HOW TEACHERS AT OKLAHOMA VIRTUAL CHARTER ACADEMY ADDRESS THE FIVE ELEMENTS OF COGNITIVE ENGAGEMENT:  AN INTERPTRETIVIST CASE STUDY

dc.contributor.advisor	Mackey, Hollie
dc.contributor.author	Morrison, John
dc.contributor.committeeMember	Houser, Neil
dc.contributor.committeeMember	Gutierrez, Kathrine
dc.contributor.committeeMember	Maiden, Jeffrey
dc.contributor.committeeMember	Urick, Angela
dc.date.accessioned	2017-05-22T18:48:35Z
dc.date.available	2017-05-22T18:48:35Z
dc.date.issued	2017-05-13
dc.date.manuscript	2017-05-12
dc.description.abstract	This qualitative case study examines teacher perceptions of how they cognitively engage their students in live online classes to determine the perceptions and practices of ten teachers at Oklahoma Virtual Charter Academy. Data was collected from teacher interviews and observation notes of live classes. Findings of this study revealed that teachers at Oklahoma Virtual Charter Academy value student engagement, but struggle when implementing strategies that prompt students to cognitively engage with material. Recommendations include addressing teacher assumptions about students’ learning preferences and assessing students’ perceptions about student engagement.	en_US
dc.identifier.uri	http://hdl.handle.net/11244/50901
dc.language	en_US	en_US
dc.subject	Educational Leadership and Policy Studies	en_US
dc.thesis.degree	Ph.D.	en_US
dc.title	HOW TEACHERS AT OKLAHOMA VIRTUAL CHARTER ACADEMY ADDRESS THE FIVE ELEMENTS OF COGNITIVE ENGAGEMENT: AN INTERPTRETIVIST CASE STUDY	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studies	en_US