Araştırma Makalesi
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An Educational Leader’s E-Mails to the Parents During COVID-19 Pandemic

Yıl 2021, Sayı: 38, 118 - 141, 31.12.2021
https://doi.org/10.17829/turcom.931253

Öz

This study was conducted to determine what kinds of e-mails an education leader (school principal) sent to
the parents of the students at the beginning, during, and end of the term during the COVID-19 pandemic
process. In this study, the expression “educational leader” was used instead of the school principal.
The reason for this is that the school principal fully assumes the role of educational leadership during
the pandemic period. The subject of the study is the transformation process in communication due to
the pandemic. This transformation is e-mails, one of the digital communication tools that aim to reach
everyone at the same time. The e-mails in this study were chosen from non-personal and non-private
e-mails. The data included from 74 e-mails sent to the parents by an educational leader in Ohio State in
the United States. E-mails were analyzed using document and content analysis method. Most of the e-mails
contained more than one subject. In each of the e-mails was written the education leader’s good wishes and
not be hesitate from contact. The education leader sent e-mails about health, and cleaning, technology,
information, activities, family-related, and other topics. At the end of the study, recommendations such as
sending a survey to the parents to determine communication preferences at the beginning of the school
year, and e-mails translated into their own language were offered who did not speak English.

Kaynakça

  • Akyavuz, E. K., & Cakin, M. (2020). Covid-19 salgınının egitime etkisi konusunda okul yoneticilerinin gorusleri. Turkish Studies, 15(4), 723-737.
  • Anderson, E., & Hira, A. (2020). Loss of brick-and-mortar schooling: How elementary educators respond. Information and Learning Sciences Journal, 121(5/6), 411-418.
  • Arar, K., Sawalhi, R., Chaaban,Y., Zohri, A., & Alhouti, I. (2021). School leaders’ perspectives towards leading during crisis through an ecological lens: A comparison of five Arab countries. Journal of Educational Administration and History, 1, 1-20.
  • Barker, A. (2011). Improve your communication skills. London: Kogan.
  • Berthiaume, A. D. (2015). E-mail communication and its impact on high school principal and teacher relations (Doctoral Dissertation). Michigan State University.
  • Biesenbach-Lucas, S. (2005). Communication topics and strategies in e-mail consultation: Comparison between American and international university students. Language Learning & Technology, 9(2), 24-46.
  • Boden, L. (2017). Going with the affective flows of digital school absence text messages. Learning, Media and Technology, 42(4), 406-419.
  • Boin, A., Kuipers, S., & Overdijk, W. (2013). Leadership in times of crisis: A framework for assessment. International Review of Public Administration, 18(1), 79-91.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
  • Brion, C. (2018). Keeping the learning going: Using mobile technology to enhance learning transfer. Educational Research for Policy and Practice, 18(3), 225-240.
  • Brion, C. (2021). Leading in times of crisis. Journal of Cases in Educational Leadership. 1-12.
  • Campbell, A. (2020, April 12). An increasing risk of family violence during the COVID-19 pandemic: Strengthening community collaborations to save lives. Forensic Science International Reports. https:// doi.org/10.1016/j.fsir.2020.100089.
  • Canturk, G. (2016). Okul yoneticilerinin teknolojik liderlik davranışları ve bilişim teknolojilerinin yonetim süreclerinde kullanimi arasındaki ilişki (Unpublished doctoral dissertation). Akdeniz University, Antalya.
  • Cao, X. (2020). COVID-19: Immunopathology and its implications for therapy. Nature Reviews Immunology, 260–270.
  • Chirichello, M. (2010). The principal as educational leader: What makes the difference. S. G. Huber (Edt.). School Leadership – International Perspectives. Zug: Springer.
  • Darling-Hammond, L., & Kini, T. (2020). A new “New Deal” for education: Top 10 policy moves for states in the COVID 2.0 Era. https://learningpolicyinstitute.org/blog/COVID-new-deal-education-top-10-statepolicy- moves. Retrieved date: 09.09.2020.
  • Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2020). COVID-19 and student learning in the United States. https://www.mckinsey.com/industries/public-sector/our-insights/COVID-19-and-studentlearning- in-the-united-states-the-hurt-could-last-a-lifetime. Retrieved date: 04.07.2020.
  • Dodley, D. G., Bandealy, A., & Tschudy, M. M. (2020). Low-income children and coronavirus disease 2019 (COVID-19) in the US.https://jamanetwork.com/journals/jamapediatrics/fullarticle/2766115. Retrieved date: 10.10.2020.
  • Duran, R. L., Kelly, L., & Keaten, J. A. (2005) College faculty use and perceptions of electronic mail to communicate with students. Communication Quarterly, 53(2), 159-176.
  • Erdem, C., & Avci, F. (2020). Use of information and communication technologies in ensuring parental involvement in pre-school education: The case of Whatsapp application. Baskent University Journal of Education, 7(2), 439-452.
  • Epstein, J. L., & Sanders, M. G. (2006). Prospects for change: Preparing educators for school, family and community partnerships. Peabody Journal of Education 81(2), 81-120.
  • Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N., & Voorhis, F.(2002). School, family, and community partnerships: Your handbook for action. Thousand Oaks: Sage.
  • Flack, C. B., Walker, L., Bickerstaff, A., Earle, H., & Johnson, C. L. (2021). Principal perspectives on the impact of COVID-19: Pathways toward equity in Australian schools. Pivot Professional Learning.
  • Fotheringham, P., Harriott, T., Healy, G., Arenge, G., McGill, R., & Willson, E. (2020). Pressures and influences on school leaders as policy makers during COVID-19. https://ssrn.com/abstract=3642919. Retrieved date: 13.03.2021.
  • Graham, B. S. (2020). Rapid COVID-19 vaccine development. https://COVID19.tabipacademy.com/wp-content/ uploads/2020/05/Rapid-COVID19-vaccine-development.pdf. Retrieved date: 23.03.2021.
  • Green, N. (2002). On the move: Technology, mobility, and the mediation of social time and space. The Information Society, 18(4), 281–292.
  • Grutzmacher, S. K., Duru, E. B., Speirs, K. E., Worthington, L., Munger, A. L., & Lachenmayr, L. A. (2018) Using text messages to engage low-income parents in school-based nutrition education, Journal of Hunger & Environmental Nutrition, 13(3), 335-339.
  • Gumus, S., Bulut, O., & Bellibas, M. S. (2013). The relationship between principal leadership and teacher collaboration in Turkish primary schools: A multilevel analysis. Education Research and Perspectives, 40, 1-29.
  • Hamilton, L. S., Kaufman, J. H., & Diliberti, M. K. (2020). Teaching and leading through a pandemic. Key findings from the American educator panels spring 2020 COVID-19 surveys. https://www.rand.org/pubs/research_ reports/RRA168-2.html. Retrieved date: 13.03.2021.
  • Harris, A., & Jones, M. (2020). COVID-19 school leadership in disruptive times. Journal of School Leadership & Management, 40(4), 243-247.
  • Harris, A., & Fullan, M. (2020). Professional capital after the pandemic: Revisiting and revising classic understandings of teachers’ work. Journal of Professional Capital and Community, 2056-9548.
  • Harris, A. (2020). COVID-19 School leadership in crisis? https://www.emerald.com/insight/publication/ issn/2056-9548#earlycite. Retrieved date: 01.10.2020.
  • Hargreaves, A., & Fullan, M. (2020). Professional capital after the pandemic: Revisiting and revising classic understandings of teachers’ work. https://www.emerald.com/insight/publication/issn/2056- 9548#earlycite. Retrieved date: 01.10.2020.
  • Hooge, E., & Pont, B. (2020). School leadership in unpredictable times. European Journal of Education, 55(2), 135–138.
  • Kafa, A., & Pashiardis, P. (2020). Coping with the global pandemic COVID-19 through the lenses of the Cyprus education system. ISEA, 48(2), 42-48.
  • Kennedy, T. L. M. & Wellman, B. (2007). Networked households. Information, Communication & Society, 10(5), 644–669.
  • Keyton, J. (2011). Communication and organizational culture: A key to understanding work experience. Sage.
  • Kiral, E. (2020). Excellent leadership theory in education. Journal of Educational Leadership and Policy Studies, 4(1), 1–30.
  • Leeb, R. T., Price, S., Sliwa, S., Kimball, A., Szucs, L., Caruso, E., Godfred-Cato, S., & Lozier, M. (2020). COVID-19 trends among school-aged children United States, MMWR, 69(39), 1410–1415.
  • Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40 (1), 5–22.
  • Lincoln, Y. S., & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Evaluation, 30, 73-84.
  • Lunenburg, F. C. (2010). Communication: The process, barriers, and improving effectiveness. Schooling, 1(1), 1-11.
  • Lunenburg F. C., & Ornstein A. C (1991). Educational administration concepts and practices. Wadsworth Pub.
  • Mapp, K. (2003). Having their say: Parents describe why and how they are engaged in their children’s learning. The School Community Journal, 13(1), 35-65.
  • McNamara, L., & Sahlberg, P. (2020). Post-coronavirus recess will become important for kids returning to school. https://globalnews.ca/news/7021431/school-recess- benefits/ Retrieved date: 09.09.2020.
  • Mleczko, A., & Kington, A. (2013). The impact of school leadership on parental engagement: A study of inclusion and cohesion. International Research in Education, 1(1), 129-148.
  • Natale, K., & Lubniewski, K. (2017). Use of communication and technology among educational professionals and families. International Electronic Journal of Elementary Education, 10(3), 377-384.
  • National Center for Education Statistics. (2021). https://nces.ed.gov/fastfacts/display.asp?id=372.Retrived date: 19.02.2021.
  • Netolicky, D. M. (2020). School leadership during a pandemic: Navigating tensions. Journal of Professional Capital and Community, 391-395.
  • Niche. (2021). https://www.niche.com/ Retrieved date: 25.03.2021.
  • Patten, S. L. (2017). Principal leadership for teacher to parent communication in Ontario. International Studies in Educational Administration, 45(2), 73-90.
  • Pfefferbaum, B., & North, C. S. (2020). Mental health and the COVID-19 pandemic. The New England Journal of Medicine, 383, 510-512.
  • Pius-Uwhubetiyi, R. T. (2020). Educational leadership response to COVID-19 crisis in providing essential educational services in Nigeria. International Journal of Scientific Research in Education, 13(3), 517-526.
  • Robbins, S. P. (2003). Essentials of organizational behavior. Prentice Hall.
  • Robinson, V., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why. New Zealand: Ministry of Education.
  • Rudi, J., Dworkin, J. Walker, S., & Doty, J. (2015). Parents’ use of information and communications technologies for family communication: differences by age of children. Information, Communication & Society, (18), 1, 78–93.
  • Smith, L., & Riley, D. (2012). School leadership in times of crisis. School Leadership & Management, 32(1), 57-71.
  • Stotka, J. L., & Miller, M. A. (2002). Managing a crisis effectively: A blueprint for pharmaceutical companies. Drug Information Journal, 36(2), 325-331.
  • US Department of Education. (2021). https://www.ed.gov/. Retrived date: 20.03.2021.
  • Varela, D. G., & Fedynich, L. (2020). Leading schools from a social distance: Surveying south Texas school district leadership during the COVID-19 pandemic. National Forum of Educational Administration and Supervision Journal, 38(4), 1-10.
  • Walther, J. B. (2016). Social Information Processing Theory. C. R. Berger & M. E. Roloff (Edts.). The International Encyclopedia of Interpersonal Communication. John Wiley & Sons.
  • Whyte, K. L., & Karabon, A. (2016). Transforming teacher–family relationships: Shifting roles and perceptions of home visits through the funds of knowledge approach. Early Years an International Research, 36(2), 207-221.
  • Zaccaro, S. J., Gualtieri, J., & Minionis, D. (1995). Task cohesion as a facilitator of group decision-making undertemporal urgency. Journal of Military Psychology, 7, 77–93.
  • Zhen-Dong Y., Gao-Jun Z., Run-Ming J., et al. (2020). Clinical and transmission dynamics characteristics of 406 children with coronavirus disease 2019 in China: A review. Infect, 81(2), 11-15.

COVID-19 Salgını Sırasında Bir Eğitim Liderinin Velilere Gönderdiği E-Postalar

Yıl 2021, Sayı: 38, 118 - 141, 31.12.2021
https://doi.org/10.17829/turcom.931253

Öz

Bu çalışma, COVID-19 salgını sürecinde bir eğitim liderinin (okul müdürünün) dönem başında, esnasında
ve sonunda öğrencilerin velilerine ne tür e-postalar gönderdiğini belirlemek amacıyla yapılmıştır. Bu çalışmada okul müdürü yerine “eğitim lideri” ifadesi kullanılmıştır. Bunun nedeni, ilgili okul müdürünün
pandemi sürecinde eğitim liderliği rolünü tam olarak üstlenmesidir. Çalışmanın konusu salgın nedeniyle
iletişimde yaşanan dönüşüm sürecidir. Bu dönüşüm herkese aynı anda ulaşmayı hedefleyen dijital iletişim
araçlarından birisi olan e-postalardır. Araştırmadaki e-postalar kişisel ve özel olmayan e-postalardan
seçilmiştir. Veriler, Amerika Birleşik Devletleri’nin Ohio Eyaletindeki bir eğitim lideri tarafından
ebeveynlere gönderilen 74 e-postayı içermektedir. E-postalar, dokuman ve içerik analizi yöntemi ile
analiz edilmiştir. Maillerin çoğu birden fazla konu içermektedir. E-postaların her birinde eğitim liderinin
iyi dilekleri ve velilerin iletişimden çekinmemeleri yazılmıştır. Eğitim lideri velilere sağlık ve temizlik,
teknoloji, bilgi, faaliyetler, aile ile ilgili ve diğer konularda e-posta göndermiştir. Çalışmanın sonunda okul
yılı başında iletişim tercihlerinin belirlenmesi için velilere anket gönderilmesi ve İngilizce bilmeyen velilere
e-postaların kendi dillerine çevrilmesi gibi öneriler sunulmuştur.

Kaynakça

  • Akyavuz, E. K., & Cakin, M. (2020). Covid-19 salgınının egitime etkisi konusunda okul yoneticilerinin gorusleri. Turkish Studies, 15(4), 723-737.
  • Anderson, E., & Hira, A. (2020). Loss of brick-and-mortar schooling: How elementary educators respond. Information and Learning Sciences Journal, 121(5/6), 411-418.
  • Arar, K., Sawalhi, R., Chaaban,Y., Zohri, A., & Alhouti, I. (2021). School leaders’ perspectives towards leading during crisis through an ecological lens: A comparison of five Arab countries. Journal of Educational Administration and History, 1, 1-20.
  • Barker, A. (2011). Improve your communication skills. London: Kogan.
  • Berthiaume, A. D. (2015). E-mail communication and its impact on high school principal and teacher relations (Doctoral Dissertation). Michigan State University.
  • Biesenbach-Lucas, S. (2005). Communication topics and strategies in e-mail consultation: Comparison between American and international university students. Language Learning & Technology, 9(2), 24-46.
  • Boden, L. (2017). Going with the affective flows of digital school absence text messages. Learning, Media and Technology, 42(4), 406-419.
  • Boin, A., Kuipers, S., & Overdijk, W. (2013). Leadership in times of crisis: A framework for assessment. International Review of Public Administration, 18(1), 79-91.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
  • Brion, C. (2018). Keeping the learning going: Using mobile technology to enhance learning transfer. Educational Research for Policy and Practice, 18(3), 225-240.
  • Brion, C. (2021). Leading in times of crisis. Journal of Cases in Educational Leadership. 1-12.
  • Campbell, A. (2020, April 12). An increasing risk of family violence during the COVID-19 pandemic: Strengthening community collaborations to save lives. Forensic Science International Reports. https:// doi.org/10.1016/j.fsir.2020.100089.
  • Canturk, G. (2016). Okul yoneticilerinin teknolojik liderlik davranışları ve bilişim teknolojilerinin yonetim süreclerinde kullanimi arasındaki ilişki (Unpublished doctoral dissertation). Akdeniz University, Antalya.
  • Cao, X. (2020). COVID-19: Immunopathology and its implications for therapy. Nature Reviews Immunology, 260–270.
  • Chirichello, M. (2010). The principal as educational leader: What makes the difference. S. G. Huber (Edt.). School Leadership – International Perspectives. Zug: Springer.
  • Darling-Hammond, L., & Kini, T. (2020). A new “New Deal” for education: Top 10 policy moves for states in the COVID 2.0 Era. https://learningpolicyinstitute.org/blog/COVID-new-deal-education-top-10-statepolicy- moves. Retrieved date: 09.09.2020.
  • Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2020). COVID-19 and student learning in the United States. https://www.mckinsey.com/industries/public-sector/our-insights/COVID-19-and-studentlearning- in-the-united-states-the-hurt-could-last-a-lifetime. Retrieved date: 04.07.2020.
  • Dodley, D. G., Bandealy, A., & Tschudy, M. M. (2020). Low-income children and coronavirus disease 2019 (COVID-19) in the US.https://jamanetwork.com/journals/jamapediatrics/fullarticle/2766115. Retrieved date: 10.10.2020.
  • Duran, R. L., Kelly, L., & Keaten, J. A. (2005) College faculty use and perceptions of electronic mail to communicate with students. Communication Quarterly, 53(2), 159-176.
  • Erdem, C., & Avci, F. (2020). Use of information and communication technologies in ensuring parental involvement in pre-school education: The case of Whatsapp application. Baskent University Journal of Education, 7(2), 439-452.
  • Epstein, J. L., & Sanders, M. G. (2006). Prospects for change: Preparing educators for school, family and community partnerships. Peabody Journal of Education 81(2), 81-120.
  • Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N., & Voorhis, F.(2002). School, family, and community partnerships: Your handbook for action. Thousand Oaks: Sage.
  • Flack, C. B., Walker, L., Bickerstaff, A., Earle, H., & Johnson, C. L. (2021). Principal perspectives on the impact of COVID-19: Pathways toward equity in Australian schools. Pivot Professional Learning.
  • Fotheringham, P., Harriott, T., Healy, G., Arenge, G., McGill, R., & Willson, E. (2020). Pressures and influences on school leaders as policy makers during COVID-19. https://ssrn.com/abstract=3642919. Retrieved date: 13.03.2021.
  • Graham, B. S. (2020). Rapid COVID-19 vaccine development. https://COVID19.tabipacademy.com/wp-content/ uploads/2020/05/Rapid-COVID19-vaccine-development.pdf. Retrieved date: 23.03.2021.
  • Green, N. (2002). On the move: Technology, mobility, and the mediation of social time and space. The Information Society, 18(4), 281–292.
  • Grutzmacher, S. K., Duru, E. B., Speirs, K. E., Worthington, L., Munger, A. L., & Lachenmayr, L. A. (2018) Using text messages to engage low-income parents in school-based nutrition education, Journal of Hunger & Environmental Nutrition, 13(3), 335-339.
  • Gumus, S., Bulut, O., & Bellibas, M. S. (2013). The relationship between principal leadership and teacher collaboration in Turkish primary schools: A multilevel analysis. Education Research and Perspectives, 40, 1-29.
  • Hamilton, L. S., Kaufman, J. H., & Diliberti, M. K. (2020). Teaching and leading through a pandemic. Key findings from the American educator panels spring 2020 COVID-19 surveys. https://www.rand.org/pubs/research_ reports/RRA168-2.html. Retrieved date: 13.03.2021.
  • Harris, A., & Jones, M. (2020). COVID-19 school leadership in disruptive times. Journal of School Leadership & Management, 40(4), 243-247.
  • Harris, A., & Fullan, M. (2020). Professional capital after the pandemic: Revisiting and revising classic understandings of teachers’ work. Journal of Professional Capital and Community, 2056-9548.
  • Harris, A. (2020). COVID-19 School leadership in crisis? https://www.emerald.com/insight/publication/ issn/2056-9548#earlycite. Retrieved date: 01.10.2020.
  • Hargreaves, A., & Fullan, M. (2020). Professional capital after the pandemic: Revisiting and revising classic understandings of teachers’ work. https://www.emerald.com/insight/publication/issn/2056- 9548#earlycite. Retrieved date: 01.10.2020.
  • Hooge, E., & Pont, B. (2020). School leadership in unpredictable times. European Journal of Education, 55(2), 135–138.
  • Kafa, A., & Pashiardis, P. (2020). Coping with the global pandemic COVID-19 through the lenses of the Cyprus education system. ISEA, 48(2), 42-48.
  • Kennedy, T. L. M. & Wellman, B. (2007). Networked households. Information, Communication & Society, 10(5), 644–669.
  • Keyton, J. (2011). Communication and organizational culture: A key to understanding work experience. Sage.
  • Kiral, E. (2020). Excellent leadership theory in education. Journal of Educational Leadership and Policy Studies, 4(1), 1–30.
  • Leeb, R. T., Price, S., Sliwa, S., Kimball, A., Szucs, L., Caruso, E., Godfred-Cato, S., & Lozier, M. (2020). COVID-19 trends among school-aged children United States, MMWR, 69(39), 1410–1415.
  • Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40 (1), 5–22.
  • Lincoln, Y. S., & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Evaluation, 30, 73-84.
  • Lunenburg, F. C. (2010). Communication: The process, barriers, and improving effectiveness. Schooling, 1(1), 1-11.
  • Lunenburg F. C., & Ornstein A. C (1991). Educational administration concepts and practices. Wadsworth Pub.
  • Mapp, K. (2003). Having their say: Parents describe why and how they are engaged in their children’s learning. The School Community Journal, 13(1), 35-65.
  • McNamara, L., & Sahlberg, P. (2020). Post-coronavirus recess will become important for kids returning to school. https://globalnews.ca/news/7021431/school-recess- benefits/ Retrieved date: 09.09.2020.
  • Mleczko, A., & Kington, A. (2013). The impact of school leadership on parental engagement: A study of inclusion and cohesion. International Research in Education, 1(1), 129-148.
  • Natale, K., & Lubniewski, K. (2017). Use of communication and technology among educational professionals and families. International Electronic Journal of Elementary Education, 10(3), 377-384.
  • National Center for Education Statistics. (2021). https://nces.ed.gov/fastfacts/display.asp?id=372.Retrived date: 19.02.2021.
  • Netolicky, D. M. (2020). School leadership during a pandemic: Navigating tensions. Journal of Professional Capital and Community, 391-395.
  • Niche. (2021). https://www.niche.com/ Retrieved date: 25.03.2021.
  • Patten, S. L. (2017). Principal leadership for teacher to parent communication in Ontario. International Studies in Educational Administration, 45(2), 73-90.
  • Pfefferbaum, B., & North, C. S. (2020). Mental health and the COVID-19 pandemic. The New England Journal of Medicine, 383, 510-512.
  • Pius-Uwhubetiyi, R. T. (2020). Educational leadership response to COVID-19 crisis in providing essential educational services in Nigeria. International Journal of Scientific Research in Education, 13(3), 517-526.
  • Robbins, S. P. (2003). Essentials of organizational behavior. Prentice Hall.
  • Robinson, V., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why. New Zealand: Ministry of Education.
  • Rudi, J., Dworkin, J. Walker, S., & Doty, J. (2015). Parents’ use of information and communications technologies for family communication: differences by age of children. Information, Communication & Society, (18), 1, 78–93.
  • Smith, L., & Riley, D. (2012). School leadership in times of crisis. School Leadership & Management, 32(1), 57-71.
  • Stotka, J. L., & Miller, M. A. (2002). Managing a crisis effectively: A blueprint for pharmaceutical companies. Drug Information Journal, 36(2), 325-331.
  • US Department of Education. (2021). https://www.ed.gov/. Retrived date: 20.03.2021.
  • Varela, D. G., & Fedynich, L. (2020). Leading schools from a social distance: Surveying south Texas school district leadership during the COVID-19 pandemic. National Forum of Educational Administration and Supervision Journal, 38(4), 1-10.
  • Walther, J. B. (2016). Social Information Processing Theory. C. R. Berger & M. E. Roloff (Edts.). The International Encyclopedia of Interpersonal Communication. John Wiley & Sons.
  • Whyte, K. L., & Karabon, A. (2016). Transforming teacher–family relationships: Shifting roles and perceptions of home visits through the funds of knowledge approach. Early Years an International Research, 36(2), 207-221.
  • Zaccaro, S. J., Gualtieri, J., & Minionis, D. (1995). Task cohesion as a facilitator of group decision-making undertemporal urgency. Journal of Military Psychology, 7, 77–93.
  • Zhen-Dong Y., Gao-Jun Z., Run-Ming J., et al. (2020). Clinical and transmission dynamics characteristics of 406 children with coronavirus disease 2019 in China: A review. Infect, 81(2), 11-15.
Toplam 64 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İletişim ve Medya Çalışmaları
Bölüm Araştırma Makaleleri
Yazarlar

Bilgen Kıral 0000-0001-5352-8552

Corinne Brion 0000-0001-6151-525X

Yayımlanma Tarihi 31 Aralık 2021
Gönderilme Tarihi 3 Mayıs 2021
Yayımlandığı Sayı Yıl 2021 Sayı: 38

Kaynak Göster

APA Kıral, B., & Brion, C. (2021). An Educational Leader’s E-Mails to the Parents During COVID-19 Pandemic. Türkiye İletişim Araştırmaları Dergisi(38), 118-141. https://doi.org/10.17829/turcom.931253