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Job Attainment and Perceived Role Differences of Cyberschool Leaders
Jayson W. Richardson, Dennis Beck, Jason LaFrance and Scott McLeod
Journal of Educational Technology & Society
Vol. 19, No. 1 (January 2016), pp. 211-222
Published by: International Forum of Educational Technology & Society
Stable URL: http://www.jstor.org/stable/jeductechsoci.19.1.211
Page Count: 12
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ABSTRACT As cyberschooling options expand, it is vital that we understand the nuances of these particular learning opportunities. Because little research exists on leaders of K-12 cyberschools, this exploratory case study had two purposes. We first examined how 18 cyberschool leaders in the United States obtained their position. Second, we explored the perceptions of cyberschool leaders regarding the differences between their job and that of a traditional brick-and-mortar school leader. We found that cyberschool leaders tend to be predominantly new, technology savvy administrators who have some background in online learning. Main differences between cyberschool leadership and brick-and-mortar school leadership included interactions with students, teacher supervision, provision of professional development, and management of the day-to-day operations.
Copyright 2016 by International Forum of Educational Technology & Society (IFETS)