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1.
Johnson, Matthew Lynn.
Faculty perception and use of learning-centered strategies to assess student performance.
Degree: 2013, University of Tennessee – Chattanooga
URL: https://scholar.utc.edu/theses/303 
► In this study, the researcher explored collegiate faculty use and perception of learning- centered strategies to assess student performance on various learning tasks. Through this…
(more)
▼ In this study, the researcher explored collegiate
faculty use and perception of learning-
centered strategies to assess student performance on various learning tasks. Through this study,
the researcher identified the assessment strategies
that faculty participants most frequently used,
as well as the strategies that they perceived to be
most effective. In addition to an analysis of the
most frequently used assessment strategies for the
entire sample, the researcher also investigated
differences in strategies used by faculty members in specific discipline sub-groups: Arts and
Humanities, Natural and Health Sciences, and Social
and Behavioral Sciences. Participants
taking part in this study were faculty members from
five small, private, liberal arts institutions in
east
Tennessee. The institutions included in this
study were accredited by the Commission on
Colleges of the Southern Association of Colleges and Schools (SACS-COC) and member
institutions of the
Tennessee Independent Colleges
and Universities Association (TICUA). This
study was conducted using comparative and descriptive statistics to evaluate participant
responses to a survey instrument. Analysis of the
results of this study indicated that there is
evidence of some significant differences between the assessment practices of the faculty
participants in the various discipline categories.
Advisors/Committee Members: Rutledge, Valerie C., Bernard, Hinsdale, Crawford, Elizabeth, Guess, Pam, College of Health, Education, and Professional Studies.
Subjects/Keywords: Educational evaluation; Educational accountability; Educational tests and measurements – Study and teaching (Higher)
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APA (6th Edition):
Johnson, M. L. (2013). Faculty perception and use of learning-centered strategies to assess student performance. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/303
Chicago Manual of Style (16th Edition):
Johnson, Matthew Lynn. “Faculty perception and use of learning-centered strategies to assess student performance.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021.
https://scholar.utc.edu/theses/303.
MLA Handbook (7th Edition):
Johnson, Matthew Lynn. “Faculty perception and use of learning-centered strategies to assess student performance.” 2013. Web. 05 Mar 2021.
Vancouver:
Johnson ML. Faculty perception and use of learning-centered strategies to assess student performance. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Mar 05].
Available from: https://scholar.utc.edu/theses/303.
Council of Science Editors:
Johnson ML. Faculty perception and use of learning-centered strategies to assess student performance. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/303
2.
Ward, Jennifer Henry.
Factors in seventh grade academics associated with performance levels on the tenth grade biology end of course test in selected middle and high schools in northwest Georgia.
Degree: 2011, University of Tennessee – Chattanooga
URL: https://scholar.utc.edu/theses/417
► This study attempted to identify factors in seventh grade academics that are associated with overall success in tenth grade biology. The study addressed the following…
(more)
▼ This study attempted to identify factors in seventh grade academics that
are
associated with overall success in tenth grade biology. The study addressed the following
research questions: Are there significant differences in performance levels in seventh
grade Criterion Referenced Competency Test (CRCT) scores in science, math, reading,
and language arts associated with performance categories in tenth grade biology End of
Course Test (EOCT) and the following demographic variables : gender, ethnicity,
socioeconomic status, disability category, and English language proficiency level? Is
there a relationship among the categorical variables on the tenth grade biology EOCT and
the same five demographic variables? Retrospective causal comparative re
search was
used on a representative sample from the middle schools in three North Georgia
counties
who took the four CRCTs in the 2006-2007 school year, and took the biology EOCT in
the 2009-2010 school year. Chi square was used to determine the relationships of the
various demographic variables on three biology EOCT performance categories. Two-
way ANOVA determined relationships between the seventh grade CRCT scores of
students in the various demographic groups and their performance levels on the biology
EOCT. Students’ performance levels on the biology EOCT matched their performance
levels on the seventh grade CRCTs consistently. Females performed better
than males on
all seventh grade CRCTs. Black and Hispanic students did worse than White and Asian/Asian Indian students on the math CRCT. Students living in poverty did worse on
reading and language arts CRCTs than students who were better off. Special education
students did worse on science, reading, and language arts CRCTs than students not
receiving special education services. English language learners did worse than native
English speakers on all seventh grade CRCTs. These findings suggest that remedial
measures may be taken in the seventh grade that could impact performance levels on the
biology EOCT.
Advisors/Committee Members: Bernard, Hinsdale, Davis, Lloyd, Lease, Anthony, Rutledge, Valerie C., College of Health, Education, and Professional Studies.
Subjects/Keywords: Prediction of scholastic success
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APA (6th Edition):
Ward, J. H. (2011). Factors in seventh grade academics associated with performance levels on the tenth grade biology end of course test in selected middle and high schools in northwest Georgia. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/417
Chicago Manual of Style (16th Edition):
Ward, Jennifer Henry. “Factors in seventh grade academics associated with performance levels on the tenth grade biology end of course test in selected middle and high schools in northwest Georgia.” 2011. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021.
https://scholar.utc.edu/theses/417.
MLA Handbook (7th Edition):
Ward, Jennifer Henry. “Factors in seventh grade academics associated with performance levels on the tenth grade biology end of course test in selected middle and high schools in northwest Georgia.” 2011. Web. 05 Mar 2021.
Vancouver:
Ward JH. Factors in seventh grade academics associated with performance levels on the tenth grade biology end of course test in selected middle and high schools in northwest Georgia. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2011. [cited 2021 Mar 05].
Available from: https://scholar.utc.edu/theses/417.
Council of Science Editors:
Ward JH. Factors in seventh grade academics associated with performance levels on the tenth grade biology end of course test in selected middle and high schools in northwest Georgia. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2011. Available from: https://scholar.utc.edu/theses/417
3.
Crittenden, Etta Marie.
The effectiveness of two spelling approaches on vocabulary development for Hispanic learners.
Degree: 2013, University of Tennessee – Chattanooga
URL: https://scholar.utc.edu/theses/240
► The purpose of the study was to evaluate two approaches to teaching spelling and vocabulary to second through fourth graders in two different urban school…
(more)
▼ The purpose of the study was to evaluate
two approaches to teaching spelling and
vocabulary to second through fourth graders in two different urban school systems to determine
if one program revealed greater growth
scores on
Tennessee Comprehensive Assessment
Program (TCAP) reading components. Research question 1 posited: Does Word Study, a
developmental approach to spelling and vocabulary, impact the mastery of specific reading and
language arts subtests on the
Tennessee Comprehensive Assessment Program (TCAP) for
Hispanic English Learners? Five sub-questions assessed whether Hispanic ELs who were taught
a developmental approach, using Word Study, achieve better TCAP scores than Hispanic ELs
who were not taught spelling and vocabulary with a rigorous
developmental approach in:
a) Content (reading)
b) Meaning (reading)
c) Vocabulary
d) Techniques and Skills
e) Grammar Conventions
Research question 2 asked: How do teacher
beliefs and attitudes toward spelling and
vocabulary instruction affect Hispanic ELs’ reading achievement? Sub-questions were: Do
teachers in either or both districts believe spelling and vocabulary programs were implemented with fidelity? Do teacher beliefs and practices vary between the two spelling and vocabulary programs? How many times per week did spelling and vocabulary instruction occur in each
district? Did teachers differentiate spelling and vocabulary instruction for Hispanic ELs in each
district?
Both quantitative and qualitative approaches
were implemented. For research question 1,
both districts demonstrated positive growth gains
in Content and Meaning. District A students
showed gains in Vocabulary. Techniques and Skills
performance revealed a decline for District
A while District B showed gains. District A
Hispanic ELs demonstrated growth gains on
Grammar Conventions.
The qualitative analysis revealed that teacher
s in both District A (56%) and District B
(58%) were positive in their attitudes toward
the value of explicitly teaching spelling and
vocabulary. District A teachers revealed challenges with implementing a new approach while
teachers in District B used the adopted basal reading program.
Implications for practice were
identified from both research-based programs. Educators in
Tennessee can build on the foundation of effective reading, spelling, and vocabulary strategies
examined in this study to ensure success for EL
students, as well as all
struggling or reluctant
readers.
Advisors/Committee Members: Rutledge, Valerie C., Miller, Ted L., Cowan, Kay, Patterson, Alice E., College of Health, Education, and Professional Studies.
Subjects/Keywords: English language – Study and teaching; Literacy – Study and teaching (Elementary); Vocabulary – Study and teaching
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APA (6th Edition):
Crittenden, E. M. (2013). The effectiveness of two spelling approaches on vocabulary development for Hispanic learners. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/240
Chicago Manual of Style (16th Edition):
Crittenden, Etta Marie. “The effectiveness of two spelling approaches on vocabulary development for Hispanic learners.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021.
https://scholar.utc.edu/theses/240.
MLA Handbook (7th Edition):
Crittenden, Etta Marie. “The effectiveness of two spelling approaches on vocabulary development for Hispanic learners.” 2013. Web. 05 Mar 2021.
Vancouver:
Crittenden EM. The effectiveness of two spelling approaches on vocabulary development for Hispanic learners. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Mar 05].
Available from: https://scholar.utc.edu/theses/240.
Council of Science Editors:
Crittenden EM. The effectiveness of two spelling approaches on vocabulary development for Hispanic learners. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/240
4.
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 (6th 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 (16th 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 05, 2021.
https://scholar.utc.edu/theses/203.
MLA Handbook (7th Edition):
Brock, Kathleen Patrice. “A multicase study analysis of the intersection of institutional and state policy and educational innovation.” 2013. Web. 05 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 05].
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
5.
McDonald, Susan Spratling.
Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?.
Degree: 2013, University of Tennessee – Chattanooga
URL: https://scholar.utc.edu/theses/337
► There have been few studies examining disciplinary actions by state boards of occupational therapy. Researchers have mainly studied mandatory continuing competence but not the influence…
(more)
▼ There have been few studies examining disciplinary actions by state
boards of
occupational therapy.
Researchers have mainly studied mandatory continuing competence but
not the influence of
mandatory ethics and jurisprudence training.
This study is based on
disciplinary reports between January 2004 and December 2012 for
Tennessee and Alabama State
Boards of Occupational Therapy.
The first of two research questions asked if there was a difference in the percentage of
disciplinary reports for occupational therapy practitioners licensed in
Tennessee who participated
in mandatory ethics and jurisprudence training compared to the percentage of disciplinary reports
for occupational therapy practitioners in
Tennessee prior to mandated ethics and jurisprudence
training.
The second research question asked if there was a difference in the percentage of
disciplinary reports for the occupational therapy practitioners
in
Tennessee who received
mandatory ethics and jurisprudence training compared to the percentage of disciplinary reports
for occupational therapy practitioners licensed in Alabama who did not receive mandatory ethics
and jurisprudence training.
Results indicate that mandatory ethics and jurisprudence training did not result in a
decrease in disciplinary reports, however, the data may not be telling the entire story. The
initiation of mandatory continuing competence in
Tennessee may have influenced the outcome of this study. Study findings are discussed in terms of implications of the results and projections
for future research.
Advisors/Committee Members: Rutledge, Valerie C., Ingram, Debbie, Bernard, Hinsdale, Crawford, Elizabeth K., College of Health, Education, and Professional Studies.
Subjects/Keywords: Occupational therapy – Moral and ethical aspects
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APA (6th Edition):
McDonald, S. S. (2013). Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/337
Chicago Manual of Style (16th Edition):
McDonald, Susan Spratling. “Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021.
https://scholar.utc.edu/theses/337.
MLA Handbook (7th Edition):
McDonald, Susan Spratling. “Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?.” 2013. Web. 05 Mar 2021.
Vancouver:
McDonald SS. Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Mar 05].
Available from: https://scholar.utc.edu/theses/337.
Council of Science Editors:
McDonald SS. Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/337
6.
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)
▼ 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. Research on Nonbelief has been
limited as most research focuses on the
popularity of the religious “nones” or the complexities of alternative faith expressions
such as spirituality. Research has been limited in exploring the complexity of Nonbelief
or how non-believers would identify themselves. Most research assumes nonbelievers are
a monolithic group with no variation such as Atheism or
Agnosticism. Through two
studies, one qualitative and one
quantitative, this study explored identity of Nonbelief.
Study one (the qualitative study) discovered th
at individuals have shared definitional
agreement but use different words to describe
the different types of Nonbelief. Moreover,
social tension and life narrative play a role in shaping
one’s ontological worldview.
Through thematic coding, a typology of six
different types of Nonbelief was observed.
Those are Academic Atheists, Activist Atheist/Agnostics, Seeker Agnostics, Antitheists,
Nontheists, and the Ritual Atheists. Study two explored the empiri
cal aspects of these
types related to the NEO Domain, RY
FF Psychological Well-Being, Narcissism
Personality Inventory, Multidimensional Anger Inventory, Dogmatism, and intersections
related to religious and spiritual ontology.
The research team observed that empirical
measures can show significant differences
and measure domain uniqueness. Study two seems to suggest there are unique as well as
high and low scored empirical characteristics
between each of the measures when compar
ing the different types of Nonbelief.
Advisors/Committee Members: Hood, Ralph W., Jr., Tucker, Jim, Rutledge, Valerie C., Rausch, David, College of Health, Education, and Professional Studies.
Subjects/Keywords: Atheism; Agnosticism; Ex-church members – Psychology
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APA (6th 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 (16th 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 05, 2021.
https://scholar.utc.edu/theses/396.
MLA Handbook (7th Edition):
Silver, Christopher Frank. “Atheism, agnosticism, and nonbelief: a qualitative and quantitative study of type and narrative.” 2013. Web. 05 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 05].
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
7.
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 (6th 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 (16th 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 05, 2021.
https://scholar.utc.edu/theses/609.
MLA Handbook (7th 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. 05 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 05].
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
8.
Hale, David E.
Factors that contribute to student achievement: a case study of one high school.
Degree: 2015, University of Tennessee – Chattanooga
URL: https://scholar.utc.edu/theses/157
► ABSTRACT The purpose of this study was to determine if there were definable factors, which contributed to or impacted the ACT scores, end of course…
(more)
▼ ABSTRACT
The purpose of this study was to determine if there were definable factors, which contributed to or impacted the ACT scores, end of course test scores or grade point averages of groups of high school students who possessed those factors. The hypothesis that this study adopted was that there were definable factors that created barriers to success for students. It was hypothesized that when these negative factors were identified and when students were grouped according to the factors that they possessed, differences in the success these groups achieved, with regard to ACT scores, end of course test scores, and grade point average, become readily apparent.
In the sample of 288 students, groups that possessed three potential negative factors were identified. The three negative factors were high absenteeism, lack of a two-parent family structure and low socio-economic status. Seven groups possessing one or more of these factors were compared with the group that possessed none of the factors. In this research study, some of the groups were predicted to be adversely affected by their characteristics, resulting in lower ACT scores and end of course exams. It was also hypothesized that groups, whose members lacked the negative characteristics, would have higher scores on these tests.
The academic performance of these groups was tested to see if there were statistical differences in the mean scores of each group. A series of one-way analysis of variance, ANOVA tests were used to determine if there were significant differences between the mean scores of these disaggregated groups. The final variance measurement was then tested for statistical significance. When it was found that the groups were significantly different with regard to their test results then the study hypothesis was confirmed that the groups could be different due to the factors that they possessed. The supposition, at this point, was that educational leaders should focus on these factors and others that could impact academic success to target educational reforms. As additional factors are identified, reforms can be made to reduce these factors among the students or minimize their effects upon the students and the schools that they attend.
Advisors/Committee Members: Rutledge, Valerie C., Bernard, Hinsdale, Davis, Lloyd, Crawford, Elizabeth K., College of Health, Education, and Professional Studies.
Subjects/Keywords: Educational equalization; Academic achievement – Evaluation; Educational tests and measurements
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Manager
APA (6th Edition):
Hale, D. E. (2015). Factors that contribute to student achievement: a case study of one high school. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/157
Chicago Manual of Style (16th Edition):
Hale, David E. “Factors that contribute to student achievement: a case study of one high school.” 2015. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021.
https://scholar.utc.edu/theses/157.
MLA Handbook (7th Edition):
Hale, David E. “Factors that contribute to student achievement: a case study of one high school.” 2015. Web. 05 Mar 2021.
Vancouver:
Hale DE. Factors that contribute to student achievement: a case study of one high school. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2015. [cited 2021 Mar 05].
Available from: https://scholar.utc.edu/theses/157.
Council of Science Editors:
Hale DE. Factors that contribute to student achievement: a case study of one high school. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2015. Available from: https://scholar.utc.edu/theses/157
9.
Baxley, Joel F.
Professional development in arts integration: an activity theory analysis of participating teachers' experiences.
Degree: 2017, University of Tennessee – Chattanooga
URL: https://scholar.utc.edu/theses/502
► This study examines the tensions and changes experienced by teachers participating in two professional development programs in arts integration through the lens of cultural historical…
(more)
▼ This study examines the tensions and changes experienced by teachers participating in two professional development programs in arts integration through the lens of cultural historical activity theory. Between 2007 and 2012 the Southeast Center for Education in the Arts (SCEA) at the
University of
Tennessee at
Chattanooga facilitated long-term programs aimed to build teachers’ capacity to develop and implement arts integrated instruction. Varied evaluation data were collected from each program, but the available information was inconsistent between programs, and the data gathered at the two sites did not effectively address the complexity of participants’ experiences. In order to better understand how these efforts grew and operated, this study was developed to build richer descriptions of programs as experienced by participants.
The research question that drove the study was “How were professional development programs in arts integration experienced by participating teachers in two school contexts?” In order to build richer descriptions of the complex responses of varied participants in a complex system, these programs were examined qualitatively as a multiple site case study through the lens of cultural historical activity theory. The author analyzed artifacts from each program including e-mails, meeting minutes from leadership teams, and SCEA’s semi-annual reports to each school. Interviews with arts and non-arts teachers were collected from among participants. Artifacts and interviews were analyzed through the lens of activity theory to find the tensions that existed at each site. Then, a cross-case analysis was performed to identify issues that emerged in both programs. Tensions at school sites included organizational changes, changes in the tools that were used, and pressure from testing demands and other initiatives imposed by school administration. The issues that emerged across sites included teachers’ struggle with self-efficacy regarding unfamiliar disciplinary content, participants’ perceived level of stress, pressure on schools and teachers for higher scores on state mandated testing, teachers’ flexibility with new approaches, and participating teachers’ focus upon student outcomes. The author discussed recommendations for future professional development efforts targeting arts integration to more successfully navigate the tensions that will inevitably be a part of complex efforts like those described.
Advisors/Committee Members: Tucker, James A., Crawford, Elizabeth K., Rutledge, Valerie C., Miller, Ted L., College of Health, Education, and Professional Studies.
Subjects/Keywords: Arts – Study and teaching; Arts in education
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APA (6th Edition):
Baxley, J. F. (2017). Professional development in arts integration: an activity theory analysis of participating teachers' experiences. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/502
Chicago Manual of Style (16th Edition):
Baxley, Joel F. “Professional development in arts integration: an activity theory analysis of participating teachers' experiences.” 2017. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021.
https://scholar.utc.edu/theses/502.
MLA Handbook (7th Edition):
Baxley, Joel F. “Professional development in arts integration: an activity theory analysis of participating teachers' experiences.” 2017. Web. 05 Mar 2021.
Vancouver:
Baxley JF. Professional development in arts integration: an activity theory analysis of participating teachers' experiences. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2017. [cited 2021 Mar 05].
Available from: https://scholar.utc.edu/theses/502.
Council of Science Editors:
Baxley JF. Professional development in arts integration: an activity theory analysis of participating teachers' experiences. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/502
10.
Elliott, Jeffrey.
Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?.
Degree: 2017, University of Tennessee – Chattanooga
URL: https://scholar.utc.edu/theses/521
► This causal-comparative case study compares two scheduling practices to determine if there is a significant difference in English Language Arts and/or math scores among fourth…
(more)
▼ This causal-comparative case study compares two scheduling practices to determine if there is a significant difference in English Language Arts and/or math scores among fourth and fifth grade students in a southeast
Tennessee elementary school. The first scheduling practice included students in a traditional self-contained classroom. The second scheduling practice integrated a departmentalized and looping model where content specialist in ELA and a content specialist in math taught the students. For the 2012-2013 and 2013-2014 school years, the school administrator assigned half of the school’s student body to a traditional, self-contained classroom and half to a departmentalized, looped setting known as a community. A community blends departmentalization, where students have subject-specific teachers, and looping, where students have the same teacher for consecutive school years. The quantitative portion of the study compares
Tennessee Comprehensive Assessment Program (TCAP) scores of 59 students enrolled in traditional self-contained classes to the scores of 82 students enrolled in departmentalized, looped classrooms. Additionally, a qualitative component reflects 11 teachers’ anecdotal perspectives, anxieties, and general viewpoints of the academic benefits of elementary schedules.
The results of the study indicated no statistically significant academic difference in reading between self-contained students and departmentalized, looped students. Furthermore, the results showed no statistically significant academic difference in math between self-contained students and departmentalized, looped students. The interviewed teachers favored some variation of departmentalization at the elementary level. Although the t-test results indicated no significant differences overall, an analysis of variance revealed significant differences between African American and Caucasian students’ scores.
Considering the Common Core State Standards implemented during the period of study and considering theoretical underpinnings, findings showed the importance of teacher content knowledge as a precursor to establishing a favorable instructional setting at the elementary level. However, these results also indicated the importance of strong, efficacious learners who contribute to the collective efficacy of the classroom.
Advisors/Committee Members: Crawford, Elizabeth K., Hinsdale, Bernard, Rausch, David W., Rutledge, Valerie C., College of Health, Education, and Professional Studies.
Subjects/Keywords: Looping (Education); Classroom management; Curriculum planning; Team learning approach in education
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APA (6th Edition):
Elliott, J. (2017). Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/521
Chicago Manual of Style (16th Edition):
Elliott, Jeffrey. “Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?.” 2017. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021.
https://scholar.utc.edu/theses/521.
MLA Handbook (7th Edition):
Elliott, Jeffrey. “Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?.” 2017. Web. 05 Mar 2021.
Vancouver:
Elliott J. Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2017. [cited 2021 Mar 05].
Available from: https://scholar.utc.edu/theses/521.
Council of Science Editors:
Elliott J. Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/521
11.
Thacker, Kathy O.
Graduation rates: a comparison of college graduation success rates of dual enrollment versus non-dual enrollment students in the community college.
Degree: 2014, University of Tennessee – Chattanooga
URL: https://scholar.utc.edu/theses/101
► Dual enrollment programs are designed to offer students academic opportunities and college access, along with the potential to decrease the amount of time it takes…
(more)
▼ Dual enrollment programs are designed to offer students academic opportunities and college access, along with the potential to decrease the amount of time it takes to complete a college degree and to lower the cost of college. This study was a comparison of college success rates for dual enrolled and non-dual enrolled students at a community college. The research study compared graduation success rate data from four consecutive years of high school graduates through the completion of their associate degrees.
Five research questions were assessed. RQ1: Was there a statistical difference in the percentage of dual enrollment participants attending the target community college and those dual enrollment participants who did not attend the target community college? RQ2: Was there a statistical difference in the college graduation success rate of students who graduated from high school with earned college credit through dual enrollment and those students who graduated from high school without earned college credit through dual enrollment at the community college? RQ3: Was there a statistical difference in the percentage of student retention from first and second year of college for dual enrolled versus non-dual enrolled students? RQ4: Was there a statistical difference in the number of dual enrolled and non-dual enrolled students who graduated within three years? RQ5: Was there a statistical difference in the speed of completion of dual enrolled and non-dual enrolled students completing an associate degree within three years of their entry into college as a full-time freshman?
Findings revealed that dual enrolled students in the study were more likely to complete degrees, retention was more likely for dual enrolled students, and students who had been dual enrolled in high school were more likely to graduate within the 3-years after high school graduation. Finally, this study concluded that dual enrolled students graduated at a greater speed of completion than did non-dual enrolled students.
Advisors/Committee Members: Rausch, David W., Crawford, Beth K., Rutledge, Valerie C., Graybeal, Susan E., College of Health, Education, and Professional Studies.
Subjects/Keywords: Dual enrollement; Community colleges; Education; Secondary
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APA (6th Edition):
Thacker, K. O. (2014). Graduation rates: a comparison of college graduation success rates of dual enrollment versus non-dual enrollment students in the community college. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/101
Chicago Manual of Style (16th Edition):
Thacker, Kathy O. “Graduation rates: a comparison of college graduation success rates of dual enrollment versus non-dual enrollment students in the community college.” 2014. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021.
https://scholar.utc.edu/theses/101.
MLA Handbook (7th Edition):
Thacker, Kathy O. “Graduation rates: a comparison of college graduation success rates of dual enrollment versus non-dual enrollment students in the community college.” 2014. Web. 05 Mar 2021.
Vancouver:
Thacker KO. Graduation rates: a comparison of college graduation success rates of dual enrollment versus non-dual enrollment students in the community college. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2014. [cited 2021 Mar 05].
Available from: https://scholar.utc.edu/theses/101.
Council of Science Editors:
Thacker KO. Graduation rates: a comparison of college graduation success rates of dual enrollment versus non-dual enrollment students in the community college. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/101
12.
Scruggs, Jacquelyn A.
Cultural responsiveness of Tennessee school counselors : an exploration of perceptions of multicultural counseling competence regarding racially and/or ethnically diverse students.
Degree: 2020, University of Tennessee – Chattanooga
URL: https://scholar.utc.edu/theses/666
► In this study, the researcher explored self-reported multicultural counseling competence of licensed and practicing Tennessee school counselors. The researcher used the multicultural counseling competence and…
(more)
▼ In this study, the researcher explored self-reported multicultural counseling competence of licensed and practicing
Tennessee school counselors. The researcher used the multicultural counseling competence and training survey-revised (MCCTS-R) to identify school counselors’ self-reported multicultural counseling competence. Participants in this study were employed in various levels of school settings across the State of
Tennessee. Participants reported working in each region of the state: east, middle, and west. The response rate of 8.25% represented 280 participants, and, as a result, was a limitation of this study. The multicultural counseling competency of the school counselors as identified by the MCCTS-R served as the dependent variable. The independent variables included the demographic factors such as school community setting, school level, Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation status of school counselor education programs, and membership in a professional counseling organization. Comparative and descriptive statistics were used to evaluate participants’ responses to the survey.
Results of this study were analyzed and indicated that there were no significant differences between multicultural counseling competence (MCC) and school community setting, school level, and CACREP accredited school counselor education programs compared to non-CACREP accredited school counselor education programs. However, results indicated a significant difference between school counselors who have membership in a professional counseling organization compared to those who do not.
Advisors/Committee Members: Rutledge, Valerie C., Crawford, Elizabeth K., Miller, Ted L., O’Brien, Elizabeth R., College of Health, Education, and Professional Studies.
Subjects/Keywords: Counseling in elementary education; Counseling in middle school education; Counseling in secondary education; Cultural competence
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APA (6th Edition):
Scruggs, J. A. (2020). Cultural responsiveness of Tennessee school counselors : an exploration of perceptions of multicultural counseling competence regarding racially and/or ethnically diverse students. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/666
Chicago Manual of Style (16th Edition):
Scruggs, Jacquelyn A. “Cultural responsiveness of Tennessee school counselors : an exploration of perceptions of multicultural counseling competence regarding racially and/or ethnically diverse students.” 2020. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021.
https://scholar.utc.edu/theses/666.
MLA Handbook (7th Edition):
Scruggs, Jacquelyn A. “Cultural responsiveness of Tennessee school counselors : an exploration of perceptions of multicultural counseling competence regarding racially and/or ethnically diverse students.” 2020. Web. 05 Mar 2021.
Vancouver:
Scruggs JA. Cultural responsiveness of Tennessee school counselors : an exploration of perceptions of multicultural counseling competence regarding racially and/or ethnically diverse students. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2020. [cited 2021 Mar 05].
Available from: https://scholar.utc.edu/theses/666.
Council of Science Editors:
Scruggs JA. Cultural responsiveness of Tennessee school counselors : an exploration of perceptions of multicultural counseling competence regarding racially and/or ethnically diverse students. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2020. Available from: https://scholar.utc.edu/theses/666
13.
Burgess, Susanne Finch.
Music matters: improving practice in music education among early childhood educators in a reggio-inspired climate.
Degree: 2013, University of Tennessee – Chattanooga
URL: https://scholar.utc.edu/theses/212
► Experts agree: music matters. It is fundamental to the human condition. Studies confirm its particular importance throughout early childhood, and yet, for most American preschool…
(more)
▼ Experts agree: music matters. It is fundamental to the human condition. Studies confirm
its particular importance throughout early childhood, and yet, for most American preschool children high quality, developmentally appropriate music instruction is missing from their daily preschool experience. The purpose of this collective case study was to describe and interpret the impact of a site-specific, school-wide collaboration in music education on the attitudes and
practices of twelve early childhood practitioners working together in a Reggio-inspired preschool setting. The research questions this study sought to answer were:
Research Question One: How does the collaboration impact the attitudes practitioners
have regarding the value and purpose of the implementation of music instruction in their
classrooms? Research Question Two: How does the collaboration strengthen expertise in music education among these practitioners?
Research Question Three: How does a collaborative, emergent professional development model influence change in the practice of music education among study participants? Practitioners participate
d in a four-month collaboration with a music educator and researcher, based on
fundamental tenets of developmentally appropriate practice in music education for young children. The children at the preschool (n = 100) were secondary participants in this study. Participants’ development of individual and community practice in music education was chronicled through interviews, artifacts, and lesson observations. Audio and video documentation of meetings and instruction were transcribed and analyzed. Data analysis
was accomplished through iterative cycles of open, axial, and thematic coding. Conceptual
memos guided the researcher to themes emerging across cases. Study findings illustrate how participants’ self and community identity impacted their adoption of new instructional strategies in music education and that their musical awareness improved over time. Teachers’ assessment of their own and their children’s musical skills and knowledge contributed to their improved practice in music education. Study findings also supported the co-constructed design of the professional development model, and confirmed the
importance of researcher flexibility toward participant needs, practices, and the influence of setting on the mentorship. The model holds promise for future collaborations between music and early childhood professionals and asserts the value of site-specific engagements.
Future research might investigate similar studies in alternative settings.
Advisors/Committee Members: Rutledge, Valerie C., Miller, Ted L., Harris, Lee, Griffin, Jayne, College of Health, Education, and Professional Studies.
Subjects/Keywords: School music – Instruction and study; Music – Instruction and study – Juvenile
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APA (6th Edition):
Burgess, S. F. (2013). Music matters: improving practice in music education among early childhood educators in a reggio-inspired climate. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/212
Chicago Manual of Style (16th Edition):
Burgess, Susanne Finch. “Music matters: improving practice in music education among early childhood educators in a reggio-inspired climate.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021.
https://scholar.utc.edu/theses/212.
MLA Handbook (7th Edition):
Burgess, Susanne Finch. “Music matters: improving practice in music education among early childhood educators in a reggio-inspired climate.” 2013. Web. 05 Mar 2021.
Vancouver:
Burgess SF. Music matters: improving practice in music education among early childhood educators in a reggio-inspired climate. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Mar 05].
Available from: https://scholar.utc.edu/theses/212.
Council of Science Editors:
Burgess SF. Music matters: improving practice in music education among early childhood educators in a reggio-inspired climate. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/212
14.
Rector, Jeffrey L.
Faculty perceptions of faculty evaluation programs at selected private colleges/universities in the southeast United States.
Degree: 2009, University of Tennessee – Chattanooga
URL: https://scholar.utc.edu/theses/372
► This study was conducted to determine the effectiveness of the faculty performance appraisal programs at the participating institutions. Faculty perception, regarding the effectiveness of the…
(more)
▼ This study was conducted to determine the effectiveness of the faculty performance
appraisal programs at the participating institutions. Faculty perception, regarding the
effectiveness of the faculty evaluation appraisal program at their institution can be an important
part of assessing the program itself. The study attempted to identify whether or not faculty
members perceive that faculty performance appraisal is effective?
Institutions continue to have difficulty in implementing a successful faculty performance
appraisal program (Cashin, 1978). This difficulty and the need for institutions to implement
effective faculty performance appraisal programs were the rationale for this study. Through
analysis of the appraisal programs of the participating institutions, the researcher sought to offer
information which may assist other institutions in implementing faculty performance appraisal
programs that are successful. Successful faculty performance appraisal
programs are defined as
programs that are effective in the area of true appraisal and lead to improved instruction.
The study involved selected private “faith-based” universities/colleges in the Southeast
United States. The full-time faculty (N= 290) of these private institutions were surveyed. The
institutions combined serve approximately 6,000 students. Three of the institutions offer
both
undergraduate and graduate degrees and one institution offers undergraduate degrees only.
Participants only evaluated their respective institutions; no institutions
were specifically compared with other institutions. The population of the study was full-time faculty members of
the aforementioned institutions.
The data were analyzed using several strategies. Whereas this was a descriptive study, it
was conducted using a survey relating to faculty perception of faculty performance evaluation.
Initially, the data was reduced by analyzing the answers of the survey. The survey data were categorized into six main categories: Purpose of Evaluation, Criteria of Faculty Evaluation,
Approaches of Evaluation-Teaching Performance, Approaches of Evaluation-
Scholarship/Research Performance, and Use of Faculty Evaluation. These responses were
analyzed according to how the components of faculty evaluation were emphasized. Means and
standard deviation were the main statistical techniques used for the analysis
of the data to answer
the three research questions posed.
The results of the study provided information pertaining to those components faculty
perceive to be important within their respective evaluation programs (in rank order). Participants
identified areas such as
Purposes of Evaluation, Criteria of Faculty, Approaches to Faculty
Evaluation: Faculty’s Teaching Performance, Approaches of Evaluation: Faculty’s Scholarship
or Research Performance,
and
Uses of Faculty Evaluation.
Information gathered during the study indicated that 60.2% of faculty perceive the
evaluation program at their institution accurately measured overall performance.…
Advisors/Committee Members: Rutledge, Valerie C., Bernard, Hinsdale, Dodd, Beth, Tucker, James, College of Health, Education, and Professional Studies.
Subjects/Keywords: Universities and colleges – Faculty – Evaluation; College teachers – Rating of
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APA (6th Edition):
Rector, J. L. (2009). Faculty perceptions of faculty evaluation programs at selected private colleges/universities in the southeast United States. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/372
Chicago Manual of Style (16th Edition):
Rector, Jeffrey L. “Faculty perceptions of faculty evaluation programs at selected private colleges/universities in the southeast United States.” 2009. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021.
https://scholar.utc.edu/theses/372.
MLA Handbook (7th Edition):
Rector, Jeffrey L. “Faculty perceptions of faculty evaluation programs at selected private colleges/universities in the southeast United States.” 2009. Web. 05 Mar 2021.
Vancouver:
Rector JL. Faculty perceptions of faculty evaluation programs at selected private colleges/universities in the southeast United States. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2009. [cited 2021 Mar 05].
Available from: https://scholar.utc.edu/theses/372.
Council of Science Editors:
Rector JL. Faculty perceptions of faculty evaluation programs at selected private colleges/universities in the southeast United States. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2009. Available from: https://scholar.utc.edu/theses/372
15.
Caraccio, Beth Katz.
An evaluation of teachers' perceptions of a state developed educational portal.
Degree: 2009, University of Tennessee – Chattanooga
URL: https://scholar.utc.edu/theses/215
► The purpose of this study was to investigate teachers’ perceptions use of a state developed educational portal. The research evaluated the differences in the quality,…
(more)
▼ The purpose of this study was to investigate teachers’ perceptions use of a state
developed educational portal. The research evaluated the differences in the quality,
usefulness, and relevance of learning objects found on the website based on teachers’
gender and grade level they taught. Grade level taught referred to those grades that are
the focus of a participant’s position: primary (K-2), elementary (3-5), middle school (6-8)
and high school (9-12). The learning objects included: frameworks, tasks, standards, and
videos. The researcher also reviewed the relationship between teachers’ use of the
learning objects and the teachers’ level of technology integration according to the Apple
Computer of Tomorrow technology integration scale. The research also investigated the
change in the teachers’ classroom pedagogy after using the website.
The instrument used was a 20-question online Likert-scale survey administered to 900 teachers in Walton County Public Schools (grades K-12). The return rate on the
survey was 419, or 46.5%. All survey returns were calculated for the statistical analysis.
The data from the survey revealed a significant difference in the variables used in
the study (quality, usefulness, relevance of frameworks, tasks, standards, and videos)
based on gender and grade level taught. Other demographics were analyzed and those
items (age, years taught, and academic area) did not show a significant difference. The
survey questions dealing with extent of usage and teacher pedagogy assist both the
researcher and Walton County. The questions followed the growth of the teachers and the
expectations of the changes in use of technology following their redelivery training on using the state-developed educational portal. Finally, the website is a living document, so information gathered from this study will be used to make changes for all teachers in the state.
Advisors/Committee Members: Rutledge, Valerie C., Adsit, Karen, Bernard, Hinsdale, Dodd, Beth, College of Health, Education, and Professional Studies.
Subjects/Keywords: Web portals – Design; Educational technology
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APA (6th Edition):
Caraccio, B. K. (2009). An evaluation of teachers' perceptions of a state developed educational portal. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/215
Chicago Manual of Style (16th Edition):
Caraccio, Beth Katz. “An evaluation of teachers' perceptions of a state developed educational portal.” 2009. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021.
https://scholar.utc.edu/theses/215.
MLA Handbook (7th Edition):
Caraccio, Beth Katz. “An evaluation of teachers' perceptions of a state developed educational portal.” 2009. Web. 05 Mar 2021.
Vancouver:
Caraccio BK. An evaluation of teachers' perceptions of a state developed educational portal. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2009. [cited 2021 Mar 05].
Available from: https://scholar.utc.edu/theses/215.
Council of Science Editors:
Caraccio BK. An evaluation of teachers' perceptions of a state developed educational portal. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2009. Available from: https://scholar.utc.edu/theses/215
16.
Aldridge, Ashley Elizabeth.
A comparison of students in single-sex classes and coeducational classes in high poverty elementary schools in mathematics and reading achievement.
Degree: 2009, University of Tennessee – Chattanooga
URL: https://scholar.utc.edu/theses/188
► The purpose of this study was to investigate whether any statistically significant differences in mathematics and reading academic achievement and academic gains of male and…
(more)
▼ The purpose of this study was to investigate whether any statistically significant differences in mathematics and reading academic achievement and academic gains of male and female students taught in single-sex classes existed when compared to male and female students taught in coeducational classes. This study reported findings from mathematics and reading achievement scores and academic gain scores from 850 fourth and fifth grade participants enrolled in seven high poverty public elementary schools during the 2007-2008 school term. The experimental group consisted of 347 students taught in single-sex classes. The control group contained 503 students who were taught in coeducational classrooms within the same schools. Four distinct groups were analyzed within the study: female students taught in single-sex classes, male students taught in single-sex classes, female students taught in coeducational classes
and male students taught in coeducational classes.
Students were examined in three ways: as fourth and fifth grade students combined, only fourth grade students and only fifth grade students. The findings varied in results. Female students taught in coeducational classes attained higher means in reading
achievement levels compared to all other class types. Males taught in single-sex classes
showed significantly higher growth in reading and mathematics than all other class types.
In some instances there were no differences noted in reading or mathematics achievement
scores or academic growth between the groups. While the results of this study have
implications for all professionals who work with public school students, special attention
has been given to implications for school leaders in high poverty schools where gender
achievement gaps are prevalent.
Advisors/Committee Members: Rutledge, Valerie C., Challener, Daniel, Davis, Lloyd, Petzko, Vicki, Register, Jesse, College of Health, Education, and Professional Studies.
Subjects/Keywords: Coeducation; Sex differences in education; Single-sex classes (Education); Mathematics – Study and teaching – Sex differences; Reading (Elementary)
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APA (6th Edition):
Aldridge, A. E. (2009). A comparison of students in single-sex classes and coeducational classes in high poverty elementary schools in mathematics and reading achievement. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/188
Chicago Manual of Style (16th Edition):
Aldridge, Ashley Elizabeth. “A comparison of students in single-sex classes and coeducational classes in high poverty elementary schools in mathematics and reading achievement.” 2009. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021.
https://scholar.utc.edu/theses/188.
MLA Handbook (7th Edition):
Aldridge, Ashley Elizabeth. “A comparison of students in single-sex classes and coeducational classes in high poverty elementary schools in mathematics and reading achievement.” 2009. Web. 05 Mar 2021.
Vancouver:
Aldridge AE. A comparison of students in single-sex classes and coeducational classes in high poverty elementary schools in mathematics and reading achievement. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2009. [cited 2021 Mar 05].
Available from: https://scholar.utc.edu/theses/188.
Council of Science Editors:
Aldridge AE. A comparison of students in single-sex classes and coeducational classes in high poverty elementary schools in mathematics and reading achievement. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2009. Available from: https://scholar.utc.edu/theses/188
17.
Robinson, Jason D.
The leadership effect: teacher morale within selected schools in one southeast Tennessee system.
Degree: 2010, University of Tennessee – Chattanooga
URL: https://scholar.utc.edu/theses/377
► The purpose of this descriptive study was to examine teacher morale and leadership practices as perceived within elementary and middle school teachers and between elementary…
(more)
▼ The purpose of this descriptive study was to examine teacher morale and leadership practices as
perceived within elementary and middle school teachers and between elementary and middle
school teachers within one southeast
Tennessee system. The literature presents various theories
of leadership, and how individuals who practice those theories impact teacher morale, ultimately
affecting teacher job satisfaction and attrition rates. Through information obtained from
interviews and survey data, the researcher compared the similarities and differences that existed
between teachers at the elementary and middle school levels as these pertained to morale and
leadership. All teachers participating in this study completed the
Purdue Teacher Opinionaire
(PTO) (Bentley & Rempel, 1980) to provide the researcher insight into teacher m
orale and the
effect that leadership practices have on teachers. In addition, this study included interviews with
a representative sample of teachers in the five elementary schools and one
middle school
involved in this research. The teachers were interviewed to gain their perceptions of morale, job
satisfaction, and the various leadership practices that have enhanced or diminished their personal
levels of workplace satisfaction. The overall goal of the study was to gain a
greater
understanding of the factors and leadership practices that build and enhance levels of
teacher
morale and job satisfaction.
Advisors/Committee Members: Rutledge, Valerie C., Denning, Rick, Miller, Ted, O'Kelley-Wingate, Kimberly, College of Health, Education, and Professional Studies.
Subjects/Keywords: Teacher morale; Teachers – Job satisfaction – United States
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APA (6th Edition):
Robinson, J. D. (2010). The leadership effect: teacher morale within selected schools in one southeast Tennessee system. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/377
Chicago Manual of Style (16th Edition):
Robinson, Jason D. “The leadership effect: teacher morale within selected schools in one southeast Tennessee system.” 2010. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021.
https://scholar.utc.edu/theses/377.
MLA Handbook (7th Edition):
Robinson, Jason D. “The leadership effect: teacher morale within selected schools in one southeast Tennessee system.” 2010. Web. 05 Mar 2021.
Vancouver:
Robinson JD. The leadership effect: teacher morale within selected schools in one southeast Tennessee system. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2010. [cited 2021 Mar 05].
Available from: https://scholar.utc.edu/theses/377.
Council of Science Editors:
Robinson JD. The leadership effect: teacher morale within selected schools in one southeast Tennessee system. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2010. Available from: https://scholar.utc.edu/theses/377
18.
Rivers, Linda Moyer.
The impact of graphical feedback on teachers' frequency of use of incidental teaching.
Degree: 2010, University of Tennessee – Chattanooga
URL: https://scholar.utc.edu/theses/376
► This study provided information on the impact of graphical feedback on teachers’ frequency of use of a specific teaching strategy as a supervision method which…
(more)
▼ This study provided information on the impact of graphical feedback on teachers’
frequency of use of a specific teaching strategy as a supervision method which might be used to
measure a change in behavior. Graphical feedback allowed for a systematic application of
support and mentoring to the teachers which was displayed as data in a quantitative, objective
format. The researcher presented the teachers with graphical displays
of the frequency of their
behavior and verbal feedback to ensure their understanding.
Incidental teaching was the teaching strategy used for the study. This strategy elaborated
on a child’s engagement in the classroom. Teachers were able to use what the child was
interested in and scaffold learning to expand the child’s learning.
The study described the impact of graphical feedback on three preschool teacher
s in a
developmentally appropriate room designed for 4 year old children, both with and without
disabilities. After receiving information regarding incidental teaching, teachers were provided
with a graph that displayed a representation of the frequency with which they use
d incidental
teaching. The impact of the graphical feedback on the teachers’ behavior
was measured by using
a multiple-baseline design. All three teachers demonstrated improvement in the
frequency of
incidental teaching during the intervention and maintenance phases.
Advisors/Committee Members: Rutledge, Valerie C., Casey, Amy, Johnston, Linda, McWilliam, Robin, Miller, Ted, College of Health, Education, and Professional Studies.
Subjects/Keywords: Teachers, Training of; Effective teaching
Record Details
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Cite
Share »
Record Details
Similar Records
Cite
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Rivers, L. M. (2010). The impact of graphical feedback on teachers' frequency of use of incidental teaching. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/376
Chicago Manual of Style (16th Edition):
Rivers, Linda Moyer. “The impact of graphical feedback on teachers' frequency of use of incidental teaching.” 2010. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021.
https://scholar.utc.edu/theses/376.
MLA Handbook (7th Edition):
Rivers, Linda Moyer. “The impact of graphical feedback on teachers' frequency of use of incidental teaching.” 2010. Web. 05 Mar 2021.
Vancouver:
Rivers LM. The impact of graphical feedback on teachers' frequency of use of incidental teaching. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2010. [cited 2021 Mar 05].
Available from: https://scholar.utc.edu/theses/376.
Council of Science Editors:
Rivers LM. The impact of graphical feedback on teachers' frequency of use of incidental teaching. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2010. Available from: https://scholar.utc.edu/theses/376
. 
Open Access Theses and Dissertations
