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Attributes that Enable a Virtual High School to go to Scale
Title
Attributes that Enable a Virtual High School to go to Scale.
Creator
Diamond, Daryl, Pisapia, John, Florida Atlantic University
Abstract/Description
As our nation demands system-wide improvement, external providers are challenged to scale up educational reform efforts, to implement them more widely, more deeply, and more rapidly than in the past. Virtual high schools come at a time when public education is being challenged by mandates for new forms of educational choice and supplemental services. Replicating success of educational reforms on a large scale is a vexing issue. Failure to scale them up is accredited to the absence of a...
Show moreAs our nation demands system-wide improvement, external providers are challenged to scale up educational reform efforts, to implement them more widely, more deeply, and more rapidly than in the past. Virtual high schools come at a time when public education is being challenged by mandates for new forms of educational choice and supplemental services. Replicating success of educational reforms on a large scale is a vexing issue. Failure to scale them up is accredited to the absence of a practical theory that accounts for the institutional complexities operating on changes of practice. This research developed such a practical theory gleaning attributes from Comprehensive School Reform, Diffusion of Innovation, and Leadership and Scale theories. The purpose of this study was to determine the attributes that contribute to the scalability of the virtual high school. Scalability was separated into two levels; a traditional notion of scaling up reforms, and the more contemporary idea of going to scale. The conceptual framework suggested that scalability was dependent upon the frequency of the attributes associated with these levels. Content analysis was conducted on N = 270 documents pertaining to virtual high schools. A validation subset of N = 137 documents on five specific virtual high schools was used. An attribute checklist assisted the coding, classifying 39 attributes into five mutually exclusive categories, along with seven contextual factors that potentially moderated scalability. Analysis on the validation subset produced similar findings to those of the universal sample set. A statistical model was developed that predicted a large amount (52 %) of the variation of scalability. When scaling up attributes are prevalent both in the innovation's design, the communication channels, and leadership capabilities then going to scale can be achieved O..er time. Specifically, virtual high schools should focus on three significant scaling up attributes: (a) offering quality curriculum aligned to high national/state standards, (b) creating networks with other virtual high school adopters, and (c) strong management, in order to go to scale. The development of a practical theory must include these attributes in order for the virtual high school to go to scale.
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Date Issued
2007
PURL
http://purl.flvc.org/fau/fd/FA00000661
Subject Headings
Organizational change--Management, Educational change--Management, Virtual reality in education, School improvement programs
Format
Document (PDF)
The Perceived Impact of Technology-Based Informal Learning on Membership Organizations
Title
The Perceived Impact of Technology-Based Informal Learning on Membership Organizations.
Creator
Miller, Lori, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
Educational leadership goes beyond the boundaries of the classroom; skills needed for talent development professionals in business closely align with those needed in traditional educational leadership positions as both are responsible for the development and growth of others. Traditionally, the role of professional membership associations or organizations such as the Association for Talent Development (ATD, formerly known as the American Society for Training and Development), the group...
Show moreEducational leadership goes beyond the boundaries of the classroom; skills needed for talent development professionals in business closely align with those needed in traditional educational leadership positions as both are responsible for the development and growth of others. Traditionally, the role of professional membership associations or organizations such as the Association for Talent Development (ATD, formerly known as the American Society for Training and Development), the group dedicated to individuals in the field of workplace learning and development, is to provide learning opportunities, set standards, identify best practices in their respective fields, and allow members to network with other professionals who share their interests. However, with the rampant increase in the use of technology and social networking, individuals are now able to access a vast majority of information for free online via tools such as LinkedIn, Facebook, Google, and YouTube. Where has this left organizations that typically charged for access to this type of information in the past? Surveys and interviews were conducted with ATD members in this mixed-methods study to answer the following research questions: 1. What are the perceptions of Association for Talent Development (ATD) members regarding the effect of technology-based informal learning on the role of ATD? 2. How do ATD members utilize technology for informal learning? 3. Are there factors such as gender, age, ethnicity, educational level, or length of time in the field that predict a member's likelihood to utilize technology for informal learning? 4. Are there certain ATD competency areas for which informal learning is preferred over non-formal or formal learning? The significance of the study includes the identification of how the Association for Talent Development (ATD, formerly ASTD) can continue to support professionals in our constantly evolving te chnological society as well as advancing the field by contributing research connecting informal learning with technology to membership organization roles.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004523, http://purl.flvc.org/fau/fd/FA00004523
Subject Headings
Educational leadership--Influence., Virtual reality in management., Knowledge management., Information networks., Organizational learning., Knowledge representation (Information theory)
Format
Document (PDF)