The purpose of this descriptive case study was to conduct a policy analysis regarding electronic communication between educators and students in three rural East Texas school districts. The policy analysis for each district began with the initial implementation of teacher communication via electronic sources provided by the districts. The focus of the study was limited specifically to the policy regulating nonschool related, electronic communication by educators with students. The challenge faced by school districts to embrace technology with one-to-one classrooms, virtual classrooms, constant connectivity, school texting applications, and open availability to teachers via email, complicates restrictions placed on non-school related communication. The need to protect educators and students with regard to such communication has caused school boards to review their current electronic communication policy thus narrowing the broad guidelines previously in place. The findings include educator perceptions and suggestions.
","abstract_html":"<p>The purpose of this descriptive case study was to conduct a policy analysis regarding electronic communication between educators and students in three rural East Texas school districts. The policy analysis for each district began with the initial implementation of teacher communication via electronic sources provided by the districts. The focus of the study was limited specifically to the policy regulating nonschool related, electronic communication by educators with students. The challenge faced by school districts to embrace technology with one-to-one classrooms, virtual classrooms, constant connectivity, school texting applications, and open availability to teachers via email, complicates restrictions placed on non-school related communication. The need to protect educators and students with regard to such communication has caused school boards to review their current electronic communication policy thus narrowing the broad guidelines previously in place. The findings include educator perceptions and suggestions.</p>","abstract_has_math":false,"creators":["Dacus, Laura Lynn"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Secondary Education and Educational Leadership","degree_department":null,"school":null,"contributors":["Patrick M. Jenlink, Ed. D.","Karen E. Jenlink, Ed. D.","Pauline M. Sampson, Ph. D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-10-01T07:00:00Z","date_published":"2018-10-01T07:00:00Z","updated_at":"2026-07-24T04:30:22Z","subjects":["texting","communication","policy","K-12","perception","Educational Technology","Education Policy","Elementary and Middle and Secondary Education Administration","Organizational Communication","Policy History, Theory, and Methods","Science and Technology Policy"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/231","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Patrick M. Jenlink, Ed. D.","Karen E. Jenlink, Ed. D.","Pauline M. Sampson, Ph. D."]},{"key":"dc:creator","label":"Author","values":["Dacus, Laura Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-12-20T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary Education and Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["texting","communication","policy","K-12","perception","Educational Technology","Education Policy","Elementary and Middle and Secondary Education Administration","Organizational Communication","Policy History, Theory, and Methods","Science and Technology Policy"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/231"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this descriptive case study was to conduct a policy analysis regarding electronic communication between educators and students in three rural East Texas school districts. The policy analysis for each district began with the initial implementation of teacher communication via electronic sources provided by the districts. The focus of the study was limited specifically to the policy regulating nonschool related, electronic communication by educators with students. The challenge faced by school districts to embrace technology with one-to-one classrooms, virtual classrooms, constant connectivity, school texting applications, and open availability to teachers via email, complicates restrictions placed on non-school related communication. The need to protect educators and students with regard to such communication has caused school boards to review their current electronic communication policy thus narrowing the broad guidelines previously in place. The findings include educator perceptions and suggestions.
"]},{"key":"dc:title","label":"Title","values":["A Multi-Case Study of Electronic Communication Policy in Rural East Texas School Districts"]}]}],"canonical_facts":{"dc:contributor":["Patrick M. Jenlink, Ed. D.","Karen E. Jenlink, Ed. D.","Pauline M. Sampson, Ph. D."],"dc:creator":["Dacus, Laura Lynn"],"dc:date.available":["2018-12-20T08:00:00Z"],"dc:description.abstract":["The purpose of this descriptive case study was to conduct a policy analysis regarding electronic communication between educators and students in three rural East Texas school districts. The policy analysis for each district began with the initial implementation of teacher communication via electronic sources provided by the districts. The focus of the study was limited specifically to the policy regulating nonschool related, electronic communication by educators with students. The challenge faced by school districts to embrace technology with one-to-one classrooms, virtual classrooms, constant connectivity, school texting applications, and open availability to teachers via email, complicates restrictions placed on non-school related communication. The need to protect educators and students with regard to such communication has caused school boards to review their current electronic communication policy thus narrowing the broad guidelines previously in place. The findings include educator perceptions and suggestions.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/231"],"dc:subject":["texting","communication","policy","K-12","perception","Educational Technology","Education Policy","Elementary and Middle and Secondary Education Administration","Organizational Communication","Policy History, Theory, and Methods","Science and Technology Policy"],"dc:title":["A Multi-Case Study of Electronic Communication Policy in Rural East Texas School Districts"],"thesis:degree_discipline":["Secondary Education and Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T04:30:22Z"}