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Mississippi State University
1.
Vanderford, Paula Allen.
A CASE STUDY OF THE STATE TAKEOVER OF THE SUNFLOWER COUNTY SCHOOL DISTRICT.
Degree: PhD, Leadership and Foundations, 2011, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11022011-112947/ 
;
► The performance of the nation‟s public schools continues to be a concern of policymakers, educators, and parents. Stakeholders cite the lack of academic achievement,…
(more)
▼ The performance of the nation‟s public schools continues to be a concern of policymakers, educators, and parents. Stakeholders cite the lack of academic achievement, disruptive student behavior, and failure to provide students with a safe and orderly school environment as evidence of being unsuccessful. To ensure school districts, schools, administrators, teachers, and students meet acceptable performance standards, states are implementing a variety of accountability policies. Two of the more controversial accountability approaches are
state takeovers of local school districts and the reconstitution of schools.
At least 29 states have enacted policies that allow the takeover of a school district. Changes in statute during the 1991 legislative session authorized the first takeover (conservatorship) section of the law in the
state of
Mississippi. Sections 37-17-6 and 37-17-7 of the <i>
Mississippi Code of 1972</i>, as amended, describes the rationale for the initiation of the takeover process. To date, the Commission on School Accreditation
(CSA) and the
State Board of Education (SBE) have requested the Governor declare a
state of emergency on 13 occasions in 12
Mississippi school districts.
The purpose of this study was to determine what led to the
state takeover of Sunflower County School District (SCSD), determine the takeover process used by the
Mississippi Department of Education (MDE), and make recommendations to the MDE that will improve the sustainability of the success of the
state takeover process after the conservator is removed from the district and the district regains control.
The findings presented in this study are based on the analysis of data collected during the on-site evaluation of the school district. The SCSD was not fully compliant with any one of the 37 process standards as published in the <i>
Mississippi Public School Accountability Standards, 2009</i>. Governor Haley Barbour signed a Proclamation in response to the Resolutions of the CSA and the SBE. The Proclamation declared that a
state of emergency did exist in the SCSD that jeopardized the safety, security, and educational interests of the students enrolled in that district. The
state of emergency was related to serious violations of accreditation standards,
state law, and federal law.
Advisors/Committee Members: Teresa Jayroe (committee member), D. Kay Brocato (committee member), R. Dwight Hare (chair), James E. Davis (committee member).
Subjects/Keywords: accountability; takeover; state of emergency; conservator
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APA (6th Edition):
Vanderford, P. A. (2011). A CASE STUDY OF THE STATE TAKEOVER OF THE SUNFLOWER COUNTY SCHOOL DISTRICT. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-11022011-112947/ ;
Chicago Manual of Style (16th Edition):
Vanderford, Paula Allen. “A CASE STUDY OF THE STATE TAKEOVER OF THE SUNFLOWER COUNTY SCHOOL DISTRICT.” 2011. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-11022011-112947/ ;.
MLA Handbook (7th Edition):
Vanderford, Paula Allen. “A CASE STUDY OF THE STATE TAKEOVER OF THE SUNFLOWER COUNTY SCHOOL DISTRICT.” 2011. Web. 23 Feb 2019.
Vancouver:
Vanderford PA. A CASE STUDY OF THE STATE TAKEOVER OF THE SUNFLOWER COUNTY SCHOOL DISTRICT. [Internet] [Doctoral dissertation]. Mississippi State University; 2011. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11022011-112947/ ;.
Council of Science Editors:
Vanderford PA. A CASE STUDY OF THE STATE TAKEOVER OF THE SUNFLOWER COUNTY SCHOOL DISTRICT. [Doctoral Dissertation]. Mississippi State University; 2011. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11022011-112947/ ;
Mississippi State University
2.
Dace, Minnie L.
The importance of science: A case study of exemplary teaching and administrative support.
Degree: PhD, Educational Leadership, 2017, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03162017-173402/
;
► There were several purposes to this case study using a convergent parallel mixed method design. The first purpose was to explore how one exemplary…
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▼ There were several purposes to this case study using a convergent parallel mixed method design. The first purpose was to explore how one exemplary high school science teacher (EST) and her selected supporting administrator rated the importance of particular elements of science instruction. The second purpose was to describe how an EST explained her practices of fostering success for her students. The third purpose was to identify the administrators practices that supported the EST as described by both educator participants. Data for this study were collected through two researcher-developed instruments, interviews, and documents. The EST completed the Questionnaire of Exemplary Science Teachers (QEST), and the administrator completed the Questionnaire for Administrator Perception of Exemplary Science Teachers (QAPEST). The researcher also conducted an interview with each participant and analyzed documents (i.e., lesson plans, students course grades, and Biology Subject Area Testing Program results). The EST examined data to provide context to the case study. Results of the study revealed that both the EST and administrator understood and closely agreed on the importance of science and in the methods of planning and teachingscience. Results also indicated that students taught by the EST were successful in a science program. The EST used a combination of specifying objectives, diagnosing and evaluating student learners in science instruction, planning of science instruction, and delivering of science instruction to assist her students in becoming successful. Results also revealed that the EST and the administrator believed that building strong personal relationships with the students motivated students to want to succeed even more for the EST. Finally, results indicated that unwavering, generative administrative support was helpful in supporting the teachers exemplary instruction.
Advisors/Committee Members: D. Kay Brocato (chair), Qiana Cutts (chair), Linda Coats (committee member), Debra Prince (committee member), James Davis (committee member).
Subjects/Keywords: relationships; teacher self-efficacy; success; specifying objectives; science teacher inventory of needs; planning science instruction; high shcool; exemplary science instruction; diagnosing and evaluating learners; delivering science instruction; administrative support
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APA (6th Edition):
Dace, M. L. (2017). The importance of science: A case study of exemplary teaching and administrative support. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03162017-173402/ ;
Chicago Manual of Style (16th Edition):
Dace, Minnie L. “The importance of science: A case study of exemplary teaching and administrative support.” 2017. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-03162017-173402/ ;.
MLA Handbook (7th Edition):
Dace, Minnie L. “The importance of science: A case study of exemplary teaching and administrative support.” 2017. Web. 23 Feb 2019.
Vancouver:
Dace ML. The importance of science: A case study of exemplary teaching and administrative support. [Internet] [Doctoral dissertation]. Mississippi State University; 2017. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03162017-173402/ ;.
Council of Science Editors:
Dace ML. The importance of science: A case study of exemplary teaching and administrative support. [Doctoral Dissertation]. Mississippi State University; 2017. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03162017-173402/ ;
Mississippi State University
3.
Henderson, Jimmy Dale.
INSTRUCTIONAL AND ORGANIZATIONAL EFFECTIVENESS IN SELECTED PREPS-IDENTIFIED VALUE ADDED AND PREPS-IDENTIFIED VALUE SUBTRACTED ELEMENTARY SCHOOLS IN MISSISSIPPI.
Degree: PhD, Education, College of, 2011, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03312011-001841/
;
► This study examined the perceptions of principals, teachers, and support staff at 3 PREPS-identified value added and three PREPS-identified value subtracted elementary schools in…
(more)
▼ This study examined the perceptions of principals, teachers, and support staff at 3
PREPS-identified value added and three PREPS-identified value subtracted elementary
schools in
Mississippi to determine if there were <i>effective schools</i> practices in the areas of
instructional and organizational systems that were unique to either group. The <i>Survey of
Instructional and Organizational Effectiveness</i> from the National Study of School
Evaluation was used to measure strengths and limitations of the effectiveness of the
instructional practices and organizational conditions of each school. Descriptive statistics
and comparative analysis were used to analyze responses to the 24-item survey. Results
showed there were statistically significant differences between the value added and value
subtracted schools for the categories of curriculum, instructional design, assessment, and
leadership for school improvement. There were no significant differences in the
categories of educational agenda, community-building, and culture of continuous
improvement and learning.
Advisors/Committee Members: Frankie Williams (chair), Kay Brocato (chair), Linda Coats (committee member), Debra Prince (committee member), Matthew Boggan (committee member).
Subjects/Keywords: indicators of organization; indicators of instruction; school improvement; school effectiveness; survey research design; descriptive research analysis
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APA (6th Edition):
Henderson, J. D. (2011). INSTRUCTIONAL AND ORGANIZATIONAL EFFECTIVENESS IN SELECTED PREPS-IDENTIFIED VALUE ADDED AND PREPS-IDENTIFIED VALUE SUBTRACTED ELEMENTARY SCHOOLS IN MISSISSIPPI. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03312011-001841/ ;
Chicago Manual of Style (16th Edition):
Henderson, Jimmy Dale. “INSTRUCTIONAL AND ORGANIZATIONAL EFFECTIVENESS IN SELECTED PREPS-IDENTIFIED VALUE ADDED AND PREPS-IDENTIFIED VALUE SUBTRACTED ELEMENTARY SCHOOLS IN MISSISSIPPI.” 2011. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-03312011-001841/ ;.
MLA Handbook (7th Edition):
Henderson, Jimmy Dale. “INSTRUCTIONAL AND ORGANIZATIONAL EFFECTIVENESS IN SELECTED PREPS-IDENTIFIED VALUE ADDED AND PREPS-IDENTIFIED VALUE SUBTRACTED ELEMENTARY SCHOOLS IN MISSISSIPPI.” 2011. Web. 23 Feb 2019.
Vancouver:
Henderson JD. INSTRUCTIONAL AND ORGANIZATIONAL EFFECTIVENESS IN SELECTED PREPS-IDENTIFIED VALUE ADDED AND PREPS-IDENTIFIED VALUE SUBTRACTED ELEMENTARY SCHOOLS IN MISSISSIPPI. [Internet] [Doctoral dissertation]. Mississippi State University; 2011. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03312011-001841/ ;.
Council of Science Editors:
Henderson JD. INSTRUCTIONAL AND ORGANIZATIONAL EFFECTIVENESS IN SELECTED PREPS-IDENTIFIED VALUE ADDED AND PREPS-IDENTIFIED VALUE SUBTRACTED ELEMENTARY SCHOOLS IN MISSISSIPPI. [Doctoral Dissertation]. Mississippi State University; 2011. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03312011-001841/ ;
Mississippi State University
4.
Hammond, Gail Pahl.
THE CONDITION OF REFERRAL OF INTELLECTUALLY GIFTED CHILDREN FOR APPROPRIATE EDUCATIONAL PLACEMENT IN ONE ELEMENTARY SCHOOL.
Degree: PhD, Leadership and Foundations, 2011, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-04012011-122443/
;
► The purpose of this case study was to observe the condition of teacher-perceived ability to recognize giftedness in children in one elementary school. Experiences of…
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▼ The purpose of this case study was to observe the condition of teacher-perceived ability to recognize giftedness in children in one elementary school. Experiences of 16 teachers of Grades 25 (the grades served by the gifted education program) were examined by responding to a questionnaire to determine their history with gifted education, definition of giftedness in children, and involvement in the gifted child referral process. Existing data were examined to determine which of the teachers had accurately identified gifted children. The 3 teachers who had accurately identified a gifted child were interviewed. Questionnaire and interview responses were analyzed in the context of Clarks (2002) Cognitive Function Differentiating Characteristics of Gifted Learners.
Results of the study showed that teachers in this school did not receive adequate pre-service or in-service training in recognition of the gifted population. The study revealed that in this elementary school, students who did not meet a teachers preconception of the term giftedness went unreferred for gifted testing. The process of selection used by teachers when considering a student for referral was subjective in nature and influenced by classroom observations, other teachers opinions, and the teachers personal experiences with giftedness outside of classroom practices. Data suggest that confidence and accuracy in referring students were positively influenced by years of teaching experience. Recommendations include the following: that colleges and universities prepare pre-service teachers to identify characteristics of gifted children; that in-service teachers receive professional development in identification of gifted traits in students; and that federal legislation include language that provides for the special needs of gifted students and mandates training for pre-service teachers in meeting the needs of this population.
Advisors/Committee Members: Frankie K. Williams (committee member), Debra L. Prince (committee member), R. Dwight Hare (committee member), D. Kay Brocato (chair).
Subjects/Keywords: gifted identification; intellectually gifted
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APA (6th Edition):
Hammond, G. P. (2011). THE CONDITION OF REFERRAL OF INTELLECTUALLY GIFTED CHILDREN FOR APPROPRIATE EDUCATIONAL PLACEMENT IN ONE ELEMENTARY SCHOOL. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-04012011-122443/ ;
Chicago Manual of Style (16th Edition):
Hammond, Gail Pahl. “THE CONDITION OF REFERRAL OF INTELLECTUALLY GIFTED CHILDREN FOR APPROPRIATE EDUCATIONAL PLACEMENT IN ONE ELEMENTARY SCHOOL.” 2011. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-04012011-122443/ ;.
MLA Handbook (7th Edition):
Hammond, Gail Pahl. “THE CONDITION OF REFERRAL OF INTELLECTUALLY GIFTED CHILDREN FOR APPROPRIATE EDUCATIONAL PLACEMENT IN ONE ELEMENTARY SCHOOL.” 2011. Web. 23 Feb 2019.
Vancouver:
Hammond GP. THE CONDITION OF REFERRAL OF INTELLECTUALLY GIFTED CHILDREN FOR APPROPRIATE EDUCATIONAL PLACEMENT IN ONE ELEMENTARY SCHOOL. [Internet] [Doctoral dissertation]. Mississippi State University; 2011. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-04012011-122443/ ;.
Council of Science Editors:
Hammond GP. THE CONDITION OF REFERRAL OF INTELLECTUALLY GIFTED CHILDREN FOR APPROPRIATE EDUCATIONAL PLACEMENT IN ONE ELEMENTARY SCHOOL. [Doctoral Dissertation]. Mississippi State University; 2011. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-04012011-122443/ ;
Mississippi State University
5.
Sumners, Sarah Elizabeth.
Civic education in the preservice classroom: A study of gaming.
Degree: PhD, Curriculum, Instruction and Special Education, 2012, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10232012-184409/
;
► The purpose of the study was to better understand social studies teacher education through preservice professional development that incorporates an online gaming and simulation…
(more)
▼ The purpose of the study was to better understand social studies teacher education
through preservice professional development that incorporates an online gaming and
simulation component. Examination of the impact of online gaming and simulations on
the self-efficacy and content knowledge of preservice teachers in the methods course was
undertaken.
This study employed a mixed methods approach with primacy given to
quantitative statistical analyses of data collected pre and post using a content knowledge
assessment (AP Government and Politics practice test) and two self-efficacy assessments
(SSTEBI-PSSTE and TSES). Results from a repeated measures ANOVA revealed
statistically significant differences in preservice social studies teachers content
knowledge of civics from pre to posttest administration by gaming status (less than 2
hours and 2 hours or more), testing occasion (pre and posttest), and group by occasion.
The gains in content knowledge by participants spending 2 hours or more gaming were
greater than the gains for those who spent less than 2 hours gaming. Qualitative analysis
revealed themes of content knowledge change, gaming, and active learning in support of
quantitative findings. Results from the repeated measures ANOVA on the TSES measure
revealed no significant differences by gaming status, testing occasion, or group by
occasion from pre to posttest. There was a minimal raw score change from pre to posttest
with the participants who played 2 hours or more in iCivics showing slightly less growth
in self-efficacy scores on the TSES in comparison to those playing less than 2 hours in
iCivics. Results from the repeated measures ANOVA on the SSTEBI-PSSTE measure
revealed a statistically significant main effect for testing occasion. Results showed no
significant difference by gaming status or for the interaction of group by occasion.
Qualitative data collected throughout the research study via interviews and document
analysis aided in the explanation of the quantitative results.
The present study extends previous research into the use of games to enhance
educational experiences. It is clear from this research that the amount of time spent
gaming has an effect on participants content knowledge of civics and that online
simulations are an effective teaching method.
Advisors/Committee Members: Jianzhong Xu (chair), Dwight Hare (committee member), Kay Brocato (committee member), Susie Burroughs (committee member).
Subjects/Keywords: simulations; preservice professional development; civics; civic education; digital game based learning (DGBL); gaming
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APA (6th Edition):
Sumners, S. E. (2012). Civic education in the preservice classroom: A study of gaming. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-10232012-184409/ ;
Chicago Manual of Style (16th Edition):
Sumners, Sarah Elizabeth. “Civic education in the preservice classroom: A study of gaming.” 2012. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-10232012-184409/ ;.
MLA Handbook (7th Edition):
Sumners, Sarah Elizabeth. “Civic education in the preservice classroom: A study of gaming.” 2012. Web. 23 Feb 2019.
Vancouver:
Sumners SE. Civic education in the preservice classroom: A study of gaming. [Internet] [Doctoral dissertation]. Mississippi State University; 2012. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10232012-184409/ ;.
Council of Science Editors:
Sumners SE. Civic education in the preservice classroom: A study of gaming. [Doctoral Dissertation]. Mississippi State University; 2012. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10232012-184409/ ;
Mississippi State University
6.
Laws, Linda Killingsworth.
Teachers perspectives on alternative school strategies in one school: A case study.
Degree: EdD, Leadership and Foundations, 2013, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03282013-122958/
;
► The purpose of this qualitative case study was to understand teachers perceptions of dropout prevention strategies used in one alternative school and describe how…
(more)
▼ The purpose of this qualitative case study was to understand teachers perceptions of dropout prevention strategies used in one alternative school and describe how the teachers perceived the dropout prevention strategies used to decrease the dropout rates and increase the graduation rates of alternative school students. The study examined the primary research question: How are dropout prevention strategies used in this alternative school? The National Dropout Prevention Strategies for Alternative Schools were used to frame this research. The strategies were grouped in three areas: building student skills, promoting teacher quality, and promoting a positive school culture and climate.
The relevant data regarding the case of this alternative school were collected using an alternative school teacher interview protocol, demographic survey, and the researchers field notes. Support data included existing
state, district, and school data files.
The results of the research study showed that teachers perspectives of the National Dropout Prevention Centers (NDPCs) most effective strategies for alternative school to decrease dropout and increase graduation rates were present in varying degrees of implementation. The teachers responses indicated the strongest area of implementation was in positive school culture and climate. Teachers responses also indicated that specialized staff development was limited.
Advisors/Committee Members: Frankie K. Williams (committee member), Dinetta Karriem (committee member), Debra L. Prince (committee member), D. Kay Brocato (chair).
Subjects/Keywords: dropouts; strategies; alternative school
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APA (6th Edition):
Laws, L. K. (2013). Teachers perspectives on alternative school strategies in one school: A case study. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03282013-122958/ ;
Chicago Manual of Style (16th Edition):
Laws, Linda Killingsworth. “Teachers perspectives on alternative school strategies in one school: A case study.” 2013. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-03282013-122958/ ;.
MLA Handbook (7th Edition):
Laws, Linda Killingsworth. “Teachers perspectives on alternative school strategies in one school: A case study.” 2013. Web. 23 Feb 2019.
Vancouver:
Laws LK. Teachers perspectives on alternative school strategies in one school: A case study. [Internet] [Doctoral dissertation]. Mississippi State University; 2013. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03282013-122958/ ;.
Council of Science Editors:
Laws LK. Teachers perspectives on alternative school strategies in one school: A case study. [Doctoral Dissertation]. Mississippi State University; 2013. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03282013-122958/ ;
Mississippi State University
7.
McCray, Melissa F.
Data driven decision-making and principals perceptions.
Degree: PhD, Education, College of, 2014, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10282014-181747/
;
► In this era of high stakes accountability, assessments are not only used as diagnostic tools, but they are also used to determine the effectiveness…
(more)
▼ In this era of high stakes accountability, assessments are not only used as diagnostic tools, but they are also used to determine the effectiveness of school programs and personnel. Of the utmost importance is how principals use data to make instructional, intervention and planning decisions. The purpose of the current study was to determine principals perceptions regarding the importance, availability and utility of multiple sources of data in making their decisions and to determine their self-efficacy in DDDM practices.
This study was guided by 7 research questions and utilized 2 research designs. Descriptive research was used to answer research questions 1 through 6. Questions 1 through 3 sought to determine what data were available, used and important. Question 4 sought to determine the extent to principals relied on data to make decisions. Question 5 sought to determine the importance of different types of support for the effective use of data in decision-making. Question 6 sought to determine principals perceived self-efficacy in terms of effective data use. Question 7 was answered using correlational research to determine if principals measures of data use self-efficacy was related to student achievement.
Overall, results showed that data surrounding student grades, attendance and discipline were most highly utilized in decision-making. All participating principals indicated that they either used data to a moderate degree or great degree when making decisions regarding development/revision of school improvement plan; inform parents of students progress/status/test scores; assignments of students to remedial programs; and improve classroom instruction. Data analysis further showed that principals indicated that school personnel trained in data analysis, sufficient time for data-analysis and staff development in the data analysis process are extremely important. Further analysis revealed that participating principals had high measures of data use self-efficacy and were highly certain that they could effectively use data. In the final analysis of the study, A Pearsons r correlation coefficient was computed to assess the relationship between principals self-efficacy scores and student achievement. It was determined that there is no relationship between measures of principals data use perceived self-efficacy and student achievement. The study concludes with recommendations for future research.
Advisors/Committee Members: Dr. Debra Prince (chair), Dr. Linda Coats (committee member), Dr. Kay Brocato (committee member), Dr. Jainzhong Xu (committee member).
Subjects/Keywords: self efficacy; principals; decision making; data driven
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APA (6th Edition):
McCray, M. F. (2014). Data driven decision-making and principals perceptions. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-10282014-181747/ ;
Chicago Manual of Style (16th Edition):
McCray, Melissa F. “Data driven decision-making and principals perceptions.” 2014. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-10282014-181747/ ;.
MLA Handbook (7th Edition):
McCray, Melissa F. “Data driven decision-making and principals perceptions.” 2014. Web. 23 Feb 2019.
Vancouver:
McCray MF. Data driven decision-making and principals perceptions. [Internet] [Doctoral dissertation]. Mississippi State University; 2014. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10282014-181747/ ;.
Council of Science Editors:
McCray MF. Data driven decision-making and principals perceptions. [Doctoral Dissertation]. Mississippi State University; 2014. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10282014-181747/ ;
Mississippi State University
8.
Davidson, Karen Voncille.
TEACHER STRESS IN RURAL MIDDLE SCHOOLS: TEACHERS' PERCEPTIONS OF THREE CONTRIBUTING FACTORS.
Degree: PhD, Curriculum and Instruction, 2009, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-04012009-145856/
;
► The purpose of this research was to examine rural middle school teachers perceptions of stressful factors present in their current position. Data was gathered from…
(more)
▼ The purpose of this research was to examine rural middle school teachers perceptions of stressful factors present in their current position. Data was gathered from 5th, 6th, 7th, and 8th grade teachers in the city and county schools located in O County,
Mississippi. Two instruments were used for the study. The first survey instrument identified three stress factors (teacher workload, student discipline, and No Child Left Behind) and their relationship with teachers. The second instrument measured the degree to which the three stress factors were appraised as stressful. The data gathered in this study provided an awareness of factors that can increase understanding of teacher stress levels. The discussion of stress emphasized that what is perceived as stressful for one person may not be perceived as stressful for another. Results revealed that these teachers face some difficulties at their schools and in the classroom dealing with their emotional
perspective or from the perspective of the children they teach. Furthermore, results indicated that rural schools offer a less stressful learning environment than urban schools. Just knowing some of the common stress factors can assist school systems and administrators in developing interventions to alleviate stress that may at some point lead to burnout.
Advisors/Committee Members: Dr. Linda T. Coats (chair), Dr. Debra Prince (committee member), Dr. Burnette Hamil (committee member), Dr. Kay Brocato (committee member), Dr. Renarta Tompkins (committee member).
Subjects/Keywords: Student discipline; No Child Left Behind; Teacher workload; Perceived stress; Rural; Stress Factors; Middle level environment; Stressors; Job Satisfaction; Teacher Attrition; Burnout
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APA (6th Edition):
Davidson, K. V. (2009). TEACHER STRESS IN RURAL MIDDLE SCHOOLS: TEACHERS' PERCEPTIONS OF THREE CONTRIBUTING FACTORS. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-04012009-145856/ ;
Chicago Manual of Style (16th Edition):
Davidson, Karen Voncille. “TEACHER STRESS IN RURAL MIDDLE SCHOOLS: TEACHERS' PERCEPTIONS OF THREE CONTRIBUTING FACTORS.” 2009. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-04012009-145856/ ;.
MLA Handbook (7th Edition):
Davidson, Karen Voncille. “TEACHER STRESS IN RURAL MIDDLE SCHOOLS: TEACHERS' PERCEPTIONS OF THREE CONTRIBUTING FACTORS.” 2009. Web. 23 Feb 2019.
Vancouver:
Davidson KV. TEACHER STRESS IN RURAL MIDDLE SCHOOLS: TEACHERS' PERCEPTIONS OF THREE CONTRIBUTING FACTORS. [Internet] [Doctoral dissertation]. Mississippi State University; 2009. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-04012009-145856/ ;.
Council of Science Editors:
Davidson KV. TEACHER STRESS IN RURAL MIDDLE SCHOOLS: TEACHERS' PERCEPTIONS OF THREE CONTRIBUTING FACTORS. [Doctoral Dissertation]. Mississippi State University; 2009. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-04012009-145856/ ;
Mississippi State University
9.
Patton Kennard, Helen Ruth.
PERCEPTIONS OF SCHOOL FROM STUDENTS IN A RURAL SCHOOL ENVIRONMENT.
Degree: PhD, Curriculum and Instruction, 2009, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11032009-173746/
;
► This study investigated the perceptions of school from students of differing ages, genders, ethnic groups, and grade levels in a rural school environment. The…
(more)
▼
This study investigated the perceptions of school from students of differing ages, genders, ethnic groups, and grade levels in a rural school environment. The ages were divided into four categories: 1112 years of age, 1314 years of age, 1516 years of age, and 1719 years of age. The ethnic groups in the school population were African Americans and Caucasians. The different grade levels were 7th through 12th.
Wilson and Corbett (1999), in the Report for the Philadelphia Education Fund, No Excuses: The Eighth Grade Year in Six Philadelphia Middle Schools, discussed students views of what they want their teachers to be like. Later in another book, Listening to Urban Kids, School Reform, and the Teachers They Want, Wilson and Corbett (2002) stated that their overall purpose for conducting this study was to document students perceptions of their educational experiences and track how those perceptions evolved over the 3-year period. The investigators initially selected five middle schools from the Philadelphia School District. Wilson and Corbett used interview protocols and selected 50 students from each school who participated in the study.
In this study, the researcher compared the results to those of Wilson and Corbett focusing on 10 areas. Students were asked to respond to a series of questions from each area on the survey, which included the following: (a) students perception on the transition to high school; (b) students perception on learning experiences; (c) students perception on success; (d) students perception on school safety; (e) students perception on the school culture and/or environment; (f) students perception on peer pressure; (g) students perception on getting good grades; (h) students perception on instructional differences; (i) students perception on challenging work; and (j) the students future plans. The students selected their best choice from the answers given. Using interview protocols, the students responded to the same categories.
The results produced data that will enable teachers, administrators, parents, and policy makers to implement school reform effectively by better understanding the students perceptions from a rural school environment. Recommendations for further research include the following: (a) determine if the results found in this study are the same as those of students in other rural school environments, (b) gain a greater understanding of the perceptions that students have about school, (c) determine if there is a direct correlation between students perception of school and student achievement, and (d) determine if school districts will utilize the data to aid in improving instruction, policy, and procedures within the school district.
Advisors/Committee Members: Rufus D. Hare (chair), Ed Davis (committee member), Debra Prince (committee member), Kay Brocato (committee member), Tina Scholtes (committee member), Kent Coffey (committee member).
Subjects/Keywords:
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APA (6th Edition):
Patton Kennard, H. R. (2009). PERCEPTIONS OF SCHOOL FROM STUDENTS IN A RURAL SCHOOL ENVIRONMENT. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-11032009-173746/ ;
Chicago Manual of Style (16th Edition):
Patton Kennard, Helen Ruth. “PERCEPTIONS OF SCHOOL FROM STUDENTS IN A RURAL SCHOOL ENVIRONMENT.” 2009. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-11032009-173746/ ;.
MLA Handbook (7th Edition):
Patton Kennard, Helen Ruth. “PERCEPTIONS OF SCHOOL FROM STUDENTS IN A RURAL SCHOOL ENVIRONMENT.” 2009. Web. 23 Feb 2019.
Vancouver:
Patton Kennard HR. PERCEPTIONS OF SCHOOL FROM STUDENTS IN A RURAL SCHOOL ENVIRONMENT. [Internet] [Doctoral dissertation]. Mississippi State University; 2009. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11032009-173746/ ;.
Council of Science Editors:
Patton Kennard HR. PERCEPTIONS OF SCHOOL FROM STUDENTS IN A RURAL SCHOOL ENVIRONMENT. [Doctoral Dissertation]. Mississippi State University; 2009. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11032009-173746/ ;
Mississippi State University
10.
Taylor, Alvin Centrell.
EXAMINING ONE TRADITIONAL CLASSROOM AND ONE PROGRESSIVE CLASSROOM FOR THE AT-RISK MIDDLE SCHOOL STUDENT: A CASE STUDY OF TWO RURAL REDESIGN PROGRAMS.
Degree: PhD, Curriculum, Instruction and Special Education, 2011, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03042011-192706/
;
► The purpose of this study is to examine the impact that the creation of programs or instructional strategies that were devised and designed solely…
(more)
▼ The purpose of this study is to examine the impact that the creation of programs or instructional strategies that were devised and designed solely for the purpose of improving academic achievement among at-risk students has on the at-risk middle school student.
In this case study, educational success from school redesign programs was qualitatively measured based upon an oriental inquiry-based qualitative research design. The data obtained for this study were derived from interviews, observations, and archival documents. The data collected for this study were intended to address the following questions: (a) How do redesign programs support teachers? (b) How does the redesign program benefit middle school, at-risk students? (d) What challenges, at the school level, do teachers face in regard to redesign programs?
The observations in this study revealed that the students perceptions of the program were positive. The teacher inquiries in this study revealed that the vast majority of the students (after being in the program for at least a semester) stated that they would like to remain in the program and they also stressed concerns about whether they would have access to a similar program once they were promoted to high school.
Advisors/Committee Members: Dr. Linda T. Coats (chair), Dr. Kay Brocato (committee member), Dr. Burnette Hamil (committee member), Dr. Jianzhong Xu (committee member).
Subjects/Keywords: Studio schools; School Redesign programs; At-Risk Students
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APA (6th Edition):
Taylor, A. C. (2011). EXAMINING ONE TRADITIONAL CLASSROOM AND ONE PROGRESSIVE CLASSROOM FOR THE AT-RISK MIDDLE SCHOOL STUDENT: A CASE STUDY OF TWO RURAL REDESIGN PROGRAMS. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03042011-192706/ ;
Chicago Manual of Style (16th Edition):
Taylor, Alvin Centrell. “EXAMINING ONE TRADITIONAL CLASSROOM AND ONE PROGRESSIVE CLASSROOM FOR THE AT-RISK MIDDLE SCHOOL STUDENT: A CASE STUDY OF TWO RURAL REDESIGN PROGRAMS.” 2011. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-03042011-192706/ ;.
MLA Handbook (7th Edition):
Taylor, Alvin Centrell. “EXAMINING ONE TRADITIONAL CLASSROOM AND ONE PROGRESSIVE CLASSROOM FOR THE AT-RISK MIDDLE SCHOOL STUDENT: A CASE STUDY OF TWO RURAL REDESIGN PROGRAMS.” 2011. Web. 23 Feb 2019.
Vancouver:
Taylor AC. EXAMINING ONE TRADITIONAL CLASSROOM AND ONE PROGRESSIVE CLASSROOM FOR THE AT-RISK MIDDLE SCHOOL STUDENT: A CASE STUDY OF TWO RURAL REDESIGN PROGRAMS. [Internet] [Doctoral dissertation]. Mississippi State University; 2011. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03042011-192706/ ;.
Council of Science Editors:
Taylor AC. EXAMINING ONE TRADITIONAL CLASSROOM AND ONE PROGRESSIVE CLASSROOM FOR THE AT-RISK MIDDLE SCHOOL STUDENT: A CASE STUDY OF TWO RURAL REDESIGN PROGRAMS. [Doctoral Dissertation]. Mississippi State University; 2011. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03042011-192706/ ;
Mississippi State University
11.
Nickson, Glenda D.
Impact of middle school student participation in the Whole Schools Initiative arts program.
Degree: PhD, Leadership and Foundations, 2014, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10282014-125857/
;
► This study examined the impact of the Whole Schools Initiative arts program on the academic achievement of a group of middle school students as…
(more)
▼ This study examined the impact of the Whole Schools Initiative arts program on the academic achievement of a group of middle school students as measured by the
Mississippi Curriculum Test 2 (MCT2) language arts and mathematics assessment. School year 2012-2013 yearly assessment scores for sixth, seventh, and eighth grade students in 1 middle school in the
State of
Mississippi were analyzed to determine if a statistically significant difference in academic achievement existed between those who participated in the arts program in elementary school and those who did not.
This study was guided by 4 research questions and employed 2 research designs. Correlational research was used to answer research question 1. Question 1 sought to determine the relationships between MCT2 scores of middle school students and the number of years they attended an arts integration school. Questions 2 through 4 was answered using causal comparative research design to determine the differences in MCT2 scores of sixth, seventh, and eighth grade students who attended an elementary school with an arts program and those who did not. The findings of this study indicated that there was a relationship between MCT2 math scores but no relationship between
language arts MCT2 scores and attendance in an arts integrated school. In addition, it was determined that there were no significant differences in sixth grade language arts and sixth and seventh grade math achievement scores of students who attended an elementary school with an arts integration program. However, there were significant differences in seventh and eighth grade language arts and eighth grade math scores of students who attended arts integrated elementary. The study concludes with recommendations for future research.
Advisors/Committee Members: Debra L. Prince (chair), D. Kay Brocato (committee member), Linda T. Coats (committee member), James E. Davis (committee member), Richard L. Blackburn (committee member).
Subjects/Keywords: academic achievement; whole schools initiative; arts integration
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APA (6th Edition):
Nickson, G. D. (2014). Impact of middle school student participation in the Whole Schools Initiative arts program. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-10282014-125857/ ;
Chicago Manual of Style (16th Edition):
Nickson, Glenda D. “Impact of middle school student participation in the Whole Schools Initiative arts program.” 2014. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-10282014-125857/ ;.
MLA Handbook (7th Edition):
Nickson, Glenda D. “Impact of middle school student participation in the Whole Schools Initiative arts program.” 2014. Web. 23 Feb 2019.
Vancouver:
Nickson GD. Impact of middle school student participation in the Whole Schools Initiative arts program. [Internet] [Doctoral dissertation]. Mississippi State University; 2014. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10282014-125857/ ;.
Council of Science Editors:
Nickson GD. Impact of middle school student participation in the Whole Schools Initiative arts program. [Doctoral Dissertation]. Mississippi State University; 2014. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10282014-125857/ ;
Mississippi State University
12.
Bryant, Kimberly Nicole.
The impact of principal leadership styles on school accountability.
Degree: PhD, Leadership and Foundations, 2014, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10302014-150557/
;
► This study examined the impact of principals leadership styles on the academic achievement of students as measured by the Mississippi Curriculum Test, Second Edition…
(more)
▼ This study examined the impact of principals leadership styles on the academic achievement of students as measured by the
Mississippi Curriculum Test, Second Edition (MCT2). The 2013-2014 school year MCT2 mathematics and language arts scores were used as measures of student achievement and high-stakes testing. The Multifactor Leadership Questionnaire (MLQ5x) was distributed to 420 principals. However, because of incomplete information given by the principals on the questionnaire, and the fact that the
Mississippi Department of Education (MDE) did not report MCT2 scores for particular schools, some of the principals information was not useful; thus leaving the researcher with a sample size of <I>n</I> = 110 participants.
This study was guided by 2 research questions. Relationships were analyzed using the Multivariate test for Analysis of Covariance (MANCOVA) in which the variable of socioeconomic status was used as a covariate because it was found to result statistically different scores across group means. The research questions sought to determine what type of principal leadership style resulted in higher student achievement in mathematics and language arts. The findings of this study indicated that there were no statistically significant differences among the transformational, transactional, and passive avoidant leadership styles.
It is imperative that principals draw from all leadership approaches (i.e. transformational, transactional, and passive avoidant approach) in their practice instead of focusing on just one type of leadership style. This is true especially in schools that serve a large percentage of students that come from families with low socioeconomic status since this study found that socioeconomic status had a statistical significant effect on student achievement. Only through the utilization of research-based practices will schools be able to raise the bar of student achievement by revamping the leadership style of the schools ultimate instructional leader, the principal.
Advisors/Committee Members: Dr. Jianzhong Xu (committee member), Dr. D. Kay Brocato (committee member), Dr. Debra L. Prince (committee member), Dr. Linda T. Coats (chair).
Subjects/Keywords: Laissez-Faire
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APA (6th Edition):
Bryant, K. N. (2014). The impact of principal leadership styles on school accountability. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-10302014-150557/ ;
Chicago Manual of Style (16th Edition):
Bryant, Kimberly Nicole. “The impact of principal leadership styles on school accountability.” 2014. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-10302014-150557/ ;.
MLA Handbook (7th Edition):
Bryant, Kimberly Nicole. “The impact of principal leadership styles on school accountability.” 2014. Web. 23 Feb 2019.
Vancouver:
Bryant KN. The impact of principal leadership styles on school accountability. [Internet] [Doctoral dissertation]. Mississippi State University; 2014. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10302014-150557/ ;.
Council of Science Editors:
Bryant KN. The impact of principal leadership styles on school accountability. [Doctoral Dissertation]. Mississippi State University; 2014. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10302014-150557/ ;
13.
McMath, Cynthia Stewart.
Promoting the interest of African American teenage girls in science: What can we learn from an exemplary African American science teacher?.
Degree: PhD, Leadership and Foundations, 2015, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-09132015-220051/
;
► This study focused on science teaching that promoted the interest of African American teenage girls in the science classroom of an exemplary African American…
(more)
▼ This study focused on science teaching that promoted the interest of African American teenage girls in the science classroom of an exemplary African American science teacher. It focused on, observed and examined the planning, teaching and learning strategies used by the science teacher. It also described what the science teacher experienced during her high school years, during college, during her teaching career.
The case study approach/method was used for this research to capture the description and examination of the practices of the science teacher. This research described how an African American female science teacher serves as a role model and influence a number of African Americans students, especially girls, who experience careers in science. During the interviews and observations the researcher used a system of record keeping for the study to include note taking, audio taping and pictures.
It is evident in the findings that the teacher in this study had qualities of an exemplary teacher according to the research. It is further evident that the teacher served as a role model for her students. The results indicated that the exemplary African
America science teacher was motivated by her former African American science teacher that served as a role model. The results in this study implied that the lack of the presence of more exemplary African American science teachers has an impact on the level of interest that African American students have in science. Further, it is implied that there is a great need for more practical research that may lead to closing the gap of missing African American science teachers.
Advisors/Committee Members: Jianzhong Xu (chair), James E. Davis (committee member), Linda T. Coats (committee member), D. Kay Brocato (committee member).
Subjects/Keywords: Minority Cultures and Science Education; Exemplary Science Teacher Characteristics; Gender Differences and Interest in Science Educati; Works on Interest; African American Teacher Characteristics and Quali
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APA (6th Edition):
McMath, C. S. (2015). Promoting the interest of African American teenage girls in science: What can we learn from an exemplary African American science teacher?. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-09132015-220051/ ;
Chicago Manual of Style (16th Edition):
McMath, Cynthia Stewart. “Promoting the interest of African American teenage girls in science: What can we learn from an exemplary African American science teacher?.” 2015. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-09132015-220051/ ;.
MLA Handbook (7th Edition):
McMath, Cynthia Stewart. “Promoting the interest of African American teenage girls in science: What can we learn from an exemplary African American science teacher?.” 2015. Web. 23 Feb 2019.
Vancouver:
McMath CS. Promoting the interest of African American teenage girls in science: What can we learn from an exemplary African American science teacher?. [Internet] [Doctoral dissertation]. Mississippi State University; 2015. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-09132015-220051/ ;.
Council of Science Editors:
McMath CS. Promoting the interest of African American teenage girls in science: What can we learn from an exemplary African American science teacher?. [Doctoral Dissertation]. Mississippi State University; 2015. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-09132015-220051/ ;
14.
Ward, Susan Lynette.
An examination of a relationship between reading attitudes and reading achievement for a group of sixth grade students.
Degree: EdD, Leadership and Foundations, 2013, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03202013-123904/
;
► The importance of reading proficiency is unquestioned. Although the nation has set a goal for all students to be proficient in reading, many of…
(more)
▼ The importance of reading proficiency is unquestioned. Although the nation has set a goal for all students to be proficient in reading, many of the nations students are not proficient readers. The vast majority of research examining reading proficiency and reading achievement has concentrated on the cognitive aspects of reading and the use of scientifically based reading interventions. However, there is a body of literature that suggests that reading achievement is related to attitudes toward reading. The purpose of this study was to determine the recreational and academic reading attitudes of a group of sixth-grade students and to determine if their attitudes toward reading were related to measures of their reading achievement.
This study was guided by seven research questions and utilized three research designs. Descriptive research was used to answer research questions one and two which sought to determine the recreational and academic reading attitudes of the sixth grade students participating in this study. Causal comparative research was used to answer research questions three and four which compared measures of academic and recreational reading attitudes by gender and ethnicity. Research questions five, six, and seven were answered using correlational research to determine if measures of reading attitudes were related to the scores on the language arts portion of the MCT2.
The results of data analyzed to answer the research questions revealed that overall the sixth grade participants in this study had reading attitudes that were less than positive. The results also revealed that males had reading attitudes that were more positive than females. The results of the analysis of reading attitudes by ethnicity revealed that African American students had higher measures of positive recreational reading attitudes than Caucasian students and the students in the other ethnic group while Caucasian students had higher measures of positive academic reading attitudes than African American students and students in the other ethnic group. The only significant relationship discovered between measures of reading attitude and MCT2 scores was a very weak relationship between measures of academic reading attitudes and the language arts section of the MCT2. The study concludes with recommendations for further research.
Advisors/Committee Members: Debra L. Prince (chair), Kay Brocato (committee member), Amanda Taggart (committee member), Margaret Pope (committee member).
Subjects/Keywords: reading achievement; reading attitude; sixth-graders; Elementary Reading Attitude Survey; middle school
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APA (6th Edition):
Ward, S. L. (2013). An examination of a relationship between reading attitudes and reading achievement for a group of sixth grade students. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03202013-123904/ ;
Chicago Manual of Style (16th Edition):
Ward, Susan Lynette. “An examination of a relationship between reading attitudes and reading achievement for a group of sixth grade students.” 2013. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-03202013-123904/ ;.
MLA Handbook (7th Edition):
Ward, Susan Lynette. “An examination of a relationship between reading attitudes and reading achievement for a group of sixth grade students.” 2013. Web. 23 Feb 2019.
Vancouver:
Ward SL. An examination of a relationship between reading attitudes and reading achievement for a group of sixth grade students. [Internet] [Doctoral dissertation]. Mississippi State University; 2013. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03202013-123904/ ;.
Council of Science Editors:
Ward SL. An examination of a relationship between reading attitudes and reading achievement for a group of sixth grade students. [Doctoral Dissertation]. Mississippi State University; 2013. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03202013-123904/ ;
15.
Wilcox, Timothy.
THE EFFECTIVENESS OF USING THE MISSISSIPPI STUDENT PROGRESS MONITORING SYSTEM TO IMPROVE A DISTRICTS STATE TEST SCORES.
Degree: PhD, Leadership and Foundations, 2012, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03302012-152902/
;
► The purpose of this study was to determine if there were differences in MCT2 scores between students who attended a school district that used…
(more)
▼ The purpose of this study was to determine if there were differences in MCT2 scores between students who attended a school district that used MSPMS and students who attended a school district that did not use MSPMS. The data for this study were archived and consisted of math and language arts MCT2 scores for two groups of students. The independent variable was the use of MSPMS for progress monitoring and the dependent variable was student scores on the MCT2. All data were analyzed using the Analysis of Covariance (ANCOVA) statistical procedure. In this study the 2008-2009 math and language arts MCT2 scores were the covariate.
Hypothesis one stated that there was no statistically significant difference in the MCT2 language scores of students in Grades 4-8 in a school district using MSPMS and MCT2 language scores of students in Grades 4-8 in a district not using MSPMS while controlling for pre-test differences. The results of the first hypothesis indicated that there was a statistically significant difference between the 2009-2010 language arts MCT2
scores of a school district that used MSPMS and a district that did not use MSPMS. The district that did not use the MSPMS had higher MCT2 Language Arts overall and higher scores in fourth and sixth grades. Hypothesis two stated that there was no statistically significant difference in the MCT2 math scores of students in grades 4-8 in a school district that used the MSPMS and MCT2 math scores of students in grades 4-8 in a district that did not use the MSPMS while controlling for pre-test differences. The results of the second hypothesis indicated that there was not a significant difference in the 2009-2010 math MCT2 scores of the school district that used the MSPMS and the school district that did not use the MSPMS. The district that did not use the MSPMS had higher MCT2 Math scores overall and higher scores in sixth grade. The district that did use the MSPMS had higher MCT2 math scores in eighth grade. Further study should explore larger populations, assessment instruments of different lengths and fidelity of teacher implementation.
Advisors/Committee Members: Debra L. Prince (chair), Amanda Taggert (committee member), James E. Davis (committee member), Kay Brocato (committee member).
Subjects/Keywords: Progress Monitor; Mississippi Student Progress Monitoring System
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APA (6th Edition):
Wilcox, T. (2012). THE EFFECTIVENESS OF USING THE MISSISSIPPI STUDENT PROGRESS MONITORING SYSTEM TO IMPROVE A DISTRICTS STATE TEST SCORES. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03302012-152902/ ;
Chicago Manual of Style (16th Edition):
Wilcox, Timothy. “THE EFFECTIVENESS OF USING THE MISSISSIPPI STUDENT PROGRESS MONITORING SYSTEM TO IMPROVE A DISTRICTS STATE TEST SCORES.” 2012. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-03302012-152902/ ;.
MLA Handbook (7th Edition):
Wilcox, Timothy. “THE EFFECTIVENESS OF USING THE MISSISSIPPI STUDENT PROGRESS MONITORING SYSTEM TO IMPROVE A DISTRICTS STATE TEST SCORES.” 2012. Web. 23 Feb 2019.
Vancouver:
Wilcox T. THE EFFECTIVENESS OF USING THE MISSISSIPPI STUDENT PROGRESS MONITORING SYSTEM TO IMPROVE A DISTRICTS STATE TEST SCORES. [Internet] [Doctoral dissertation]. Mississippi State University; 2012. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03302012-152902/ ;.
Council of Science Editors:
Wilcox T. THE EFFECTIVENESS OF USING THE MISSISSIPPI STUDENT PROGRESS MONITORING SYSTEM TO IMPROVE A DISTRICTS STATE TEST SCORES. [Doctoral Dissertation]. Mississippi State University; 2012. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03302012-152902/ ;
16.
Pastchal-Temple, Andrea Sheree.
THE EFFECT OF REGULAR PARTICIPATION IN AN AFTER-SCHOOL PROGRAM ON STUDENT ACHIEVEMENT, ATTENDANCE, AND BEHAVIOR.
Degree: PhD, Leadership and Foundations, 2012, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-04042012-124230/
;
► Many school districts are using research-based strategies to increase student achievement. The <i>No Child Left Behind Act</i> of 2001 was created and implemented to…
(more)
▼ Many school districts are using research-based strategies to increase student achievement. The <i>No Child Left Behind Act</i> of 2001 was created and implemented to assist all students becoming proficient in reading and mathematics by 2014. One strategy many school districts implemented includes an after-school program.
One school district in
Mississippi operated an after-school program to help increase the academic achievement of 7
th and 8
th grade students scoring minimal and basic on the MCT2. The purpose of this study was to examine the effect of regular participation in an after-school program on indicators of student academic achievement. The dependent variables for this study consisted of (a) math grade point averages, (b) reading grade point averages, (c) language arts grade point averages, (d) MCT2 math scores, (e) MCT2 language arts scores, (f) number of absences, and (g) number of discipline referrals. The independent variable for this study was program participation, which had two levels. One level was program attendance for at least 40 days and the other level was program attendance for less than 40 days.
In this study, 7 hypotheses were tested by comparing the measures of the dependent variables for the two levels of the dependent variables. Analysis of Covariance (ANCOVA) was used to test the 7 hypotheses. The results of the ANCOVAs failed to detect any statistically significant differences in the dependent variables between the students who attended the after-school program for at least 40 days and students who did not attend the after-school program for 40 days. However, there were differences in the measures between the two groups. Not only did the regular attendees have lower averages in absenteeism and discipline referrals, they also had higher averages in mathematics (both GPA and MCT2), reading GPA, and language arts GPA. The only measure where the non-regular attendees demonstrated better performance was on the language arts MCT2. The recommendations for future research are as follows: implementation of adequate professional development for after-school program teachers, a research based reading program to assess student achievement, and a longitudinal study on after-school programs.
Advisors/Committee Members: James E. Davis (committee member), Chien Yu (committee member), Kay Brocato (committee member), Dinetta Karriem (chair), Debra Prince (chair).
Subjects/Keywords: regular participation; MCT2; behavior; student attendance; student achievement; after-school program
…Dinetta Karriem, Dr. Kay Brocato, Dr. Chien Yu, and Dr. Ed Davis for your indefatigable…
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APA (6th Edition):
Pastchal-Temple, A. S. (2012). THE EFFECT OF REGULAR PARTICIPATION IN AN AFTER-SCHOOL PROGRAM ON STUDENT ACHIEVEMENT, ATTENDANCE, AND BEHAVIOR. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-04042012-124230/ ;
Chicago Manual of Style (16th Edition):
Pastchal-Temple, Andrea Sheree. “THE EFFECT OF REGULAR PARTICIPATION IN AN AFTER-SCHOOL PROGRAM ON STUDENT ACHIEVEMENT, ATTENDANCE, AND BEHAVIOR.” 2012. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-04042012-124230/ ;.
MLA Handbook (7th Edition):
Pastchal-Temple, Andrea Sheree. “THE EFFECT OF REGULAR PARTICIPATION IN AN AFTER-SCHOOL PROGRAM ON STUDENT ACHIEVEMENT, ATTENDANCE, AND BEHAVIOR.” 2012. Web. 23 Feb 2019.
Vancouver:
Pastchal-Temple AS. THE EFFECT OF REGULAR PARTICIPATION IN AN AFTER-SCHOOL PROGRAM ON STUDENT ACHIEVEMENT, ATTENDANCE, AND BEHAVIOR. [Internet] [Doctoral dissertation]. Mississippi State University; 2012. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-04042012-124230/ ;.
Council of Science Editors:
Pastchal-Temple AS. THE EFFECT OF REGULAR PARTICIPATION IN AN AFTER-SCHOOL PROGRAM ON STUDENT ACHIEVEMENT, ATTENDANCE, AND BEHAVIOR. [Doctoral Dissertation]. Mississippi State University; 2012. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-04042012-124230/ ;
17.
Kappler, Lois A.
Teacher perceptions of the Mississippi teacher evaluation system: Insight for school administrators.
Degree: EdD, Educational Leadership, 2017, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-02222017-203120/
;
► A strong focus has been placed on accountability for the educational process and the achievement of all students. This has put tremendous pressure on…
(more)
▼ A strong focus has been placed on accountability for the educational process and the achievement of all students. This has put tremendous pressure on teachers, as well as school administrators, superintendents, and school board members, to seek innovative ways to increase student achievement and to ensure that effective teachers are in all classrooms, so emphasis is on developing effective evaluation systems.
Given the development and implementation of the
Mississippi Teacher Evaluation System (MTES) in 2010, there is a need to discover the perspectives of the teachers who are evaluated within this process. The success of an evaluation process will only be successful if teachers use it to enhance their professional growth and effectiveness in the classroom. In order to gain an understanding of the perceptions of
Mississippi teachers in Teacher Incentive Fund (TIF) schools and their insight into the MTES, this study focused on three research questions: (1) how do
Mississippi teachers perceive the usefulness of the MTES, (2) how do
Mississippi teachers perceive that the MTES develops their effective teaching practices, and (3) how do
Mississippi teachers perceive that the MTES supports teachers professional growth?
A qualitative approach provided descriptive, narrative, and percentage responses to the research questions of this multiple-case study.
Results showed that the majority of the TIF teachers who participated in this study perceived that the MTES to have some degree of usefulness, especially when implemented consistently across the campus. Teachers who did not experience the entire evaluation process and feedback conferences were frustrated and irritated by the process. Overall, teachers did experience an improvement in their instructional practices because of their participation in the MTES, and most perceived that the MTES supported their professional growth because of targeted professional development and the development of professional-growth goals. With timely feedback and evaluator support, teachers are enriching their teaching practices which enhance student engagement, but they are concerned that the instrument is not being implemented consistently in all schools. There is a lack of confidence in navigating the observation rubric and implementing the process with consistency.
Advisors/Committee Members: D. Kay Brocato (chair), Jack G. Blendinger (committee member), Angela S. Farmer (committee member), Nicole Leach (committee member).
Subjects/Keywords: educator evaluation; teacher appraisal; teacher evaluation; teacher effectiveness; teacher quality
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APA (6th Edition):
Kappler, L. A. (2017). Teacher perceptions of the Mississippi teacher evaluation system: Insight for school administrators. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-02222017-203120/ ;
Chicago Manual of Style (16th Edition):
Kappler, Lois A. “Teacher perceptions of the Mississippi teacher evaluation system: Insight for school administrators.” 2017. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-02222017-203120/ ;.
MLA Handbook (7th Edition):
Kappler, Lois A. “Teacher perceptions of the Mississippi teacher evaluation system: Insight for school administrators.” 2017. Web. 23 Feb 2019.
Vancouver:
Kappler LA. Teacher perceptions of the Mississippi teacher evaluation system: Insight for school administrators. [Internet] [Doctoral dissertation]. Mississippi State University; 2017. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-02222017-203120/ ;.
Council of Science Editors:
Kappler LA. Teacher perceptions of the Mississippi teacher evaluation system: Insight for school administrators. [Doctoral Dissertation]. Mississippi State University; 2017. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-02222017-203120/ ;
18.
Montgomery, Lakicha.
The effects of social media use on community college students.
Degree: PhD, Educational Leadership, 2016, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212016-212148/
;
► Social media is reshaping the way college students communicate within their college community, and higher education has recently begun to embrace social media. The…
(more)
▼ Social media is reshaping the way college students communicate within their college community, and higher education has recently begun to embrace social media. The most frequently used social networking site is Facebook, and its usage has increased tremendously among college students, impacting the students both positively and negatively. The purpose of this research was to explore the perceptions of community college students regarding the use of social media and social networking sites and the effect of that use on learning, GPA, and graduation as well any differences in perceptions based on students demographic characteristics (i.e., age, gender, class status, race/ethnicity, and living situation).
A 15-item survey was used to collect data from 87 students at one rural community college. The study found that most students use social media often, with their most common social media interaction partners being their close friends and family and the least being professors. In addition, 63.2% agreed that social networking sites were an effective tool for e-learning. Most students took a mixture of online and face-to-face classes, preferred Facebook and Instagram, and felt social networking sites had become either less as important or only as important as they were last year. Other results showed that 51% agreed that social networking sites help them get educational materials, 39% agreed that social networking sites have supported their progress to graduate, 37% agreed that social networking sites have positively affected learning, and 32% agreed that social networking sites affected their GPA. The study found that Facebook was preferred by students who were 25 and older, Caucasian, and/or living with their spouse. Students who lived with parents used Instagram more than Facebook, and students who lived with their children took more online courses.
Advisors/Committee Members: D. Kay Brocato (committee member), Arthur D. Stumpf (committee member), James E. Davis (committee member), Stephanie King (chair).
Subjects/Keywords: community college students; social media
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APA (6th Edition):
Montgomery, L. (2016). The effects of social media use on community college students. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212016-212148/ ;
Chicago Manual of Style (16th Edition):
Montgomery, Lakicha. “The effects of social media use on community college students.” 2016. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212016-212148/ ;.
MLA Handbook (7th Edition):
Montgomery, Lakicha. “The effects of social media use on community college students.” 2016. Web. 23 Feb 2019.
Vancouver:
Montgomery L. The effects of social media use on community college students. [Internet] [Doctoral dissertation]. Mississippi State University; 2016. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212016-212148/ ;.
Council of Science Editors:
Montgomery L. The effects of social media use on community college students. [Doctoral Dissertation]. Mississippi State University; 2016. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212016-212148/ ;
19.
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
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07132009-092718/
;
► The purpose of this study was to determine the perceptions of public school administrators toward technology effectiveness and adequacy in curriculum and instruction in…
(more)
▼ 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
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LETTER FROM MISSISSIPPI STATE UNIVERSITY IRB ..........................101
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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 February 23, 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. 23 Feb 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 Feb 23].
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/ ;
20.
Kvasnicka, Mallory Anne.
Metabolic health and academic achievement in at risk youth participating in studio based summer camp.
Degree: MS, Kinesiology, 2014, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03242014-182637/
;
► Childhood obesity and subsequent poor health implications continue to be a critical health concern and recent literature suggests academics may also be under greater…
(more)
▼ Childhood obesity and subsequent poor health implications continue to be a critical health concern and recent literature suggests academics may also be under greater strain among these individuals. This study examined the relationship between metabolic health and academic achievement in students at risk for drop. Fifteen adolescences participated in an educational camp aimed at developing knowledge of core curriculum by developing design projects. Metabolic health was assessed via biochemical measurements of blood lipid and glucose, resting blood pressure, and anthropometric measurements of height, weight, and waist circumference. Variables were examined individually and as a combined risk score. Academic achievement measurements were results were obtained from district testing. Little association was found between academic achievement and metabolic health. BMI was greater than the 85th percentile for sample. Participants partook in 32.4 minutes/day of moderate-vigorous physical activity during camp. Slight variation between Pre-and Post- measures of academics suggests presence of confounding variables.
Advisors/Committee Members: Megan E. Holmes (committee member), Heather E. Webb (committee member), D. Kay Brocato (committee member).
Subjects/Keywords: academic achievement; metabolic health
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APA (6th Edition):
Kvasnicka, M. A. (2014). Metabolic health and academic achievement in at risk youth participating in studio based summer camp. (Masters Thesis). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03242014-182637/ ;
Chicago Manual of Style (16th Edition):
Kvasnicka, Mallory Anne. “Metabolic health and academic achievement in at risk youth participating in studio based summer camp.” 2014. Masters Thesis, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-03242014-182637/ ;.
MLA Handbook (7th Edition):
Kvasnicka, Mallory Anne. “Metabolic health and academic achievement in at risk youth participating in studio based summer camp.” 2014. Web. 23 Feb 2019.
Vancouver:
Kvasnicka MA. Metabolic health and academic achievement in at risk youth participating in studio based summer camp. [Internet] [Masters thesis]. Mississippi State University; 2014. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03242014-182637/ ;.
Council of Science Editors:
Kvasnicka MA. Metabolic health and academic achievement in at risk youth participating in studio based summer camp. [Masters Thesis]. Mississippi State University; 2014. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03242014-182637/ ;
21.
Merritt, Wanda Pittman.
EXPLORING MATH ANXIETY AS IT RELATES TO MATH ACHIEVEMENT, GENDER, AND RACE.
Degree: PhD, Leadership and Foundations, 2011, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10182011-012743/
;
► Students mathematic achievement has not met national, state, or local expectations for decades. The No Child Left Behind Act mandated that by school year…
(more)
▼ Students mathematic achievement has not met national,
state, or local expectations for decades. The No Child Left Behind Act mandated that by school year 2013-2014, all students in public schools across the nation are to perform at the proficient level or higher in math. The specific problem addressed in the present study was low measures of students math achievement in one
Mississippi school district. Prior research suggested that math anxiety was a major factor that influenced students math performances.
Hypothesis 1 for this study stated there is a statistically significant negative relationship between seventh grade students math anxiety scores and their math achievement scores. Hypothesis 2 stated there is not a statistically significant difference in measures of math anxiety between 7th grade boys and girls. Hypothesis 3 stated there is not a statistically significant difference in measures of math anxiety between Black and White 7th grade students.
To test hypothesis 1, a correlation coefficient was computed using the Pearson Product-Moment Coefficient, also known as Pearson r. To test hypotheses 2 and 3, a t-Test was used to determine whether differences between the means for math anxiety for the two samples were significant.
The results of this study indicate that math anxiety and math achievement are negatively related. As math anxiety increased, measures of math achievement decreased. The results of this study also suggest that math anxiety is a general concern for all students, in that there were no differences in measures of math anxiety between boys and girls or Black students and White students. It is very important that teachers take the time to identify students who have math anxiety so they can assist the students by implementing strategies and techniques to eliminate math anxiety for those students who may benefit with higher math achievement.
Advisors/Committee Members: Debra L. Prince (chair), Frankie Williams (committee member), James E. Davis (committee member), Kay Brocato (committee member), Dwight Hare (committee member).
Subjects/Keywords: and gender; race; math achievement; math anxiety
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APA (6th Edition):
Merritt, W. P. (2011). EXPLORING MATH ANXIETY AS IT RELATES TO MATH ACHIEVEMENT, GENDER, AND RACE. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-10182011-012743/ ;
Chicago Manual of Style (16th Edition):
Merritt, Wanda Pittman. “EXPLORING MATH ANXIETY AS IT RELATES TO MATH ACHIEVEMENT, GENDER, AND RACE.” 2011. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-10182011-012743/ ;.
MLA Handbook (7th Edition):
Merritt, Wanda Pittman. “EXPLORING MATH ANXIETY AS IT RELATES TO MATH ACHIEVEMENT, GENDER, AND RACE.” 2011. Web. 23 Feb 2019.
Vancouver:
Merritt WP. EXPLORING MATH ANXIETY AS IT RELATES TO MATH ACHIEVEMENT, GENDER, AND RACE. [Internet] [Doctoral dissertation]. Mississippi State University; 2011. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10182011-012743/ ;.
Council of Science Editors:
Merritt WP. EXPLORING MATH ANXIETY AS IT RELATES TO MATH ACHIEVEMENT, GENDER, AND RACE. [Doctoral Dissertation]. Mississippi State University; 2011. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10182011-012743/ ;
22.
Harris, Watress Lashun.
The effect of national board certified teachers on mathematics achievement for students in a Title I school.
Degree: PhD, Leadership and Foundations, 2013, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10282013-134228/
;
► The purpose of the study was to determine if there is a difference in mathematics mean scale score growth on the MCT2 mathematics assessment between…
(more)
▼ The purpose of the study was to determine if there is a difference in mathematics mean scale score growth on the MCT2 mathematics assessment between students taught by national board certified teachers (NBCTs) and those taught by non-NBCTs in a low socioeconomic, high minority, Title I school. For this study, a causal-comparative research design and a statistical analysis procedure of ANCOVA were used to answer two research questions: First, is there a statistically significant difference in mathematics mean scale score growth on the MCT2 mathematics assessment between fourth grade African American and Caucasian students taught by NBCTs and those taught by non-NBCTs, while controlling socioeconomic status and 3
rd grade MCT2 mathematics scale scores? Second, is there a statistically significant difference in mathematics mean scale score growth on the MCT2 mathematics assessment between fourth grade students by socioeconomic status based on eligibility for free/reduced or full pay lunch taught by NBCTs and those taught by non-NBCTs, while controlling race and 3
rd grade MCT2 mathematics scale scores?
The results of the analysis for research question one indicated that there was not a statistically significant difference in mathematics mean score growth on the MCT2 mathematics assessment between students by race taught by NBCTs and those taught by non-NBCT. African American and Caucasian students taught by NBCTs had a comparable mathematics mean scale score growth with African American and Caucasian students taught by non-NBCTs.
The results of the analysis for research question two indicated that there was a statistically significant difference in mathematics mean score growth on the MCT2 mathematics assessment between students by socioeconomic status based on eligibility for full pay lunch taught by NBCTs and those students taught by non-NBCTs. Students identified as full pay lunch taught by NBCTs had a higher mathematics mean scale score growth than those students identified as full pay lunch taught by non-NBCTs. Students identified as free/reduced lunch status taught by non-NBCTs had comparable mean scale score growth with those students identified as free/reduced lunch status taught by NBCTs, but not statistically significant.
Advisors/Committee Members: Dr. D. Kay Brocato (chair), Dr. Stephanie B. King (committee member), Dr. Debra L. Prince (committee member), Dr. Jianzhong Xu (committee member).
Subjects/Keywords: national board certified teachers; student achievement; Title I school
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Manager
APA (6th Edition):
Harris, W. L. (2013). The effect of national board certified teachers on mathematics achievement for students in a Title I school. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-10282013-134228/ ;
Chicago Manual of Style (16th Edition):
Harris, Watress Lashun. “The effect of national board certified teachers on mathematics achievement for students in a Title I school.” 2013. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-10282013-134228/ ;.
MLA Handbook (7th Edition):
Harris, Watress Lashun. “The effect of national board certified teachers on mathematics achievement for students in a Title I school.” 2013. Web. 23 Feb 2019.
Vancouver:
Harris WL. The effect of national board certified teachers on mathematics achievement for students in a Title I school. [Internet] [Doctoral dissertation]. Mississippi State University; 2013. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10282013-134228/ ;.
Council of Science Editors:
Harris WL. The effect of national board certified teachers on mathematics achievement for students in a Title I school. [Doctoral Dissertation]. Mississippi State University; 2013. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10282013-134228/ ;
23.
Smith, Cheryl Lynn.
Using benchmark assessment scores to predict scores on the Mississippi Biology I Subject Area Test, Second Edition.
Degree: PhD, Leadership and Foundations, 2015, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03262015-194343/
;
► Schools across Mississippi are challenged with educational growth. Since the enactment of NCLB, Mississippi has been grappling with a decrease in the graduation rate…
(more)
▼ Schools across
Mississippi are challenged with educational growth. Since the
enactment of NCLB,
Mississippi has been grappling with a decrease in the graduation
rate among its public high school students. Despite all the preparation, spent funds, and
professional development for teachers, many students are not being successful on
required subject area tests. The purpose of this study was to determine if benchmark
assessment scores could be used as a predictor of
state assessment scores.
This study was guided by 3 research questions and utilized 1 research design. For the
purpose of this study, a simple linear regression correlational research design was used to
develop an equation to determine if the ELS Biology I Benchmark Assessment scores
were a reliable predictor of
Mississippi Biology I SATP2 scores. Question 1 sought to
determine the accuracy of the fall ELS Biology I Benchmark Assessment scores on
predicting the
Mississippi Biology I SATP2 for high school students. Question 2 sought
to determine the accuracy of the winter ELS Biology I Benchmark Assessment scores on
predicting the
Mississippi Biology I SATP2 for high school students. Question 3 sought
to determine the accuracy of the spring ELS Biology I Benchmark Assessment scores on
predicting the
Mississippi Biology I SATP2 for high school students.
Data analyses results indicated a statistically significant model for predicting
Mississippi Biology I SATP2 scores for each of the benchmark assessments. Although
the fall administration was statistically significant, it was not very accurate in predicting
SATP2 scores. It was determined that the ELS Biology I Benchmark Assessment could
accurately predict scores on the
Mississippi Biology I SATP2 for high school students.
The study concluded with recommendations for future research, especially in the area of
science.
Advisors/Committee Members: Debra L. Prince, PhD (chair), Linda Coats, PhD (committee member), James Davis, PhD (committee member), D. Kay Brocato, PhD (committee member).
Subjects/Keywords: curriculum-based assessments; state assessments; benchmark assessments
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APA (6th Edition):
Smith, C. L. (2015). Using benchmark assessment scores to predict scores on the Mississippi Biology I Subject Area Test, Second Edition. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03262015-194343/ ;
Chicago Manual of Style (16th Edition):
Smith, Cheryl Lynn. “Using benchmark assessment scores to predict scores on the Mississippi Biology I Subject Area Test, Second Edition.” 2015. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-03262015-194343/ ;.
MLA Handbook (7th Edition):
Smith, Cheryl Lynn. “Using benchmark assessment scores to predict scores on the Mississippi Biology I Subject Area Test, Second Edition.” 2015. Web. 23 Feb 2019.
Vancouver:
Smith CL. Using benchmark assessment scores to predict scores on the Mississippi Biology I Subject Area Test, Second Edition. [Internet] [Doctoral dissertation]. Mississippi State University; 2015. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03262015-194343/ ;.
Council of Science Editors:
Smith CL. Using benchmark assessment scores to predict scores on the Mississippi Biology I Subject Area Test, Second Edition. [Doctoral Dissertation]. Mississippi State University; 2015. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03262015-194343/ ;
24.
Wiley, Marla Coleman.
Administrators, faculty, and support staff perceptions of the advising roles for student retention.
Degree: PhD, Leadership and Foundations, 2015, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-12042014-143605/
;
► It is believed by many that in order to be competitive in the global economy, we must provide opportunities for the college-age population to…
(more)
▼ It is believed by many that in order to be competitive in the global economy, we must provide opportunities for the college-age population to enroll in post-secondary education and complete training in higher education. The purpose of this study was to determine the perceptions of administrators, faculty, and student support service staff regarding retention practices and services used by the community college to retain full-time, associate degree seeking students from their 1
st year to 2
nd year of enrollment.
A descriptive research design was used in this study, and data analysis included frequencies, means, Mann-Whitney U test, and Kruskal-Wallis ANOVA. A survey was distributed to a sample of 349 participants who were employed in a community college requesting their perceptions regarding the importance of 22 advising center's practices and services. The study served to increase knowledge of retention practices and services provided by a community college with 6 campus locations.
Findings from the study revealed that 5 of the 22 advising practices and services had a significant difference while the other 17 practices/ services had no significant difference. Significant differences were found in the perceptions of administrators,
faculty, and support staff in the following areas: (a) the practice /service extended freshman seminar or orientation credit course, (b) the practice/service policies for advising of students by faculty, (c) the practice/service of academic accommodations for students with learning disabilities, (d) the practice/service early warning system for academically at risk students, and (e) the practice/service special support programs for racial/ethnic minorities. The results of this study revealed that the role of administrators, faculty, and support staff is a fundamental component in the retention of students.
Advisors/Committee Members: William M. Wiseman (committee member), Joshua C. Watson (committee member), Donna Kay Brocato (chair), James E. Davis (committee member), Stephanie B. King (committee member).
Subjects/Keywords: advising methods; community college
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Manager
APA (6th Edition):
Wiley, M. C. (2015). Administrators, faculty, and support staff perceptions of the advising roles for student retention. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-12042014-143605/ ;
Chicago Manual of Style (16th Edition):
Wiley, Marla Coleman. “Administrators, faculty, and support staff perceptions of the advising roles for student retention.” 2015. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-12042014-143605/ ;.
MLA Handbook (7th Edition):
Wiley, Marla Coleman. “Administrators, faculty, and support staff perceptions of the advising roles for student retention.” 2015. Web. 23 Feb 2019.
Vancouver:
Wiley MC. Administrators, faculty, and support staff perceptions of the advising roles for student retention. [Internet] [Doctoral dissertation]. Mississippi State University; 2015. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-12042014-143605/ ;.
Council of Science Editors:
Wiley MC. Administrators, faculty, and support staff perceptions of the advising roles for student retention. [Doctoral Dissertation]. Mississippi State University; 2015. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-12042014-143605/ ;
Mississippi State University
25.
Davidson, Stephanie Renee'.
STRENGTH IN THE MIDDLE: FROM DIGITAL DIVIDE TO DIGITAL EQUITY.
Degree: PhD, Curriculum and Instruction, 2004, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-04052004-173323/
;
► This study determined whether the measures implemented to address barriers to technology infusion changed the technology use patterns of teachers at a middle school. The…
(more)
▼ This study determined whether the measures implemented to address barriers to technology infusion changed the technology use patterns of teachers at a middle school. The research question was: Will middle school teachers infuse technology in teaching when the barriers of a lack of time, tools, training, and support are addressed?
Document analysis of lesson plans and educational technologist (ET) logs was conducted to analyze the change in the teachers? teaching practices. Interviews were conducted to gather information about the participant?s perceptions of the project and their involvement in using technology in teaching. Observations were conducted to determine whether changes occurred in teaching practices and to confirm information provided by the teachers.
Data analysis revealed that the provision of resources did make a difference in teaching practices. Three of the five core teachers changed their teaching practices; two teachers? teaching practices did not change because they faced second order as well as first order barriers to technology integration.
Recommendations for practice included (a) leaving the ET at Covington in his ET position and investing in the funding the ET position at the other schools in the district, (b) utilizing the expertise of the core teachers to provide technology training and support for teachers in the district, (c) selecting persons with a strong technology vision who are willing to practice their vision as well as translate their vision into teacher use of technology in instruction.
Recommendations for further research were that follow up studies be conducted that (a) determine whether there was a continuation in the integration of technology in teaching after the project no longer operates in the school setting, (b) determine whether the school continued with the model of providing time, tools, training, and support for teachers to integrate technology into their teaching, (c) determine whether the school district implements these measures in other schools, (d) seek to gain a more in-depth understanding of the reasons that teachers fail to integrate technology into teaching when the first order barriers to technology integration have been removed, and (e) address the issue of technology use for instructional purposes and its effects on students? willingness to participate in the learning process.
Advisors/Committee Members: Margaret Pope (committee member), Kay Brocato (committee member), Jan Cooper Taylor (committee member), Elizabeth Latimer (committee member), Rufus Dwight Hare (chair).
Subjects/Keywords: teacher technology training; technology training; technology integration; technology infusion; barriers to technology infusion
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APA ·
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CSE |
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Manager
APA (6th Edition):
Davidson, S. R. (2004). STRENGTH IN THE MIDDLE: FROM DIGITAL DIVIDE TO DIGITAL EQUITY. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-04052004-173323/ ;
Chicago Manual of Style (16th Edition):
Davidson, Stephanie Renee'. “STRENGTH IN THE MIDDLE: FROM DIGITAL DIVIDE TO DIGITAL EQUITY.” 2004. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-04052004-173323/ ;.
MLA Handbook (7th Edition):
Davidson, Stephanie Renee'. “STRENGTH IN THE MIDDLE: FROM DIGITAL DIVIDE TO DIGITAL EQUITY.” 2004. Web. 23 Feb 2019.
Vancouver:
Davidson SR. STRENGTH IN THE MIDDLE: FROM DIGITAL DIVIDE TO DIGITAL EQUITY. [Internet] [Doctoral dissertation]. Mississippi State University; 2004. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-04052004-173323/ ;.
Council of Science Editors:
Davidson SR. STRENGTH IN THE MIDDLE: FROM DIGITAL DIVIDE TO DIGITAL EQUITY. [Doctoral Dissertation]. Mississippi State University; 2004. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-04052004-173323/ ;
Mississippi State University
26.
Sampsell, Jacquelyn Scipper.
EVALUATING THE IMPACT OF A BIOLOGY I PROFESSIONAL DEVELOPMENT SERIES.
Degree: EdD, Secondary Education, 2005, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-04052005-070342/
;
► Effective professional development offers opportunities for teachers to reflect on their practices, modify and implement changes in the classroom, and eventually impact students? learning. However,…
(more)
▼ Effective professional development offers opportunities for teachers to reflect on their practices, modify and implement changes in the classroom, and eventually impact students? learning. However, professional development must be evaluated to determine whether the desired results are actually occurring in the classroom. The Program for Research and Evaluation for Public Schools, Inc. (PREPS) created a Biology I Workshop series to assist school districts in
Mississippi in aligning curriculum, instruction, and assessment that will ultimately improve student achievement in the classroom and performance on the current high-stakes test. This study evaluated the PREPS Biology I Subject Area workshops by using Thomas Guskey?s evaluation model as a guide for the process.
This study used a mixed-method design and collected data from three primary sources: the PREPS Final Evaluation Form completed at the conclusion of workshops, a questionnaire created by the researcher, and interviews with six-case study teacher participants selected from the results of the questionnaire. According to the ratings and comments written on the two instruments and supporting evidence from the case-study teachers, the participants of the Biology I workshop found the workshops to be effective for all five levels of Guskey?s evaluation model. The content was rated effective because the workshop materials were aligned to the curriculum frameworks and were focused on using student learning to improve student achievement. Working through the activities rather than simply being told about them and having a successful classroom biology teacher as a presenter were the factors that contributed to the increase in the participants? knowledge and skills. Organizational results indicate that the workshop was effective in that the goals of the workshop series aligned with the schools? mission and goals for student learning. Several issues, such as financial support, time for collaboration with peers, and reward opportunity for successful teachers, were rated low in school organizational structures. The results also indicate that the PREPS Biology I workshops had a positive impact on student achievement both in the classroom and on the
Mississippi Biology I Subject Area Test for the schools that implemented the teaching units and strategies.
Advisors/Committee Members: Dr. Burnette Hamil (chair), Dr. Dwight Hare (committee member), Dr. Kay Brocato (committee member), Dr. Laura Bryan (committee member), Dr. James Price (committee member).
Subjects/Keywords: professional development; evaluation; biology teaching; secondary education; staff development
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
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Manager
APA (6th Edition):
Sampsell, J. S. (2005). EVALUATING THE IMPACT OF A BIOLOGY I PROFESSIONAL DEVELOPMENT SERIES. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-04052005-070342/ ;
Chicago Manual of Style (16th Edition):
Sampsell, Jacquelyn Scipper. “EVALUATING THE IMPACT OF A BIOLOGY I PROFESSIONAL DEVELOPMENT SERIES.” 2005. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-04052005-070342/ ;.
MLA Handbook (7th Edition):
Sampsell, Jacquelyn Scipper. “EVALUATING THE IMPACT OF A BIOLOGY I PROFESSIONAL DEVELOPMENT SERIES.” 2005. Web. 23 Feb 2019.
Vancouver:
Sampsell JS. EVALUATING THE IMPACT OF A BIOLOGY I PROFESSIONAL DEVELOPMENT SERIES. [Internet] [Doctoral dissertation]. Mississippi State University; 2005. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-04052005-070342/ ;.
Council of Science Editors:
Sampsell JS. EVALUATING THE IMPACT OF A BIOLOGY I PROFESSIONAL DEVELOPMENT SERIES. [Doctoral Dissertation]. Mississippi State University; 2005. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-04052005-070342/ ;
Mississippi State University
27.
Hung, Li-Ching.
UNDERSTANDING THE CHALLENGES FACED BY BEGINNING MAT TEACHERS.
Degree: PhD, Curriculum and Instruction, 2007, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-09242007-095815/
;
► Several states introduced alternative certification (AC) programs in the mid-1980s to alleviate the teacher shortage situation, and the Master of Arts in Teaching (MAT) program…
(more)
▼ Several states introduced alternative certification (AC) programs
in the mid-1980s to alleviate the teacher shortage situation, and
the Master of Arts in Teaching (MAT) program is an example of
just such a curriculum. Three research questions for this study
were: 1) what were the challenges beginning MAT teachers
faced? 2) what were beginning MAT teachers? perceptions of
their training program?, and 3) what were the beginning MAT
teachers? attitudes toward their teaching career? Case
methodology was conducted to highlight the research questions.
Six beginning MAT teachers that graduated from
Mississippi
State University participated in this study. Data were drawn from
interviews, observations, and a concomitant related document
analysis. Results revealed three themes as challenges for the
majority of MAT teachers: (a) students? low motivation, (b) No
Child Left Behind (NCLB)-accountability, and (c) lack of parental
support. In terms of perception regarding their training program,
all six MAT teachers exhibited gratefulness for their training
program?s availability, especially for the opportunity to gain
teacher licensure. In addition, they reported they were confident
about their teaching preparation. However, some teachers agreed
that there was room for improvement. All participants suggested
the following as potential enhancements for their MAT program:
(a) exhibit more specificity concerning program requirements, (b)
contain more content knowledge courses, (c) assign a mentor, (d)
make the certification process easier and less complicated, and (e)
add any training applicable to their future teaching career. Again,
these findings could be perceived as guidelines for the
improvement of the MAT program and as methods for ensuring
effective AC teachers graduate from the training program. Among
the six participants, five wanted to quit teaching in the near future,
with only one, an older second career seeker teacher, deciding to
remain in the profession. Most importantly, she was the only one
whose previous educational background and job experience were
the same as the subject she taught. The above findings filled
several research gaps when compared with previous studies. For
example, there is an inconsistency between MAT teachers?
licensure area and content knowledge background. Further studies
are needed to investigate samples of graduates from other AC
programs.
Advisors/Committee Members: R. Dwight Hare (committee member), Linda T. Coats (committee member), Jianzhong Xu (chair), Carl J. Sheperis (committee member), D. Kay Brocato (committee member), E. Joan Looby (committee member).
Subjects/Keywords: MAT programs; alternative certified programs; beginning teachers; teachers shortage
Record Details
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hung, L. (2007). UNDERSTANDING THE CHALLENGES FACED BY BEGINNING MAT TEACHERS. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-09242007-095815/ ;
Chicago Manual of Style (16th Edition):
Hung, Li-Ching. “UNDERSTANDING THE CHALLENGES FACED BY BEGINNING MAT TEACHERS.” 2007. Doctoral Dissertation, Mississippi State University. Accessed February 23, 2019.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-09242007-095815/ ;.
MLA Handbook (7th Edition):
Hung, Li-Ching. “UNDERSTANDING THE CHALLENGES FACED BY BEGINNING MAT TEACHERS.” 2007. Web. 23 Feb 2019.
Vancouver:
Hung L. UNDERSTANDING THE CHALLENGES FACED BY BEGINNING MAT TEACHERS. [Internet] [Doctoral dissertation]. Mississippi State University; 2007. [cited 2019 Feb 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-09242007-095815/ ;.
Council of Science Editors:
Hung L. UNDERSTANDING THE CHALLENGES FACED BY BEGINNING MAT TEACHERS. [Doctoral Dissertation]. Mississippi State University; 2007. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-09242007-095815/ ;
. 
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