dc.contributor.author	Williams, Lisa N.
dc.coverage.spatial	Central and North America--United States--Georgia	en_US
dc.coverage.temporal	2006-2015	en_US
dc.date.accessioned	2017-06-14T16:57:37Z
dc.date.available	2017-06-14T16:57:37Z
dc.date.issued	2017-06
dc.identifier.citation	Williams, Lisa N. "Professional Educators’ Perceptions of Implementing Virtual Education in a Rural Georgia School District," PhD. Diss. Valdosta State University, 2017. http://hdl.handle.net/10428/2861.
dc.identifier.other	3F07447B-EDBD-11BD-49EC-99EC16C7E6E6	UUID
dc.identifier.uri	http://hdl.handle.net/10428/2861
dc.description.abstract	The researcher examined the experiences of a virtual program implementation team at a rural Georgia school district with limited resources. One strategy schools are employing to increase student access and achievement is the implementation of an online educational program, specifically Georgia Virtual School [GaVS]. Rural school districts with limited resources have been restricted in their ability to implement GaVS effectively (Hall, 2015; Tankersley, 2006). A basic interpretive study was utilized as the research design for the study coupled with Cavanaugh’s (2009) theory of virtual learning as an educational alternative. Waters, Marzano, and McNulty’s (2003) leadership framework theory served as the additional supporting theoretical framework. The researcher interviewed six professional educators using a three-interview series to understand interpretation and meaning of their experiences implementing the GaVS program (Seidman, 2006). Data analysis utilizing memos, categorizing, connecting strategies, document analysis, and constant comparative method produced two main themes: expanding educational opportunities for students and integrating resources and support. Integrating resources and support included three sub-themes: school leadership and the GaVS program, virtual school counseling and technical support, and ensuring compliance of state virtual learning mandates and GaVS oversight. Based on the findings, the researcher recommended prospective rural school districts implementing a virtual learning program focus on program pre-planning, with special focus on employee training and the availability of technology required for an online learning platform. The greatest barrier for the participants was developing new leadership practices and school counseling practices to meet the new demands of virtual education.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION. 1 \| Statement of the Problem 11 \| Purpose 13 \| Research Questions . 13 \| Significance of the Study 14 \| Conceptual Framework . 17 \| Researcher’s Personal Interest. 17 \| Virtual Program/School as an Educational Alternative. 19 \| Virtual Learning and School Leadership. 21 \| Summary of Methodology 23 \| Limitations 23 \| Assumptions 24 \| Definition of Terms. 24 \| Chapter Summary 28 \| Chapter II: LITERATURE REVIEW. 30 \| Overview and Background of Virtual Learning and Virtual Programs/Schools 33 \| Educational Reform. 41 \| Virtual Learning Helps to Prepare Students for the 21st Century. 43 \| Virtual Education Facilitates Constructivist Learning 44 \| Advantages of Virtual Learning 47 \| Characteristics of Rural School Districts 50 \| Political and Fiscal Influences on Virtual Learning 52 \| Effectiveness of Virtual Learning . 57 \| Virtual Program/School Implementation Barriers 68 \| Conceptual Framework for the Study . 75 \| Virtual Program/School as an Educational Alternative. 75 \| Virtual Learning and School Leadership. 76 \| Chapter Summary 79 \| Chapter III: METHODOLOGY 81 \| Research Questions . 82 \| Research Design 82 \| Setting 83 \| Participant Selection 85 \| Instrumentation and Data Collection. 87 \| Interviews 88 \| Observation 90 \| Document Review . 90 \| Data Analysis 91 \| Issues of Trustworthiness 93 \| Validity 93 \| Credibility 94 \| Reflection and Reflexivity 95 \| Transferability . 96 \| Dependability 96 \| Ethical Considerations. 97 \| Chapter Summary 98 \|	en_US
dc.language.iso	en_US	en_US
dc.subject	Distance Education	en_US
dc.subject	Rural schools	en_US
dc.subject	Georgia Virtual School	en_US
dc.subject	Internet in Education	en_US
dc.subject	Educational leadership	en_US
dc.subject	Educational change	en_US
dc.title	Professional Educators’ Perceptions of Implementing Virtual Education in a Rural Georgia School District	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department Of Curriculum, Leadership, And Technology Of The Dewar College Of Education And Human Services	en_US
dc.description.advisor	Tsemunhu, Rudo E.
dc.description.committee	Green, Robert B.
dc.description.committee	Grimes, Lee
dc.description.committee	Truby, William F.
dc.description.degree	Ed.D.	en_US
dc.description.major	Leadership	en_US