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

Kara Dawson, Nancy Fichtman Dana, Rachel Marie Wolkenhauer, Desi Krell

Research output: Contribution to journalArticle

2 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)29-39
Number of pages11
JournalAmerican Journal of Distance Education
Volume27
Issue number1
DOIs
StatePublished - Jan 1 2013

Fingerprint

action research
personnel
Personnel
educator
school
Curricula
Teaching
curriculum
communication
Communication
trend
experience

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science Applications

Cite this

@article{e40aa68c55d443e19f44e83d167b31c4,
title = "Identifying the Priorities and Practices of Virtual School Educators Using Action Research",
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.",
author = "Kara Dawson and Dana, {Nancy Fichtman} and Wolkenhauer, {Rachel Marie} and Desi Krell",
year = "2013",
month = "1",
day = "1",
doi = "10.1080/08923647.2013.759453",
language = "English (US)",
volume = "27",
pages = "29--39",
journal = "American Journal of Distance Education",
issn = "0892-3647",
publisher = "Taylor and Francis Ltd.",
number = "1",

}

Identifying the Priorities and Practices of Virtual School Educators Using Action Research. / Dawson, Kara; Dana, Nancy Fichtman; Wolkenhauer, Rachel Marie; Krell, Desi.

In: American Journal of Distance Education, Vol. 27, No. 1, 01.01.2013, p. 29-39.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Identifying the Priorities and Practices of Virtual School Educators Using Action Research

AU - Dawson, Kara

AU - Dana, Nancy Fichtman

AU - Wolkenhauer, Rachel Marie

AU - Krell, Desi

PY - 2013/1/1

Y1 - 2013/1/1

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=84880964811&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84880964811&partnerID=8YFLogxK

U2 - 10.1080/08923647.2013.759453

DO - 10.1080/08923647.2013.759453

M3 - Article

VL - 27

SP - 29

EP - 39

JO - American Journal of Distance Education

JF - American Journal of Distance Education

SN - 0892-3647

IS - 1

ER -