Jayme Linton

Jayme Linton
Department of Defense Education Activity · Pacific Center for Instructional Leadership

PhD

About

15
Publications
2,079
Reads
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115
Citations
Citations since 2016
8 Research Items
103 Citations
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Introduction
I support school and district leaders through leadership coaching and professional learning. My research and professional learning focus on preparation and support for online instructors, online and blended learning communities for educators, blended and online learning in K-12, personal learning networks for pre-service teachers, and professional learning for technology integration.
Additional affiliations
September 2018 - April 2020
Department of Defense Education Activity
Position
  • Professor
Description
  • I support school and district leaders through leadership coaching and professional learning.
January 2012 - May 2018
Lenoir-Rhyne University
Position
  • Professor (Assistant)
Description
  • Program Coordinator Master of Science in Online Teaching and Instructional Design

Publications

Publications (15)
Chapter
Although K–12 online education is becoming more common in the United States, there is still much we do not know about how K–12 online teachers are being prepared. Given that few teacher education programs include online pedagogy in their teacher training efforts, it becomes incumbent on states to find alternative ways to prepare teachers for virtua...
Article
Full-text available
Edcamps are a voluntary, democratic form of unconference. This paper presents participants’ perceptions regarding the impact of Edcamps. Data were gathered from a survey and interviews (N=105). Participants overwhelmingly reported that Edcamp experiences caused changes in their practices and in student learning. The impacts of Edcamps were often de...
Article
Full-text available
School leaders pour time and energy into others all day, every day. To keep them energized and build their capacity to lead, principals need to connect with others and engage in conversation around effective practices. A new model of professional development known as Edcamp offers a place where school leaders can stay abreast of emerging practices...
Article
This study was designed to explore how the electronic learning community (eLC) process at an established state virtual high school (SVHS) supported new and veteran online high school teachers through the communities of practice (CoP) framework. Specifically, this study focused on the institutionally-driven nature of the eLC process, using Wenger’s...
Article
Full-text available
Edcamps are a free, voluntary, and participant-driven form of unconference professional development. This article reports on survey data gathered from 769 Edcamp participants. Beforehand, these educators indicated diverse motivations for their attendance, including anticipation of what, how, and with whom they would learn. Afterwards, respondents o...
Conference Paper
Full-text available
Edcamps are a free, voluntary, and participant-driven form of unconference professional development. This article reports on survey data gathered from 769 Edcamp participants. Beforehand, these educators indicated diverse motivations for their attendance, including anticipation of what, how, and with whom they would learn. Afterwards, respondents o...
Article
Full-text available
This qualitative case study used Wenger's (1998) communities of practice (CoP) framework to analyze how the ongoing electronic learning community (eLC) process at an established state virtual high school (SVHS) supported online teachers in building relationships with online students. Lave and Wenger's (1991) concept of legitimate peripheral partici...
Article
This qualitative interpretive case study used Wenger’s (1998) communities of practice (CoP) framework to analyze how the electronic learning community (eLC) process at an established state virtual high school operated like a community of practice. Components of the eLC process were analyzed according to elements of the CoP framework, which provided...
Chapter
Although K-12 online education is becoming more common in the United States, the research base is still lagging behind. The field's understanding of how K-12 online teachers are being prepared is especially sparse. Given that few teacher education programs include online pedagogy in their teacher training efforts, it becomes incumbent on states to...
Chapter
This chapter seeks to answer the guiding question: How does the TPACK (Technological Pedagogical Content Knowledge) framework influence how technology can support the implementation of the Common Core Standards for Mathematical Practice? The authors provide an overview of the Standards for Mathematical Practice and an application of the TPACK frame...
Article
Full-text available
This chapter seeks to answer the guiding question: How does the TPACK (Technological Pedagogical Content Knowledge) framework influence how technology can support the implementation of the Common Core Standards for Mathematical Practice? The authors provide an overview of the Standards for Mathematical Practice and an application of the TPACK frame...
Chapter
The increased demand for online instruction within higher and K-12 education has created a need for teacher education programs to provide pre-service and practicing teachers with training in online pedagogy; however, research has shown that such courses are rare within most teacher training programs. This chapter describes “Theory and Practice in O...
Article
Full-text available
A North Carolina district embraced teacher leadership, and the result has been overall achievement gains.

Network

Cited By

Projects

Projects (3)
Project
Examine how the eLC process supports new and veteran online teachers at a state virtual high school
Project
This research is a multiple case study with online teachers in state virtual schools, virtual charter schools, and public school districts to examine preparation and support for online teachers in various settings. Data is being gathered via surveys, online interviews, journal entries, and document collection aligned with previous research into preparation for online instructors and the iNACOL Standards for Quality Online Teaching.