Virtual Learning Programs in Post-Pandemic Education: California K-12 Public School Superintendents' Design of Virtual Learning Programs, Identified Barriers & Recommendations for Effective Implementation

Autor/in	Humphrey, Samuel R.
Titel	Virtual Learning Programs in Post-Pandemic Education: California K-12 Public School Superintendents' Design of Virtual Learning Programs, Identified Barriers & Recommendations for Effective Implementation
Quelle	(2022), (161 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, National University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-2048-5
Schlagwörter	Hochschulschrift; Dissertation; Electronic Learning; Pandemics; COVID-19; Elementary Secondary Education; Public Schools; Superintendents; Program Design; Barriers; Program Implementation; Distance Education; Program Effectiveness; State Legislation; Educational Innovation; Funding Formulas; Educational Policy; State Policy; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Public school; Öffentliche Schule; Schulrat; Programme design; Programmaufbau; Programmplanung; Distance study; Distance learning; Fernunterricht; Landesrecht; Instructional innovation; Bildungsinnovation; Funding; Finanzierung; Politics of education; Bildungspolitik; Kalifornien
Abstract	During the global pandemic of the 2020-21 school year, school districts rapidly transitioned from the traditional in-person structure of school to distance learning. This research study sought to understand how superintendents envisioned virtual learning as an option within their school district portfolio, exploring the barriers faced in its development and making recommendations for effective implementation entering an era of post-pandemic education. This mixed-methods study was qualitative dominant research using interviews with a purposive sampling of California K-12 public school superintendents representing a variety of demographics. The quantitative data were derived from the coding of interview responses aligned to the conceptual framework provided by Peter Drucker's (1985) seven sources of innovative opportunity. Results of the study revealed examples of effective virtual learning programs as well as barriers to implementation, including changes to state legislation and the digital divide. The most frequent sources of innovative opportunity aligned to superintendent responses were identified as "The unexpected" and "New knowledge, both scientific and non-scientific," the two sources with the most significant discrepancy of reliability, reflecting the vast discrepancy in approaches amongst surveyed superintendents. Recommendations for state education leaders and policy makers included adopting clear legislation in regard to independent study guidelines and funding formulas to support innovative approaches through virtual learning. This research provides superintendents, state education leaders, and policymakers some guidance on the barriers as well as recommendations for opportunities virtual learning provides in overcoming the challenges K-12 public school districts face entering an era of post-pandemic education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01