The purpose of this study was to examine best teaching practices utilized by virtual K–3 instructors through a qualitative content analysis of distance education journals, dedicated virtual school blogs, and electronically-documented surveys completed by virtual K–3 instructors. Two theoretical perspectives informed this study, socio-constructivism and activity theory. Socio-constructivism provided a lens addressing factors contributing to the implementation of best practices, while activity theory functioned as a descriptive means for considering the implementation of best practices within the context of varying activity systems (Vygotsky, 1978; Engestrom, 1987; Leont’ev, 1978; Luria, 1976). The sample consisted of 5 distance education journals, 4 dedicated virtual school blogs, and 11 electronically-documented surveys completed by virtual K–3 instructors. The qualitative content analysis revealed that in following best practices virtual K–3 instructors were responsible for setting clear expectations, personalizing instruction, accommodating diverse learners, building a community of learners, implementing evidence-based teaching practices, using technology effectively in the online classroom, participating in professional development activities, and actively working with parents and administrators to improve the learning environment for virtual K–3 students.
|Commitee:||Rose, Katy, Snider, Sharla|
|School:||Texas Woman's University|
|School Location:||United States -- Texas|
|Source:||DAI-A 75/05(E), Dissertation Abstracts International|
|Subjects:||Early childhood education, Educational technology, Education philosophy|
|Keywords:||Activity theory, Best practices, Blogs, Distance education, Online, Qualitative content analysis, Virtual K-3 instructors, Virtual schools|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be