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«VIRTUAL K-12 LEADERSHIP: A POSTMODERN PARADIGM by Tommy N. Tucker A Dissertation Submitted to the Faculty of The College of Education In Partial ...»

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Finally, state and district policymakers should consider allocating more resources to internal development and management of the infrastructure and content of their virtual education programs, rather than allowing corporate interests to dictate the path of these programs.

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-­‐ Teachers o 2 or more years virtual teaching in completely virtual setting (not blended or hybrid program) o 2 or more years traditional teaching

-­‐ Administrators o Currently represent/work for quality program o 2 or more years virtual leadership in completely virtual setting (not blended or hybrid program) o 2 or more years traditional leadership

-­‐ Researchers o Currently represent/work for accredited virtual program o More than one published article in refereed journal on virtual education or leadership in the virtual domain o Affiliation with University, State or Federal government agency, or research organization

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Qualifying Invitation to Participate in Virtual K-12 Leadership Study To: [Email] From: "TTucker@fau.edu via surveymonkey.com" member@surveymonkey.com Subject: Invitation to participate in Virtual K-12 Leadership Research Study

Dear Potential Research Participant:

My name is Tommy Tucker and I am a doctoral candidate at Florida Atlantic University.

I am conducting a research study as part of my doctoral program in Educational Leadership.

The research seeks to address the nature and substance of Virtual K-12 leadership, identifying the similarities and differences between K-12 school leadership in the virtual setting with leadership in the traditional school setting.

In order to address the research questions, we are seeking leaders and teachers currently serving in regionally accredited virtual K-12 schools with prior experience in the traditional (brick and mortar) school environment. If you have this unique set of qualifications, we would be thrilled to have you participate in this research effort.

Thank you for your time, Tommy Tucker, Ed.S.

Doctoral Candidate Florida Atlantic University

Here is a link to the survey:

https://www.surveymonkey.com/s.aspx This link is uniquely tied to this survey and your email address. Please do not forward this message.

Thanks for your participation!

Please note: If you do not wish to receive further emails from us, please click the link below, and you will be automatically removed from our mailing list.


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Informed Consent to Participate in Virtual K-12 Leadership Study Please read and consider the following informed consent information before deciding to participate in this research.

Title of Research Study: Virtual K-12 Leadership: A Postmodern Paradigm Investigators: Tommy Tucker, Ed.S.; Ira Bogotch, Ed.D.

Purpose: The purpose of this study is to discover the meanings of virtual leadership in the K-12 setting, establishing the ways in which it is similar to and differs from leadership in the traditional domain of face-to-face K-12 education.

Procedures: To participate in this study, you will answer 9 demographic questions followed by 10 questions on the similarities and differences between the virtual and traditional educational settings. A follow-up survey will be developed based on the responses to the first survey, consisting of 4 questions, which you will be given to answer.

There is a one in five chance that you will be asked to follow-up your survey responses with a short interview to further clarify your responses to the research questions.

The research is planned to take place over a twelve week period between January and March, 2013. The total participation time is estimated at no more than 2 hours for the duration of the study.

Risks: There are no foreseeable significant risks to participating in this study.

Benefits: There are no direct benefits to participants in this study. There are potential benefits to those engaged in K-12 virtual education, given the possible insights into virtual leadership uncovered by this research.

Data Collection & Storage: All survey data will be collected via Survey Monkey over secure encrypted internet connections. The data will be accessible only by the researchers. Interviews will be conducted via secure internet connections via Skype, Google+ chat, Apple Facetime, or email, at the convenience of the respondent, and will be accessible to only the researchers. The identities of all participants will be known to the researchers, but not to the other participants.

The data provided by the participants will be reported anonymously, both during and after the research. Results of this research will be reported during the dissertation defense, which is open to the public, and will be published in the dissertation, once the results have been analyzed and interpreted. Complete confidentiality of all responses from all respondents will be fully observed.

All survey and interview responses and data identifying respondents will be maintained securely by the researchers until the study has been fully reported, then it will be securely deleted from all storage media within three years of completion of the study.

Voluntary participation and right to withdraw: The researchers will be available to answer any questions or concerns from the participants. Participants are also free to stop participating at any point. Your participation in this study is completely voluntary, and you are free to withdraw from the study at any time, without penalty of any sort.

Contact information: For related problems or questions regarding your rights as a research subject, contact the Florida University Division of Research at (561) 297-0777.

For other questions about the study, you should call investigators Tommy Tucker at (561) 379-7411 or Dr. Ira Bogotch at (561) 213-6953.

Consent Statement:

I have read the information describing this study. All my questions have been answered to my satisfaction. I am 18 years of age or older and freely consent to participate. I understand that I am free to withdraw at any time without penalty. I have printed a copy of this consent form for my records. By clicking the "I consent" button below, I am giving my consent to participate in this research study.

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-­‐ What email address should we use for future correspondence (if different from the one

-­‐ we originally used to contact you)?

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1. What is your idealized conception of virtual K-12 leadership? (Discuss what you think “it should be”, not “what it is.”)

2. What is the current role of virtual K-12 leadership in practice?

3. In what ways is virtual K-12 leadership the same as or similar to traditional K-12 school

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4. In what ways does virtual K-12 leadership differ from traditional K-12 school leadership?

To what do you attribute these differences?

5. Give some concrete examples of how instructional leadership is currently promoted or practiced in the virtual K-12 setting.

6. In what ways do virtual K-12 leaders currently promote student achievement?

7. What measures of accountability are used to judge the overall effectiveness of virtual Kleaders? In your judgment, are these the best metrics or tools to measure virtual leadership accountability?

8. Please identify those applications or other unique aspects of the virtual environment that support or enhance effective virtual K-12 leadership.

9. Based on your personal experiences and observations, what suggestions do you have for improving virtual leadership in the K-12 domain?

10. Based on your answers to questions 1 through 9, do you believe the same leadership skills apply equally to virtual K-12 leadership & traditional K-12 leadership? How are they the same? How are they different?

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1. I have received a wealth of information from some of the best teachers and leaders in charter, district, and state virtual schools. They have made it clear to me that context matters – that there are differences inherent in each of these school types that affect how teachers practice their craft and how leadership is accomplished. Since I am trying to understand your working context, I need to know what you think is relevant or important for me to better understand your working environment. With that in mind, Can you describe for me what a “typical” day is like for you?

2. Because one purpose of my research is to understand the differences between face-to-face leadership and virtual leadership, please tell me how you see the role of collaboration in your professional practice of either teaching or leadership.

3. What is the best or most interesting aspect of your job?

- I am looking for what makes your job unique and inspires you to do what you do.

4. How are relationships among students, faculty, and leaders developed virtually?

- How can these relationships be sustained?

5. How do school faculty and leadership demonstrate virtually a focus on student achievement?

6. What aspects of your job require you to evaluate students virtually?

- How do these assessments differ from traditional face-to-face practices?

7. Please describe any lessons you have learned from working in virtual environments to make your school effective.

8. What is it that virtual leaders do not (yet) know that would have a positive impact on virtual K-12 education? What I am looking for here are any “known” unknowns that you can think of.  

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Academy. (2009). In Encyclopaedia Britannica. Retrieved from Encyclopaedia Online:

http://www.britannica.com/EVchecked/topic/2615/Academy Adams, J. & Seagren, A. (2007). Leading community college distance education.

Academic Leadership Live: The Online Journal, 3(1). Retrieved from http://www.academicleadership.org/emprical_research/Leading_Community_Coll ege_Distance_Education.shtml Allen, I. & Seaman, J. (2010). Learning on demand: Online education in the United States, 2009. The Sloan Consortium. Retrieved from http://sloanconsortium.org/sites/default/files/pages/learningondemand-7.pdf Avolio, B. (1999). Full leadership development: Building the vital forces in organizations. Thousand Oaks, CA: Sage.

Avolio, B. & Kahai, S. (2003a). Adding the "E" to E-Leadership: How it may impact your leadership. Organizational Dynamics, 31(4), pp. 324-338.

Avolio, B. & Kahai, S. (2003b). Placing the “E” in E-leadership: Minor tweak or fundamental change. In S. Murphy & R. Riggio (Eds.), The future of leadership development (pp. 49-70). Mahwah, NJ: Lawrence Erlbaum Associates.

Avolio, B., Kahai, S., & Dodge, G. (2001). E-leadership: Implications for theory, research, and practice. Leadership Quarterly, 11(4), pp. 615-668.

Avolio, B., Sosik, J., Kahai, S., & Baker, B. (2014). E-leadership: Re-examining transformations in leadership source and transmission. The Leadership Quarterly,

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Aylesworth, G. (2013). Postmodernism, In Edward N. Zalta (ed.), The Stanford Encyclopedia of Philosophy (Summer 2013 Edition). Retreived from http://plato.stanford.edu/archives/sum2013/entries/postmodernism/ Balthazard, P., Waldman, D., & Warren, J. (2009). Predictors of the emergence of transformational leadership in virtual decision teams. The Leadership Quarterly,

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Barab, S. & Squire, K. (2004). Introduction: Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), pp. 1-14. Retrieved from http://www.jstor.org/stable/1466930 Barbour, M. & Reeves, T. (2009). The reality of virtual schools: A review of the literature. Computers & Education, 52(2), pp. 402-416.

Barker, C. (2005). Cultural studies: Theory and practice. London: Sage.

Bass, B. (1985). Leadership and performance beyond expectation. New York, NY: Free

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Bell, B. & Kozlowski, S. (2002). A typology of virtual teams: Implications for effective leadership. Group & Organization Management, 27(1), pp. 14-49.

Bennis, W. & Biederman, P. (1997). Organizing genius: The secrets of creative collaboration. Reading, MA: Addison-Wesley.

Berge, Z. & Clark, T. (2005). Virtual schools: Planning for success. New York, NY:

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Blasé, J. & Blasé, J. (2000). Effective instructional leadership: Teachers’ perspectives on how principals promote teaching and learning in schools. Journal of Educational Administration, 38, pp. 130-141. MCB University Press.

Bogdan, R. & Biklen, S.(2007). Qualitative research for education. Boston, MA:

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Bolman, L. & Deal, T. (2003). Reframing organizations: artistry, choice, and leadership.

San Francisco, CA: Jossey-Bass.

Brown, A. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), pp. 141-178. Retrieved from http://www.jstor.org/stable/1466837 Brown, B. (1968). Delphi process: A methodology used for the elicitation of opinions of experts. Report prepared by the RAND Corporation.

Brown, R. (2009). The purpose and potential of virtual high schools: a national study of virtual high schools and their head administrators. Doctoral dissertation.

Retrieved from http://purl.umn.edu/57524 Burns, J. (1978). Leadership. New York, NY: Harper & Row.

Bynner, J. & Coxhead, P. (1979). Some problems in the analysis of semantic differential data. Human Relations, 32(5), pp. 367-385.

Cascio, W. & Shurygailo, S. (2003). E-leadership and virtual teams. Organizational Dynamics, 31(4), pp. 362-376.

Christensen, C., Horn, M., & Johnson, C. (2008). Disrupting Class. New York, NY:

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