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 Virtual K-12 leadership: a postmodern paradigm.

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Type of Resource: text

Genre: Electronic Thesis or Dissertation

Issuance: single unit

Date Created: Spring 2014

Date Issued: 2014

Publisher: Florida Atlantic University

Physical Form: Online Resource

Extent: 218 p.

Language(s): English

Summary: This phenomenological, mixed-method study compared and contrasted virtual K-12 school leadership with traditional face-to-face leadership. All 106 participants servedfor a minimum of two years in each setting. The study was conducted in two phases inorder to reveal consensus and dissensus points of view. Conceptually, a postmodernframework was used to deliberately create spaces for new leadership ideas to emergethrough surveys and interviews. The data included teachers and leaders from charter,district, and state virtual K-12 schools. Phase one of the study used a modified Delphimethodology, consisting of an Internet-based survey and semantic differential survey.The second phase was a round of interviews, seeking similarities and differences between leadership in the two domains. Using the lens of postmodernism, the nuances of difference arising from contextual factors were examined, along with the often-unheard voices of dissensus within the ranks of virtual K-12 leaders and teachers. Among the major findings, the study revealed no significant differences inleadership between traditional and virtual K-12 leaders. A new paradigm of “leadershipby design” was uncovered as one possible means of innovating through virtual K-12leadership.

Identifier: FA00004168 (IID)

Note(s): Includes bibliography.Dissertation (Ph.D.)--Florida Atlantic University, 2014.

Subject(s): Education -- Effect of technological innovations onEducational leadershipSchool management and organizationVirtual work teams

Held by: Florida Atlantic University Digital Library

Sublocation: Boca Raton, Fla.

Persistent Link to This Record:

Restrictions on Access: All rights reserved by the source institution

Owner Institution: FAU

Autor: Tucker, Tommy N., author Bogotch, Irs Dr., Thesis advisor College of Education, Degree grantor



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