for Building Relationships with Students in a Statewide Virtual High School
Journal of Online Learning Research Vol. 2, No. 4 (2016) pp. 419–445
This qualitative case study used Wenger?s (1998) communities of practice (CoP) framework to analyze how the ongoing electronic learning community (eLC) process at an established state virtual high school (SVHS) supported online teachers in building...
American Journal of Distance Education Vol. 29, No. 4 (2015) pp. 269–282
This qualitative interpretive case study used Wenger's (1998) communities of practice (CoP) framework to analyze how the electronic learning community (eLC) process at an established state virtual high school operated like a community of practice....