Amy Garrett Dikkers
University of North Carolina at Wilmington
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Publication
Featured researches published by Amy Garrett Dikkers.
Journal of Educational Administration | 2011
Jayson W. Richardson; Scott McLeod; Amy Garrett Dikkers
Purpose – The purpose of this study is to investigate the perceptions of human resource directors in the USA about online credentials earned by K‐12 school principals and principal candidates.Design/methodology/approach – In this mixed methods study, a survey was sent to a random sample of 500 human resource directors in K‐12 school districts across the USA. Analysis was conducted on 105 surveys.Findings – In contrast to a traditional face‐to‐face format, the majority of respondents reported beliefs that online courses and online degrees aimed at school principals required less work, were of lower quality, and could not adequately prepare leaders to tackle state‐specific issues. Human resource directors in rural districts had a more negative perception of online learning, in comparison to their counterparts in suburban or urban districts. All preparatory courses, except technology leadership, were reported to be easier taught face‐to‐face, than online.Research limitations/implications – Further research s...
International Journal of Leadership in Education | 2011
Jayson W. Richardson; Scott McLeod; Amy Garrett Dikkers
This study was designed to understand how school districts treat their current principals and principal candidates who have taken online courses or who have earned online degrees. Through a survey of 105 human resources directors in K‐12 schools across the USA, the study found five major themes: (1) districts are reluctant to hire principals with online credentials; (2) principal candidates with online credentials are viewed to be less qualified; (3) candidates with online credentials would be interviewed differently than traditionally prepared candidates; (4) if interested in the candidate, a school district would research the online programme; and (5) if hired, the school leader with online credentials may be required to complete additional on‐the‐job tasks.
Journal of research on technology in education | 2015
Amy Garrett Dikkers
AbstractThis mixed-method study reports perspectives of virtual school teachers on the impact of online teaching on their face-to-face practice. Data from a large-scale survey of teachers in the North Carolina Virtual Public School (n = 214), focus groups (n = 7), and interviews (n = 5) demonstrate multiple intersections between online and face-to-face teaching. Seventy-seven percent of teachers agreed that teaching online impacted their face-to-face practice. Teachers discussed changes in instructional practices, communication modes, roles of teachers and students, and shifts in purpose and profession. Findings of this study have relevance for teacher education programs and in-service professional development for teachers who will be needed to bridge K–12 online and face-to-face modalities.Abstract This mixed-method study reports perspectives of virtual school teachers on the impact of online teaching on their face-to-face practice. Data from a large-scale survey of teachers in the North Carolina Virtual Public School (n = 214), focus groups (n = 7), and interviews (n = 5) demonstrate multiple intersections between online and face-to-face teaching. Seventy-seven percent of teachers agreed that teaching online impacted their face-to-face practice. Teachers discussed changes in instructional practices, communication modes, roles of teachers and students, and shifts in purpose and profession. Findings of this study have relevance for teacher education programs and in-service professional development for teachers who will be needed to bridge K–12 online and face-to-face modalities.
Elearn | 2014
Amy Garrett Dikkers; Aimee L. Whiteside; Somer Lewis
Huntley High School in Huntley, Illinois has recently implemented a blended learning initiative to meet needs of their learners in the 21st century, infusing technology into the school s curriculum and teachers instructional practices, and preparing students for college and career. Huntley s unique mix of traditional and blended learning provides a variety of ways for students to learn in both elective and core classes. We share Huntley s unique model of blended learning, focusing on four lessons learned.
Emotions, Technology, and Learning | 2016
Aimee L. Whiteside; Amy Garrett Dikkers
Abstract This chapter condenses a decade of our case study research on social presence , or the level of connectedness among students and instructors, within online and blended learning environments. It addresses the power of emotion for learning with technology, defines the concept of social presence, outlines and explains the Social Presence Model (SPM), offers evidence from students and instructors in four case studies in both K-12 and Higher Education, and summarizes the key findings of over a decade of research. These research projects demonstrate the SPMs significance for teachers as they reflect on and adjust their instructional practices to create connections with and among their students. Our findings suggest an opening for the exploration of the impact of emotion for the learning experiences of middle and high school students taking online or blended courses. Through our research, we also discovered the importance of a dedicated cadre of leaders who individualize student learning in blended programs to help their students to transition into higher education through the use of emotion and innovative instructional strategies. Moreover, emotional support is invaluable to all learning with technology, but particularly in blended and online learning programs. Finally, our key finding is that social presence embodies an essential literacy for cultivating emotions and relationships that enhance the overall learning experience.
Archive | 2015
Somer Lewis; Aimee L. Whiteside; Amy Garrett Dikkers
Abstract Purpose This chapter presents data from research studies specifically aimed at gathering the perspectives of K-12 students who are taking online courses for credit recovery, their virtual school teachers, and face-to-face school support professionals. Approach This research employed ethnographic techniques to explore the benefits and challenges of online learning as a strategy for credit recovery. Findings Our research explores several key findings. The data suggest that the benefits and challenges of online learning for students are one in the same. With proper orientation, individualized support, and purposeful structuring of online programs, online and blended learning as a potential solution for credit recovery students, potentially decreasing the number of future high school dropouts. Implications This chapter suggests a need to look more carefully at orientation, support, and structuring procedures for online credit recovery. Value This chapter is very valuable as a tool for thinking about credit recovery online. It also provides valuable insight into credit recovery from the perspectives of students who are doing the online courses.
Archive | 2015
Amy Garrett Dikkers; Somer Lewis; Aimee L. Whiteside
Abstract Purpose The purpose of this chapter is to explore the Occupational Course of Study (OCS) program through blended learning courses offered through the North Carolina Virtual Public School. In this program, students take classes online with a virtual content area teacher and meet in a face-to-face setting with a certified special education teacher. Methodology/approach This chapter offers a practical exploration of the OCS program. Its intention is to offer insight into the perspectives of virtual teachers and face-to-face teachers and provide an understanding of how this type of blended learning has the potential to deliver high quality academic coursework targeted to meet individual learning needs. Findings This blended environment format is a viable method for helping highly qualified content area teachers and teachers with disabilities work together to meet the individual learning needs of students with disabilities. Research implications The OCS program is able to support large numbers of students who need transition services. Evaluation on this program reveals that collaboration between various educational professionals supports learning outcomes for students. Originality/value Many K12 districts offer alternative diplomas for students with exceptionalities, with a goal of preparing students for their transition to postsecondary employment and independent living. This chapter offers a practical description of this program for the benefit of other systems that may want to consider this model.
The Educational Forum | 2014
William L. Sterrett; Amy Garrett Dikkers; Michele A. Parker
Abstract In this collaborative study, university researchers introduced the short video clips of teaching and learning within two elementary schools; these clips were shared in site faculty meetings to encourage dialogue and collaboration. -Researchers conducted pre- and post-surveys with teachers and pre- and post-interviews with principals to understand perceptions of using brief video clips as a tool for facilitating communication, reflection, and collaboration in the school setting.
Archive | 2018
Somer Lewis; Amy Garrett Dikkers; Lynn Sikma; Katie Fink
Abstract Grounded in the principles of constructivist leadership, the Master Teacher Program at the University of North Carolina Wilmington began as a three-year initiative to highlight and strengthen the extraordinary work and leadership potential of teachers in a multi-district professional development system. Currently in its fifth year, the program has evolved to include an array of collaborative opportunities impacting not only our partnership teachers, but also college faculty, professional development school beginning teachers, and the students they serve. This chapter shares the experiences of program participants and a multitude of ways in which each has engaged in practices meant to enhance and promote teacher leadership in our partnership.
Journal of Interactive Online Learning | 2013
Amy Garrett Dikkers; Aimee L. Whiteside; Somer Lewis