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

1. Jaynes, Michael J. A causal comparative investigation into transactional versus transformational instructional delivery style in two freshman-level humanities courses at a Southeastern American university.

Degree: 2014, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/136

► The purpose of the study was to utilize a causal comparative approach to compare two contrasting instructional delivery styles to determine if there was any… (more)

▼ The purpose of the study was to utilize a causal comparative approach to compare two contrasting instructional delivery styles to determine if there was any difference in final grade outcome between students whose instructors used transactional instructional delivery techniques and students whose instructors used transformational instructional delivery techniques in two lower division undergraduate humanities courses at a southeastern university. A secondary purpose of the study was to investigate the relationship between instructional delivery style and student perception of teacher effectiveness. The primary researcher also examined if student assessment and teacher self-assessment of teacher delivery style would align. The research questions were (1) Is there a statistically significant difference between a transformational instructional delivery style and a transactional one relevant to final course grade? (2) Is there a statistically significant difference between a transformational instructional delivery style and a transactional one relevant to student perception of teacher effectiveness? (3) Will the proportions of the level of agreement to disagreement between faculty self-ratings and student assessment of faculty style differ between the two styles? During spring 2014, participating instructors' instructional delivery styles were triangulated by utilizing (1) a researcher-developed self-rating survey the instructors completed, (2) qualitative interviews with the primary researcher, who interpreted the instructors' instructional delivery styles from his point of view, and (3) a student-completed survey in which they rated the frequency of their instructors' more transformational and more transactional behaviors in the classroom. Using independent-samples t-tests and the Mann-Whitney U nonparametric test statistic, it was determined that instructional delivery style did have an effect on both final course grade and perceived teacher effectiveness, and furthermore, that a more transactional style was more effective in both cases. Utilizing the chi-square test statistic, it was determined that the proportions of the levels of agreement and disagreement between faculty self-rating and student assessment of faculty instructional delivery style differed between the two instructional delivery styles. It appears that instructional delivery style does have an effect on course outcomes, and close reflective study of how literature instructors teach what they teach may have a powerful effect on student outcomes. Advisors/Committee Members: Rausch, David, Hinsdale, Bernard, Crawford, Elizabeth, O'Brien, Elizabeth, College of Health, Education, and Professional Studies.

Subjects/Keywords: College teaching; Effective teaching; Literature – Study and teaching; Student evaluation of teachers

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APA (6^th Edition):

Jaynes, M. J. (2014). A causal comparative investigation into transactional versus transformational instructional delivery style in two freshman-level humanities courses at a Southeastern American university. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/136

Chicago Manual of Style (16^th Edition):

Jaynes, Michael J. “A causal comparative investigation into transactional versus transformational instructional delivery style in two freshman-level humanities courses at a Southeastern American university.” 2014. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 07, 2021. https://scholar.utc.edu/theses/136.

MLA Handbook (7^th Edition):

Jaynes, Michael J. “A causal comparative investigation into transactional versus transformational instructional delivery style in two freshman-level humanities courses at a Southeastern American university.” 2014. Web. 07 Mar 2021.

Vancouver:

Jaynes MJ. A causal comparative investigation into transactional versus transformational instructional delivery style in two freshman-level humanities courses at a Southeastern American university. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2014. [cited 2021 Mar 07]. Available from: https://scholar.utc.edu/theses/136.

Council of Science Editors:

Jaynes MJ. A causal comparative investigation into transactional versus transformational instructional delivery style in two freshman-level humanities courses at a Southeastern American university. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/136

2. Witty, James Vince. Tennessee practitioner perceptions of the construct, content, and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming for use as an evaluation instrument.

Degree: 2011, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/48

► This dissertation explored Tennessee practitioner perceptions of the construct, content and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming (Exemplary Practices) for… (more)

▼ This dissertation explored Tennessee practitioner perceptions of the construct, content and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming (Exemplary Practices) for use as an evaluation instrument (National Alternative Education Association, 2009). The general purposes of this study were to (1) examine the legitimacy of the ten constructs (i.e., standards) and corresponding content (i.e., indicators of success) of best practice as presented in the Exemplary Practices and (2) investigate the utility of the Exemplary Practices when transformed into an evaluation instrument for alternative schools and programs. The study entailed a two-phased sequential, mixed-model research design (Cameron, 2009). Phase One involved a concurrent embedded strategy (Creswell, 2009) to obtain quantitative and qualitative data related to the constructs and content found in the Exemplary Practices. With the exception of four indicators, findings provide evidence of construct and content validity as perceived by Tennessee practitioners. Phase Two involved a sequential, explanatory research strategy (Creswell, 2009) aimed at collecting data related to the utility of the Exemplary Practices when transformed into an evaluation instrument. Findings indicate that the majority of constructs and content were not observable during utility testing. Additionally, findings point to the need for enhancements to the instrument. During utility testing, simple observations were not enough to fully ascertain whether or not the alternative school or program was implementing the Exemplary Practices with fidelity. Research participants overwhelming noted that the evaluation instrument should incorporate evidence categories for observations, interviews and artifacts. Following Phase One and Phase Two of the study, the researcher developed an evaluation instrument for designing, delivering, evaluating and improving alternative education programming. The instrument was constructed from the Exemplary Practices but adapted based upon practitioner perceptions of construct and content validity, as well as overall utility. The culminating evaluation instrument is presented as a product of the research study. Advisors/Committee Members: Freeman, John, Rausch, David, Rutledge, Valerie, College of Health, Education, and Professional Studies.

Subjects/Keywords: Schools – Evaluation

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APA (6^th Edition):

Witty, J. V. (2011). Tennessee practitioner perceptions of the construct, content, and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming for use as an evaluation instrument. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/48

Chicago Manual of Style (16^th Edition):

Witty, James Vince. “Tennessee practitioner perceptions of the construct, content, and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming for use as an evaluation instrument.” 2011. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 07, 2021. https://scholar.utc.edu/theses/48.

MLA Handbook (7^th Edition):

Witty, James Vince. “Tennessee practitioner perceptions of the construct, content, and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming for use as an evaluation instrument.” 2011. Web. 07 Mar 2021.

Vancouver:

Witty JV. Tennessee practitioner perceptions of the construct, content, and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming for use as an evaluation instrument. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2011. [cited 2021 Mar 07]. Available from: https://scholar.utc.edu/theses/48.

Council of Science Editors:

Witty JV. Tennessee practitioner perceptions of the construct, content, and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming for use as an evaluation instrument. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2011. Available from: https://scholar.utc.edu/theses/48

3. Sallee, Amy. Building meaningful relationships and enhancing teacher efficacy: a study of the quality of the leader follower relationship and its impact on teacher efficacy.

Degree: 2014, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/102

► This mixed methods study sought to quantitatively assess any correlational relationship between the independent variable (principal-teacher relationship) and the dependent variable (teacher efficacy), and it… (more)

▼ This mixed methods study sought to quantitatively assess any correlational relationship between the independent variable (principal-teacher relationship) and the dependent variable (teacher efficacy), and it also sought to qualitatively identify and address themes in order to determine their relative strengths for describing how principals promote high-quality relationships and increase teacher efficacy. Relationships between leader-follower relationship and selected demographic variables were also explored. A total of 165 teachers from a rural school district in southwest Virginia participated in the study by responding to questions via an online questionnaire administered by Qualtrics. Teachers were asked to consider their relationship with only the school principal when answering the questionnaire. The study addressed the following research questions: Is there a significant relationship between follower perceptions of the quality of the leader-follower relationship and teacher efficacy? Is the perception of the leader-follower relationship influenced by school level, teacher’s time with current leader, teacher’s years of experience, size of school based on enrollment, gender of teacher, principal years of experience, and gender of principal? What themes are characteristic of high-quality relationships as perceived by teachers? Pearson r correlation results indicated that while the relationship between the perception of the quality of the leader-follower relationship and teacher efficacy was positive, the strength of the relationship was definite, but weak. The results of the perception of the quality of the leader-follower relationship based on school level, teachers’ time with current leader, size of school, gender of teacher, teacher’s years of experience, principal’s years of experience, and gender of principal revealed significant results only on the variable of teacher’s years of experience. The qualitative results revealed five themes that principals could utilize to promote high-quality relationships and enhance teacher efficacy. Those themes include: communication, support and encouragement, visible involvement, professionalism and respect, and promoting teachers as professionals. Advisors/Committee Members: Hinsdale, Bernard, Rausch, David, Carter, Pamala, Crawford, Elizabeth, College of Health, Education, and Professional Studies.

Subjects/Keywords: Teacher-principal relationships; Teachers – Attitudes; School principals

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APA (6^th Edition):

Sallee, A. (2014). Building meaningful relationships and enhancing teacher efficacy: a study of the quality of the leader follower relationship and its impact on teacher efficacy. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/102

Chicago Manual of Style (16^th Edition):

Sallee, Amy. “Building meaningful relationships and enhancing teacher efficacy: a study of the quality of the leader follower relationship and its impact on teacher efficacy.” 2014. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 07, 2021. https://scholar.utc.edu/theses/102.

MLA Handbook (7^th Edition):

Sallee, Amy. “Building meaningful relationships and enhancing teacher efficacy: a study of the quality of the leader follower relationship and its impact on teacher efficacy.” 2014. Web. 07 Mar 2021.

Vancouver:

Sallee A. Building meaningful relationships and enhancing teacher efficacy: a study of the quality of the leader follower relationship and its impact on teacher efficacy. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2014. [cited 2021 Mar 07]. Available from: https://scholar.utc.edu/theses/102.

Council of Science Editors:

Sallee A. Building meaningful relationships and enhancing teacher efficacy: a study of the quality of the leader follower relationship and its impact on teacher efficacy. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/102

4. Carson, Elaine Hendricks. Self-directed learning and academic achievement in secondary online students.

Degree: 2012, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/11

► This study examined attributes of self-directed learning (SDL) in students, grades 8 through 12, taking online courses through a state-wide online program in the Southeastern… (more)

▼ This study examined attributes of self-directed learning (SDL) in students, grades 8 through 12, taking online courses through a state-wide online program in the Southeastern United States. The study investigated whether distinct latent classes of SDL exist; whether there was a significant difference in SDL according to gender, ethnicity, and grade level; and whether significantly different online course completion, online final grade, or GPA were associated with SDL class membership. Existing data from 780 enrollments included masked demographic and achievement data, and responses to the 12-item Self-directed Learning Inventory (SDLI) with responses based on a five-point Likert scale. The SDLI used in this study was modified from the original 10-item version (Lounsbury, Levy, Park, Gibson, & Smith, 2009). Psychometric analysis based on item response theory resulted in selection of nine items from the original SDLI and one of the new items to generate measures of SDL from the item responses. SDL scale score calculations based on Samejima’s (1969) graded response model were used in latent class analysis resulting in the three latent class model for SDL used in subsequent statistical analyses when addressing the research questions. Results of inferential statistics support the premise that statistically different latent classes of SDL do exist within the population of online secondary students, and that there is a correlation between self-directed learning and academic achievement. Results of this analysis indicate that there is no significant difference in SDL according to gender or ethnicity. While SDL is statistically different by grade level, the effect size is very small. The completion of online courses associated with self-directed learning class membership was significantly different by SDL class membership. Although there was a significant difference in academic achievement as expressed by final online course grades, the effect size indicated no practical significance. There was also a significant difference in academic achievement as expressed by GPA. This result may lend itself to practical application for online secondary schools. Recommendations for further study included repetition of the study with urban students and over several terms. Advisors/Committee Members: Freeman, John, Rausch, David, Hinsdale, Bernard, Park, Soo-Hee, College of Health, Education, and Professional Studies.

Subjects/Keywords: Academic achievement; Distance education students; Education; Secondary; Self-culture

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APA (6^th Edition):

Carson, E. H. (2012). Self-directed learning and academic achievement in secondary online students. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/11

Chicago Manual of Style (16^th Edition):

Carson, Elaine Hendricks. “Self-directed learning and academic achievement in secondary online students.” 2012. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 07, 2021. https://scholar.utc.edu/theses/11.

MLA Handbook (7^th Edition):

Carson, Elaine Hendricks. “Self-directed learning and academic achievement in secondary online students.” 2012. Web. 07 Mar 2021.

Vancouver:

Carson EH. Self-directed learning and academic achievement in secondary online students. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2012. [cited 2021 Mar 07]. Available from: https://scholar.utc.edu/theses/11.

Council of Science Editors:

Carson EH. Self-directed learning and academic achievement in secondary online students. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2012. Available from: https://scholar.utc.edu/theses/11

5. Mook, Dalton Elder. Organizational settings and profiles of servant leadership.

Degree: 2012, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/91

► This study sought to determine the perception of servant leadership in business-model organizational settings and to assess the potential significance between servant leadership perception and… (more)

Subjects/Keywords: Leadership; Leadership – Moral and ethical aspects

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APA (6^th Edition):

Mook, D. E. (2012). Organizational settings and profiles of servant leadership. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/91

Chicago Manual of Style (16^th Edition):

Mook, Dalton Elder. “Organizational settings and profiles of servant leadership.” 2012. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 07, 2021. https://scholar.utc.edu/theses/91.

MLA Handbook (7^th Edition):

Mook, Dalton Elder. “Organizational settings and profiles of servant leadership.” 2012. Web. 07 Mar 2021.

Vancouver:

Mook DE. Organizational settings and profiles of servant leadership. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2012. [cited 2021 Mar 07]. Available from: https://scholar.utc.edu/theses/91.

Council of Science Editors:

Mook DE. Organizational settings and profiles of servant leadership. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2012. Available from: https://scholar.utc.edu/theses/91

6. Legg, Lisa Dianne. From healthcare provider to healthcare educator: strategies for effective transition.

Degree: 2011, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/46

► This study attempted to identify effective strategies for healthcare providers transitioning into educational leadership roles. The study employed a mixed method research design. The population… (more)

▼ This study attempted to identify effective strategies for healthcare providers transitioning into educational leadership roles. The study employed a mixed method research design. The population was selected from colleges and universities, nationally, which sponsored selected healthcare training programs. Healthcare faculty were chosen to participate based on the following criteria: (a) their respective institution was regionally accredited and healthcare program accredited by the appropriate specialty agency, (b) their respective institution was of a college or university status, and (c) their respective institution sponsored five or more of the selected healthcare training programs. Via an online questionnaire, quantitative and qualitative data were collected. Results showed that healthcare educators transitioned into their positions based on their devotion to their profession/desire to promote it and the satisfaction they received through teaching. These two factors also influenced healthcare educators‘ decisions to remain in academia long term. Data demonstrated that clinical work and academic experiences, previous theoretical educational training, and support from colleagues were the most helpful components of their transition into education. Factors which hindered the transition from healthcare to education included an insufficient background in educational theory/practice, lack of mentoring, lack of orientation, and excessive workload. New healthcare educators explained that they were least prepared for activities such as student assessment, instructional design/delivery, administrative responsibilities, counseling/advising, learning environment management, and dealing with conflict. Data revealed that new healthcare faculty were provided with mentoring opportunities, college in-service activities, and general orientation sessions; however, data further revealed that the educators believed better mentoring, additional educational courses, and more thorough orientation would have been more beneficial during their transition. Effective healthcare educators were described as being prepared with the appropriate level of knowledge/skill, demonstrating excellent communication skills, being sensitive/responsive to students‘ needs, exhibiting professional behavior, and being motivated. Implications of this study related to recruitment of appropriate individuals who would remain in education long term, and thus could (a) improve the competence and success of students, (b) improve patient care, and (c) alleviate the healthcare educator shortage. Advisors/Committee Members: Petzko, Vicki N., Bernard, Hinsdale, Rausch, David, Gorman, Tanya, College of Health, Education, and Professional Studies.

Subjects/Keywords: Health education

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APA (6^th Edition):

Legg, L. D. (2011). From healthcare provider to healthcare educator: strategies for effective transition. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/46

Chicago Manual of Style (16^th Edition):

Legg, Lisa Dianne. “From healthcare provider to healthcare educator: strategies for effective transition.” 2011. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 07, 2021. https://scholar.utc.edu/theses/46.

MLA Handbook (7^th Edition):

Legg, Lisa Dianne. “From healthcare provider to healthcare educator: strategies for effective transition.” 2011. Web. 07 Mar 2021.

Vancouver:

Legg LD. From healthcare provider to healthcare educator: strategies for effective transition. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2011. [cited 2021 Mar 07]. Available from: https://scholar.utc.edu/theses/46.

Council of Science Editors:

Legg LD. From healthcare provider to healthcare educator: strategies for effective transition. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2011. Available from: https://scholar.utc.edu/theses/46

7. Cobb, Nicole Adrienne. Progressing towards the implementation of the Tennessee model for comprehensive school counseling programs: a study of school counselor priorities and practices.

Degree: 2011, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/13

► The profession of school counseling is rapidly changing from one often characterized by indirect local administrative accountability to one characterized by accountability for student outcomes.… (more)

▼ The profession of school counseling is rapidly changing from one often characterized by indirect local administrative accountability to one characterized by accountability for student outcomes. School counseling leadership has led a movement for role transformation (ASCA, 2003; 2005; Education Trust, 2007) that has initiated significant changes in the priorities and practices of school counselors across the nation. In line with a continued national focus on educational reform targeted mainly at increasing student achievement, school counselors are now expected to align professional goals and activities with expectations set forth by policymakers (Hines & Fields, 2004). These expectations are largely directed at measurable results in student learning outcomes. Following Tennessee’s recent receipt of the Race to the Top (RTTT) funds (USDOE, 2009), school counselors in Tennessee will soon be evaluated and held accountable for contributing to student achievement. This responsibility is clearly articulated in the Tennessee Model for Comprehensive School Counseling (TMCSC) and, therefore, school counselors must be committed to the implementation of the TMCSC. Accordingly, this dissertation examined: (a) the degree to which Tennessee school counselors have acquired the attitudes and skills to successfully implement the TMCSC, (b) the degree to which Tennessee school counselors are directly collaborating with administrators and teachers toward improving student achievement, and (c) the challenges and obstacles school counselors experience in implementing the TMCSC. The structure of the TMCSC was used as the foundation for the study. The results revealed a deeper understanding of the factors which influence the degree to which the TMCSC is utilized in local districts and schools and established a baseline which reveals which areas of the TMCSC are embraced by the counseling profession and which areas need support. Specifically, findings revealed significant differences among elementary, middle, and high school counselors in the TMCSC subscales of School Counseling Priorities, School Setting Perceptions, Career and Post-Secondary, Personal/Social Development and District Expectations/Program Management. Significant differences were also found among rural, urban, and suburban school counselors in the TMCSC subscales for School Counseling Priorities and School Setting Perceptions. The results provide implications for meeting Tennessee’s goals for RTTT and for improving school counseling in Tennessee and across the nation. Advisors/Committee Members: Rausch, David, Rutledge, Valerie, Dahir, Carol, Miller, Ted, College of Health, Education, and Professional Studies.

Subjects/Keywords: Student counselors – Training of

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APA (6^th Edition):

Cobb, N. A. (2011). Progressing towards the implementation of the Tennessee model for comprehensive school counseling programs: a study of school counselor priorities and practices. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/13

Chicago Manual of Style (16^th Edition):

Cobb, Nicole Adrienne. “Progressing towards the implementation of the Tennessee model for comprehensive school counseling programs: a study of school counselor priorities and practices.” 2011. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 07, 2021. https://scholar.utc.edu/theses/13.

MLA Handbook (7^th Edition):

Cobb, Nicole Adrienne. “Progressing towards the implementation of the Tennessee model for comprehensive school counseling programs: a study of school counselor priorities and practices.” 2011. Web. 07 Mar 2021.

Vancouver:

Cobb NA. Progressing towards the implementation of the Tennessee model for comprehensive school counseling programs: a study of school counselor priorities and practices. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2011. [cited 2021 Mar 07]. Available from: https://scholar.utc.edu/theses/13.

Council of Science Editors:

Cobb NA. Progressing towards the implementation of the Tennessee model for comprehensive school counseling programs: a study of school counselor priorities and practices. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2011. Available from: https://scholar.utc.edu/theses/13

8. Dorris, John Peter. Identification and development of critical workforce skills in the Chattanooga region.

Degree: 2012, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/17

► The purpose of this quantitative study was to identify the workforce skills perceived to be critical in the Chattanooga region, and to explore how colleges… (more)

▼ The purpose of this quantitative study was to identify the workforce skills perceived to be critical in the Chattanooga region, and to explore how colleges and businesses can partner to effectively develop those skills. Data from a June 2011 survey of workforce stakeholders in the Chattanooga region were analyzed. The 78 survey respondents represent a cross-section of industries and organization sizes. The methodology used to identify critical workforce skills was designed to select skills considered to be important regardless of factors such as industry type or organization size. Active listening, leadership, critical thinking, customer focus, oral communication, and teamwork/collaboration were found to be critical workforce skills. Due to the perception that current workforce skills in active listening, leadership, critical thinking, and customer focus were relatively inadequate, these skills were identified as urgently critical workforce skills. The study is intended to inform efforts to build college-business partnerships that can effectively develop important workforce skills in the Chattanooga region. For each of the skills identified as critical, the perceived skill level of experienced employees was compared to the perceived skill level of recent college graduates. The uniqueness of this study lies in the fact that it connects research on important workforce skills to the perceived responsibility and effectiveness of colleges in developing those skills. Furthermore, business practices and perceptions regarding training methods were explored in the survey, as well as preferences for various forms of college-business interaction. The urgently critical skills are discussed within the framework of a social cognitive theory of learning. A particularly notable result of the study is that the confluence of learning theory and urgently critical skills provided a striking, and unexpectedly clear, direction regarding a leadership theory that could effectively guide development of college-business partnerships. Advisors/Committee Members: Tucker, James A., Hinsdale, Bernard, Rausch, David, College of Health, Education, and Professional Studies.

Subjects/Keywords: Occupational training

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APA (6^th Edition):

Dorris, J. P. (2012). Identification and development of critical workforce skills in the Chattanooga region. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/17

Chicago Manual of Style (16^th Edition):

Dorris, John Peter. “Identification and development of critical workforce skills in the Chattanooga region.” 2012. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 07, 2021. https://scholar.utc.edu/theses/17.

MLA Handbook (7^th Edition):

Dorris, John Peter. “Identification and development of critical workforce skills in the Chattanooga region.” 2012. Web. 07 Mar 2021.

Vancouver:

Dorris JP. Identification and development of critical workforce skills in the Chattanooga region. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2012. [cited 2021 Mar 07]. Available from: https://scholar.utc.edu/theses/17.

Council of Science Editors:

Dorris JP. Identification and development of critical workforce skills in the Chattanooga region. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2012. Available from: https://scholar.utc.edu/theses/17

9. Laudeman, Greg. Toward a multilevel theory of learning: how individuals, organizations and regions learn together.

Degree: 2013, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/318

► There are substantial bodies of theoretical literature regarding learning by individuals, organizations, and regions. There appears to be no theory that applies at all levels,… (more)

Subjects/Keywords: Community education

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APA (6^th Edition):

Laudeman, G. (2013). Toward a multilevel theory of learning: how individuals, organizations and regions learn together. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/318

Chicago Manual of Style (16^th Edition):

Laudeman, Greg. “Toward a multilevel theory of learning: how individuals, organizations and regions learn together.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 07, 2021. https://scholar.utc.edu/theses/318.

MLA Handbook (7^th Edition):

Laudeman, Greg. “Toward a multilevel theory of learning: how individuals, organizations and regions learn together.” 2013. Web. 07 Mar 2021.

Vancouver:

Laudeman G. Toward a multilevel theory of learning: how individuals, organizations and regions learn together. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Mar 07]. Available from: https://scholar.utc.edu/theses/318.

Council of Science Editors:

Laudeman G. Toward a multilevel theory of learning: how individuals, organizations and regions learn together. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/318

10. 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 March 07, 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. 07 Mar 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 Mar 07]. 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

11. Reynolds, Bradley Robert. The impact of transformational leadership, experiential learning, and reflective journaling on the conservation ethic of tertiary-level non-science majors.

Degree: 2013, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/374

► The impact of transformational leadership, experiential learning, and reflective journaling on the conservation ethic of non-science majors in a general education survey course was investigated.… (more)

▼ The impact of transformational leadership, experiential learning, and reflective journaling on the conservation ethic of non-science majors in a general education survey course was investigated. The main research questions were: (1) Is the Conservation of Biodiversity professor a transformational leader? (2) Is there a difference in the conservation ethic of non-science majors at the beginning of the semester versus the end, within and between lecture and field groups? During fall 2012, students could attend lecture and take a traditional final or attend lecture, assist with a real-life amphibian monitoring project, and in lieu of the traditional final, keep a reflective journal. A pre-test/post-test survey designed to measure strength of conservation ethic and empathy was utilized. Using paired-samples t-tests, it was determined that for the lecture-only group the mean total ethic score after the lecture experience was not significantly greater than the mean total ethic score before the lecture experience, nor was empathy. However, for the lecture-field group, the mean total ethic score after the lecture -field experience was greater than the mean total ethic score before the lecture-field experience. The lecture-field group also reported a significant increase in empathy for salamanders, the only amphibian listed on the survey, while the lecture-only group did not. Using an independent-samples t-test on a stratified sample, it was also determined that there was no significant difference in conservation ethic between the lecture-only group and the lecture-field group at the end of the Conservation of Biodiversity experience. Analysis of the journals revealed 22 students had reflected critically, 14 had reflected, and 6 had not reflected. Recurring journal themes included confronting fear, recognition of life’s interconnectedness, the importance of small changes, the importance of educating others, and evidence of true empathy. During structured interviews, it was determined that transformational leadership and experiential learning did impact student conservation ethic. Students reported that reflective journaling had a lesser impact. It appears that transformational leadership and experiential learning in conjunction with reflective journaling are powerful tools that environmental educators may be able to use to positively impact student conservation ethic. Advisors/Committee Members: Bernard, Hinsdale, Miller, Ted L., Rausch, David, Wilson, Thomas P., College of Health, Education, and Professional Studies.

Subjects/Keywords: Experiential learning; Active learning; Diaries – Authorship

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APA (6^th Edition):

Reynolds, B. R. (2013). The impact of transformational leadership, experiential learning, and reflective journaling on the conservation ethic of tertiary-level non-science majors. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/374

Chicago Manual of Style (16^th Edition):

Reynolds, Bradley Robert. “The impact of transformational leadership, experiential learning, and reflective journaling on the conservation ethic of tertiary-level non-science majors.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 07, 2021. https://scholar.utc.edu/theses/374.

MLA Handbook (7^th Edition):

Reynolds, Bradley Robert. “The impact of transformational leadership, experiential learning, and reflective journaling on the conservation ethic of tertiary-level non-science majors.” 2013. Web. 07 Mar 2021.

Vancouver:

Reynolds BR. The impact of transformational leadership, experiential learning, and reflective journaling on the conservation ethic of tertiary-level non-science majors. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Mar 07]. Available from: https://scholar.utc.edu/theses/374.

Council of Science Editors:

Reynolds BR. The impact of transformational leadership, experiential learning, and reflective journaling on the conservation ethic of tertiary-level non-science majors. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/374

12. 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 March 07, 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. 07 Mar 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 Mar 07]. 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

13. 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 March 07, 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. 07 Mar 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 Mar 07]. 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

14. 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 March 07, 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. 07 Mar 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 Mar 07]. 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

15. 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 March 07, 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. 07 Mar 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 Mar 07]. 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

16. 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 March 07, 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. 07 Mar 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 Mar 07]. 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

17. 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 March 07, 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. 07 Mar 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 Mar 07]. 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

18. 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 March 07, 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. 07 Mar 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 Mar 07]. 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

19. 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 March 07, 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. 07 Mar 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 Mar 07]. 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

20. 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 March 07, 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. 07 Mar 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 Mar 07]. 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

21. Silver, Christopher Frank. Atheism, agnosticism, and nonbelief: a qualitative and quantitative study of type and narrative.

Degree: 2013, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/396

► Extensive research has been conducted in exploration of the American religious landscape, however recently has social science research started to explore Nonbelief in any detail.… (more)

Subjects/Keywords: Atheism; Agnosticism; Ex-church members – Psychology

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APA (6^th Edition):

Silver, C. F. (2013). Atheism, agnosticism, and nonbelief: a qualitative and quantitative study of type and narrative. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/396

Chicago Manual of Style (16^th Edition):

Silver, Christopher Frank. “Atheism, agnosticism, and nonbelief: a qualitative and quantitative study of type and narrative.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 07, 2021. https://scholar.utc.edu/theses/396.

MLA Handbook (7^th Edition):

Silver, Christopher Frank. “Atheism, agnosticism, and nonbelief: a qualitative and quantitative study of type and narrative.” 2013. Web. 07 Mar 2021.

Vancouver:

Silver CF. Atheism, agnosticism, and nonbelief: a qualitative and quantitative study of type and narrative. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Mar 07]. Available from: https://scholar.utc.edu/theses/396.

Council of Science Editors:

Silver CF. Atheism, agnosticism, and nonbelief: a qualitative and quantitative study of type and narrative. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/396

22. 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 March 07, 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. 07 Mar 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 Mar 07]. 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

23. Bruce, Scott L. Prediction modeling for graduate athletic training education programs.

Degree: 2014, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/103

► The purposes of this study were: • to develop a prediction model to identify factors associated with eligibility and first-attempt success on the Board of… (more)

▼ The purposes of this study were: • to develop a prediction model to identify factors associated with eligibility and first-attempt success on the Board of Certification (BOC) examination for students enrolled in a professional (entry-level) graduate athletic training program (GATP) • to identify applicant characteristics that are most likely to predict both academic success in the GATP and success on the BOC exam. A cohort of 119 students was used for both purposes. Multiple analyses yielded three-factor and two-factor models for prediction of passing the BOC exam. The three-factor model demonstrates that a student with ≥ 2 predictors had an odds ratio (OR) of 6.31 and a relative frequency of success (RFS) 1.66 for passing the BOC exam and correctly predicted 87.7% of first-attempt success on the BOC exam. The two-factor model demonstrates a student with ≥1 predictor had an OR of 10.69 and an RFS 2.05 for passing the BOC exam and correctly predicted 89.2% of first-attempt success on the BOC exam. Multiple analyses yielded two three-factor models for prediction of success in the GATP. The initial three-factor model demonstrates that a student with ≥2 predictors had an OR of 17.94 and a RFS of 2.13 for students being successful in the GATP, and correctly predicted 90.5% of GATP success. The alternative three-factor model found a student with ≥2 predictors had an OR of 20.94 and an RFS 1.98 for students being successful in the GATP, and correctly predicted 93.9% of GATP success. Within the past year, changes in athletic training education have been implemented and more are expected in the future, specifically whether or not a graduate professional (entry-level) athletic training degree will be required to sit for the BOC exam. Since there is a greater emphasis on first-time BOC exam pass rates, and more programs convert to graduate level curricula, the results of this study may assist GATPs to identify students who are likely to be successful in the graduate program and to pass the BOC exam on the first-attempt. Advisors/Committee Members: Crawford, Elizabeth, Wilkerson, Gary B., Dale, R. Barry, Harris, Martina, Rausch, David, College of Health, Education, and Professional Studies.

Subjects/Keywords: Physical education and training – Certification; Athletic trainers – Training of; Sport medicine; Physical education and training – Study and teaching (Graduate); Prediction of scholastic success

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APA (6^th Edition):

Bruce, S. L. (2014). Prediction modeling for graduate athletic training education programs. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/103

Chicago Manual of Style (16^th Edition):

Bruce, Scott L. “Prediction modeling for graduate athletic training education programs.” 2014. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 07, 2021. https://scholar.utc.edu/theses/103.

MLA Handbook (7^th Edition):

Bruce, Scott L. “Prediction modeling for graduate athletic training education programs.” 2014. Web. 07 Mar 2021.

Vancouver:

Bruce SL. Prediction modeling for graduate athletic training education programs. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2014. [cited 2021 Mar 07]. Available from: https://scholar.utc.edu/theses/103.

Council of Science Editors:

Bruce SL. Prediction modeling for graduate athletic training education programs. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/103

24. 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 March 07, 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. 07 Mar 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 Mar 07]. 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

25. 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 March 07, 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. 07 Mar 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 Mar 07]. 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

26. 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 March 07, 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. 07 Mar 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 Mar 07]. 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

27. 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 March 07, 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. 07 Mar 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 Mar 07]. 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

28. 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 March 07, 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. 07 Mar 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 Mar 07]. 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

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

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 March 07, 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. 07 Mar 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 Mar 07]. 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

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

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 March 07, 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. 07 Mar 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 Mar 07]. 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

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