+publisher:"University of Tennessee – Chattanooga" +contributor:("Rausch, David W.")

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 10, 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. 10 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 10]. 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 10, 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. 10 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 10]. 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 10, 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. 10 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 10]. 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. Hancock, Jody L. A comparative analysis of instructional techniques toward long-term positive ergonomics transformation for the early career sonographer.

Degree: 2014, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/139

► The past two decades have demonstrated sonographer work-related musculoskeletal disorder (WRMSD) rates between 80.0 to 90.4%. A surprising revelation made by sonographers was that educators… (more)

▼ The past two decades have demonstrated sonographer work-related musculoskeletal disorder (WRMSD) rates between 80.0 to 90.4%. A surprising revelation made by sonographers was that educators were not perceived as the primary providers of ergonomics instruction. For these reasons, a mixed methods study was performed, involving a causal-comparative component with a longitudinal perspective, a quasi-experimental element, and limited observations and interviews. The study followed four years of sonography graduates through the early career scan period, comparing transmissional, transactional, and transformational learning results. The study’s goal was to determine whether transformative ergonomics learning in a collaborative and reflective environment could demonstrate a significant difference in the reduction of negative scan habits associated with reported musculoskeletal disorders (MSDs), compared to transmissional and transactional learning. Testing revealed that a typical early career sonographer was unaware of the high percentage of musculoskeletal injuries (MSIs) in the field, nor readily perceived personal risks despite possessing knowledge of other injured sonographers. Nevertheless, nearly three-fourths of the study’s subjects described work-related MSD complaints before the five year career period, with shoulders, neck, wrist, and back areas being most common among both general and cardiac sonographers. Determining early scan risk behaviors that coincide with early pain reports and working toward preventative corrective actions may, in fact, reduce the likelihood of such future WRMSD complaints. Photoplethysmography (PPG) recordings during challenging maneuvers demonstrated additional benefit toward the reduction of negative scan behaviors; while transformational learning demonstrated significant benefit in both reducing negative scan behaviors and increasing positive behaviors. Transformational learners expressed more empowerment toward reducing personal risk susceptibility through collaborative recognition and corrective action planning measures. Transformational learners also cited positive attitudinal impact in peer collaboration, while demonstrating a noticeable change in MSI personal risk ratings at the conclusion of learning. The study also revealed that, despite ergonomics learning, early career sonographers did not respond as readily to corrective feedback until personally experiencing an MSI. However, transformational learners demonstrated much greater responsiveness to corrective feedback than did the other learning classifications. This higher transformational level of learning provided evidence toward reduction of WRMSDs among sonographers through responsiveness of corrective action planning. Advisors/Committee Members: Rausch, David W., Hinsdale, Bernard, Ellis, Jennifer T., Toreno, Felicia, College of Health, Education, and Professional Studies.

Subjects/Keywords: Work – Physiological aspects; Human engineering; Musculoskelatal system – Wounds and injuries; Occupational diseases – Prevention

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APA (6^th Edition):

Hancock, J. L. (2014). A comparative analysis of instructional techniques toward long-term positive ergonomics transformation for the early career sonographer. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/139

Chicago Manual of Style (16^th Edition):

Hancock, Jody L. “A comparative analysis of instructional techniques toward long-term positive ergonomics transformation for the early career sonographer.” 2014. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 10, 2021. https://scholar.utc.edu/theses/139.

MLA Handbook (7^th Edition):

Hancock, Jody L. “A comparative analysis of instructional techniques toward long-term positive ergonomics transformation for the early career sonographer.” 2014. Web. 10 Apr 2021.

Vancouver:

Hancock JL. A comparative analysis of instructional techniques toward long-term positive ergonomics transformation for the early career sonographer. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2014. [cited 2021 Apr 10]. Available from: https://scholar.utc.edu/theses/139.

Council of Science Editors:

Hancock JL. A comparative analysis of instructional techniques toward long-term positive ergonomics transformation for the early career sonographer. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/139

5. 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 10, 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. 10 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 10]. 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

6. Brock, Kathleen Patrice. A multicase study analysis of the intersection of institutional and state policy and educational innovation.

Degree: 2013, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/203

► American higher education institutions, specifically public universities and colleges, have reached a key point in their histories and it is within this moment that these… (more)

▼ American higher education institutions, specifically public universities and colleges, have reached a key point in their histories and it is within this moment that these institutions must transform operations, deliver education in new ways, and demonstrate unquestionable social and economic impact. Universities and colleges must increase productivity and find new ways to lower costs, increase efficiencies, and improve quality while delivering education to a greater mass of people over a shortened period of time. “A Multicase Study Analysis of the Intersection of Institutional and State Policy and Educational Innovation” investigates the means by which public research institutions are attempting to address these pressures with technology-enhanced innovations, combined with supportive policies and effective business models. This research provides stakeholders with a greater understanding of the processes involved in innovation adoption, as well as the social, economic, and policy contexts of operation. The researcher conducted a qualitative analysis of three institutional case studies, the Ohio State University, the University of Michigan, and the University of Texas at Austin, guided by research questions focused on how public research institutions and states develop policies to address higher education productivity challenges, the types of policies or policy amendments public research institutions and states adopt to address higher education productivity challenges, and how successful and failed educational innovations intersect with institutional and state policies. To generate the case studies, the researcher interviewed institutional leaders, staff, and faculty on each campus. The research finds that the on-campus technological innovations are changing the higher education landscape regularly and quickly. The three institutions studied are navigating such changes through negotiated modernist and postmodernist approaches to institutional advancement and transformation. These institutions are stretching beyond their traditional policies and paradigms in order to be a part of the discovery process, sometimes voluntarily and sometimes as a concession for internal and external stakeholder pressure. The qualitative design of this study provides readers and researchers with an understanding of the institutional ecosystems and thereby establishes a foundation for future research focused on various dimensions of higher education policy and practice. Advisors/Committee Members: Rausch, David W., Miller, Ted L., Rutledge, Valerie C., Rhoda, Richard, College of Health, Education, and Professional Studies.

Subjects/Keywords: Education, Higher – Aims and objectives; Education, Higher – Economic aspects; Universities and colleges – Business management; Educational accountability

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APA (6^th Edition):

Brock, K. P. (2013). A multicase study analysis of the intersection of institutional and state policy and educational innovation. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/203

Chicago Manual of Style (16^th Edition):

Brock, Kathleen Patrice. “A multicase study analysis of the intersection of institutional and state policy and educational innovation.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 10, 2021. https://scholar.utc.edu/theses/203.

MLA Handbook (7^th Edition):

Brock, Kathleen Patrice. “A multicase study analysis of the intersection of institutional and state policy and educational innovation.” 2013. Web. 10 Apr 2021.

Vancouver:

Brock KP. A multicase study analysis of the intersection of institutional and state policy and educational innovation. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Apr 10]. Available from: https://scholar.utc.edu/theses/203.

Council of Science Editors:

Brock KP. A multicase study analysis of the intersection of institutional and state policy and educational innovation. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/203

7. 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 10, 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. 10 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 10]. 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

8. 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 10, 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. 10 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 10]. 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

9. 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 10, 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. 10 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 10]. 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

10. 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 10, 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. 10 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 10]. 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

11. 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 10, 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. 10 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 10]. 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

12. 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 10, 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. 10 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 10]. 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

13. Cooper, Eleanor McCallie. Citizens changing ideas into action: a phenomenological study of community learning.

Degree: 2013, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/236

► This phenomenological study defines and explores the concept of community learning as a driver of economic and social change. Community learning refers to the creation… (more)

Subjects/Keywords: Community development – Tennessee – Chattanooga

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APA (6^th Edition):

Cooper, E. M. (2013). Citizens changing ideas into action: a phenomenological study of community learning. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/236

Chicago Manual of Style (16^th Edition):

Cooper, Eleanor McCallie. “Citizens changing ideas into action: a phenomenological study of community learning.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 10, 2021. https://scholar.utc.edu/theses/236.

MLA Handbook (7^th Edition):

Cooper, Eleanor McCallie. “Citizens changing ideas into action: a phenomenological study of community learning.” 2013. Web. 10 Apr 2021.

Vancouver:

Cooper EM. Citizens changing ideas into action: a phenomenological study of community learning. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Apr 10]. Available from: https://scholar.utc.edu/theses/236.

Council of Science Editors:

Cooper EM. Citizens changing ideas into action: a phenomenological study of community learning. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/236

14. 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 10, 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. 10 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 10]. 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

15. Yother, Ronald Joseph. The impact of specialized treatment on the empathy levels of urban, low-income, third and fourth grade elementary school students.

Degree: 2013, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/428

► This study examined the impact of specialized treatment on the empathy levels of urban, low-income, middle-aged elementary school students who attend a local neighborhood school.… (more)

▼ This study examined the impact of specialized treatment on the empathy levels of urban, low-income, middle-aged elementary school students who attend a local neighborhood school. The data set consisted of the pre and posttest scores of 99 students who attend a single, small, urban, district school in a system of approximately 21,032 other elementary school students. The first of three research questions asked whether self-reported levels of empathy can be altered across the various experimental treatments (new clothes and empathy training) imposed during the study. One-way analysis of variance (ANOVA) and Tukey post hoc comparisons for the pre and posttests demonstrated significant differences between the scores of students who received empathy training and students who did not receive empathy training. Effect sizes were quite large thus indicating a difference not only exceeding chance, but also of practical value in application. The second research question asked if teachers would report noticeable differences in the empathetic behavior of students who received the experimental treatments designed to increase empathy in the study. To answer this question a focus group interview was conducted with teachers of the students who participated in the study. According to the teachers, a difference was observed in the empathy levels of some study participants. The third research question asked if program facilitators would report differences in the empathetic behavior of students who received the experimental treatments designed to increase empathy in the study. To answer this question, a second focus group interview was conducted with the adults who facilitated the empathy training at the school. The facilitators also reported differences in the empathetic behaviors of the some of the study participants. Results indicate at least the temporary mutability of self-perceived empathy in response to training in students at risk to develop appropriate levels of empathy. Study findings are discussed in terms of implications of the results, possible flaws in the study, and projections for future research and program implementation. Advisors/Committee Members: Miller, Ted L., Freeman, John, Rutledge, Valerie, Rausch, David W., O'Brien, Elizabeth, College of Health, Education, and Professional Studies.

Subjects/Keywords: Empathy

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APA (6^th Edition):

Yother, R. J. (2013). The impact of specialized treatment on the empathy levels of urban, low-income, third and fourth grade elementary school students. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/428

Chicago Manual of Style (16^th Edition):

Yother, Ronald Joseph. “The impact of specialized treatment on the empathy levels of urban, low-income, third and fourth grade elementary school students.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 10, 2021. https://scholar.utc.edu/theses/428.

MLA Handbook (7^th Edition):

Yother, Ronald Joseph. “The impact of specialized treatment on the empathy levels of urban, low-income, third and fourth grade elementary school students.” 2013. Web. 10 Apr 2021.

Vancouver:

Yother RJ. The impact of specialized treatment on the empathy levels of urban, low-income, third and fourth grade elementary school students. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Apr 10]. Available from: https://scholar.utc.edu/theses/428.

Council of Science Editors:

Yother RJ. The impact of specialized treatment on the empathy levels of urban, low-income, third and fourth grade elementary school students. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/428

16. Cartmell, Brandy Mallory. The relationship between freshmen student retention and use of an online parent portal.

Degree: 2014, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/143

► Bachelor degree attainment in Tennessee is lower than the national average, which can have a dramatic impact on the quality of life for Tennesseans. Postsecondary… (more)

▼ Bachelor degree attainment in Tennessee is lower than the national average, which can have a dramatic impact on the quality of life for Tennesseans. Postsecondary institutions have been tasked with increasing the number of students who graduate, and this begins with retention of students. Retention of first-year students is a puzzle for institutions, however, the importance of retention cannot be minimized. The University of Tennessee at Martin has implemented an online Parent Portal to intentionally support the assistance of parents in increasing student success and retention. A stratified random sample of 300 freshman-level students who began during the 2012-2013 academic year was analyzed. Specifically, three separate chi-square tests were conducted to explore for relationships between retention and use of the Parent Portal. In addition, a chi-square test was analyzed to determine if a relationship existed between parents who accessed the Parent Portal and the students who took advantage of academic support services. An ANOVA was used to investigate differences in end-of-year grade-point averages, grouped by the number of times a parent accessed the portal. The final test conducted during this research study was a point-biserial correlation analysis. This test was used to investigate the relationship between a student’s academic ability, as measured by ACT composite score, and the likelihood that a parent would access the Parent Portal. Two significant findings were revealed. First, the end-of-year GPA was highest for students whose parents accessed the portal between one and five times, but lowest for students whose parents did not have access. In addition, the data showed a significant difference between the retention rates of students whose parents did not have access to the Parent Portal and those students whose parents accessed it. These findings provide support for continuing to develop balanced parent initiatives that encourage involvement, while helping students to become self-sufficient and independent. Recommendations for further research are suggested in the areas of effective parent programming, how to best educate parents about the benefits of students using academic support services, and the effective use of multiple communication channels based on other demographics not considered in this study. Advisors/Committee Members: Rausch, David W., Crawford, Elizabeth, Hinsdale, Bernard, McCullough, Desiree A., College of Health, Education, and Professional Studies.

Subjects/Keywords: Education, Higher – Parent participation; College freshmen; Prediction of scholastic success; Academic achievement; College students – Family relationships

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APA (6^th Edition):

Cartmell, B. M. (2014). The relationship between freshmen student retention and use of an online parent portal. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/143

Chicago Manual of Style (16^th Edition):

Cartmell, Brandy Mallory. “The relationship between freshmen student retention and use of an online parent portal.” 2014. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 10, 2021. https://scholar.utc.edu/theses/143.

MLA Handbook (7^th Edition):

Cartmell, Brandy Mallory. “The relationship between freshmen student retention and use of an online parent portal.” 2014. Web. 10 Apr 2021.

Vancouver:

Cartmell BM. The relationship between freshmen student retention and use of an online parent portal. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2014. [cited 2021 Apr 10]. Available from: https://scholar.utc.edu/theses/143.

Council of Science Editors:

Cartmell BM. The relationship between freshmen student retention and use of an online parent portal. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/143

17. 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 10, 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. 10 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 10]. 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

18. 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 10, 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. 10 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 10]. 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

19. 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 10, 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. 10 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 10]. 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

20. 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 10, 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. 10 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 10]. 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

21. 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 10, 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. 10 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 10]. 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

22. 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 10, 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. 10 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 10]. 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

23. Thacker, Kathy O. Graduation rates: a comparison of college graduation success rates of dual enrollment versus non-dual enrollment students in the community college.

Degree: 2014, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/101

► Dual enrollment programs are designed to offer students academic opportunities and college access, along with the potential to decrease the amount of time it takes… (more)

▼ Dual enrollment programs are designed to offer students academic opportunities and college access, along with the potential to decrease the amount of time it takes to complete a college degree and to lower the cost of college. This study was a comparison of college success rates for dual enrolled and non-dual enrolled students at a community college. The research study compared graduation success rate data from four consecutive years of high school graduates through the completion of their associate degrees. Five research questions were assessed. RQ1: Was there a statistical difference in the percentage of dual enrollment participants attending the target community college and those dual enrollment participants who did not attend the target community college? RQ2: Was there a statistical difference in the college graduation success rate of students who graduated from high school with earned college credit through dual enrollment and those students who graduated from high school without earned college credit through dual enrollment at the community college? RQ3: Was there a statistical difference in the percentage of student retention from first and second year of college for dual enrolled versus non-dual enrolled students? RQ4: Was there a statistical difference in the number of dual enrolled and non-dual enrolled students who graduated within three years? RQ5: Was there a statistical difference in the speed of completion of dual enrolled and non-dual enrolled students completing an associate degree within three years of their entry into college as a full-time freshman? Findings revealed that dual enrolled students in the study were more likely to complete degrees, retention was more likely for dual enrolled students, and students who had been dual enrolled in high school were more likely to graduate within the 3-years after high school graduation. Finally, this study concluded that dual enrolled students graduated at a greater speed of completion than did non-dual enrolled students. Advisors/Committee Members: Rausch, David W., Crawford, Beth K., Rutledge, Valerie C., Graybeal, Susan E., College of Health, Education, and Professional Studies.

Subjects/Keywords: Dual enrollement; Community colleges; Education; Secondary

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APA (6^th Edition):

Thacker, K. O. (2014). Graduation rates: a comparison of college graduation success rates of dual enrollment versus non-dual enrollment students in the community college. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/101

Chicago Manual of Style (16^th Edition):

Thacker, Kathy O. “Graduation rates: a comparison of college graduation success rates of dual enrollment versus non-dual enrollment students in the community college.” 2014. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 10, 2021. https://scholar.utc.edu/theses/101.

MLA Handbook (7^th Edition):

Thacker, Kathy O. “Graduation rates: a comparison of college graduation success rates of dual enrollment versus non-dual enrollment students in the community college.” 2014. Web. 10 Apr 2021.

Vancouver:

Thacker KO. Graduation rates: a comparison of college graduation success rates of dual enrollment versus non-dual enrollment students in the community college. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2014. [cited 2021 Apr 10]. Available from: https://scholar.utc.edu/theses/101.

Council of Science Editors:

Thacker KO. Graduation rates: a comparison of college graduation success rates of dual enrollment versus non-dual enrollment students in the community college. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/101

24. 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 10, 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. 10 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 10]. 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

25. 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 10, 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. 10 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 10]. 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

26. 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 10, 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. 10 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 10]. 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

27. Caldwell, Janethia Michelle. Going where students are: comparing faculty and student uses and perceptions of social networking in higher education.

Degree: 2015, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/158

► Often in education, the phrase “meet students where they are” is used as an approach to meet ever-changing needs of students. As the popularity of… (more)

▼ Often in education, the phrase “meet students where they are” is used as an approach to meet ever-changing needs of students. As the popularity of social networking increases, specifically among college students, the question arises: should colleges and universities utilize social networking sites (SNS) as a supplemental educational tool? This study explored this question by using survey items based on Rogers’ (2003) Diffusion of Innovation attributes to compare faculty and students’ current rate of adoption of using SNSs and their perceptions of the advantages and disadvantages of using them as tools to enhance teaching and learning. The population consisted of School of Education faculty and students at a small, southern university. Quantitative data (from a Likert-scale survey) and qualitative data (from open-ended survey questions, a student focus group, and faculty interviews) revealed that less than half of faculty and most students are open to the notion of using SNSs for educational purposes. For faculty adopters, perceptions of the innovation-attribute constructs of compatibility, complexity, and observability were not significantly different from the perceptions of nonadopters, but relative advantage and trialability were significantly different between adopters and nonadopters. These results indicate that only the constructs of relative advantage and trialability, as described by Rogers (2003), helped determine faculty adoption decisions. For student adopter and nonadopter groups, results were not significantly different for perceptions of trialability, but they were different for perceptions of relative advantage, compatibility, complexity, and observability. Thus, results indicate that all innovation attributes described by Rogers (2003) except trialability contributed to students’ adoption decisions. This study also discovered the faculty and students’ perceived benefits (i.e., communication and online discussion) and disadvantages (i.e., privacy, confidentiality, and distraction issues) of using SNSs in education. The study concluded that less than half of faculty’s and most students’ willingness to adopt SNSs for educational purposes is tempered by their concerns about privacy and confidentiality. Advisors/Committee Members: Bernard, Hinsdale, Ellis, Jennifer T., Rausch, David W., Roblyer, M. D., College of Health, Education, and Professional Studies.

Subjects/Keywords: Online social networks; Internet in higher education; Social media; Educational technology; Teaching – Methodology; Education – Study and teaching

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APA (6^th Edition):

Caldwell, J. M. (2015). Going where students are: comparing faculty and student uses and perceptions of social networking in higher education. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/158

Chicago Manual of Style (16^th Edition):

Caldwell, Janethia Michelle. “Going where students are: comparing faculty and student uses and perceptions of social networking in higher education.” 2015. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 10, 2021. https://scholar.utc.edu/theses/158.

MLA Handbook (7^th Edition):

Caldwell, Janethia Michelle. “Going where students are: comparing faculty and student uses and perceptions of social networking in higher education.” 2015. Web. 10 Apr 2021.

Vancouver:

Caldwell JM. Going where students are: comparing faculty and student uses and perceptions of social networking in higher education. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2015. [cited 2021 Apr 10]. Available from: https://scholar.utc.edu/theses/158.

Council of Science Editors:

Caldwell JM. Going where students are: comparing faculty and student uses and perceptions of social networking in higher education. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2015. Available from: https://scholar.utc.edu/theses/158

28. Cooper, Reginald. Impact of membership in black greek letter organizations on student learning outcomes.

Degree: 2018, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/568

► This study examined the perceived relevance of Black Greek Letter Organizations (BGLOs) through the perspectives of the undergraduate student populations at four target universities located… (more)

▼ This study examined the perceived relevance of Black Greek Letter Organizations (BGLOs) through the perspectives of the undergraduate student populations at four target universities located in the State of Tennessee. This study also compared student learning outcomes of African American students who were members of BGLOs against African American students who did not belong to BGLOs Three research questions were addressed in this study: (1) Is there a significant difference in the self-reported GPAs of African-American students who are members of BGLOs versus those who are not members of BGLOs? (2) Is there a significant difference in student perceptions of the relevance of BGLOs based on the following variables? campus location, GPA category, class standing, ethnicity, status, gender, Greek affiliation, and type of institution (i.e. historically black colleges and universities (HBCUs) or predominantly white institutions (PWIs)? (3) For those students who are members of a fraternity or sorority, is there a significant difference in their perceptions of the relevance of BGLOs based on the organization’s governing council? A researcher-developed instrument was used to measure student perceptions on five scales. In terms of BGLOs and academic integration, the Pearson Chi-square test found no significant difference in academic performance for Blacks students with membership in BGLOs and Black students without membership in BGLOs. For social integration, results of the ANOVA and t-test used for questions 2 and 3 suggested the following: (a) Students with lower self-reported GPAs were more likely to have favorable perceptions of BGLOs than students with higher self-reported GPAs, (b) Black students were more likely to have favorable perceptions of BGLO’s leadership on campus, engagement in the community and overall relevance, than White students and students classified as “Other,” (c) part-time students were more likely to have favorable perceptions of BGLO’s leadership on campus and overall relevance, than full time students, (d) female students were more likely to have favorable perceptions of BGLO’s leadership on campus, engagement in the community and overall relevance, than male students and (e) Students enrolled at HBCUs were more likely to have favorable perceptions of BGLO’s leadership on campus than students enrolled at PWIs. Advisors/Committee Members: Bernard, Hinsdale, Rausch, David W., Anderson, Deanna, O'Leary, Brian J., College of Health, Education, and Professional Studies.

Subjects/Keywords: African American Greek letter societies; African American college students – Conduct of life

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APA (6^th Edition):

Cooper, R. (2018). Impact of membership in black greek letter organizations on student learning outcomes. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/568

Chicago Manual of Style (16^th Edition):

Cooper, Reginald. “Impact of membership in black greek letter organizations on student learning outcomes.” 2018. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 10, 2021. https://scholar.utc.edu/theses/568.

MLA Handbook (7^th Edition):

Cooper, Reginald. “Impact of membership in black greek letter organizations on student learning outcomes.” 2018. Web. 10 Apr 2021.

Vancouver:

Cooper R. Impact of membership in black greek letter organizations on student learning outcomes. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2018. [cited 2021 Apr 10]. Available from: https://scholar.utc.edu/theses/568.

Council of Science Editors:

Cooper R. Impact of membership in black greek letter organizations on student learning outcomes. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/568

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

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 10, 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. 10 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 10]. 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

30. 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

Record Details Similar Records Cite « Share

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

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 10, 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. 10 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 10]. 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

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