Dissertation/Thesis Abstract

School principals and virtual learning: A catalyst to personal and organizational learning
by Brennan, William Vincent, Ed.D., Fordham University, 2013, 180; 3551332
Abstract (Summary)

This national study explores and examines the experiences of principals who are actively engaged in virtual learning communities. The purpose of the study was to explore and understand the impact this virtual participation has on their professional learning and the learning of the organization. The study employed a qualitative research design to address two research questions. A purposeful sampling was used to identify 13 participants for the study. The participants represent four geographic regions of the United States: North, South, Midwest, and West. The participants included both genders and represent three academic levels: elementary, middle, and high school. The findings suggest that principals' participation in virtual communities of practice influences their ability to lead organizational change through organizational learning. The study identifies five major themes. The study concludes with an interpretation of the findings based on these themes and recommendations for future research, as well as for the academic community at large.

Indexing (document details)
Advisor: Brown, Carolyn A.
Commitee: Smith, Kevin J., Tetenbaum, Toby J.
School: Fordham University
Department: Division of Educational Leadership, Administration, and Policy
School Location: United States -- New York
Source: DAI-A 74/06(E), Dissertation Abstracts International
Subjects: Educational leadership, Information Technology, Educational technology
Keywords: Communities of practice, Knowledge managment, Leadership, Principals, Social capital, Social networking, Virtual learning
Publication Number: 3551332
ISBN: 978-1-267-88930-0
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