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Dissertation
Perceptions of cognitive coaching of alternatively certified reading teachers situated in two high poverty urban schools
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2013
Abstract
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 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.
Details
- Title
- Perceptions of cognitive coaching of alternatively certified reading teachers situated in two high poverty urban schools
- Resource Type
- Dissertation
- Contributors
- Carol B. Tanksley (Committee Chair)Carla J Thompson (Committee Member) - University of West Florida, School of EducationCharlotte Boling (Committee Member)
- Publisher
- University of West Florida Libraries
- Format
- pdf
- Number of pages
- 234
- Copyright
- Permission granted to the University of West Florida Libraries to digitize and/or display this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires the permission of the copyright holder.
- Identifiers
- 99380090730606600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida