Relationships, rigor, and relevance are the core of my educational philosophy. Technology is changing how individuals interact and learn. This changing landscape requires educators to examine their practice and reflect on how we adapt to this changing environment. I believe personal relationships allows colleagues and students to have open honest dialogue about curriculum. Combined with a rigorous and relevant curriculum, this is the recipe that allows students to bridge the gap between theory and practice.
Dr. Jason A. LaFrance is an Associate Professor of Educational Leadership at Florida Southern College. Previously he served as Director of the Center for Educational Leadership and Service and as an Associate Professor at Georgia Southern University. He is passionate about combining strategic planning with technology to create effective environments for students to learn. An active participant in public forums, Dr. LaFrance has spoken on school leadership and technology at major international, national, and regional conferences in the United States including those sponsored by the University Council on Educational Administration, National Council of Professors of Educational Administration, and the International Association for K-12 Online Learning (INACOL) Blended and Online Learning Symposium. He is also widely published in education journals such as Educational Administration Quarterly, the Educational Leadership Review, the International Journal of Educational Leadership Preparation and ISTE’s Learning and Leading with Technology. Dr. LaFrance is active in professional and charitable organizations. He serves on numerous committees within the college and in his local community. Before joining the faculty at Georgia Southern University, Dr. LaFrance was an administrator in the Diocese of Orlando and in Flagler County, Florida. Dr. LaFrance earned a B.A. degree in Business Administration from Moravian College and an M.A. from the University of South Florida in Elementary Education. He also earned an Ed.S. in Educational Administration from Nova Southeastern University and an Ed.D. in Educational Leadership from the University of Central Florida.
During his free time he enjoys spending time with his family, coaching his children's teams, jogging, biking, and lifting weights.
Ed. D., UNIVERSITY OF CENTRAL FLORIDA, Orlando, Florida
Major: Educational Leadership, 2009
Ed. S., NOVA SOUTHEASTERN UNIVERSITY, Fort Lauderdale, Florida
Major: Educational Leadership, 2005
M.A., UNIVERSITY OF SOUTH FLORIDA, Tampa, Florida
Major: Elementary Education, 1999
B.A., MORAVIAN COLLEGE, Bethlehem, Pennsylvania
Major: Business Administration, 1994
LaFrance, J.A. & Chance, L. (2012). Federal Government in the Governance of Schools Through Various Initiatives, such as No Child Left Behind, Improved Public Education? Counterpoint. In Russo, C. (Ed.), Debating Issues in American Education. Thousand Oaks, CA: Sage.
Kennedy, K., Tysinger, D., LaFrance, J., & Bailey, C. (2012). Preparing education professionals for K-12 online learning. In M. Orey, S. A. Jones, & R. M. Branch, Educational Media and Technology Handbook. New York, NY: Springer.
Refereed Journal Articles
Richardson, J. W., Beck, D., LaFrance, J., & McLeod, S. (in press). Job attainment and perceived role differences of cyber school leaders. Educational Technology and Society Journal.
Richardson, J. W., LaFrance, J., & Beck, D. (2015). Challenges of Virtual School Leadership. American Journal of Distance Education, 29(1). (Acceptance rate 11-20%).
Pettyjohn, T., & LaFrance, J. (2014, Spring). Online Credit Recovery: Benefits and Challenges. NCPEA Education Leadership Review of Doctoral Research, 1(1).
LaFrance, J. & Beck, D. (2014). Mapping the Terrain: Educational Leadership Field Experiences in K-12 Virtual Schools. Educational Administration Quarterly, 50(1). (Acceptance Rate: 6-10%).
LaFrance, J. & Blizzard, J. (2013). Student Perceptions of Digital Storytelling as a Learning-Tool for Educational Leaders. International Journal of Educational Leadership Preparation, 8(2). (Acceptance Rate 14%).
Metcalf, W. & LaFrance, J. (2013). Principals’ Perceptions of their Technology Leadership Preparedness. Journal of Research in Education, 23(1). (Acceptance Rate: 20-30%).
Beck, D. & LaFrance, J. (2012). An Examination of Educational Leadership Program Field Experiences in K-12 Virtual Schools. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 3833-3838). Chesapeake, VA: AACE.
LaFrance, J., & Metcalf, W. (2012). Society, Standards, and Technology Leadership Preparation. Education Leadership Review, 13(2), 68-75. (Acceptance Rate: 14%).
LaFrance, J. & Calhoun, D. (2012). Student Perceptions of Wikipedia as a Learning Tool for Educational Leaders. International Journal of Educational Leadership Preparation, 7(1), 1-15. (Acceptance Rate 14%).
LaFrance, J. (2011). School-wide Positive Behavior Support in Florida: An Examination of the Relationship of Implementation Fidelity to Academic and Behavioral Outcomes. Journal of Research in Education, 21(1). (Acceptance Rate: 20-30%).
LaFrance, J. (2011, October). Examination of the Fidelity of School-wide Positive Behavior Support Implementation and its Relationship to Academic and Behavioral Outcomes in Florida. Southern Regional Council on Educational Administration Yearbook. (Acceptance Rate 25-33%).