Browsing by Author "Boone, Benjamin Daniel"

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    High School Teachers' Perceptions of Teaching Online During the COVID-19 Pandemic in a Rural County in North Carolina
    Davis, Lori Beth (Virginia Tech, 2023-06-29)
    The purpose of this study was to document the perceptions of high school teachers regarding their experiences, challenges, and needed skills related to instruction in an online learning environment during the 2021-2022 school year in one North Carolina school district. This study explored teachers' perceptions of their experience with online teaching. Because COVID-19 pandemic caused schools to close for the 2021-2022 school year, schools suddenly shifted from face to face to online learning. A qualitative research design was used to collect and analyze data. Nine teachers at four high schools who taught math, English and science during the 2021-2022 school year completed 1:1 virtual interviews. The interview protocol was consisted of nine interview questions and was used to collect qualitative data. A data analysis was conducted to analyze teachers' interview responses regarding teaching online during the pandemic. The data showed 100% of the participants had concerns about lack of participation and engagement of student when online. In addition, 100% of participants stated they felt teaching online was more stressful than teaching face to face. Findings suggested that teachers are concerned with the lack of student participation and engagement, increased stress of teaching online, and that in the future more professional development in the use of technology is needed for teachers. By examining high school teacher perceptions regarding their experiences teaching online, data can provide educational leaders with findings and implications which, can help improve online learning in the future.
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    Instructional Leadership Practices Principals Use In Blue Ribbon Awarded Public Elementary Schools In Virginia
    Boone, Benjamin Daniel (Virginia Tech, 2017-06-01)
    The purpose of the study was to identify instructional leadership practices elementary principals in Blue Ribbon awarded public elementary schools in Virginia implemented to influence the instructional program. A mixed methods research design was used to collect and analyze data. Principals at eleven of the sixteen public elementary schools in Virginia who received the Blue Ribbon Award between the years 2013-2015 were interviewed. An interview protocol consisting of eleven questions was used to collect qualitative and quantitative data. From the data collected during the interview process, a list of fifty instructional leadership activities was developed by the researcher. The list of fifty activities principals performed were grouped into the following categories; teacher observation practices, providing feedback to teachers, collaborating with teachers to analyze data, implementing professional development, and promoting a positive learning environment.