Résumés
Abstract
Traditional school districts do not have a lot of experience with virtual schools and have lost students to state and charter virtual schools. To retain students and offer alternative learning opportunities, more public districts are starting their own virtual schools. This study was an examination of foundational processes at three California virtual schools in traditional school districts. An analysis of the findings revealed that sites perceived the establishing founder, preliminary research, district support, teacher and staff selection, financial evaluation, and curriculum decisions as keys to the founding process. The analysis also led to surprising conclusions, including the need for virtual schools to constantly change and adapt and the focus in this study of organizations over technology. The findings have implications for traditional districts starting virtual schools. The study also indicates that changes in policy could reduce the need for organizational adaptation among virtual schools in traditional school districts.
Keywords:
- virtual school,
- K-12 online learning,
- organizational structure,
- traditional public school districts,
- foundational processes
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Bibliography
- Ahn, J. (2011). Policy, technology, and practice in cyber charter schools: Framing the issues. Teachers College Record, 113, 1-26.
- Archambault, L., & Crippen, K. (2009). K-12 distance educators at work: Who's teaching online across the United States. Journal of Research on Technology in Education, 41, 363-391.
- Barbour, M. K. (2009). Today's student and online schooling: The reality, the challenges, the promise. Journal of Distance Learning, 13(1), 5-25.
- Clark, T., & Berge, Z.L. (2005). Perspectives on online schools. In Z. L. Berge & T. Clark (Eds.), Online schools: Planning for success (pp. 9-19). New York, NY: Teachers College Press.
- Lubienski, C. (2003). Innovation in education markets: Theory and evidence on the impact of competition and choice in charter schools. American Educational Research Journal, 40, 395-443.
- McFarlane, D. A. (2011a). A comparison of organizational structure and pedagogical approach: Online versus face-to-face. The Journal of Educators Online, 8, 1-44.
- McFarlane, D. A. (2011b). Are there differences in the organizational structure and pedagogical approach of online and brick-and-mortar schools? Journal of Multidisciplinary Research, 3, 83-98.
- Moore, M.G., & Kearsley, G. (2012). Distance education: A systems view of online learning. Belmont, CA: Wadsworth.
- Reid, K. M., Aqui, Y., & Putney, L.G. (2009). Evaluation of an evolving online high school. Educational Media International, 46, 281-294.
- Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
- Vrasidas, C. (2003). The design, development, and implementation of LUDA Online High School. Computers in the Schools, 20, 15-25.
- Waters, J. K. (2011). Competing for the online student. Technological Horizons in Education Journal, 38, 28-30.
- Watson, J., Murin, A., Vasha, L., Gemin, B., &, Rapp, C. (2011). Keeping pace with K-12 online learning: An annual review of policy and practice. Durango, CO:Evergreen Education Group.
- Watson, J., Pape L., Murin, A., Gemin, B., & Vashaw, L. (2015). Keeping pace with K-12 Digital learning: An annual review of policy and practice, 11. Durango, CO: Evergreen Education Group.
- Watson, J. F., Winograd, K., & Kalmon, S. (2004). Keeping pace with K–12 online learning: A snapshot of state-level policy and practice. Naperville, IL: Learning Point.