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You searched for +publisher:"Mississippi State University" +contributor:("Dr. Mabel Okojie"). Showing records 1 – 3 of 3 total matches.

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Mississippi State University

1. Manners, Andrew Crawford. Exploring the influence of video-based feedback sessions with a female college football team.

Degree: PhD, Instructional Systems and Workforce Development, 2016, Mississippi State University

The purpose of this study was to understand how female amateur (college) developmental level football players perceived and responded to video-based feedback sessions during their athletic training and competition. A purposeful sample was used to select 5 participants. 2 research questions were asked to explore how 5 different formats of video-based feedback sessions influenced the participants during the coaching process. The researcher was the instrument used for collecting data and this included semi-structured interviews, participant observation and a journal (personal document). Replication logic was utilized for the multiple case study research design. The trustworthiness of the study was enhanced using prolonged engagement in the field, thick description, triangulation, purposeful sampling, field notes and a reflexive journal. A cross-case analysis of the data revealed 3 major themes. These were: (a) learning, (b) motivation, and (c) barriers to implementing coaching points. The findings for theme 1 revealed the participants learned from receiving video-based feedback sessions by being prepared tactically through oppositional analysis reviews, understanding the teams playing style and/or their roles and responsibilities within it, accurately identifying personal and team areas for improvement, learning coaching points, increasing their attention to and retention of coaching points and seeing an accurate account of their performance which had contradicted what they thought during or following a performance. The findings for theme 2 revealed viewing past individual/team successes and other sports teams successes had a motivational and positive psychological effect on the participants. Also, the participants were motivated to increase their effort and intensity levels when receiving video-based feedback and stated video reviews should balance positive and negative clips to protect their confidence, self-esteem and motivation. The findings for theme 3 revealed three barriers to the learning and subsequent implementation of coaching points in the coaching process. These were ineffective training sessions, life as an intercollegiate student-athlete and the psychological factors of cognitive anxiety and low self-efficacy. Recommendations included further qualitative studies to track the nuances behind memory retention and the role self-efficacy and other psychological factors play during the learning of coaching points received from video-based feedback sessions at the developmental level of football. Advisors/Committee Members: Dr. Connie M. Forde (chair), Dr. Jianzhong Xu (chair), Dr. James Adams (committee member), Dr. Mabel Okojie (committee member).

Subjects/Keywords: football (soccer); video-based feedback sessions; Performance analysis

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APA (6th Edition):

Manners, A. C. (2016). Exploring the influence of video-based feedback sessions with a female college football team. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-06242016-154319/ ;

Chicago Manual of Style (16th Edition):

Manners, Andrew Crawford. “Exploring the influence of video-based feedback sessions with a female college football team.” 2016. Doctoral Dissertation, Mississippi State University. Accessed November 12, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-06242016-154319/ ;.

MLA Handbook (7th Edition):

Manners, Andrew Crawford. “Exploring the influence of video-based feedback sessions with a female college football team.” 2016. Web. 12 Nov 2019.

Vancouver:

Manners AC. Exploring the influence of video-based feedback sessions with a female college football team. [Internet] [Doctoral dissertation]. Mississippi State University; 2016. [cited 2019 Nov 12]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06242016-154319/ ;.

Council of Science Editors:

Manners AC. Exploring the influence of video-based feedback sessions with a female college football team. [Doctoral Dissertation]. Mississippi State University; 2016. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06242016-154319/ ;

2. Hubbard, Wendy Lynn. THE PERCEPTIONS OF PUBLIC SCHOOL ADMINISTRATORS TOWARD TECHNOLOGY EFFECTIVENESS AND ADEQUACY IN CURRICULUM AND INSTRUCTION IN THE GOLDEN TRIANGLE PUBLIC SCHOOLS OF MISSISSIPPI.

Degree: PhD, Instructional Systems, Leadership, and Workforce Development, 2009, Mississippi State University

The purpose of this study was to determine the perceptions of public school administrators toward technology effectiveness and adequacy in curriculum and instruction in the Golden Triangle Public Schools of Mississippi and the demographic variables that may affect the perceptions. The population consisted of 56 public school administrators for the 2008-2009 school year in the Starkville, Okitbbeha County, West Point, Clay County, Columbus, and Lowndes County school districts. The variables that were studied were the perceptions of the public school administrators toward technology effectiveness in curriculum and instruction, the perceptions of the public school administrators toward technology adequacy in curriculum and instruction, and the demographic variables such as race, age, administrators years of experience, school location, administrators educational level, gender, school level (elementary, middle, or high), school size, faculty size, and position (principal or assistant principal). A questionnaire of 36 items was sent out to the administrators to collect data on their perceptions toward technology effectiveness and adequacy in curriculum and instruction and their demographic information. Analysis of variance (ANOVA), t-tests, and Pearson r correlations at the .05 alpha level were used to test the statistical significance of the public school administrators perceptions toward technology effectiveness and adequacy and the demographic variables. The findings resulted in the public school administrators agreeing that their teachers use technology effectively and adequate technology is available for the curriculum and instruction in their schools, but no statistically significant difference occurred between the perceptions of the administrators toward technology effectiveness or toward technology adequacy and the demographic variables. Also, there was no statistically significant relationship between the administrators perceptions toward technology effectiveness and the administrators demographics. The population for the study which included the Golden Triangle Public schools may have been too small and the demographics too limited. Advisors/Committee Members: Dr. Chien Yu (chair), Dr. Kay Brocato (committee member), Dr. Debra Prince (committee member), Dr. Mabel Okojie (committee member).

Subjects/Keywords: perceptions; public schools; technology; administrators

…95 F LETTER FROM MISSISSIPPI STATE UNIVERSITY IRB ..........................101 G… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hubbard, W. L. (2009). THE PERCEPTIONS OF PUBLIC SCHOOL ADMINISTRATORS TOWARD TECHNOLOGY EFFECTIVENESS AND ADEQUACY IN CURRICULUM AND INSTRUCTION IN THE GOLDEN TRIANGLE PUBLIC SCHOOLS OF MISSISSIPPI. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-07132009-092718/ ;

Chicago Manual of Style (16th Edition):

Hubbard, Wendy Lynn. “THE PERCEPTIONS OF PUBLIC SCHOOL ADMINISTRATORS TOWARD TECHNOLOGY EFFECTIVENESS AND ADEQUACY IN CURRICULUM AND INSTRUCTION IN THE GOLDEN TRIANGLE PUBLIC SCHOOLS OF MISSISSIPPI.” 2009. Doctoral Dissertation, Mississippi State University. Accessed November 12, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-07132009-092718/ ;.

MLA Handbook (7th Edition):

Hubbard, Wendy Lynn. “THE PERCEPTIONS OF PUBLIC SCHOOL ADMINISTRATORS TOWARD TECHNOLOGY EFFECTIVENESS AND ADEQUACY IN CURRICULUM AND INSTRUCTION IN THE GOLDEN TRIANGLE PUBLIC SCHOOLS OF MISSISSIPPI.” 2009. Web. 12 Nov 2019.

Vancouver:

Hubbard WL. THE PERCEPTIONS OF PUBLIC SCHOOL ADMINISTRATORS TOWARD TECHNOLOGY EFFECTIVENESS AND ADEQUACY IN CURRICULUM AND INSTRUCTION IN THE GOLDEN TRIANGLE PUBLIC SCHOOLS OF MISSISSIPPI. [Internet] [Doctoral dissertation]. Mississippi State University; 2009. [cited 2019 Nov 12]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07132009-092718/ ;.

Council of Science Editors:

Hubbard WL. THE PERCEPTIONS OF PUBLIC SCHOOL ADMINISTRATORS TOWARD TECHNOLOGY EFFECTIVENESS AND ADEQUACY IN CURRICULUM AND INSTRUCTION IN THE GOLDEN TRIANGLE PUBLIC SCHOOLS OF MISSISSIPPI. [Doctoral Dissertation]. Mississippi State University; 2009. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07132009-092718/ ;


Mississippi State University

3. Simons, Mariella Hodges. The Influence of Instructional Coaches on Improving Teaching and Student Performance.

Degree: PhD, Instructional Systems, Leadership, and Workforce Development, 2006, Mississippi State University

Instructional coaching is emerging as a job-embedded professional development tool for schools to utilize in an effort to improve teaching practice and student achievement. Since there is a lack of understanding of the differing roles served by instructional coaches in schools and the functions they perform that influence teacher utilization of best practice procedures in teaching, this study concentrated on giving voice to teachers and administrators regarding their concerns and changes in teaching behavior. By listening to the assertions of educators employed within the schools housing an instructional coach, it is possible to gain an in-depth understanding of how the presence of an instructional coach influences, or does not influence, the efforts or initiatives undertaken by the school and district to positively influence student performance. The intent of this qualitative case study was to examine the roles played by instructional coaches in two schools in the third largest district within the state of Mississippi and how administrators, teachers, and students (the stakeholders) are affected by the presence of instructional coaches within this environment, inclusive of hindrances or problems perceived. Recommendations included: (a) school districts should locate funds to assign an instructional coach to every school, (b) train the principal of the school housing an instructional coach so he understands the roles, exclusions, and possibilities inherent in the position, (c) write a detailed job description for the coaching position and devise a list of tasks the coach is NOT to perform, such as substitute in classes and evaluate teachers, to clarify the expectations for the program and communicate the true mission of the position, (d) make certain through the principal that teachers are aware of the roles to be served within the school by the instructional coach, emphasizing the fact that the coach is not a supervisor and will not serve in an evaluative capacity (e) utilize coaches to educate stakeholders on the guidelines within current legislation that affects the school community, (f) train the coaches on strategies to use in teacher training sessions that are conducted ?just in time? at the local school (g) educate the instructional coaches on adult learning theory and brain based research, (h) provide coaches with a variety of strategies that can be utilized to train teachers that are in different career stages as such differentiation of training models what is expected in the classroom, (i) hire coaches that are effective classroom teachers, (j) employ instructional coaches within a school that are leaders and have organizational skills, (k) note that obtaining similar results contained within this study may only occur if that district provides the same level of support as is offered by the district in this study, (l) make certain that district and school level administrators are aware of the literature provided by various professional education organizations in support of the instructional coaching program,… Advisors/Committee Members: Dr. Mabel Okojie (committee member), Dr. James Adams (chair), Dr. Richard Blackbourn (committee member), Dr. Clyde Lindley (committee member), Dr. James E. Davis (committee member), Dr. Jerry Mathews (committee member).

Subjects/Keywords: school improvement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Simons, M. H. (2006). The Influence of Instructional Coaches on Improving Teaching and Student Performance. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-11082006-171253/ ;

Chicago Manual of Style (16th Edition):

Simons, Mariella Hodges. “The Influence of Instructional Coaches on Improving Teaching and Student Performance.” 2006. Doctoral Dissertation, Mississippi State University. Accessed November 12, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11082006-171253/ ;.

MLA Handbook (7th Edition):

Simons, Mariella Hodges. “The Influence of Instructional Coaches on Improving Teaching and Student Performance.” 2006. Web. 12 Nov 2019.

Vancouver:

Simons MH. The Influence of Instructional Coaches on Improving Teaching and Student Performance. [Internet] [Doctoral dissertation]. Mississippi State University; 2006. [cited 2019 Nov 12]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11082006-171253/ ;.

Council of Science Editors:

Simons MH. The Influence of Instructional Coaches on Improving Teaching and Student Performance. [Doctoral Dissertation]. Mississippi State University; 2006. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11082006-171253/ ;

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