The popularity of social networking sites on the World Wide Web has exploded during the past two decades. As more and more K-12 public school teachers choose to actively participate on social networking sites, school leaders and school boards face the increasingly difficult decision about whether or not to enact policies which will enable them to discipline teachers for their online behavior. The purpose of this qualitative case study was to explore the development, interpretation, and significance of one such policy.
| Identifer | oai:union.ndltd.org:vcu.edu/oai:scholarscompass.vcu.edu:etd-5670 |
| Date | 01 January 2016 |
| Creators | Naughton, Greenlee B |
| Publisher | VCU Scholars Compass |
| Source Sets | Virginia Commonwealth University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
| Rights | © The Author |
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