Abstract

The purpose of the study was to ascertain the perception of students in the M.Ed. in Educational Leadership program of mixed reality experiences using TeachLivE™ in preparation for the challenges of school leadership. Specifically, the study analyzed the use of mixed reality virtual practice with immediate coaching and feedback in the preparation of educational leadership masters' level students before they engaged in real time communications with parents and teachers. The study encapsulates the perceptions of the master's degree in educational leadership students through the following research questions: (a) To what extent, if any, do Educational Leadership M.Ed. students believe the TeachLivE™ parent conference and teacher post observation conference simulation experiences to be helpful in developing their communications skills with parents and teachers? (b) To what extent, if at all, do Educational Leadership M.Ed. students believe the TeachLivE™ coaching feedback was helpful in developing their communications skills with parents and teachers? (c) To what extent do student reflections of the TeachLivE™ experience indicate it is beneficial in increasing skill in communicating with parents and teachers immediately following the mixed reality simulation? (d) To what extent do Educational Leadership M.Ed. students perceive the TeachLivE™ experience to be beneficial in influencing leadership behaviors as they relate to communication with parents and teachers at the end of the second semester administrative internship? Students from the college of education in a large university participated in the study (N = 141). Results show a high-perceived value of the simulation experience and the coaching and feedback in the development of administrative conferencing and communication skills. Descriptive statistics used to answer the research questions show the highest mean for the perceived value of the coaching and feedback, close to "strongly agree", from parent conference participants (M = 4.86), followed by teacher conference participants (M = 4.76). Responses for the simulation being beneficial from parent conference participants were also high (M = 4.71), close to "strongly agree" and from the teacher conference participants between agree and "strongly agree" (4.59). The perceptions of the simulation being realistic practice were between "agree" and "strongly agree" with parent conference were (M = 4.63) and teacher conferences (M = 4.46). The participant perceptions for the simulation being helpful in building confidence in communication skills was between "agree" and "strongly agree" for the parent conference (M = 4.41) and close to "agree" for the teacher conference (M = 4.14). Participant responses at the conclusion of the internship in practice indicated high value of the mixed reality simulation with mean scores between "agree" and "strongly agree", in relation to the experience was beneficial to the development of speaking confidence when conferencing with parents (M = 3.57), and the coaching feedback was helpful (M = 3.56). Responses were consistent in rating between "agree" and "strongly agree" for program continuance immediately following the simulation (M = 4.62), and after the internship (M = 3.67). Recommendations of the study were to ensure that all students have access to the authentic practice model provided by the TeachLivETM mixed reality simulation lab through identified target courses. In addition, it was recommended that more practice opportunities are integrated into the program. These additional experience should include multiple opportunities within the same target courses, as well as investigate additional course work within the Educational Leadership M.Ed. program to integrated the mixed reality simulation to practice specific leadership skills. A final recommendation of this study was to provide opportunities for students to schedule additional practice time in the lab to improve personal professional practice. These recommendations will support the continued development of administrative communication skills of Educational Leadership M.Ed. students, through accurate, realistic and complex situational practice.

Notes

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Graduation Date

2016

Semester

Spring

Advisor

Taylor, Rosemarye

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Department

Teaching, Learning and Leadership

Degree Program

Educational Leadership; Executive Track

Format

application/pdf

Identifier

CFE0006081

URL

http://purl.fcla.edu/fcla/etd/CFE0006081

Language

English

Release Date

May 2016

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Included in

Education Commons

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