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7 results on '"Cobb P"'

1. A Phenomenological Study on the Strategies Used to Support Minority Gifted Students

Author

Christina Cobb

Abstract

The purpose of this transcendental phenomenological study was to describe effective constructivism teaching strategies and approaches for reducing the achievement gap between minority and non-minority students in a middle school gifted program at Stoneybrook Middle School in the Downey-Raine School System through an examination of the lived experiences of teacher participants. The theories that guided this study were Piaget's cognitive constructivism and Maslow's hierarchy of needs. Both theories focused on the possible obstacles that educators may face when addressing the reduction of the achievement gap within this type of setting. Methodologically, this study followed the qualitative phenomenological research design. The research study focused on students within a middle school gifted program in southeastern North Carolina. The data collection took place through participant interviews, online blogs, and letter writing. Results from this study showed that the effectiveness of teaching strategies in this context was limited or enhanced by the factors of data usage and academically and intellectually gifted program structure, relationship building with students and nonacademic contributors to student performance like students' homelives and the impact of COVID-19 on the school environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2023

2. Black Teacher Recruitment and Retention in Rural Areas of Southeastern North Carolina

Author

Angelina Cobb

Abstract

The purpose of this phenomenological study was to explore teacher recruitment and retention practices for Black educators in rural counties in Southeastern North Carolina. The theories that guided this study are John Ogbu's cultural-ecological theory of minority school performance, and Richard Valencia's deficit thinking theory. The research question that supported this study was: What are the lived experiences of recruitment and retention initiatives for Black teachers in rural Southeastern North Carolina? The study design was a descriptive study that utilized the sample of Black educators in rural Southeastern North Carolina. There was a total of 10 teacher participants in this research study. The setting was rural counties in Southeastern North Carolina with a focus on Twine, Golfe, and Haire counties. The data collection methods that were used in this study were individual interviews, exit surveys, and a reflective writing prompt. The analytical approach that was utilized in this study was Moustakas' transcendental approach. The major themes of the study were feelings of home, culture of the school district, and diversity and equity initiatives, which indicate a need for more targeted recruitment and retention measures for Black educators in the form of various levels of support, financial incentives and partnering HBCUs and local community colleges with Grow Your Own programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2023

3. STEM Majors, Art Thinkers (STEM + Arts)--Issues of Duality, Rigor and Inclusion

Author

Payton, Fay Cobb, White, Ashley, and Mullins, Tara

Abstract

There is a growing interest in STEAM (STEM + Arts) education nationwide. To uncover why these interdisciplinary initiatives can play a significant role in the student educational experience, it is crucial to identify characteristics of university students, who are participating and enrolled in STEM and arts curricula. We are interested in students who would like to actively participate in dance curricula while pursing STEM degrees, and how those students perceive social inclusion given the dominant presence of STEM fields at a predominantly white institution (PWI). We conducted focus groups with undergraduate students from two NC State University dance companies. Focus groups transcripts were coded according to our research questions along with an additional taxonomy including academic emotional engagement, self-efficacy and level of activity. Sub-themes were analyzed using pattern matching and thematic analyses. Data themes included personal, academic and institutional issues, as well as career workforce preparation. Students indicated that rigor, stigma, enhanced problem-solving skills, interdisciplinary thinking, and increased diversity and inclusion opportunities characterize their dance experiences. These experiences highlight aspects of human diversity including ethnicity, race, gender identity and class, and how dance provides a safe zone that is significantly different than their STEM coursework. Current dance students expressed why the arts are an intentional part of their academic experiences. The students drew parallels to problem-solving approaches, team collaboration and data-driven application for the "think and do" ethos that is central to the university. Our findings offer STEM researchers and leaders, along with policy-makers and funding agencies, opportunities to reframe the current thinking and approaches central to broadening participation in STEM.

Published
2017

4. Alternative Learning Programs Evaluation: Part 3 Report. Case Studies of Alternative Schools and Programs.

Author

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Accountability Services/Research., Cobb, Caronly, Brewer, Delores, Bauman, Amy, Groves, Paula, Rayle, Joesph, and Noblit, George

Abstract

In 1996, North Carolina began a 5-year evaluation of alternative learning programs (ALPs). This report contains in-depth case studies of four ALPs during the 1996-97 school year. The ALPs were selected to represent different types of programs in the state, and include one middle school, two high school, and one elementary school programs. The case studies were designed to look at issues of student attitudes, behavior, and problem solving. Across the programs, it was found that ALP staff combine caring with high expectations and that they determine program effectiveness by the success of individual students. ALP students do not usually maintain their ties with the schools they have left, and many ALPs are regarded by students as dumping grounds or "junior jails." Many staff members do not have adequate training or support, and the programs lack adequate facilities, materials, and budgets. Based on case study findings, recommendations are made for improvement of staffing and resources for ALPs. Small class size, an individualized and experiential teaching format, and a caring faculty are essential if ALPs are to function effectively. (SLD)

Published
1997

5. Assessment Literacy for Educators: Linking Instruction and Assessment.

Author

Cobb, Carolyn T., Joyner, Jeane M., and Williamson, Janet L.

Abstract

Explains assessment's nature and purpose and appropriate classroom conditions for its use. Describes a teaching and learning model for the assessment cycle that includes application of learning targets, purposes, methods, feedback/inference, and documentation and communication of results. Delineates six core principles for quality assessment. (MLH)

Published
1999

6. Performance Appraisal and Accountability for School Psychologists: Issues and Procedures.

Author

Cobb, Carolyn T. and Stacey, Dennis C.

Abstract

This document concerns performance appraisal as mandated by the North Carolina Legislature for all certified educational professionals. It notes that, in 1985, all newly certified professional education personnel, including school psychologists, came under the Initial Certification Program (ICP) requirements which issued newly certified school psychologists 2-year certificates and evaluted their performance at the end of 2 years to determine whether they possessed the skills of a practicing school psychologist. The need to establish competencies and functions of the school psychologist and to develop an instrument for performance appraisal are addressed. Content issues are discussed in the areas of an empirical basis for competencies, a framework for competencies, building competencies for the future, and identifying uniqueness. Process issues of how psychologists would be evaluated and who would conduct the evaluation are considered. Seven major functions for school psychologists are defined: (1) assessment and interpretation; (2) direct intervention for students; (3) consultation and training; (4) program development; (5) school psychology program implementation; (6) professional practice and development; and (7) communication and relationship skills. Methodological or procedural aspects of performance appraisal for school psychologists are addressed in the areas of formative versus summative aspects of performance appraisal, parameters of actual measurement of the school psychologist's performance, and implications for remaining formative and summative evaluation. The School Psychologist Performance Appraisal Instrument is appended. (NB)

Published
1987

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