+publisher:"University of Tennessee – Chattanooga" +contributor:("Crawford, Elizabeth K.")

1. Deal, Charles T. Factors influencing the level of financial support provided by former athletes from a NCAA Division I-A Football Championship Series (FCS) university to their alma mater.

Degree: 2017, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/504

► The purpose of this study was to determine factors that influence giving decisions of former athletes at a small regional university. A former athlete survey… (more)

▼ The purpose of this study was to determine factors that influence giving decisions of former athletes at a small regional university. A former athlete survey was developed and administrated to 769 former athletes who graduated from UT Martin between 1994 and 2015. The survey had 212 individual valid responses for an overall 27.5% response rate. The survey instrument included a qualitative section to allow responders an opportunity to elaborate on responses and provide personal insight to motivators in philanthropic decision-making processes. The dependent variables of donor status and donor levels were analyzed to determine possible relationships between other factors that were identified as possible influencers in giving decision-making through previous studies and literature review. There was a gap in literature and studies involving NCAA Division I FCS programs, generally due to size of institutions and lack of research funds available. Cross tabulations, Pearson’s Chi-square test, and bi-variant regression analyses were conducted to identify factors that predicate donor motivators. While several factors influence the giving decision-making process, distance living from the university, feelings toward the university in general, ethnicity, feelings toward the sport played, and overall passion to see success in the specific sport played are primary influencing factors that were identified in this study. No significant relationships were determined to exist between various variables, but the analysis did identify areas for possible future research. Recommendations for future fundraising strategies for former athletes include recognition programs, peer-to-peer solicitation, forming specific team focused alumni affinity groups, and creation of a communication plan to former athletes about general needs of athletics and specific needs of each team. A donor motive model was developed as a guide to aid development professionals in search of increased private funding. Advisors/Committee Members: Rausch, David W., Crawford, Elizabeth K., Banks, Steven R. McCullough, Desiree' A., College of Health, Education, and Professional Studies.

Subjects/Keywords: Educational fund raising; Universities and colleges – Alumni and alumnae – Charitable contributions

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APA (6^th Edition):

Deal, C. T. (2017). Factors influencing the level of financial support provided by former athletes from a NCAA Division I-A Football Championship Series (FCS) university to their alma mater. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/504

Chicago Manual of Style (16^th Edition):

Deal, Charles T. “Factors influencing the level of financial support provided by former athletes from a NCAA Division I-A Football Championship Series (FCS) university to their alma mater.” 2017. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/504.

MLA Handbook (7^th Edition):

Deal, Charles T. “Factors influencing the level of financial support provided by former athletes from a NCAA Division I-A Football Championship Series (FCS) university to their alma mater.” 2017. Web. 15 Apr 2021.

Vancouver:

Deal CT. Factors influencing the level of financial support provided by former athletes from a NCAA Division I-A Football Championship Series (FCS) university to their alma mater. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2017. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/504.

Council of Science Editors:

Deal CT. Factors influencing the level of financial support provided by former athletes from a NCAA Division I-A Football Championship Series (FCS) university to their alma mater. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/504

2. Reece, Scott. An examination of the relationship between the organizational communication process, employee work engagement, and job performance in a high-speed, high-volume manufacturing operation.

Degree: 2018, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/541

► This study looked for significant relationships between employee communication satisfaction and employee work engagement, employee work engagement and job performance, and employee communication satisfaction and… (more)

Subjects/Keywords: Business communication; Communication in organizations

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APA (6^th Edition):

Reece, S. (2018). An examination of the relationship between the organizational communication process, employee work engagement, and job performance in a high-speed, high-volume manufacturing operation. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/541

Chicago Manual of Style (16^th Edition):

Reece, Scott. “An examination of the relationship between the organizational communication process, employee work engagement, and job performance in a high-speed, high-volume manufacturing operation.” 2018. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/541.

MLA Handbook (7^th Edition):

Reece, Scott. “An examination of the relationship between the organizational communication process, employee work engagement, and job performance in a high-speed, high-volume manufacturing operation.” 2018. Web. 15 Apr 2021.

Vancouver:

Reece S. An examination of the relationship between the organizational communication process, employee work engagement, and job performance in a high-speed, high-volume manufacturing operation. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2018. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/541.

Council of Science Editors:

Reece S. An examination of the relationship between the organizational communication process, employee work engagement, and job performance in a high-speed, high-volume manufacturing operation. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/541

3. Harbison, John W. The impact of video gaming on managers' adaptive leadership skills: do millennials have an advantage?.

Degree: 2016, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/488

► The aging Baby Boomer Generation, coupled with the large coming of age Millennial Generation and the need for more adaptive and flexible employees in business,… (more)

Subjects/Keywords: Leadership – Management; Career development; Human-computer interaction

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APA (6^th Edition):

Harbison, J. W. (2016). The impact of video gaming on managers' adaptive leadership skills: do millennials have an advantage?. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/488

Chicago Manual of Style (16^th Edition):

Harbison, John W. “The impact of video gaming on managers' adaptive leadership skills: do millennials have an advantage?.” 2016. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/488.

MLA Handbook (7^th Edition):

Harbison, John W. “The impact of video gaming on managers' adaptive leadership skills: do millennials have an advantage?.” 2016. Web. 15 Apr 2021.

Vancouver:

Harbison JW. The impact of video gaming on managers' adaptive leadership skills: do millennials have an advantage?. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2016. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/488.

Council of Science Editors:

Harbison JW. The impact of video gaming on managers' adaptive leadership skills: do millennials have an advantage?. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2016. Available from: https://scholar.utc.edu/theses/488

4. Beeler, Amanda T. The role of required volunteerism and service-learning on student perceptions of civic responsibility.

Degree: 2018, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/573

► Civic education has historically been one of the fundamental goals of U.S. higher education. However, the importance placed on teaching civic responsibility in this environment… (more)

▼ Civic education has historically been one of the fundamental goals of U.S. higher education. However, the importance placed on teaching civic responsibility in this environment declined during the 20th century. Civic education experienced a resurgence in the 1980s, and service-learning pedagogy and other forms of community-based learning became increasingly popular. As a result, a number of high schools and institutions of higher education have implemented mandatory service programs aimed at encouraging students’ long-term engagement in community and civic activities. However, there is a dearth of research on mandatory service programs and the efficacy of requiring students to participate in community service. This study examined a mandatory service program implemented at a U.S. higher education institution using a longitudinal, mixed methods study of the service-learning and community service experiences of one cohort. Potential relationships were investigated between the number of service hours completed and/or service-learning courses taken and respondents’ scores on a survey. Respondents completed the survey at three different data points during a 4-year enrollment period at the institution. Examined variables included gender, work location and hours, religious affiliation, voting habits, knowledge of the service requirement, prior service, and overall satisfaction with the institution’s service program. Historical focus group data were also mined to explore potential connections between students’ service experiences and views on civic responsibility. This study responded to the need for more longitudinal studies on the outcomes of college student service activities and for more research on mandatory service programs. It also adds to the body of knowledge on service-learning pedagogy and volunteerism. The findings indicated that implementing a graduation service requirement and service-learning curriculum was not effective in altering students’ perceptions of civic responsibility. However, the number of service hours completed and the number of service-learning courses taken in the first year were indicators of future service activities. Additionally, although a specific activity that increased students’ perceptions of civic responsibility was not identified, the cohort’s aggregate score improved over the course of the study. Data from subsequent cohorts should be analyzed, as these findings have policy and programmatic implications for the institution included in this study. Advisors/Committee Members: Crawford, Elizabeth K., Rausch, David W., Banks, Steven R., Doolittle, Amy L., College of Health, Education, and Professional Studies.

Subjects/Keywords: Education, Higher – Social aspects – United States; Experiential learning – United States; Service learning – United States

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APA (6^th Edition):

Beeler, A. T. (2018). The role of required volunteerism and service-learning on student perceptions of civic responsibility. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/573

Chicago Manual of Style (16^th Edition):

Beeler, Amanda T. “The role of required volunteerism and service-learning on student perceptions of civic responsibility.” 2018. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/573.

MLA Handbook (7^th Edition):

Beeler, Amanda T. “The role of required volunteerism and service-learning on student perceptions of civic responsibility.” 2018. Web. 15 Apr 2021.

Vancouver:

Beeler AT. The role of required volunteerism and service-learning on student perceptions of civic responsibility. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2018. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/573.

Council of Science Editors:

Beeler AT. The role of required volunteerism and service-learning on student perceptions of civic responsibility. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/573

5. Stark, Gerald E. The relationship of the attributional dimensions of emotional differentiation on attributional dimensions of technology readiness for orthotic and prosthetic clinicians.

Degree: 2016, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/487

► Some individuals and groups seem to adopt emerging ideas and innovations more readily than others. Since any emerging innovation or technology inherently comes with a… (more)

Subjects/Keywords: Bowenian family therapy; Differentiation (Sociology); Medical technology; Medical innovations

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APA (6^th Edition):

Stark, G. E. (2016). The relationship of the attributional dimensions of emotional differentiation on attributional dimensions of technology readiness for orthotic and prosthetic clinicians. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/487

Chicago Manual of Style (16^th Edition):

Stark, Gerald E. “The relationship of the attributional dimensions of emotional differentiation on attributional dimensions of technology readiness for orthotic and prosthetic clinicians.” 2016. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/487.

MLA Handbook (7^th Edition):

Stark, Gerald E. “The relationship of the attributional dimensions of emotional differentiation on attributional dimensions of technology readiness for orthotic and prosthetic clinicians.” 2016. Web. 15 Apr 2021.

Vancouver:

Stark GE. The relationship of the attributional dimensions of emotional differentiation on attributional dimensions of technology readiness for orthotic and prosthetic clinicians. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2016. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/487.

Council of Science Editors:

Stark GE. The relationship of the attributional dimensions of emotional differentiation on attributional dimensions of technology readiness for orthotic and prosthetic clinicians. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2016. Available from: https://scholar.utc.edu/theses/487

6. Bischell, Jordan. Examining parents' perceptions of and preferences toward the use of comics in the classroom.

Degree: 2018, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/542

► While many researchers openly acknowledge the educational benefits of comics, the academic use of the medium has been met with much fear and apprehension from… (more)

▼ While many researchers openly acknowledge the educational benefits of comics, the academic use of the medium has been met with much fear and apprehension from parents, teachers, and scholars, who have been reluctant to support the inclusion of such texts in the classroom. The literature on the topic of resistance to comics, however, is mostly limited to historical perspectives from the mid-20th century and is largely silent on contemporary parental perspectives. The purpose of this study was to collect data concerning parental perceptions of the academic potential of comics, parental preferences concerning how frequently the medium should be incorporated into academic lessons, and generalized parental feelings concerning the use of comics in first through twelfth grade education. Additionally, this study attempted to discover if relationships existed between the quantified parental perceptions and preferences and demographic data such as the grade and gender of the respondents’ children, the respondent’s gender, and personal readership habits of the respondent in reference to both comics and non-comics material. The instrument for this study was a survey designed to collect information about parents’ perceptions and preferences concerning the academic potential and use of comics and other information related to the study’s independent attribute variables. Results of the survey and statistical measures revealed that (A) parent gender was significantly related to parents’ perception of the comics medium to be an effective tool in helping their children achieve successful learning outcomes, (B) the readership habits of parents in regards to comics was significantly related to parental preferences concerning the frequency of comics incorporation into the curriculum, and (C) the readership habits of parents in regards to non-comics material was significantly related to both parents’ perceptions of comics as an effective learning tool and parents’ preferences concerning the frequency of comics incorporation into the curriculum. Several statistically significant relationships were discovered between the study’s core dependent variables and other independent attribute variables as well. The insight gained into these relationships may help teachers and others to better understand how these external educational stakeholders regard a medium that has experienced a varied social and educational reception throughout American history. Advisors/Committee Members: Crawford, Elizabeth K., Miller, Ted L., Rausch, David W., Henderson, Joel B., College of Health, Education, and Professional Studies.

Subjects/Keywords: Comic books, strips, etc. in education; Graphic novels

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APA (6^th Edition):

Bischell, J. (2018). Examining parents' perceptions of and preferences toward the use of comics in the classroom. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/542

Chicago Manual of Style (16^th Edition):

Bischell, Jordan. “Examining parents' perceptions of and preferences toward the use of comics in the classroom.” 2018. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/542.

MLA Handbook (7^th Edition):

Bischell, Jordan. “Examining parents' perceptions of and preferences toward the use of comics in the classroom.” 2018. Web. 15 Apr 2021.

Vancouver:

Bischell J. Examining parents' perceptions of and preferences toward the use of comics in the classroom. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2018. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/542.

Council of Science Editors:

Bischell J. Examining parents' perceptions of and preferences toward the use of comics in the classroom. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/542

7. Freeman, Yancy. The relationship between traditional student success variables with retention of the Tennessee Lottery Scholarship Program.

Degree: 2018, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/560

► The purpose of this study was to evaluate whether a relationship existed between a set of prescribed student success quality indicators and retention of the… (more)

▼ The purpose of this study was to evaluate whether a relationship existed between a set of prescribed student success quality indicators and retention of the Tennessee lottery scholarship after 24 attempted semester hours. There were two primary research questions: • Research Question 1 (RQ1): Does a relationship exist between lottery scholarship retention (LSR) and any single or combination of student progression variables for first-time, full-time enrolled freshmen after 24 attempted semester hours? • Research Question 2 (RQ2): Does LSR relate to continuous enrollment at the initial awarding institution after the first 24 attempted semester hour checkpoint? Data were collected about lottery scholarship recipients enrolled at a moderately selective higher education institution in the southeastern region of the United States. A Pearson chi-square analysis was administered to examine RQ1. The results revealed a) a strong relationship with high school grade point average, cumulative attempted hours, and overall college grade point average; b) a moderate relationship with standardized admission test score; and c) a weak relationship with gender, residency status, and race/ethnicity with retention of the lottery scholarship. Pell grant eligibility, college, and parent adjusted gross income did not indicate a relationship with retention of the lottery scholarship. Logistic regression analysis revealed two variables, college grade point average and cumulative attempted hours, had a significant value in predicting retention of the lottery scholarship. Correlation analysis for RQ2 demonstrated retention at the initial awarding institution and retaining the lottery scholarship award were strongly related. Students who retained the award were more likely to return to the initial awarding institution. Additionally, a review of the frequency distribution revealed that every student who retained the lottery award returned to the initial awarding institution. Ultimately, this type of research could assist universities with understanding and predicting success characteristics of incoming students. Higher retention and persistence rates within post-secondary institutions potentially impact economic growth through increased completion rates (Angrist, Oreopoulos, & Williams, 2014). Additionally, if students are able to maintain lottery eligibility, the findings from this study might permit institutions to reallocate funds from internal scholarship accounts toward student success programs. Advisors/Committee Members: Rausch, David W., Crawford, Elizabeth K., Banks, Steven R., Prioleau, Ashlie A., College of Health, Education, and Professional Studies.

Subjects/Keywords: College attendance – Tennessee; Academic achievement – Tennessee – Evaluation; Lotteries – Tennessee

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APA (6^th Edition):

Freeman, Y. (2018). The relationship between traditional student success variables with retention of the Tennessee Lottery Scholarship Program. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/560

Chicago Manual of Style (16^th Edition):

Freeman, Yancy. “The relationship between traditional student success variables with retention of the Tennessee Lottery Scholarship Program.” 2018. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/560.

MLA Handbook (7^th Edition):

Freeman, Yancy. “The relationship between traditional student success variables with retention of the Tennessee Lottery Scholarship Program.” 2018. Web. 15 Apr 2021.

Vancouver:

Freeman Y. The relationship between traditional student success variables with retention of the Tennessee Lottery Scholarship Program. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2018. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/560.

Council of Science Editors:

Freeman Y. The relationship between traditional student success variables with retention of the Tennessee Lottery Scholarship Program. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/560

8. Ramnarine, Angelique. Influential factors of academic performance and course retention in college mathematics: face-to-face versus online.

Degree: 2018, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/558

► Many lower-level mathematics courses were redesigned in the Fall 2012 semester, after the Complete College Tennessee Act of 2010 eliminated developmental programs from state universities.… (more)

▼ Many lower-level mathematics courses were redesigned in the Fall 2012 semester, after the Complete College Tennessee Act of 2010 eliminated developmental programs from state universities. This study examined the predictive relationships between students’ characteristics and their final grades in an entry-level math course that was taught in both online and face-to-face settings. Additionally, the study compared the course grades of students in different learning environments. Research questions: 1. Is there a significant, predictive relationship between students’ final grades in a math course and their characteristics? 2. How well does the combination of students’ characteristics predict academic performance in the face-to-face sections of the math course? 3. How well does the combination of students’ characteristics predict academic performance in the online sections of the math course? 4. Is there a statistically significant difference among students’ final math grades in different classroom environments, while controlling for ACT math subscores? Of the 566 participants, 85.3% and 14.7% were registered in face-to-face and online sections of the math course, respectively. Approximately two-thirds of the participants were female, 72.4% were freshmen, 3.2% were considered adult learners, and 70.1% of the students had ACT math subscores below 22. Multiple regression analyses were used to answer questions 1, 2, and 3. Verification of the assumptions for multiple linear regression revealed that the standardized residuals for the raw data were not normally distributed; therefore, a reverse score, logarithmic transformation was conducted to eliminate the negative skew. Analyses using the raw and transformed data values were conducted to improve the predictive validity and credibility of the models’ results. Gender and ACT math subscore were consistent, significant predictors of students’ grades in the face-to-face sections, whereas ACT math subscore was the only significant predictor of students’ final grades in the online sections. Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were used to answer question 4. The results revealed no significant differences in students’ grades between the large face-to-face, medium face-to-face, and medium online environments. This study provides a foundation to assist in decision-making processes and assists with understanding the relationships between students’ characteristics and course outcomes. Advisors/Committee Members: Crawford, Elizabeth K., Banks, Steven R., Rausch, David W., Matthews, John V., College of Health, Education, and Professional Studies.

Subjects/Keywords: Mathematics – Study and teaching (Higher); Education, Higher – Effect of technological innovations on – United States

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APA (6^th Edition):

Ramnarine, A. (2018). Influential factors of academic performance and course retention in college mathematics: face-to-face versus online. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/558

Chicago Manual of Style (16^th Edition):

Ramnarine, Angelique. “Influential factors of academic performance and course retention in college mathematics: face-to-face versus online.” 2018. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/558.

MLA Handbook (7^th Edition):

Ramnarine, Angelique. “Influential factors of academic performance and course retention in college mathematics: face-to-face versus online.” 2018. Web. 15 Apr 2021.

Vancouver:

Ramnarine A. Influential factors of academic performance and course retention in college mathematics: face-to-face versus online. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2018. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/558.

Council of Science Editors:

Ramnarine A. Influential factors of academic performance and course retention in college mathematics: face-to-face versus online. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/558

9. McDonald, Susan Spratling. Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?.

Degree: 2013, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/337

► There have been few studies examining disciplinary actions by state boards of occupational therapy. Researchers have mainly studied mandatory continuing competence but not the influence… (more)

Subjects/Keywords: Occupational therapy – Moral and ethical aspects

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APA (6^th Edition):

McDonald, S. S. (2013). Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/337

Chicago Manual of Style (16^th Edition):

McDonald, Susan Spratling. “Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/337.

MLA Handbook (7^th Edition):

McDonald, Susan Spratling. “Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?.” 2013. Web. 15 Apr 2021.

Vancouver:

McDonald SS. Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/337.

Council of Science Editors:

McDonald SS. Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/337

10. Murray, Cathy M. Effects of Health Information Technology Adoption on Nursing Home Quality Rating Scores in Minnesota Nursing Homes.

Degree: 2015, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/160

► Adoption of health information technology (HIT) may be instrumental in improving quality of care in Minnesota nursing homes. The purpose of this non-experimental, quantitative study… (more)

▼ Adoption of health information technology (HIT) may be instrumental in improving quality of care in Minnesota nursing homes. The purpose of this non-experimental, quantitative study was to examine the relationship between nursing homes’ quality of care, as measured by CMS Quality Rating Scores, and adoption of HIT systems in Minnesota nursing homes. Additionally, the purpose of the study was to examine the relationship between nursing homes’ quality of care, as measured by the Minnesota Department of Health (MDH) inspection rating score, and the adoption of HIT systems in Minnesota nursing homes. The research questions were aimed at understanding the effects of HIT adoption on CMS overall quality rating scores and MDH inspection rating scores. The study was conducted by examining the status of health information technology (HIT) in Minnesota nursing homes. Descriptive statistics of the 2011 Minnesota HIT e-health survey helped describe and summarize the data for further investigation. The relationships (correlation) of HIT adoption in nursing homes with CMS Quality Rating Scores were analyzed. Additionally, the relationships (correlation) of HIT adoption in nursing homes with Minnesota Department of Health (MDH) inspection results were analyzed. Pearson correlation coefficient equation and linear regression analysis were used to evaluate the hypotheses. The findings of this study revealed significant correlations with a small effect size for the HIT adoption of medication administration, medication reconciliation, computerized provider order entry (CPOE) laboratory test, computerized provider order entry (CPOE) medication, and CMS quality rating scores. Additionally, the findings of this study revealed a significant correlation with a small effect size for the HIT adoption of medication reconciliation and MDH inspection scores. The findings of this study did not show a relationship between the remaining HIT systems and CMS quality ratings or MDH inspection scores. These findings contribute to positive social change by assisting to inform stakeholders of nursing homes that HIT adoption may have some relationship to quality of care and services as indicated by the CMS rating system and MDH inspection ratings. Policy makers and legislators can use this information as a guide to decision making concerning HIT adoption in Minnesota nursing homes. Advisors/Committee Members: Rausch, David W., Miller, Ted L., Crawford, Elizabeth K., Jackson, Joanie C., College of Health, Education, and Professional Studies.

Subjects/Keywords: Nursing homes – Standards – Minnesota; Older people – Long-term care – Minnesota – Evaluation; Nursing homes – Quality control

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APA (6^th Edition):

Murray, C. M. (2015). Effects of Health Information Technology Adoption on Nursing Home Quality Rating Scores in Minnesota Nursing Homes. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/160

Chicago Manual of Style (16^th Edition):

Murray, Cathy M. “Effects of Health Information Technology Adoption on Nursing Home Quality Rating Scores in Minnesota Nursing Homes.” 2015. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/160.

MLA Handbook (7^th Edition):

Murray, Cathy M. “Effects of Health Information Technology Adoption on Nursing Home Quality Rating Scores in Minnesota Nursing Homes.” 2015. Web. 15 Apr 2021.

Vancouver:

Murray CM. Effects of Health Information Technology Adoption on Nursing Home Quality Rating Scores in Minnesota Nursing Homes. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2015. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/160.

Council of Science Editors:

Murray CM. Effects of Health Information Technology Adoption on Nursing Home Quality Rating Scores in Minnesota Nursing Homes. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2015. Available from: https://scholar.utc.edu/theses/160

11. Vance, Ross Ian. A comparison of student perceptions of academic, social, and emotional self-efficacy in classrooms with divergent approaches to integrating instructional technology.

Degree: 2019, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/609

► As society advances in technology, it is important that our educational systems have a unified understanding of how technology should be used inside the classroom… (more)

▼ As society advances in technology, it is important that our educational systems have a unified understanding of how technology should be used inside the classroom (Bitter & Pierson, 2001; Oppenheimer, 2003). However, literature is mixed on whether technology impacts the learner positively or negatively (Brusca, 1991; Cassil, 2005; Cuban & Cuban, 2009; Kulik, 2003; Li & Ma, 2010; Strong, Torgerson, Torgerson, & Hulme, 2011; Torgerson et al., 2004; Waxman, Connell, & Gray, 2002). A number of researchers state that technology in schools can have a positive impact on achievement (Brusca, 1991; Cuban & Cuban, 2009; Li & Ma, 2010) while other researchers concluded that the distractions provided by technology decrease achievement and the habits it instills are harming students’ development, both academically and socially (Cassil, 2005; Kulik, 2003; Strong et al., 2011; Torgerson et al., 2004; Waxman et al., 2002). Various findings on the impact of technology as it relates to learning achievement suggest that there is a variable beyond the technology itself that may affect student learning (Cassil, 2005; Kulik, 2003; Strong et al., 2011; Torgerson et al., 2004; Waxman et al., 2002). Despite a large amount of literature on the impact of technology on educational achievement, there is a lack of literature related to the impact of technological approaches on learner self-efficacy, a strong predictor of achievement (Bandura, Barbaranelli, Caprara, & Pastorelli, 2001). This study aimed to fill the gap by determining if a relationship exists between students’ academic, social, and emotional self-efficacy and their classroom’s approach to integrating technology. Classrooms involved in the study where separated based on their approach to integrating technology and assessments where administered to each student. The first assessment was a specialized measure of self-efficacy, developed by Peter Muris (2001). The second was a measurement of technological competence, developed by the researcher. The results of the study showed significant relationships between self-efficacy and several factors involved in integrating technology. Advisors/Committee Members: Crawford, Elizabeth K., Rausch, David W., Rutledge, Valerie C., Bernard, Hinsdale, College of Health, Education, and Professional Studies.

Subjects/Keywords: Educational technology – Case studies; Academic achievement

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APA (6^th Edition):

Vance, R. I. (2019). A comparison of student perceptions of academic, social, and emotional self-efficacy in classrooms with divergent approaches to integrating instructional technology. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/609

Chicago Manual of Style (16^th Edition):

Vance, Ross Ian. “A comparison of student perceptions of academic, social, and emotional self-efficacy in classrooms with divergent approaches to integrating instructional technology.” 2019. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/609.

MLA Handbook (7^th Edition):

Vance, Ross Ian. “A comparison of student perceptions of academic, social, and emotional self-efficacy in classrooms with divergent approaches to integrating instructional technology.” 2019. Web. 15 Apr 2021.

Vancouver:

Vance RI. A comparison of student perceptions of academic, social, and emotional self-efficacy in classrooms with divergent approaches to integrating instructional technology. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2019. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/609.

Council of Science Editors:

Vance RI. A comparison of student perceptions of academic, social, and emotional self-efficacy in classrooms with divergent approaches to integrating instructional technology. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2019. Available from: https://scholar.utc.edu/theses/609

12. Hale, David E. Factors that contribute to student achievement: a case study of one high school.

Degree: 2015, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/157

► ABSTRACT The purpose of this study was to determine if there were definable factors, which contributed to or impacted the ACT scores, end of course… (more)

▼ ABSTRACT The purpose of this study was to determine if there were definable factors, which contributed to or impacted the ACT scores, end of course test scores or grade point averages of groups of high school students who possessed those factors. The hypothesis that this study adopted was that there were definable factors that created barriers to success for students. It was hypothesized that when these negative factors were identified and when students were grouped according to the factors that they possessed, differences in the success these groups achieved, with regard to ACT scores, end of course test scores, and grade point average, become readily apparent. In the sample of 288 students, groups that possessed three potential negative factors were identified. The three negative factors were high absenteeism, lack of a two-parent family structure and low socio-economic status. Seven groups possessing one or more of these factors were compared with the group that possessed none of the factors. In this research study, some of the groups were predicted to be adversely affected by their characteristics, resulting in lower ACT scores and end of course exams. It was also hypothesized that groups, whose members lacked the negative characteristics, would have higher scores on these tests. The academic performance of these groups was tested to see if there were statistical differences in the mean scores of each group. A series of one-way analysis of variance, ANOVA tests were used to determine if there were significant differences between the mean scores of these disaggregated groups. The final variance measurement was then tested for statistical significance. When it was found that the groups were significantly different with regard to their test results then the study hypothesis was confirmed that the groups could be different due to the factors that they possessed. The supposition, at this point, was that educational leaders should focus on these factors and others that could impact academic success to target educational reforms. As additional factors are identified, reforms can be made to reduce these factors among the students or minimize their effects upon the students and the schools that they attend. Advisors/Committee Members: Rutledge, Valerie C., Bernard, Hinsdale, Davis, Lloyd, Crawford, Elizabeth K., College of Health, Education, and Professional Studies.

Subjects/Keywords: Educational equalization; Academic achievement – Evaluation; Educational tests and measurements

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APA (6^th Edition):

Hale, D. E. (2015). Factors that contribute to student achievement: a case study of one high school. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/157

Chicago Manual of Style (16^th Edition):

Hale, David E. “Factors that contribute to student achievement: a case study of one high school.” 2015. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/157.

MLA Handbook (7^th Edition):

Hale, David E. “Factors that contribute to student achievement: a case study of one high school.” 2015. Web. 15 Apr 2021.

Vancouver:

Hale DE. Factors that contribute to student achievement: a case study of one high school. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2015. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/157.

Council of Science Editors:

Hale DE. Factors that contribute to student achievement: a case study of one high school. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2015. Available from: https://scholar.utc.edu/theses/157

13. Johnson, Rowan Farrington. Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments.

Degree: 2013, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/302

► This study presents a mixed methods investigation of student attitudes toward blended and online courses. Specifically, the study compares two groups of university freshmen writing… (more)

▼ This study presents a mixed methods investigation of student attitudes toward blended and online courses. Specifically, the study compares two groups of university freshmen writing students. These groups respectively took writing classes in traditional classroom environments (without individual computers for each student in the classroom) and in blended classroom environments (with individual computers for each student in the classroom). The research questions were the following: RQ1: What are some of the general prevailing student attitudes toward blended classroom environments and online classroom environments? RQ2: If students take writing courses in a blended environment, will their attitudes toward blended and online education differ from the attitudes of students who only take traditional writing courses? RQ3: Will students who take blended writing courses have more favorable attitudes toward blended and online learning than students who do not take writing courses in blended environments? To answer the above research questions, a set of specific questions was presented as part of a survey to the students in both groups. Also, some qualitative data were generated in response to three open-ended questions about blended and online courses. The survey results were analyzed statistically and the qualitative data were subjected to corpus analysis and specific interpretation. Overall, the attitudes expressed by the students in this research suggest that there are some major differences between student groups in terms of their general attitudes to blended and online learning. The quantitative analysis showed statistically significant support for the idea that students with previous experience in blended classrooms have more favorable attitudes toward blended and online courses than students without previous experience in blended classrooms. The qualitative results showed a wide range of expressive and divergent opinions among all of the respondents, and the results also provided revealing answers to the research questions. Advisors/Committee Members: Rausch, David W., Crawford, Elizabeth K., Tucker, James, Wilferth, Joseph, College of Health, Education, and Professional Studies.

Subjects/Keywords: Computer-assisted instruction – Evaluation; Blended learning – Evaluation

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APA (6^th Edition):

Johnson, R. F. (2013). Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/302

Chicago Manual of Style (16^th Edition):

Johnson, Rowan Farrington. “Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/302.

MLA Handbook (7^th Edition):

Johnson, Rowan Farrington. “Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments.” 2013. Web. 15 Apr 2021.

Vancouver:

Johnson RF. Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/302.

Council of Science Editors:

Johnson RF. Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/302

14. Baxley, Joel F. Professional development in arts integration: an activity theory analysis of participating teachers' experiences.

Degree: 2017, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/502

► This study examines the tensions and changes experienced by teachers participating in two professional development programs in arts integration through the lens of cultural historical… (more)

▼ This study examines the tensions and changes experienced by teachers participating in two professional development programs in arts integration through the lens of cultural historical activity theory. Between 2007 and 2012 the Southeast Center for Education in the Arts (SCEA) at the University of Tennessee at Chattanooga facilitated long-term programs aimed to build teachers’ capacity to develop and implement arts integrated instruction. Varied evaluation data were collected from each program, but the available information was inconsistent between programs, and the data gathered at the two sites did not effectively address the complexity of participants’ experiences. In order to better understand how these efforts grew and operated, this study was developed to build richer descriptions of programs as experienced by participants. The research question that drove the study was “How were professional development programs in arts integration experienced by participating teachers in two school contexts?” In order to build richer descriptions of the complex responses of varied participants in a complex system, these programs were examined qualitatively as a multiple site case study through the lens of cultural historical activity theory. The author analyzed artifacts from each program including e-mails, meeting minutes from leadership teams, and SCEA’s semi-annual reports to each school. Interviews with arts and non-arts teachers were collected from among participants. Artifacts and interviews were analyzed through the lens of activity theory to find the tensions that existed at each site. Then, a cross-case analysis was performed to identify issues that emerged in both programs. Tensions at school sites included organizational changes, changes in the tools that were used, and pressure from testing demands and other initiatives imposed by school administration. The issues that emerged across sites included teachers’ struggle with self-efficacy regarding unfamiliar disciplinary content, participants’ perceived level of stress, pressure on schools and teachers for higher scores on state mandated testing, teachers’ flexibility with new approaches, and participating teachers’ focus upon student outcomes. The author discussed recommendations for future professional development efforts targeting arts integration to more successfully navigate the tensions that will inevitably be a part of complex efforts like those described. Advisors/Committee Members: Tucker, James A., Crawford, Elizabeth K., Rutledge, Valerie C., Miller, Ted L., College of Health, Education, and Professional Studies.

Subjects/Keywords: Arts – Study and teaching; Arts in education

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APA (6^th Edition):

Baxley, J. F. (2017). Professional development in arts integration: an activity theory analysis of participating teachers' experiences. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/502

Chicago Manual of Style (16^th Edition):

Baxley, Joel F. “Professional development in arts integration: an activity theory analysis of participating teachers' experiences.” 2017. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/502.

MLA Handbook (7^th Edition):

Baxley, Joel F. “Professional development in arts integration: an activity theory analysis of participating teachers' experiences.” 2017. Web. 15 Apr 2021.

Vancouver:

Baxley JF. Professional development in arts integration: an activity theory analysis of participating teachers' experiences. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2017. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/502.

Council of Science Editors:

Baxley JF. Professional development in arts integration: an activity theory analysis of participating teachers' experiences. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/502

15. Ward, Andrew Paul. Expectations of student achievement among primary school teachers in Togo, West Africa: An analysis of beliefs and cultural values.

Degree: 2018, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/574

► The purpose of this research study was to analyze and explore the beliefs and cultural values that influence teacher expectations of student achievement in Togo,… (more)

▼ The purpose of this research study was to analyze and explore the beliefs and cultural values that influence teacher expectations of student achievement in Togo, West Africa. A census was conducted of 93 teachers from the faculties of 15 Christian primary schools partnered with a U.S. based Baptist missions organization. Among partnered schools at the time of this study, teacher training in the area of expectations was often generalized due to the absence of scientific research and published data regarding teacher beliefs and expectations in West Africa. A case study approach was used with multiple data collection methods. The The qualitative data were collected through a twenty-question Likert-type questionnaire and a forced-choice locus of control questionnaire. The qualitative aspect of this study included a series of video-taped ethnographic interviews conducted in focus-groups at each school. The results from the quantitative instruments did not indicate any significant relationships between the teacher responses and the independent variables. The primary independent variable tracked in this study was the school location for each teacher (either rural or urban). The secondary independent variables analyzed were teacher education equivalency, years of teacher experience, teacher certification, grade level taught, class size, teacher gender, teacher age, and teacher ethnicity. The qualitative analysis indentified themes within which the teachers expressed their expectations of student achievement such as a lack of resources, perceived teacher efficacy, communal and national responsibility for education, financial resources and encouragement of students at home. An analysis of the results found that the participating teachers indicated that they highly valued teacher competence, familial financial resources, student nutrition, and innate student abilities as influential factors for student achievement. The findings suggest that the teachers in this study placed a high value upon teacher training and student health-related interventions as means to positively impact student achievement. The results of this study are of interest to education professionals and researchers working in Francophone West Africa. Advisors/Committee Members: Hinsdale, Bernard, Crawford, Elizabeth K., Rausch, David W., O'Brien, Elizabeth R., College of Health, Education, and Professional Studies.

Subjects/Keywords: Academic achievement – Cross-cultural studies; Education – Africa, West

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APA (6^th Edition):

Ward, A. P. (2018). Expectations of student achievement among primary school teachers in Togo, West Africa: An analysis of beliefs and cultural values. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/574

Chicago Manual of Style (16^th Edition):

Ward, Andrew Paul. “Expectations of student achievement among primary school teachers in Togo, West Africa: An analysis of beliefs and cultural values.” 2018. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/574.

MLA Handbook (7^th Edition):

Ward, Andrew Paul. “Expectations of student achievement among primary school teachers in Togo, West Africa: An analysis of beliefs and cultural values.” 2018. Web. 15 Apr 2021.

Vancouver:

Ward AP. Expectations of student achievement among primary school teachers in Togo, West Africa: An analysis of beliefs and cultural values. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2018. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/574.

Council of Science Editors:

Ward AP. Expectations of student achievement among primary school teachers in Togo, West Africa: An analysis of beliefs and cultural values. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/574

16. McCord, Jeff D. Faith-based instructional interventions: the relationship of the short-term mission trip with the spiritual-formation disciplines of mainline Protestant Christian traditions.

Degree: 2017, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/498

► This study examined the relationship between the short-term mission trip experience and participation in spiritual-formation disciplines for individuals identifying with mainline protestant Christian traditions. The… (more)

▼ This study examined the relationship between the short-term mission trip experience and participation in spiritual-formation disciplines for individuals identifying with mainline protestant Christian traditions. The study was causal comparative and primarily concerned with comparing the independent variable of a short-term mission trip experience with several dependent variables. These variables included participation in prayer, service, worship, study, giving, and witness related disciplines as well as the integration of faith into everyday life. The primary research question asked whether there was a significant relationship between a short-term mission trip experience and self-reported participation in Christian spiritual-formation disciplines. Participants included individuals ranging in ages from 13 through 24, who identified as being engaged with either the Baptist, Methodist, or Presbyterian traditions. Participants were part of the National Study of Youth and Religion (NSYR) and were surveyed three distinct times over a six-year period. Due to the longitudinal nature of the NSYR, it was possible to identify a short-term mission trip as a treatment. This treatment allowed for the comparison of survey responses, both before and after a responder reported participating in a short-term mission trip experience. It was also possible to compare responses between peer groups: those who reported mission experience and those who did not. After analyzing survey responses for seven distinct comparison groups across three survey waves, the study showed little to no evidence of a significant difference in the levels of participation in spiritual-formation disciplines following engagement in a short-term mission trip experience. Results did demonstrate a theme of declined participation in spiritual disciplines for individuals who did not participate in a short-term mission trip experience. Results also suggested differences in participation levels for those experiencing a short-term mission versus those who did not, during the timeframes before and after the experience. However, on the whole, for individuals reporting a short-term mission trip experience, participation levels neither increased nor decreased following the experience. The results of this study suggest a continued need for the research based conversation concerning the short-term mission trip, including its value as an instructional intervention for spiritual-formation. Advisors/Committee Members: Crawford, Elizabeth K., Hinsdale, Bernard, Tucker, James A., Rausch, David W., College of Health, Education, and Professional Studies.

Subjects/Keywords: Short-term missions; Spiritual formation

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APA (6^th Edition):

McCord, J. D. (2017). Faith-based instructional interventions: the relationship of the short-term mission trip with the spiritual-formation disciplines of mainline Protestant Christian traditions. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/498

Chicago Manual of Style (16^th Edition):

McCord, Jeff D. “Faith-based instructional interventions: the relationship of the short-term mission trip with the spiritual-formation disciplines of mainline Protestant Christian traditions.” 2017. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/498.

MLA Handbook (7^th Edition):

McCord, Jeff D. “Faith-based instructional interventions: the relationship of the short-term mission trip with the spiritual-formation disciplines of mainline Protestant Christian traditions.” 2017. Web. 15 Apr 2021.

Vancouver:

McCord JD. Faith-based instructional interventions: the relationship of the short-term mission trip with the spiritual-formation disciplines of mainline Protestant Christian traditions. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2017. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/498.

Council of Science Editors:

McCord JD. Faith-based instructional interventions: the relationship of the short-term mission trip with the spiritual-formation disciplines of mainline Protestant Christian traditions. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/498

17. Solomon, Koye. Teachers and 1:1 technology in classroom activities: A quantitative study comparing perceptions and stage of adoption.

Degree: 2018, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/540

► This quantitative research study examined high school teachers’ perceptions concerning the incorporation of 1:1 technology into classroom activities. The study collected data from teachers at… (more)

Subjects/Keywords: Embedded computer systems; Educational technology

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APA (6^th Edition):

Solomon, K. (2018). Teachers and 1:1 technology in classroom activities: A quantitative study comparing perceptions and stage of adoption. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/540

Chicago Manual of Style (16^th Edition):

Solomon, Koye. “Teachers and 1:1 technology in classroom activities: A quantitative study comparing perceptions and stage of adoption.” 2018. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/540.

MLA Handbook (7^th Edition):

Solomon, Koye. “Teachers and 1:1 technology in classroom activities: A quantitative study comparing perceptions and stage of adoption.” 2018. Web. 15 Apr 2021.

Vancouver:

Solomon K. Teachers and 1:1 technology in classroom activities: A quantitative study comparing perceptions and stage of adoption. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2018. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/540.

Council of Science Editors:

Solomon K. Teachers and 1:1 technology in classroom activities: A quantitative study comparing perceptions and stage of adoption. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/540

18. Swafford, Stacy J. Factors affecting retention of first-time, full-time freshmen students at higher education institutions within the Appalachian College Association.

Degree: 2017, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/499

► This study examined factors that may affect the retention of first-time, full-time college freshmen to sophomore year. Institutions in the Appalachian College Association (ACA) were… (more)

▼ This study examined factors that may affect the retention of first-time, full-time college freshmen to sophomore year. Institutions in the Appalachian College Association (ACA) were invited to participate, and nine of the 35 member schools provided data. The research questions were (1) Is there a relationship between retention for students’ sophomore year and any of the following and (2) Based on any relationships identified in RQ 1, are there two or more variables that predict retention status for students? The data set contained 7,198 student records. The independent variables included: High school GPA, cumulative college GPA at the end of the freshman year, ACT score, gender, ethnicity, and residency status. The dependent variable was retention to sophomore year. Research question 1 used correlation analysis to establish relationships between the independent variables and retention. Point-biserial correlation analysis was performed for the three scale independent variables, ACT score, high school GPA, and cumulative college GPA. Pearson’s chi-square was performed for the 3 nominal independent variables, gender, residency status, and ethnicity. The correlation analysis showed that 5 of the 6 variables had statistical significance with retention. Research question 2 used regression analysis to examine the independent variables’ ability to predict retention to sophomore year. Cumulative college GPA and residency status showed the strongest ability to predict retention to sophomore year. Results from this study may encourage colleges and universities to begin or promote programs designed to assist students with maintaining a favorable GPA, such as study skills sessions or active learning environments. Information contained here may also lead to development of initiatives designed to increase social integration for students. These initiatives may include new programs or better scheduling of current offerings. Further research areas include using this methodology on other campuses, as well as developing a qualitative or mixed methods study to use at a single campus. Of the schools in the ACA, there may be interest in comparing schools considered more conservative with those considered more liberal. Finally, predictive analytics may be employed to examine other variables common among students who retain for sophomore year. Advisors/Committee Members: Crawford, Elizabeth K., Rausch, David W., Banks, Steven R., Bernard, Hinsdale, College of Health, Education, and Professional Studies.

Subjects/Keywords: College freshmen; Prediction of scholastic success; College dropouts – Prevention

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APA (6^th Edition):

Swafford, S. J. (2017). Factors affecting retention of first-time, full-time freshmen students at higher education institutions within the Appalachian College Association. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/499

Chicago Manual of Style (16^th Edition):

Swafford, Stacy J. “Factors affecting retention of first-time, full-time freshmen students at higher education institutions within the Appalachian College Association.” 2017. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/499.

MLA Handbook (7^th Edition):

Swafford, Stacy J. “Factors affecting retention of first-time, full-time freshmen students at higher education institutions within the Appalachian College Association.” 2017. Web. 15 Apr 2021.

Vancouver:

Swafford SJ. Factors affecting retention of first-time, full-time freshmen students at higher education institutions within the Appalachian College Association. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2017. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/499.

Council of Science Editors:

Swafford SJ. Factors affecting retention of first-time, full-time freshmen students at higher education institutions within the Appalachian College Association. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/499

19. Elliott, Jeffrey. Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?.

Degree: 2017, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/521

► This causal-comparative case study compares two scheduling practices to determine if there is a significant difference in English Language Arts and/or math scores among fourth… (more)

▼ This causal-comparative case study compares two scheduling practices to determine if there is a significant difference in English Language Arts and/or math scores among fourth and fifth grade students in a southeast Tennessee elementary school. The first scheduling practice included students in a traditional self-contained classroom. The second scheduling practice integrated a departmentalized and looping model where content specialist in ELA and a content specialist in math taught the students. For the 2012-2013 and 2013-2014 school years, the school administrator assigned half of the school’s student body to a traditional, self-contained classroom and half to a departmentalized, looped setting known as a community. A community blends departmentalization, where students have subject-specific teachers, and looping, where students have the same teacher for consecutive school years. The quantitative portion of the study compares Tennessee Comprehensive Assessment Program (TCAP) scores of 59 students enrolled in traditional self-contained classes to the scores of 82 students enrolled in departmentalized, looped classrooms. Additionally, a qualitative component reflects 11 teachers’ anecdotal perspectives, anxieties, and general viewpoints of the academic benefits of elementary schedules. The results of the study indicated no statistically significant academic difference in reading between self-contained students and departmentalized, looped students. Furthermore, the results showed no statistically significant academic difference in math between self-contained students and departmentalized, looped students. The interviewed teachers favored some variation of departmentalization at the elementary level. Although the t-test results indicated no significant differences overall, an analysis of variance revealed significant differences between African American and Caucasian students’ scores. Considering the Common Core State Standards implemented during the period of study and considering theoretical underpinnings, findings showed the importance of teacher content knowledge as a precursor to establishing a favorable instructional setting at the elementary level. However, these results also indicated the importance of strong, efficacious learners who contribute to the collective efficacy of the classroom. Advisors/Committee Members: Crawford, Elizabeth K., Hinsdale, Bernard, Rausch, David W., Rutledge, Valerie C., College of Health, Education, and Professional Studies.

Subjects/Keywords: Looping (Education); Classroom management; Curriculum planning; Team learning approach in education

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APA (6^th Edition):

Elliott, J. (2017). Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/521

Chicago Manual of Style (16^th Edition):

Elliott, Jeffrey. “Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?.” 2017. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/521.

MLA Handbook (7^th Edition):

Elliott, Jeffrey. “Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?.” 2017. Web. 15 Apr 2021.

Vancouver:

Elliott J. Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2017. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/521.

Council of Science Editors:

Elliott J. Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/521

20. Engels, Mary Katherine. The relationship of the transformational leadership process and group mood among musicians and their effects on artistic quality within the American orchestral organization.

Degree: 2018, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/546

► The desire to understand the American classical music experience and its relationship to transformational leadership is the foundational reason for this study. The experience of… (more)

▼ The desire to understand the American classical music experience and its relationship to transformational leadership is the foundational reason for this study. The experience of listening to the same orchestra under the direction of nine different conductors throughout the Chattanooga Symphony & Opera’s conductor search, led to an interest in further understanding the processes involved in the classical musical experience. There is minimal research focused on the American symphony orchestra and an acute lack of research on leadership processes within the American symphony orchestra. Examination and study of the leadership process between conductor and musician, musician group mood, and artistic quality are all considerations in understanding the classical musical experience. The research design for this study was a quantitative design using simple correlation analysis. The intent of this study was to understand how the independent and dependent variables covary, and therefore a non-experimental, associational approach was used (Gliner, Morgan, & Leech, 2009). Given the two independent variables within this study, the conductor’s transformational leadership and musician group mood, associational inferential statistics was used to analyze the data collected (Gliner et al., 2009). The Pearson correlation coefficient, ANOVA, and the t-test, were used to accept or reject each hypothesis. The CSO musicians served as the population for this study. The 135-item research questionnaire used in the Boerner and Von Streit (2007) study was used to examine the relationship between the variables of transformational leadership, artistic quality, and musician group mood. The data analysis did not show a relationship of significance between the conductor’s transformational leadership and perception of artistic quality or between the conductor’s transformational leadership and musician group mood. The data analysis did show a significant relationship between musicians’ positive group mood and artistic quality. Symphonic music and group mood are collaborative, collective, and social in nature (Becker, 1974). Data from this study show that a harmonized group mood of the musicians has a positive relationship to the perception of artistic quality. Advisors/Committee Members: Crawford, Elizabeth K., Tucker, James A., Rausch, David W., Harris, Lee A., College of Health, Education, and Professional Studies.

Subjects/Keywords: Music – Instruction and study – Psychological aspects; Leadership; Organization – Research

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APA (6^th Edition):

Engels, M. K. (2018). The relationship of the transformational leadership process and group mood among musicians and their effects on artistic quality within the American orchestral organization. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/546

Chicago Manual of Style (16^th Edition):

Engels, Mary Katherine. “The relationship of the transformational leadership process and group mood among musicians and their effects on artistic quality within the American orchestral organization.” 2018. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/546.

MLA Handbook (7^th Edition):

Engels, Mary Katherine. “The relationship of the transformational leadership process and group mood among musicians and their effects on artistic quality within the American orchestral organization.” 2018. Web. 15 Apr 2021.

Vancouver:

Engels MK. The relationship of the transformational leadership process and group mood among musicians and their effects on artistic quality within the American orchestral organization. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2018. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/546.

Council of Science Editors:

Engels MK. The relationship of the transformational leadership process and group mood among musicians and their effects on artistic quality within the American orchestral organization. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/546

21. Young, Stephanie. An examination of leadership styles among virtual school administrators.

Degree: 2017, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/530

► In this study, the researcher examined self-perceived school leadership styles of school administrators within the virtual school setting. Through this study, the researcher identified virtual… (more)

▼ In this study, the researcher examined self-perceived school leadership styles of school administrators within the virtual school setting. Through this study, the researcher identified virtual school leaders and the leadership styles associated with their work. Participants in this study were employed at K12, Inc. representing virtual schools that were operating with a full-time state sponsored staff at that time. The 26 participants in this study represented a 35% response rate, which was the main limitation in this study. The research instrument used in the study was the Multifactor Leadership Questionnaire (MLQ) with an added demographic survey. The dependent variable was the administrators’ leadership style identified on the MLQ. The independent variables were the demographic factors including years of experience, school type, size of school, administrator gender, administrator age, race, highest degree obtained, years in education, grade level, number of teachers in school, and previous role in brick and mortar setting. The data were analyzed with descriptive statistics and Chi square to address the two main research questions. The second research question consisted of six sub-questions. The results showed a significant relationship between administrators’ leadership style and the school type. District school administrators were more transformational, and state charter school administrators were more transactional. The results also showed a significant relationship between administrators’ leadership style and gender. Male administrators perceived themselves as more transformational, and female administrators perceived themselves as more transactional. The remaining variables did not have enough data to determine a relationship between those variables and leadership style. The findings of the study may have implications on leadership practice and development. Professional development could be provided for current virtual school leaders on topics of transformational and transactional leadership. Identifying the leadership styles of virtual school leaders as they relate to demographic factors could ultimately impact both teaching and learning outcomes. Advisors/Committee Members: Bernard, Hinsdale, O'Brien, Elizabeth R., Crawford, Elizabeth K., Rausch, David W., College of Health, Education, and Professional Studies.

Subjects/Keywords: Educational leadership; School management and organization; Leadership – Ability testing

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APA (6^th Edition):

Young, S. (2017). An examination of leadership styles among virtual school administrators. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/530

Chicago Manual of Style (16^th Edition):

Young, Stephanie. “An examination of leadership styles among virtual school administrators.” 2017. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/530.

MLA Handbook (7^th Edition):

Young, Stephanie. “An examination of leadership styles among virtual school administrators.” 2017. Web. 15 Apr 2021.

Vancouver:

Young S. An examination of leadership styles among virtual school administrators. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2017. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/530.

Council of Science Editors:

Young S. An examination of leadership styles among virtual school administrators. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/530

22. Walter, Harry R., III. Middle school teachers' judgment of attributes and processes used in professional development.

Degree: 2019, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/621

► Most people would agree that education is imperative to the development of young people. However, the education that students need, and are receiving, is in… (more)

▼ Most people would agree that education is imperative to the development of young people. However, the education that students need, and are receiving, is in a constant state of shift due to an ever-changing society. Some of the developmental needs of today’s students are not the same as those in the past. As a result of these changes, as well as concerns regarding the education some students are receiving, the requirements and expectations for the education students receive are changing. Research has indicated that the role the teacher plays in the development of young is important. Teachers need to stay well informed of the developmental needs of current students along with new expectations and requirements. Professional development will be important to a teacher’s ability to keep up with students’ current needs as well as changes in requirements and expectations. Research indicated that effective professional development can lead to changes in instruction. Guskey (2000) suggested that research shows very few, if any, significant advances in education take place without professional development. However, there are concerns regarding the professional development teachers are receiving. Reeves (2006) mentioned a gap exists between certain examples of professional development and the impact these activities have on classroom practices. This mixed methods grounded research study was a three-phase investigation that included a meta-analysis, teacher focus group data analysis, and survey. Ten attributes emerged from the meta-analysis and focus group data analysis. These attributes included context of learning, collaboration of teachers, adult learning, active learning, time for professional development, school focus, time to implement, teachers observing other teachers, school based professional development, and professional development for planning. Middle school teachers agreed with the meta-analysis and focus group findings when given an opportunity to agree or disagree when responding to a survey. This study was completed on the premise that if school leaders consider what teachers believe to be important when planning and implementing professional development, teachers will be more likely to implement newly learned activities into their classroom practice. Advisors/Committee Members: Rausch, David W., Miller, Ted L., Crawford, Elizabeth K., Challener, Dan D., College of Health, Education, and Professional Studies.

Subjects/Keywords: Teachers – Training of; Teachers – In-service training

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APA (6^th Edition):

Walter, Harry R., I. (2019). Middle school teachers' judgment of attributes and processes used in professional development. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/621

Chicago Manual of Style (16^th Edition):

Walter, Harry R., III. “Middle school teachers' judgment of attributes and processes used in professional development.” 2019. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/621.

MLA Handbook (7^th Edition):

Walter, Harry R., III. “Middle school teachers' judgment of attributes and processes used in professional development.” 2019. Web. 15 Apr 2021.

Vancouver:

Walter, Harry R. I. Middle school teachers' judgment of attributes and processes used in professional development. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2019. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/621.

Council of Science Editors:

Walter, Harry R. I. Middle school teachers' judgment of attributes and processes used in professional development. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2019. Available from: https://scholar.utc.edu/theses/621

23. Bass, Laura K. Registration and course selection processes of entering freshmen and the effects on academic success and retention at a midsize public university.

Degree: 2019, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/581

► This mixed-methods study concentrated on students who participated in a 2-day freshman orientation program and registered for courses at a midsize metropolitan 4-year public university… (more)

▼ This mixed-methods study concentrated on students who participated in a 2-day freshman orientation program and registered for courses at a midsize metropolitan 4-year public university located in the southeastern United States. This study examined three cohorts of entering freshmen as they progressed through the course-registration process of freshman orientation and then one full academic year. There was also consideration of the institutional departments involved in the process and their perceptions of the experience. The quantitative portion of this mixed-methods study was based on Bean and Metzner’s (1985) longitudinal tracking system for nontraditional student attrition. Two frameworks were used for the qualitative portion of the study. The first was constructivist grounded theory due to its research of a university process, and how this process may impact various independent departments in the institution. The second portion of the qualitative review was narrative inquiry; the lived experience of the researcher with respect to the preregistration process provided a program evaluation of the process itself. The first research question addressed the combination of student characteristics that best predicted first-year student academic success. Across all academic success markers, female students were more likely to be successful than male students. The second research question asked what combination of the six academic outcome variables best predicted first-year student retention at the University of Tennessee at Chattanooga (UTC). The variables with the most significant impacts were UTC grade point average (GPA), semester earned credits, attempted overall credits, and the completion of preregistration. The third research question considered if the method of first-time course registration was significant in student retention. It was determined that the preregistration process had a positive impact. Finally, the fourth research question was a consideration of the perceived impact of the Academic Interest Questionnaire (AIQ) on administrative processes. Through narrative inquiry, the AIQ was found to have improved over time, and the majority of academic departments have become vested in the process. The narrative findings were supported by interview responses. Advisors/Committee Members: Tucker, James, Crawford, Elizabeth K., Ahmadi, Mohammad, Miller, Ted L., College of Health, Education, and Professional Studies.

Subjects/Keywords: College students; Student registration; Academic achievement; Vocational guidance

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APA (6^th Edition):

Bass, L. K. (2019). Registration and course selection processes of entering freshmen and the effects on academic success and retention at a midsize public university. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/581

Chicago Manual of Style (16^th Edition):

Bass, Laura K. “Registration and course selection processes of entering freshmen and the effects on academic success and retention at a midsize public university.” 2019. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/581.

MLA Handbook (7^th Edition):

Bass, Laura K. “Registration and course selection processes of entering freshmen and the effects on academic success and retention at a midsize public university.” 2019. Web. 15 Apr 2021.

Vancouver:

Bass LK. Registration and course selection processes of entering freshmen and the effects on academic success and retention at a midsize public university. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2019. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/581.

Council of Science Editors:

Bass LK. Registration and course selection processes of entering freshmen and the effects on academic success and retention at a midsize public university. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2019. Available from: https://scholar.utc.edu/theses/581

24. Blaser Beard, Jill A. An examination of student perceptions of knowledge transfer in the first-year composition experience.

Degree: 2017, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/500

► Guided by four research questions, this mixed methods study examined students’ perceptions of their ability to transfer skills learned in the first-year composition (FYC) course… (more)

▼ Guided by four research questions, this mixed methods study examined students’ perceptions of their ability to transfer skills learned in the first-year composition (FYC) course to the writing required in their reported majors, in other college courses, and in their vocations. In the quantitative portion of the study, the researcher administered pre- and post-semester composition surveys to capture differences in attitudes in four areas: students’ abilities as writers, students’ previous knowledge of writing, students’ expectations of the FYC course, and students’ expectations of using the knowledge in other courses and contexts. To determine whether there were significant differences in the findings, the researcher used paired-samples t-tests, descriptive statistics, and analysis of variance (ANOVA) tests. The results of the tests for Research Question 1 and for two items mapped to Research Question 3 revealed significant differences. These differences, along with areas where no differences were found, provided insight into students’ perceptions of transfer. In the qualitative portion of the study, analysis of students’ responses to open-ended questions about their perceptions of transfer revealed emergent themes relevant to composition studies: a growing awareness of the conventions of academic discourse; preparation for collegiate and vocational writing; and self-improvement in specific areas of proofreading and editing. The responses of the students emphasized how they had used and how they intended to use the knowledge and skills learned in FYC in their other coursework. Several important recommendations for pedagogy emerged. Perhaps the most important recommendation is to equip instructors with teaching strategies that provide students with the ability to transform knowledge to useable skills. The researcher recommends the research be expanded to a longitudinal study following select students throughout their collegiate writing experiences. Advisors/Committee Members: Crawford, Elizabeth K., Miller, Ted L., Bernard, Hinsdale, North, Susan G., College of Health, Education, and Professional Studies.

Subjects/Keywords: English language – Rhetoric – Study and teaching – United States; English language – Composition and exercises

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APA (6^th Edition):

Blaser Beard, J. A. (2017). An examination of student perceptions of knowledge transfer in the first-year composition experience. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/500

Chicago Manual of Style (16^th Edition):

Blaser Beard, Jill A. “An examination of student perceptions of knowledge transfer in the first-year composition experience.” 2017. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/500.

MLA Handbook (7^th Edition):

Blaser Beard, Jill A. “An examination of student perceptions of knowledge transfer in the first-year composition experience.” 2017. Web. 15 Apr 2021.

Vancouver:

Blaser Beard JA. An examination of student perceptions of knowledge transfer in the first-year composition experience. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2017. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/500.

Council of Science Editors:

Blaser Beard JA. An examination of student perceptions of knowledge transfer in the first-year composition experience. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/500

25. Battle, Wahtawah. Archival offender records analysis: examining patient abuses in Tennessee.

Degree: 2019, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/608

► This quantitative causal-comparative study was designed to examine potential relationships between independent variables (job level, dependency of patient, work environments, sex, and race) related to… (more)

▼ This quantitative causal-comparative study was designed to examine potential relationships between independent variables (job level, dependency of patient, work environments, sex, and race) related to health care practitioner offenders and the dependent variable (types of abuse) in Tennessee from 2006 to 2015. A total of 227 practitioners who were either licensed, certified, or trained in their perspective professional practice or job level, convicted of abuse, physical/emotional abuse and financial abuse, were examined from criminal and civil dispositions. The Pearson’s Chi-square was used to evaluate the five research questions and test the null hypotheses for potential relationships. Additional testing with the Holm’s Sequential Bonferroni Method was used to control for Type I error for pairwise comparisons between variables. The chi-square results indicated strong relationships between job level, dependency of patient, and work environments with small but weak relationships for sex and race of the offenders and types of abuse. The results of this study indicated that financial abuse was prominent for all independent variables measured while physical/emotional abuse was secondary. Offenders with technical or advanced job levels committed 87.3% of financial abuse. Patients dependent on skilled care nursing were 60.7% more likely to experience physical/emotional abuse. Practitioners in private duty care committed 83.1% of financial abuse. Female offenders committed 37.1% of physical/emotional abuse compared to males who committed 75.7% of financial abuse. The findings for financial abuse was 74.0% of Caucasians offenders and 63.6% of minority offenders. The descriptive analysis examined variables relative to all offenders convicted of patient abuse, their position of professional authority and the work environments, as well as the dependency of the victims on care services. Advisors/Committee Members: Rausch, David W., Bernard, Hinsdale, Crawford, Elizabeth K., Bumphus, Vic, College of Health, Education, and Professional Studies.

Subjects/Keywords: Medical ethics; Medical jurisprudence

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APA (6^th Edition):

Battle, W. (2019). Archival offender records analysis: examining patient abuses in Tennessee. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/608

Chicago Manual of Style (16^th Edition):

Battle, Wahtawah. “Archival offender records analysis: examining patient abuses in Tennessee.” 2019. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/608.

MLA Handbook (7^th Edition):

Battle, Wahtawah. “Archival offender records analysis: examining patient abuses in Tennessee.” 2019. Web. 15 Apr 2021.

Vancouver:

Battle W. Archival offender records analysis: examining patient abuses in Tennessee. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2019. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/608.

Council of Science Editors:

Battle W. Archival offender records analysis: examining patient abuses in Tennessee. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2019. Available from: https://scholar.utc.edu/theses/608

26. Tolbert, Matthew. The relationship between the flipped classroom and critical thinking, academic performance, student perceptions, and student evaluations in an introductory psychology course.

Degree: 2020, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/634

► For more than two centuries, traditional college instruction in America has relied upon the use of the lecture as the model for the college classroom… (more)

Subjects/Keywords: Active learning; Critical thinking; Flipped classrooms

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APA (6^th Edition):

Tolbert, M. (2020). The relationship between the flipped classroom and critical thinking, academic performance, student perceptions, and student evaluations in an introductory psychology course. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/634

Chicago Manual of Style (16^th Edition):

Tolbert, Matthew. “The relationship between the flipped classroom and critical thinking, academic performance, student perceptions, and student evaluations in an introductory psychology course.” 2020. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/634.

MLA Handbook (7^th Edition):

Tolbert, Matthew. “The relationship between the flipped classroom and critical thinking, academic performance, student perceptions, and student evaluations in an introductory psychology course.” 2020. Web. 15 Apr 2021.

Vancouver:

Tolbert M. The relationship between the flipped classroom and critical thinking, academic performance, student perceptions, and student evaluations in an introductory psychology course. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2020. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/634.

Council of Science Editors:

Tolbert M. The relationship between the flipped classroom and critical thinking, academic performance, student perceptions, and student evaluations in an introductory psychology course. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2020. Available from: https://scholar.utc.edu/theses/634

27. McPherson, Joyce. A mixed methods study of the relationship between dialogic inquiry and engagement in active learning Shakespeare education.

Degree: 2020, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/638

► This study evaluated the relationship between dialogic inquiry and student engagement within the context of active learning Shakespeare education. Active learning is a pedagogical framework… (more)

Subjects/Keywords: Active learning; Constructivism (Education); Shakespeare, William, 1564-1616 – Study and teaching

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APA (6^th Edition):

McPherson, J. (2020). A mixed methods study of the relationship between dialogic inquiry and engagement in active learning Shakespeare education. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/638

Chicago Manual of Style (16^th Edition):

McPherson, Joyce. “A mixed methods study of the relationship between dialogic inquiry and engagement in active learning Shakespeare education.” 2020. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/638.

MLA Handbook (7^th Edition):

McPherson, Joyce. “A mixed methods study of the relationship between dialogic inquiry and engagement in active learning Shakespeare education.” 2020. Web. 15 Apr 2021.

Vancouver:

McPherson J. A mixed methods study of the relationship between dialogic inquiry and engagement in active learning Shakespeare education. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2020. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/638.

Council of Science Editors:

McPherson J. A mixed methods study of the relationship between dialogic inquiry and engagement in active learning Shakespeare education. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2020. Available from: https://scholar.utc.edu/theses/638

28. Greear, Amy. Examining the effect of emergency assistance programs on student retention in rural community colleges.

Degree: 2020, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/635

► Community colleges are public educational institutions that are designed to meet students' educational and career goals in an affordable and accessible manner. While community colleges… (more)

Subjects/Keywords: Community college dropouts – Appalachian Region; Educational attainment – Appalachian Region; Community college students – Appalachian Region

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APA (6^th Edition):

Greear, A. (2020). Examining the effect of emergency assistance programs on student retention in rural community colleges. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/635

Chicago Manual of Style (16^th Edition):

Greear, Amy. “Examining the effect of emergency assistance programs on student retention in rural community colleges.” 2020. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/635.

MLA Handbook (7^th Edition):

Greear, Amy. “Examining the effect of emergency assistance programs on student retention in rural community colleges.” 2020. Web. 15 Apr 2021.

Vancouver:

Greear A. Examining the effect of emergency assistance programs on student retention in rural community colleges. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2020. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/635.

Council of Science Editors:

Greear A. Examining the effect of emergency assistance programs on student retention in rural community colleges. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2020. Available from: https://scholar.utc.edu/theses/635

29. Powell, Melissa C. Perceptions of a community-based cooking skills and nutrition education class.

Degree: 2020, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/637

► This dissertation examined the perceptions of a community-based cooking skills and nutrition education class that included an availability sample of adult learners who attended monthly… (more)

Subjects/Keywords: Adult students; Cooking – Study and teaching; Nutrition – Study and teaching

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APA (6^th Edition):

Powell, M. C. (2020). Perceptions of a community-based cooking skills and nutrition education class. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/637

Chicago Manual of Style (16^th Edition):

Powell, Melissa C. “Perceptions of a community-based cooking skills and nutrition education class.” 2020. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/637.

MLA Handbook (7^th Edition):

Powell, Melissa C. “Perceptions of a community-based cooking skills and nutrition education class.” 2020. Web. 15 Apr 2021.

Vancouver:

Powell MC. Perceptions of a community-based cooking skills and nutrition education class. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2020. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/637.

Council of Science Editors:

Powell MC. Perceptions of a community-based cooking skills and nutrition education class. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2020. Available from: https://scholar.utc.edu/theses/637

30. Hackathorne, Jessica. Examining the relationships between body motion gaming or mind-body practice and balance, cognition, and social engagement in community dwelling older adults.

Degree: 2020, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/636

► As the population ages, there exists a desire to stay active and in one’s own home. Institutionalization is required for some individuals, with the primary… (more)

▼ As the population ages, there exists a desire to stay active and in one’s own home. Institutionalization is required for some individuals, with the primary causes being falls, frailty, and cognitive decline. Body motion gaming systems and mind-body practices have been successfully utilized to address balance, cognition, and social engagement in different patient populations. This study was designed to investigate if similar benefits could be seen in healthy, community dwelling older adults. Eleven participants volunteered for the study. Pre, post, and one-month post assessments performed included the Berg Balance Scale, Functional Gait Assessment, 30-second Chair Stand Test, Montreal Cognitive Assessment, and Satisfaction with Life Scale. Participants were assigned into either a body motion gaming group, in which they played Wii Sports, or a mind body practice group, that used YouTube guided Tai Chi and yoga videos. Groups met two times per week for six weeks. Focus groups were conducted with all participants to assess perceived benefits, meaningfulness of the engaged occupation, and importance of small group participation. Although there were minimal statistically significant changes to the groups, multiple individuals made strong gains, including moving from fall risk scores on pretests to above cutoff levels. This was similar with cognitive scores. Qualitatively, individuals recognized progress not only in themselves, but also in their peers. They enjoyed the activities as well as their groups and felt accountable to one another to be present. After the conclusion of the study, some individuals started their own gaming group and another began attending community Tai Chi classes. The individuals from this study regularly cited the importance of remaining active and being part of groups for quality of life. The body motion gaming and mind-body practice provided an opportunity for not only improving balance and cognition by trying new activities, but also social engagement by participating with peers. Advisors/Committee Members: Crawford, Elizabeth K., Rausch, David W., Harbison, John W., Cruz, Elicia D., College of Health, Education, and Professional Studies.

Subjects/Keywords: Body-mind centering; Occupational therapy for older people; Video games

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APA (6^th Edition):

Hackathorne, J. (2020). Examining the relationships between body motion gaming or mind-body practice and balance, cognition, and social engagement in community dwelling older adults. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/636

Chicago Manual of Style (16^th Edition):

Hackathorne, Jessica. “Examining the relationships between body motion gaming or mind-body practice and balance, cognition, and social engagement in community dwelling older adults.” 2020. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/636.

MLA Handbook (7^th Edition):

Hackathorne, Jessica. “Examining the relationships between body motion gaming or mind-body practice and balance, cognition, and social engagement in community dwelling older adults.” 2020. Web. 15 Apr 2021.

Vancouver:

Hackathorne J. Examining the relationships between body motion gaming or mind-body practice and balance, cognition, and social engagement in community dwelling older adults. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2020. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/636.

Council of Science Editors:

Hackathorne J. Examining the relationships between body motion gaming or mind-body practice and balance, cognition, and social engagement in community dwelling older adults. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2020. Available from: https://scholar.utc.edu/theses/636

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Open Access Theses and Dissertations