Literaturnachweis - Detailanzeige
| Autor/in | Altruda, Jeanette |
|---|---|
| Titel | Organizational Practices That Promote the Sustainability of Technology Driven Initiatives: A Grounded Theory |
| Quelle | (2018), (191 Seiten)
PDF als Volltext Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-3558-8500-2 |
| Schlagwörter | Hochschulschrift; Dissertation; Educational Practices; Sustainability; Educational Technology; Technology Integration; Case Studies; Committees; Educational Planning; Educational Objectives; Grounded Theory; Needs Assessment; Faculty Development |
| Abstract | The purpose of this research was to provide the Focus District with meaningful and direct suggestions for developing structures and or practices that promote and support comprehensive planning, implementation, and sustainment of change actions. The Focus District has experienced a decline in the use of innovative and relevant instructional technology over the past few years. The instructional practices as they relate to technology integration have grown stagnant and appear frozen in time, and do not represent the needs of the 21st century learner. The focus group for this qualitative case study includes all members of the district's technology committee and select committee members from individual building technology committees. The charge of the committee is to provide feedback that works to support the district vision for instructional technology. A series of qualitative methods was used to collect data on district practices related to vision alignment and communication, and staff experiences and perceptions of the effectiveness of organizational structures designed to promote the district vision. Together, the data resources of artifacts, interviews and observations created the triangulation needed to provide a coherent interpretation of data. Through the analysis of triangulated data and the application of the conceptual framework, the researcher formulated a substantive grounded theory. The grounded theory is stated as such: "Through the use of meeting structures designed to promote communication and reflection amongst members, the organization will gain a stronger understanding of its needs and desires; thus increasing its ability realize its preferred future through sustained change action." Practical implications include the application of meeting structures that promote communication and reflection for the purpose of change action, the establishment of a teacher leader program, and a need for administrative professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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