東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

The effectiveness of digital leaders...

Zhong, Lin.

FindBook

Google Book

Amazon

博客來

The effectiveness of digital leadership at K-12 schools in Mississippi regarding communication and collaboration during CCRS implementation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effectiveness of digital leadership at K-12 schools in Mississippi regarding communication and collaboration during CCRS implementation./
作者:	Zhong, Lin.
面頁冊數:	200 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
Contained By:	Dissertation Abstracts International77-08A(E).
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10092226
ISBN:	9781339597324

The effectiveness of digital leadership at K-12 schools in Mississippi regarding communication and collaboration during CCRS implementation.
Zhong, Lin.

The effectiveness of digital leadership at K-12 schools in Mississippi regarding communication and collaboration during CCRS implementation. - 200 p.

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.

Thesis (Ph.D.)--The University of Southern Mississippi, 2016.

Successful College-and Career-Readiness Standards (CCRS) implementation requires educators to communicate and collaborate at the local, state, and national level. Technology plays an important role in successful CCRS implementation. This study aims to investigate how digital leadership improves communication and collaboration at K-12 schools in Mississippi regarding implementation of CCRS as well as the effectiveness of different ways of supporting communication and collaboration regarding CCRS implementation. Mixed-method was chosen to investigate the research questions. Ten public school principals from two school districts were interviewed and observed at qualitative stage, and two hundred fifty-four public schools teachers participated in the survey at quantitative stage. Interviews were transcribed and coded, while survey responses from the teachers were analyzed by SPSS. Findings at qualitative stage showed that the principals utilized hybrid ways to support the teachers' communication and collaboration regarding CCRS implementation, including formal meetings, group collaboration, trainings, social media, website, online learning, digital teaching, personalized professional development, peers' modeling, digital management, digital data collection and interpretation, digital citizenship promotion, and website filter. Results of quantitative stage showed that the principals were more effective in supporting professional development and digital citizenship regarding CCRS implementation. However, principals were less effective in supporting visionary leadership, digital age learning culture, and systemic improvement regarding CCRS implementation.

ISBN: 9781339597324Subjects--Topical Terms:

3172279
Instructional design.

The effectiveness of digital leadership at K-12 schools in Mississippi regarding communication and collaboration during CCRS implementation.
LDR:02648nmm a2200289 4500 001 2073931
005 20160927021438.5
008 170521s2016 ||||||||||||||||| ||eng d
020 $a 9781339597324
035 $a (MiAaPQ)AAI10092226
035 $a AAI10092226
040 $a MiAaPQ $c MiAaPQ
100 1 $a Zhong, Lin. $3 1913631
245 1 4 $a The effectiveness of digital leadership at K-12 schools in Mississippi regarding communication and collaboration during CCRS implementation.
300 $a 200 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
500 $a Adviser: Shuyan Wang.
502 $a Thesis (Ph.D.)--The University of Southern Mississippi, 2016.
520 $a Successful College-and Career-Readiness Standards (CCRS) implementation requires educators to communicate and collaborate at the local, state, and national level. Technology plays an important role in successful CCRS implementation. This study aims to investigate how digital leadership improves communication and collaboration at K-12 schools in Mississippi regarding implementation of CCRS as well as the effectiveness of different ways of supporting communication and collaboration regarding CCRS implementation. Mixed-method was chosen to investigate the research questions. Ten public school principals from two school districts were interviewed and observed at qualitative stage, and two hundred fifty-four public schools teachers participated in the survey at quantitative stage. Interviews were transcribed and coded, while survey responses from the teachers were analyzed by SPSS. Findings at qualitative stage showed that the principals utilized hybrid ways to support the teachers' communication and collaboration regarding CCRS implementation, including formal meetings, group collaboration, trainings, social media, website, online learning, digital teaching, personalized professional development, peers' modeling, digital management, digital data collection and interpretation, digital citizenship promotion, and website filter. Results of quantitative stage showed that the principals were more effective in supporting professional development and digital citizenship regarding CCRS implementation. However, principals were less effective in supporting visionary leadership, digital age learning culture, and systemic improvement regarding CCRS implementation.
590 $a School code: 0211.
650 4 $a Instructional design. $3 3172279
650 4 $a Educational technology. $3 517670
650 4 $a Educational leadership. $3 529436
690 $a 0447
690 $a 0710
690 $a 0449
710 2 $a The University of Southern Mississippi. $b Curriculum, Instruction, & Special Education. $3 3189219
773 0 $t Dissertation Abstracts International $g 77-08A(E).
790 $a 0211
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10092226