Current Search: UWF Dissertations (x) » Boling, Charlotte J. (x)
VIEW ALL ITEMS
- Title
- NO TEACHER LEFT BEHIND: ANALYSIS OF TECHNOLOGY USE IN THE GEOGRAPHIC AREA OF AN OHIO JOINT VOCATIONAL SCHOOL DISTRICT.
- Author
- Burgess, Harvey Blake, Northrup, Pamela T., Boling, Charlotte J., Rasmussen, Karen L., Stout, David L., University of West Florida
- Abstract/Description
-
The purpose of this study was to examine data collected by the Ohio SchoolNet Commission on the use of technology in an Ohio Joint Vocational School District. The survey included questions about teacher professional development, leadership contributions to technology, technology use in instruction, technology use in classroom management, and technology support. Statistical processes were used to examine trends and relationships between variables. Variables were (a) use of educational...
Show moreThe purpose of this study was to examine data collected by the Ohio SchoolNet Commission on the use of technology in an Ohio Joint Vocational School District. The survey included questions about teacher professional development, leadership contributions to technology, technology use in instruction, technology use in classroom management, and technology support. Statistical processes were used to examine trends and relationships between variables. Variables were (a) use of educational technology for instructional and administrative activities, (b) teacher perception of leadership support, (c) support of standards, (d) student use of technology for learning, (e) technology professional development, and (f) hours spent in technology professional development. The results of the study indicated strong positive relationships between teacher and student use of technology.
Show less - Date Issued
- 2005
- Identifier
- WFE0000036, uwf:60734
- Format
- Document (PDF)
- Title
- OUTCOME-BASED EVALUATION OF INTERPERSONAL RELATIONSHIPS BETWEEN TEACHERS AND STUDENTS AT THE NORTHWEST FLORIDA SCHOOL FOR BOYS.
- Author
- Johnson, Kenneth Earl, Zimmerman, Sherri L., Boling, Charlotte J., Kaczynski, Daniel J., Nichols, Joyce C., University of West Florida
- Abstract/Description
-
Qualitative research examining the relationships of teacher-student interpersonal relationships and student satisfaction with the school was conducted at the Washington County School Board (WCSB) program at Northwest Florida School for Boys (NFSB), located in Marianna, Florida. NFSB is a level 8, high-risk residential program for male youth adjudicated to the supervision of the Florida Department of Juvenile Justice. Teacher-student relationships were examined using the Questionnaire of...
Show moreQualitative research examining the relationships of teacher-student interpersonal relationships and student satisfaction with the school was conducted at the Washington County School Board (WCSB) program at Northwest Florida School for Boys (NFSB), located in Marianna, Florida. NFSB is a level 8, high-risk residential program for male youth adjudicated to the supervision of the Florida Department of Juvenile Justice. Teacher-student relationships were examined using the Questionnaire of Teacher Interaction through interviews with teachers and students. Satisfaction with the school was examined through interviews using the Comprehensive Assessment of School Environments Satisfaction Questionnaire. The dependent variable of reading achievement was quantified through pre- and posttest scores using the Standardized Test of Ability in Reading.
Show less - Date Issued
- 2007
- Identifier
- WFE0000013, uwf:60756
- Format
- Document (PDF)
- Title
- PERCEPTIONS OF COGNITIVE COACHING OF ALTERNATIVELY CERTIFIED READING TEACHERS SITUATED IN TWO HIGH POVERTY URBAN SCHOOLS: A CASE STUDY.
- Author
- Rich, Philicia Corine, Tanksley, Carol B., Thompson, Carla J., Boling, Charlotte J., University of West Florida
- Abstract/Description
-
This case study proposed to answer specific research questions surrounding the experiences and perceptions of two novice alternatively certified reading teachers positioned at two chronically underperforming and high poverty schools. The first question examined the influence of Cognitive Coaching on the first participant's ability to self-monitor and self-modify her teaching behaviors. The findings revealed the Cognitive Coaching model had an important influence on the participant's ability...
Show moreThis case study proposed to answer specific research questions surrounding the experiences and perceptions of two novice alternatively certified reading teachers positioned at two chronically underperforming and high poverty schools. The first question examined the influence of Cognitive Coaching on the first participant's ability to self-monitor and self-modify her teaching behaviors. The findings revealed the Cognitive Coaching model had an important influence on the participant's ability to self-monitor and self-modify her teaching behaviors as evidenced in the participant's four states of mind: efficacy, flexibility, craftsmanship, and consciousness. The second question identified the expressed support needs of the alternatively certified teacher not receiving Cognitive Coaching support. The findings revealed that the expressed support or training needs of the non-Cognitive Coaching participant directly correlated with Knowles core adult learning principles (learner's need to know, self-concept of the learner, prior experience of the learner, readiness to learn, orientation to learning, and motivation to learn). The third question explained how the expressed support needs (met or unmet) of the non-Cognitive Coaching influence her decision to remain or to exit the profession. The finding revealed that the participant's ultimate decision to leave the profession was specifically influenced by four of the six core adult learning principles (learner's need to know, self-concept of the learner, prior experience of the learner, and motivation of the learner). Findings from this study provide evidence to support the use of Cognitive Coaching as a viable form of staff development for alternative certified secondary reading teachers situated in chronically underperforming and high poverty schools. Implications for future practice in local settings and suggested future studies are presented.
Show less - Date Issued
- 2013
- Identifier
- WFE0000422, uwf:61147
- Format
- Document (PDF)
- Title
- SILENT VOICES: STUDENTS' PERCEPTIONS OF EFFECTIVE READING TEACHERS.
- Author
- Thomas, Kimberly Nicole, Pilcher, Janet K., Boling, Charlotte J., Heubach, Kathleen M., University of West Florida
- Abstract/Description
-
Reading is one of the most important skills to master. Yet many students in American schools are failing to learn to read. This problem is creating discussions across the country; however, there is one voice that is often missing from the discussions: the students. The researcher sought to examine students' perceptions of effective teachers and the reading instruction they receive in 1 elementary school in Pensacola, Florida. To gain students' viewpoints, 3 research questions were explored:...
Show moreReading is one of the most important skills to master. Yet many students in American schools are failing to learn to read. This problem is creating discussions across the country; however, there is one voice that is often missing from the discussions: the students. The researcher sought to examine students' perceptions of effective teachers and the reading instruction they receive in 1 elementary school in Pensacola, Florida. To gain students' viewpoints, 3 research questions were explored: What are students' perceptions of an effective teacher? Are there differences in student perceptions of reading teachers and their instruction at various achievement levels? Are there differences in student perceptions of reading teachers and their instruction at various grade levels? A case study research approach employing semi structured interviews focused on 36 students from grade levels third, fourth, and fifth. Data gathered from interviews and drawings show that students are individuals with distinct and unique opinions and ideas. Their opinions and ideas play a significant role in the successes or failures they experience in the classroom. Thus, their perceptions must be considered in educational discussions and practices.
Show less - Date Issued
- 2011
- Identifier
- WFE0000278, uwf:60879
- Format
- Document (PDF)
- Title
- STRUCTURING TEACHER KNOWLEDGE TO OPTIMIZE TEACHER PERFORMANCE.
- Author
- Graves, Nora Annette, Rasmussen, Karen L., Boling, Charlotte J., Droegemueller, Lee A., University of West Florida
- Abstract/Description
-
The subject matter knowledge of seven instructors of adult ESOL classrooms was analyzed using a one-way ANOVA for correlation with student gain scores from two pretest/posttest instruments. Teacher responses describing how each would address instructional situations proposed on an open-ended questionnaire were transcribed and coded using NVivo. Based on the complexity of the resulting models of teachers’ organization of their knowledge of English grammar, Structure of the Observed Learning...
Show moreThe subject matter knowledge of seven instructors of adult ESOL classrooms was analyzed using a one-way ANOVA for correlation with student gain scores from two pretest/posttest instruments. Teacher responses describing how each would address instructional situations proposed on an open-ended questionnaire were transcribed and coded using NVivo. Based on the complexity of the resulting models of teachers’ organization of their knowledge of English grammar, Structure of the Observed Learning Outcome (SOLO) scores were assessed for each response on the questionnaire. A transcription of a 30 to 50 minute class lesson on English grammar was also coded for each instructor using NVivo. These transcriptions were used to determine the sources and characteristics of teachers’ classroom practices. Characteristics of classroom practices were analyzed using a one-way ANOVA for correlation with teacher SOLO scores. The results of this study indicate that teachers with highly-organized subject matter knowledge tend to have students with greater gain scores. They are also less likely to use textbooks as the sources of instructional discussions, activities, terminology, and presentations of subject matter.
Show less - Date Issued
- 2007
- Identifier
- WFE0000073, uwf:60680
- Format
- Document (PDF)