Perceptions of K-12 Alternative Education Program Leaders in the Commonwealth of Virginia
| dc.contributor.author | Thiemann, Angela Amiss | en |
| dc.contributor.committeechair | Cash, Carol S. | en |
| dc.contributor.committeechair | Price, Ted S. | en |
| dc.contributor.committeemember | Gratto, John Robert | en |
| dc.contributor.committeemember | Stoops, Timothy P. | en |
| dc.contributor.department | Counselor Education | en |
| dc.coverage.state | Virginia | en |
| dc.date.accessioned | 2021-07-02T08:00:15Z | en |
| dc.date.available | 2021-07-02T08:00:15Z | en |
| dc.date.issued | 2021-07-01 | en |
| dc.description.abstract | Preparation leadership programs for beginning and inexperienced alternative education program leaders are mostly non-existent (Price and Doney 2009). Although finding administrators who have a passion for the alternative education setting is difficult, the challenge and goal to prepare these new leaders to become highly effective leaders in the alternative education environment is just as challenging. "There is little research, however, on exactly what leaders of alternative education programs need in terms of skills, preparation, and training to be successful" (Price and Martin, 2010, p. 3). The purpose of this study was to identify the perceptions of K-12 alternative education program leaders in the Commonwealth of Virginia on the experiences, skills, training, and preparation needed for effective alternative education program leadership. Utilizing a basic qualitative research design, structured interviews were used to identify the perceptions of K-12 alternative education program leaders in the Commonwealth of Virginia on the experiences, skills, training, and preparation needed for leadership. | en |
| dc.description.abstractgeneral | The course of study required for administrators to become certified principals lacks specialized instruction to focus on the challenges in alternative education program leadership. Although finding administrators who have a passion for the alternative education setting is difficult, the challenge and goal to prepare these new leaders to become highly effective leaders in the alternative education environment is just as challenging. The purpose of this study was to identify the perceptions of K-12 alternative education program leaders in the Commonwealth of Virginia on the experiences, skills, training, and preparation needed for program leadership. Data were collected using qualitative methodologies. Alternative education program leaders from four schools, grades K-12 in the Commonwealth of Virginia were used in this study. This study yielded 4 findings and four implications for practice. Suggestions for future study would be to conduct the study during a non-pandemic year to include additional alternative education leaders across the Commonwealth of Virginia. All the data obtained provided K-12 alternative education program leadership perceptions about how these findings could assist aspiring school leaders to become better informed on alternative education leadership. | en |
| dc.description.degree | Doctor of Education | en |
| dc.format.medium | ETD | en |
| dc.identifier.other | vt_gsexam:31801 | en |
| dc.identifier.uri | http://hdl.handle.net/10919/104086 | en |
| dc.publisher | Virginia Tech | en |
| dc.rights | In Copyright | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.subject | alternative education | en |
| dc.title | Perceptions of K-12 Alternative Education Program Leaders in the Commonwealth of Virginia | en |
| dc.type | Dissertation | en |
| thesis.degree.discipline | Educational Leadership and Policy Studies | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | doctoral | en |
| thesis.degree.name | Doctor of Education | en |