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Georgia Southern University
1.
Palmer, Judy E.
The Impact of Mentoring on Beginning Teachers in a Rural Northeast Georgia School District.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/362 
► The needs of beginning teachers have been addressed both on the state and national level because of increasing concerns about teacher quality and teacher shortage…
(more)
▼ The needs of beginning teachers have been addressed both on the state and national level because of increasing concerns about teacher quality and teacher shortage problems. Schools experience high rates of attrition for beginning teachers, more than forty percent in the first five years of teaching. Within the next decade, school districts will have to hire a large number of teachers for grades k-12. The traditional sink-or-swim induction of teachers contributes to lower levels of teacher effectiveness such as curriculum and behavioral issues and higher levels of teacher attrition. Beginning teachers experience isolation, difficult students, curriculum challenges, and inadequate preparation which cause them to leave the education field in high numbers. More states and school districts have begun to provide mentoring for their beginning teachers in an effort to help them transition into their first years of teaching. The purpose of this qualitative study was to evaluate the impact of mentoring on beginning teachers in a rural Northeast Georgia school district. The study provided important data about the mentoring practices that were the most meaningful to the beginning teachers. The methodology used to collect data for this study was individual interviews and focus group interviews. Nine purposive sample participants were included for the individual interviews: one from each of five elementary schools and two both from the middle school and high school. The focus group included two elementary teachers, two middle school teachers, and two high school teachers. The analysis of the data revealed the following themes: 1) Mentoring provided support for new teachers in the area of curriculum, discipline, and parental communication. 2) Secondly, the time spent with the mentors had an important effect on the success of the mentoring experience. 3) The variation of attitudes both of the mentor and the administration/school played an important part in a successful mentoring program. The results of this study support the positive results of mentoring on beginning teachers. The data collected correlated with the research questions and supported the idea that mentoring is an important program in the school district. When school districts promote teacher support through mentoring, teacher retention appears to be higher.
Advisors/Committee Members: Cherry Brewton, Paul Brinson.
Subjects/Keywords: ETD; Mentoring; Teacher retention; Teacher attrition; Mentors; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Palmer, J. E. (2010). The Impact of Mentoring on Beginning Teachers in a Rural Northeast Georgia School District. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/362
Chicago Manual of Style (16th Edition):
Palmer, Judy E. “The Impact of Mentoring on Beginning Teachers in a Rural Northeast Georgia School District.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/362.
MLA Handbook (7th Edition):
Palmer, Judy E. “The Impact of Mentoring on Beginning Teachers in a Rural Northeast Georgia School District.” 2010. Web. 14 Dec 2019.
Vancouver:
Palmer JE. The Impact of Mentoring on Beginning Teachers in a Rural Northeast Georgia School District. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/362.
Council of Science Editors:
Palmer JE. The Impact of Mentoring on Beginning Teachers in a Rural Northeast Georgia School District. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/362
Georgia Southern University
2.
Doby-Holmes, Latoya.
Instructional Coaching in Elementary Schools: Perceptions of Principals, Instructional Coaches, and Teachers.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2011, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/383
► The political climate surrounding academic achievement and teacher accountability is more demanding than ever before. Administrators might be able to improve teacher quality and address…
(more)
▼ The political climate surrounding academic achievement and teacher accountability is more demanding than ever before. Administrators might be able to improve teacher quality and address teacher accountability with the use of instructional coaching. It is important for all stakeholders to have data on the effectiveness of instructional coaches to enhance teacher performance and student achievement. The purpose of this study was to examine the effectiveness of instructional coaches in terms of student achievement through the perceptions of principals, instructional coaches, and teachers in Georgia elementary schools. A phenomenological research approach was designed for this purpose. In order to triangulate data, participants purposefully recruited for the study consisted of three types of stakeholders from a Northeastern Georgia school district: three principals, three instructional coaches, and three teachers. A semi-structured protocol, created based on literature and the researchers' professional experiences and judgment, was used throughout all interviews. This protocol helped ensure the consistency of all interviews and simultaneously allowed the interviewer to take notes along the interviews and probe for further explanations and clarifications. Data were verbatim transcribed and analyzed through the constant comparison and contrast approach based on grounded theory where after themes emerged. The results of this study indicated that the instructional coach had a positive but indirect effect on student achievement. Specifically, the instructional coach helped teachers grow professionally in the following areas: a) by providing professional development; b) by providing specific feedback about their instructional strategies; c) by fostering teacher collaboration and improving teacher self-efficacy, therefore changing the culture of the faculty and school; d) by helping them analyze and understand student performance data; and e) by showing and teaching them how to modify and therefore improve their instructional practices.
Advisors/Committee Members: Linda M. Arthur, Teri Denlea Melton.
Subjects/Keywords: ETD; Instructional coaches; Teacher effectiveness; Student achievement; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Doby-Holmes, L. (2011). Instructional Coaching in Elementary Schools: Perceptions of Principals, Instructional Coaches, and Teachers. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/383
Chicago Manual of Style (16th Edition):
Doby-Holmes, Latoya. “Instructional Coaching in Elementary Schools: Perceptions of Principals, Instructional Coaches, and Teachers.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/383.
MLA Handbook (7th Edition):
Doby-Holmes, Latoya. “Instructional Coaching in Elementary Schools: Perceptions of Principals, Instructional Coaches, and Teachers.” 2011. Web. 14 Dec 2019.
Vancouver:
Doby-Holmes L. Instructional Coaching in Elementary Schools: Perceptions of Principals, Instructional Coaches, and Teachers. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/383.
Council of Science Editors:
Doby-Holmes L. Instructional Coaching in Elementary Schools: Perceptions of Principals, Instructional Coaches, and Teachers. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/383
Georgia Southern University
3.
Moore, Jason Scott.
Best Practices Employed by Georgia High School Administrators to Reduce Student Tardiness.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/319
► The problem of student tardiness was reported by principals over the past two decades as being one of the major problems facing 21st century high…
(more)
▼ The problem of student tardiness was reported by principals over the past two decades as being one of the major problems facing 21st century high schools. This study employed a mixed methods approach and utilized one Georgia school district's student tardiness data for one school year to investigate the extent of tardiness across the district including factors, such as school size, school location, minority enrollment, socioeconomic status, and gender. The qualitative portion of this study utilized interviews to gain stakeholder's descriptions of conditions that contributed to tardiness and their views of what strategies and practices were most effective at reducing tardiness. The major results of this study found student tardiness to be a continuing problem in 21st century high schools. Major causes of tardiness were categorized as student issues, such as socializing and defiance; school factors, such as overcrowding, bathroom breaks, and locker problems; and personnel factors, such as teacher inconsistency and lack of administrative and teacher presence in the halls. All of the stakeholder respondents considered the best ways to reduce student tardiness were by the consistent issuing of consequences, such as after school detention, in school suspension, out of school suspension, and Saturday school detention.
Advisors/Committee Members: Barbara Mallory, Linda Arthur, Sam Hardy.
Subjects/Keywords: ETD; Student tardiness; Punctuality; Student tardiness; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Moore, J. S. (2010). Best Practices Employed by Georgia High School Administrators to Reduce Student Tardiness. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/319
Chicago Manual of Style (16th Edition):
Moore, Jason Scott. “Best Practices Employed by Georgia High School Administrators to Reduce Student Tardiness.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/319.
MLA Handbook (7th Edition):
Moore, Jason Scott. “Best Practices Employed by Georgia High School Administrators to Reduce Student Tardiness.” 2010. Web. 14 Dec 2019.
Vancouver:
Moore JS. Best Practices Employed by Georgia High School Administrators to Reduce Student Tardiness. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/319.
Council of Science Editors:
Moore JS. Best Practices Employed by Georgia High School Administrators to Reduce Student Tardiness. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/319
Georgia Southern University
4.
Sutcliff, Catherine P.
Secondary Students' Perceptions of Teacher Quality.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2011, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/391
► This study examined the perceptions of secondary students and teacher quality during their years in high school. The study sought to compare responses among males…
(more)
▼ This study examined the perceptions of secondary students and teacher quality during their years in high school. The study sought to compare responses among males and females and among ethnicities to determine if there were differences in perceptions of teacher quality with respect to student-teacher relationships, instructional methods, and justice and fairness. Surveys were given to students from eight public high schools in a southeastern region of Georgia. Demographic questions were included in the survey to delineate responses by gender and ethnicity. This study generated data from 663 students to determine student perceptions of teacher quality in the areas of justice and fairness, instructional methods, and teacher-student relationships. Data were organized and evaluated using statistical software to produce the written results. The results for student and teacher relationships and justice and fairness indicated there were no significant differences among ethnicities or genders; however, when Instructional Strategies were evaluated for ethnicity and gender differences, ANOVA results for ethnicity revealed significant differences among the four ethnic groups. High agreement was found on the items in which students indicated that they had adequate time for questions and note-taking in class, teachers provided strategies to help them retain information, teachers expected students to use a variety of resources to complete class projects, and teachers provided detailed rubrics for specific grade requirements. These findings lead one to believe that students want to know the expectations for success in the classroom and value the teachers that provide them with concrete details.
Advisors/Committee Members: Paul Brinson, Stephen Jenkins.
Subjects/Keywords: ETD; Teacher quality; Secondary students; Student perceptions; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Sutcliff, C. P. (2011). Secondary Students' Perceptions of Teacher Quality. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/391
Chicago Manual of Style (16th Edition):
Sutcliff, Catherine P. “Secondary Students' Perceptions of Teacher Quality.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/391.
MLA Handbook (7th Edition):
Sutcliff, Catherine P. “Secondary Students' Perceptions of Teacher Quality.” 2011. Web. 14 Dec 2019.
Vancouver:
Sutcliff CP. Secondary Students' Perceptions of Teacher Quality. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/391.
Council of Science Editors:
Sutcliff CP. Secondary Students' Perceptions of Teacher Quality. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/391
Georgia Southern University
5.
Williams, Vikki H.
Career Academy Implementation: School Leaders Perceptions.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2011, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/376
► As educational systems are constantly challenged with public demands to decrease dropout rates and increase student achievement, school reform models are spreading as a form…
(more)
▼ As educational systems are constantly challenged with public demands to decrease dropout rates and increase student achievement, school reform models are spreading as a form of school improvement across America. Educational reform moves in cycles, and the change has moved to smaller learning communities in an effort to improve education. Smaller Learning Communities (SLC's) have attracted currency in the world of education, and many school districts have adopted this transformational model as a means to support students' academic success. Smaller learning communities alter the internal structure of a traditional high school to small schools within a school. One specific model of a smaller learning community, known as career academies, has populated many suburban school districts. School leaders are primary sources for implementing such school reform models. The purpose of this study was to examine the perceptions of school leaders who have experienced the implementation process of career academies. To produce the written research, data were collected, organized, transcribed, and analyzed into emerging themes and patterns through phenomenological interviews using open-ended questions with ten suburban school district leaders. This study yielded factors and barriers experienced by school leaders as they implemented the school reform model: career academies. The results from this study indicated that school leaders experienced many factors and structures towards the change process and several barriers that were challenges during the implementation process of career academies. With implementing the career academy initiative in this study, it is evident that barriers outweighed the factors. School leaders in a suburban school district in Georgia are faced with many challenges as they attempt to implement and sustain career academies. They endure scheduling, financial resources, building structure, changes in leadership, lack of support from superintendent and board members, teacher buy-in, communication, cultural changes, and the district integrating too many initiatives at the same time as issues they face while implementing career academies. As a result, effort to meet the challenges and demands our nation faces in education in the next decade, more emphasis must be placed on a plan to assist and support school leaders and their efforts to practice leadership roles for implementing or transforming schools into SLC models.
Advisors/Committee Members: Sonya Shepherd, Sidney Brown.
Subjects/Keywords: ETD; Support; Factors; Barriers; Career academies; School leaders; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Williams, V. H. (2011). Career Academy Implementation: School Leaders Perceptions. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/376
Chicago Manual of Style (16th Edition):
Williams, Vikki H. “Career Academy Implementation: School Leaders Perceptions.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/376.
MLA Handbook (7th Edition):
Williams, Vikki H. “Career Academy Implementation: School Leaders Perceptions.” 2011. Web. 14 Dec 2019.
Vancouver:
Williams VH. Career Academy Implementation: School Leaders Perceptions. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/376.
Council of Science Editors:
Williams VH. Career Academy Implementation: School Leaders Perceptions. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/376
Georgia Southern University
6.
Ford, Yancy J.
A Test Score Comparison between Block and Traditional Scheduling.
Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2015, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/1291
► The purpose of this study was to examine how schools utilizing block scheduling and traditional scheduling models differ in achievement levels on the five…
(more)
▼ The purpose of this study was to examine how schools utilizing block scheduling and traditional scheduling models differ in achievement levels on the five Georgia End-of-Course Exams (EOCT) and the Georgia High School Graduation Writing test (GHSWT) at two high schools in ruralSouth Georgia. The researcher will investigated if there is a differential benefit in terms of higher EOCT/GHSWT scores during block or traditional scheduling when considering demographic variables student gender, race, or SES. No experimentation occurred as the study relied on historical data. Both high schools were examined individually; comparing the five EOCT’s and the GHSWT under the block schedule during the 2011-2012 school with the same exams under the 7-period traditional schedule during the 2012-2013 and 2013-2014 school terms. The design comparison for this quasi-experimental study was a 2-group non-random selection design comparing each school to itself rather to each other. Each school is very different in terms of student demographics; therefore the examination with each school is imperative. This study used quantitative statistics so that clear concrete data is used to show evidence to which schedule students performed best on from a standardized assessment view. In addition, descriptive statistics was used including means and standard deviations. A multi-way ANOVA with 6 factors (schedule, sex, race, SES, classification, and school year) was used to determine if a significant difference existed between the students instructed on a 4 x 4 block schedule and students instructed on a seven-period day traditional schedule. The multi-way ANOVA allowed for testing of interactions among predictors. The interactions helped show if any specific sub-groups benefited more operating under one scheduling model than another. After an in-depth study and analysis of a Test score comparison between block and traditional scheduling of two schools and twelve
subject areas, the results indicate a significant difference in mean scores by school year in two of the twelve subjects. Writing scores at School 1 were significantly different indicating the change from block to a traditional schedule was a positive move, and Biology scores at School 2 were significantly different indicating the change from block to a traditional schedule was a positive move. However, at both schools in all twelve areas, the overall mean test score slightly increased each year indicating the possibility the move from block scheduling to a more traditional scheduling model could be positive given more time.
Advisors/Committee Members: Bryan Griffin, Paul "Mac" Brinson.
Subjects/Keywords: ETD; Education; Educational Administration and Supervision; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Ford, Y. J. (2015). A Test Score Comparison between Block and Traditional Scheduling. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1291
Chicago Manual of Style (16th Edition):
Ford, Yancy J. “A Test Score Comparison between Block and Traditional Scheduling.” 2015. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/1291.
MLA Handbook (7th Edition):
Ford, Yancy J. “A Test Score Comparison between Block and Traditional Scheduling.” 2015. Web. 14 Dec 2019.
Vancouver:
Ford YJ. A Test Score Comparison between Block and Traditional Scheduling. [Internet] [Doctoral dissertation]. Georgia Southern University; 2015. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/1291.
Council of Science Editors:
Ford YJ. A Test Score Comparison between Block and Traditional Scheduling. [Doctoral Dissertation]. Georgia Southern University; 2015. Available from: https://digitalcommons.georgiasouthern.edu/etd/1291
Georgia Southern University
7.
Hill, Anna Jean.
A Study of Georgia Elementary Teachers' Beliefs and Practices Concerning Grade Level Retention.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2009, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/345
► The purpose of this study was to identify Georgia elementary teachers' beliefs and practices of student grade-level retention. Overall, elementary teachers consider grade level retention…
(more)
▼ The purpose of this study was to identify Georgia elementary teachers' beliefs and practices of student grade-level retention. Overall, elementary teachers consider grade level retention to be an acceptable school practice to improve a student's academic success and that grade level retention also provides for long-term academic success. Georgia elementary teachers with master's degrees and above, teachers in suburban communities, teachers with more experience, and fourth grade teachers believe more strongly than elementary teachers with bachelor's degrees, teachers in rural and urban areas, and third and fifth grade elementary teachers, that students who do not meet academic standards should be retained. Georgia elementary teachers in suburban communities and teachers' with more school experience felt grade level retention was an acceptable school practice for improving student achievement, even more so than teachers in rural communities and teachers with bachelor's degrees. Teachers with more experience felt grade level retention provided for long term academic success. Georgia elementary teachers also believed grade level retention can cause some students to have emotional issues after being retained. Georgia elementary teachers thought that retaining a student who had met state test score standards could be acceptable based on the student's lack of preparation for the next grade, lack of social maturity, or age. These same teachers would also consider retaining a student whose scores on state-mandated tests were barely passing. Also, most Georgia elementary teachers were either neutral or disagreed that their views were consistent with the Georgia state-mandated grade level retention policy based on the No Child Left Behind initiative.
Advisors/Committee Members: Randy Carlson, Phillip Smith.
Subjects/Keywords: ETD; Grade level retention; Achievement; Low achievement; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Hill, A. J. (2009). A Study of Georgia Elementary Teachers' Beliefs and Practices Concerning Grade Level Retention. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/345
Chicago Manual of Style (16th Edition):
Hill, Anna Jean. “A Study of Georgia Elementary Teachers' Beliefs and Practices Concerning Grade Level Retention.” 2009. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/345.
MLA Handbook (7th Edition):
Hill, Anna Jean. “A Study of Georgia Elementary Teachers' Beliefs and Practices Concerning Grade Level Retention.” 2009. Web. 14 Dec 2019.
Vancouver:
Hill AJ. A Study of Georgia Elementary Teachers' Beliefs and Practices Concerning Grade Level Retention. [Internet] [Doctoral dissertation]. Georgia Southern University; 2009. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/345.
Council of Science Editors:
Hill AJ. A Study of Georgia Elementary Teachers' Beliefs and Practices Concerning Grade Level Retention. [Doctoral Dissertation]. Georgia Southern University; 2009. Available from: https://digitalcommons.georgiasouthern.edu/etd/345
Georgia Southern University
8.
Stewart, Kevin Patrick.
The Relationship Between Teacher Certification and Perceptions of Adapted Physical Education Program Practices in Metropolitan Atlanta Public Elementary Schools.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/371
► In Georgia, there is no separate endorsement or required specialized teacher certification for adapted physical educators. Because of this absence, the resulting span of personnel…
(more)
▼ In Georgia, there is no separate endorsement or required specialized teacher certification for adapted physical educators. Because of this absence, the resulting span of personnel teaching adapted physical education (APE) in the state ranges widely in terms of certification areas. Educational administrators would benefit from knowing if any perceived differences exist between APE programs led by teachers with specialized APE certification and those led by general education PE teachers. Therefore, the purpose of this study was to examine the relationship between APE teacher certification and school personnel perceptions of APE program practices.
Advisors/Committee Members: Paul Brinson, Bryan Griffin, Starla McCollum.
Subjects/Keywords: ETD; Adapted physical education; IDEA 2004; Program evaluation; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Stewart, K. P. (2010). The Relationship Between Teacher Certification and Perceptions of Adapted Physical Education Program Practices in Metropolitan Atlanta Public Elementary Schools. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/371
Chicago Manual of Style (16th Edition):
Stewart, Kevin Patrick. “The Relationship Between Teacher Certification and Perceptions of Adapted Physical Education Program Practices in Metropolitan Atlanta Public Elementary Schools.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/371.
MLA Handbook (7th Edition):
Stewart, Kevin Patrick. “The Relationship Between Teacher Certification and Perceptions of Adapted Physical Education Program Practices in Metropolitan Atlanta Public Elementary Schools.” 2010. Web. 14 Dec 2019.
Vancouver:
Stewart KP. The Relationship Between Teacher Certification and Perceptions of Adapted Physical Education Program Practices in Metropolitan Atlanta Public Elementary Schools. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/371.
Council of Science Editors:
Stewart KP. The Relationship Between Teacher Certification and Perceptions of Adapted Physical Education Program Practices in Metropolitan Atlanta Public Elementary Schools. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/371
Georgia Southern University
9.
McColumn, Bruce R.
Principals' Leadership Styles and Their Impact on School Climate: Assistant Principals' Perceptions.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/393
► The primary focus of this study is to explore the perceptions of assistant principals as to how their principals' leadership styles impact school climate.…
(more)
▼ The primary focus of this study is to explore the perceptions of assistant principals as to how their principals' leadership styles impact school climate. A school's climate plays a vital role in student achievement and principals are the most important factor in setting a setting a school's climate. Therefore, principals' leadership behaviors warrant investigating. This qualitative study identified principal leadership styles through the perceptions of their assistant principals. Interactive interviews were conducted with selected assistant principals in the XYZ School System. Their responses were analyzed, themed and coded to draw a connection between principal leadership style and school climate. These findings can be used in leadership training to familiarize current and aspiring principals with leadership attributes that could positively impact school climate as well as student achievement. Chapter One provided an introduction and summary of the study. Chapter Two provided a background of the relevant literature that is associated with various aspects of leadership and school climate. Chapter Three provided information on methodology procedures used to answer the research questions. Chapter Four provided a report of the data and analysis which includes detailed demographic information. Chapter Five provided a discussion of the findings and implications of the study.
Advisors/Committee Members: Lucinda Chance, Hsiu-Lien Lu, n/a.
Subjects/Keywords: ETD; School principals; School environment; Education; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
McColumn, B. R. (2010). Principals' Leadership Styles and Their Impact on School Climate: Assistant Principals' Perceptions. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/393
Chicago Manual of Style (16th Edition):
McColumn, Bruce R. “Principals' Leadership Styles and Their Impact on School Climate: Assistant Principals' Perceptions.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/393.
MLA Handbook (7th Edition):
McColumn, Bruce R. “Principals' Leadership Styles and Their Impact on School Climate: Assistant Principals' Perceptions.” 2010. Web. 14 Dec 2019.
Vancouver:
McColumn BR. Principals' Leadership Styles and Their Impact on School Climate: Assistant Principals' Perceptions. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/393.
Council of Science Editors:
McColumn BR. Principals' Leadership Styles and Their Impact on School Climate: Assistant Principals' Perceptions. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/393
Georgia Southern University
10.
Sasser, Renee M.
The Perceptions of Teachers in a Rural South Georgia County Regarding Merit Pay Based on Student Achievement.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2011, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/387
► The study explored the perceptions of teachers in a rural south Georgia county regarding merit pay based on student achievement. The study examined 205 teachers'…
(more)
▼ The study explored the perceptions of teachers in a rural south Georgia county regarding merit pay based on student achievement. The study examined 205 teachers' personal and professional demographics and perceptions of the use of student achievement in awarding merit pay. The study employed a descriptive, survey approach to address the research questions. A self-designed survey questionnaire was developed to explore teachers' perceptions of merit pay and included a quantitative orientation. Findings indicated that the majority of the teachers who responded to the survey worked at the middle school level, were greater than 50 years old, and had between 0-9 years experience. They typically held a Master's Degree. The majority of the respondents worked at a school that did not make AYP for the 2009-2010 school year. Respondents did not want a merit pay plan implemented in the district even though the district is a Race to the Top Grant Award recipient that mandates a merit pay plan be implemented. The teachers were undecided if student achievement should be used to award a merit pay plan if one were to be implemented. The teachers indicated that a merit plan would negatively impact the school climate, which would destroy collaboration, which in turn could lead to a negative impact on student achievement. Teachers also indicated that teacher evaluations would have administrators playing favorites toward those teachers who "do not rock the boat" or raise questions about certain practices. The teachers were undecided on the number of evaluations that would be adequate to award merit pay. Based on demographics, there were no significant differences in the years of experience, the school level, and AYP status. There were differences with age. The younger the teacher, the more motivated the teacher was to improve student achievement in order to be awarded merit pay. The less education the teacher obtained, the more undecided the teacher was with improving student achievement in order to be awarded merit pay. The teachers, who had attained a Specialist's Degree, were more undecided on using student achievement in order to be awarded merit pay.
Advisors/Committee Members: Lucinda Chance, Phillip Smith.
Subjects/Keywords: ETD; Merit pay; Student achievement; Pay-for-performance; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Sasser, R. M. (2011). The Perceptions of Teachers in a Rural South Georgia County Regarding Merit Pay Based on Student Achievement. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/387
Chicago Manual of Style (16th Edition):
Sasser, Renee M. “The Perceptions of Teachers in a Rural South Georgia County Regarding Merit Pay Based on Student Achievement.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/387.
MLA Handbook (7th Edition):
Sasser, Renee M. “The Perceptions of Teachers in a Rural South Georgia County Regarding Merit Pay Based on Student Achievement.” 2011. Web. 14 Dec 2019.
Vancouver:
Sasser RM. The Perceptions of Teachers in a Rural South Georgia County Regarding Merit Pay Based on Student Achievement. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/387.
Council of Science Editors:
Sasser RM. The Perceptions of Teachers in a Rural South Georgia County Regarding Merit Pay Based on Student Achievement. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/387
Georgia Southern University
11.
Cato, Patricia L.
Effective Print Media Relations Practices of Georgia's Rural High-Performing Principals: Three Case Studies.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/336
► Previous researchers (Scott, 2005; Mobley, 2007; Oplatka, 2007; Bagin, Gallagher, & Moore, 2008) have illustrated the impact of journalists and newspapers on the public’s perception…
(more)
▼ Previous researchers (Scott, 2005; Mobley, 2007; Oplatka, 2007; Bagin,
Gallagher, & Moore, 2008) have illustrated the impact of journalists and newspapers on
the public’s perception of a principal’s effectiveness. However, prior studies have
focused on higher education, funding, and urban areas. Therefore, the purpose of this
qualitative study was to determine the perceived best print media relations practices from
the viewpoints of identified high-performing principals, print media professionals, and
parents.
This qualitative study employed a multi-case study design with purposive
sampling. Principals from one elementary school, one middle school, and one high
school who had been named to the Georgia high-performance schools list were
interviewed for this study, as were focus groups of parents in the schools led by the
principals and also journalists assigned to cover the principals’ schools. The audiotaped
interviews were transcribed and coded for patterns in responses, from which major
themes were developed. Newspaper content analysis of one calendar year’s artifacts was
also conducted for each of the newspapers.
Findings revealed four major themes: the responsibility of the media; the unique
connection between rural newspapers, schools, and community; practices for relationship
building; and impact on public opinion of schools’ effectiveness. Though participants
agreed that the primary responsibility of newspapers was to disseminate information,
journalists’ responses indicated a responsibility to champion educational causes, to
protect the students and staff, to spur uninvolved parents to action, and to act as the
conscience of school boards. In these rural communities, a close relationship built upon
trust, candor, and shared experiences defined the connection between schools and
newspapers. Principals fostered the affiliations by providing information for articles,
making staff accessible, and removing barriers to communication.
Advisors/Committee Members: Linda Arthur, Samuel B. Hardy, III.
Subjects/Keywords: ETD; Newspaper; Rural; Principal; Case study; Media relations; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Cato, P. L. (2010). Effective Print Media Relations Practices of Georgia's Rural High-Performing Principals: Three Case Studies. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/336
Chicago Manual of Style (16th Edition):
Cato, Patricia L. “Effective Print Media Relations Practices of Georgia's Rural High-Performing Principals: Three Case Studies.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/336.
MLA Handbook (7th Edition):
Cato, Patricia L. “Effective Print Media Relations Practices of Georgia's Rural High-Performing Principals: Three Case Studies.” 2010. Web. 14 Dec 2019.
Vancouver:
Cato PL. Effective Print Media Relations Practices of Georgia's Rural High-Performing Principals: Three Case Studies. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/336.
Council of Science Editors:
Cato PL. Effective Print Media Relations Practices of Georgia's Rural High-Performing Principals: Three Case Studies. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/336
Georgia Southern University
12.
Poole, Janet L.
Characteristics of Effective Alternative Schools in Georgia: Leaders’ Perceptions.
Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2016, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/1486
► ABSTRACT Educational leaders and district decision makers are faced with the challenge of providing support for at-risk students who are failing in traditional schools…
(more)
▼ ABSTRACT
Educational leaders and district decision makers are faced with the challenge of providing support for at-risk students who are failing in traditional schools and are in danger of not graduating. Alternative schools are considered options for learning for at-risk students. However, limited research is available describing the views and experiences of the administrators who lead them. Therefore, the purpose of this qualitative study was to understand leaders’ perceptions of characteristics of effective alternative schools in Georgia, as well as challenges associated with leading them. Ten face-to-face, semi-structured interviews were conducted to investigate what eight male and two female alternative school leaders in Georgia perceived to be characteristics of effective alternative schools in Georgia. The results from this qualitative study define characteristics of alternative schools that contribute to student success, explain challenges incurred by the leaders and the students in alternative schools, and describe the benefits of alternative schools. Conclusions and recommendations are included for consideration by educational leaders and decision makers who are planning new alternative schools in their districts or seek to improve practices in existing alternative schools.
Advisors/Committee Members: Paul Brinson, Cordelia Zinskie.
Subjects/Keywords: alternative schools; alternative education; alternative programs; non-traditional education; Education; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Poole, J. L. (2016). Characteristics of Effective Alternative Schools in Georgia: Leaders’ Perceptions. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1486
Chicago Manual of Style (16th Edition):
Poole, Janet L. “Characteristics of Effective Alternative Schools in Georgia: Leaders’ Perceptions.” 2016. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/1486.
MLA Handbook (7th Edition):
Poole, Janet L. “Characteristics of Effective Alternative Schools in Georgia: Leaders’ Perceptions.” 2016. Web. 14 Dec 2019.
Vancouver:
Poole JL. Characteristics of Effective Alternative Schools in Georgia: Leaders’ Perceptions. [Internet] [Doctoral dissertation]. Georgia Southern University; 2016. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/1486.
Council of Science Editors:
Poole JL. Characteristics of Effective Alternative Schools in Georgia: Leaders’ Perceptions. [Doctoral Dissertation]. Georgia Southern University; 2016. Available from: https://digitalcommons.georgiasouthern.edu/etd/1486
Georgia Southern University
13.
Pettyjohn, Theresa Jeanne.
Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2012, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/402
► District decision-makers and school leaders are faced with the challenge of evaluating various options to support at-risk students who are in danger of not graduating…
(more)
▼ District decision-makers and school leaders are faced with the challenge of evaluating various options to support at-risk students who are in danger of not graduating with their peers. Supplemental online learning is considered an innovative means of assisting students with credit recovery. Virtual schools and commercial curriculum providers have enumerated the benefits of online learning; however, the majority of the research has been conducted on post-secondary learners. Therefore, the purpose of this qualitative study was to understand stakeholders' perceptions of the benefits and challenges of high school supplemental online learning for credit recovery. This qualitative study employed a single case study design with purposive sampling. Participants included twelve high school students who had been enrolled in supplemental online learning for credit recovery. Additional participants included two content teacher monitors and four graduation coaches. The audio-recorded interviews were transcribed and coded for patterns in responses, from which major themes evolved. Student historical data and district online credit recovery data from the 2010-2011 school were reviewed. Findings revealed four major themes: expectations of self, others, and online coursework; students are at-risk for more than academics; the importance of choice and control; and the impact of online coursework. Online learning allowed greater flexibility, and the opportunity for students to have control over learning promoted academic success and improved outlook. Economic disadvantage continues to impact access to online learning. At- risk students acknowledged the benefits of online learning, and admit that they outweigh the challenges; however, there is still a need for a teacher. All participants endorsed the online learning environment for at-risk students over the traditional classroom. Negativity, distraction, criticism, and demands in the regular classroom diminish its effect. A relationship with a trusted staff member is a key component of at-risk students' success in online learning for credit recovery. There is an affective part of supporting at-risk students that cannot be minimized or ignored. There continues to be a lack of understanding of the rigor and relevance of online learning in the educational community and with the public at large.
Advisors/Committee Members: Samuel B. Hardy III, Kathryn Kennedy Ivill.
Subjects/Keywords: ETD; K-12 online learning; Credit recovery; At-risk; Virtual school; Distance education; High school students; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Pettyjohn, T. J. (2012). Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/402
Chicago Manual of Style (16th Edition):
Pettyjohn, Theresa Jeanne. “Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery.” 2012. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/402.
MLA Handbook (7th Edition):
Pettyjohn, Theresa Jeanne. “Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery.” 2012. Web. 14 Dec 2019.
Vancouver:
Pettyjohn TJ. Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery. [Internet] [Doctoral dissertation]. Georgia Southern University; 2012. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/402.
Council of Science Editors:
Pettyjohn TJ. Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery. [Doctoral Dissertation]. Georgia Southern University; 2012. Available from: https://digitalcommons.georgiasouthern.edu/etd/402
Georgia Southern University
14.
McClain, LaSharon S.
Elementary School Principals' Utilization of Walkthroughs in the Role of Instructional Leaders.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2009, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/271
► Principals now find themselves in the age of accountability and improvements with the expectation that they will function as instructional leaders. Walkthroughs provide a vehicle…
(more)
▼ Principals now find themselves in the age of accountability and improvements with the expectation that they will function as instructional leaders. Walkthroughs provide a vehicle for principals to step into the role of instructional leaders. The purpose of this qualitative study was to understand how elementary principals utilized walkthroughs in their role as instructional leaders. The researcher conducted the study in five elementary schools in a Georgia school district, located east of Atlanta, which invested resources to develop principals as instructional leaders by providing specific training in conducting walkthroughs. To accomplish the purpose of this study, the researcher analyzed the interview responses from the 20 participants of whom five were elementary principals and fifteen were elementary teachers. Documents related to walkthroughs, such as walkthrough forms and school improvement plans, were also analyzed. Using the basic interpretive approach, the researcher identified common themes that emerged from analysis and interpretation of the collected data. Findings of the study were congruent with the literature in terms of the purpose and benefits of walkthroughs. Elementary principals and teachers identified walkthroughs to be an instructional leadership strategy that provided a snapshot of the teaching and learning that occurred in the school. Principals and teachers reported that principals conducted walkthroughs to monitor the instructional program and student progress. Principals and teachers found walkthroughs to be beneficial. Walkthroughs allowed principals to maintain visibility, provide data driven professional learning, foster professional learning communities, promote individual teacher growth, and acknowledge teachers. The data also revealed that by conducting walkthroughs, principals were able to perform six of ten instructional leadership functions identified by Hallinger. Data suggested that the way walkthroughs are implemented in schools matters. All participants must have an understanding of the purpose and process of the walkthrough and the relevance of the data collected. Including teachers as walkthrough partners and focusing on student learning can have a positive impact on the school's learning climate. Implications of the study provided contributions to the literature on walkthroughs and suggested ways that principal walkthroughs can be used to promote continuous school improvements.
Advisors/Committee Members: Missy Bennett, Barbara Mallory.
Subjects/Keywords: ETD; Walkthroughs; Instructional leadership; Informal observations; Elementary school principals; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
McClain, L. S. (2009). Elementary School Principals' Utilization of Walkthroughs in the Role of Instructional Leaders. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/271
Chicago Manual of Style (16th Edition):
McClain, LaSharon S. “Elementary School Principals' Utilization of Walkthroughs in the Role of Instructional Leaders.” 2009. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/271.
MLA Handbook (7th Edition):
McClain, LaSharon S. “Elementary School Principals' Utilization of Walkthroughs in the Role of Instructional Leaders.” 2009. Web. 14 Dec 2019.
Vancouver:
McClain LS. Elementary School Principals' Utilization of Walkthroughs in the Role of Instructional Leaders. [Internet] [Doctoral dissertation]. Georgia Southern University; 2009. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/271.
Council of Science Editors:
McClain LS. Elementary School Principals' Utilization of Walkthroughs in the Role of Instructional Leaders. [Doctoral Dissertation]. Georgia Southern University; 2009. Available from: https://digitalcommons.georgiasouthern.edu/etd/271
Georgia Southern University
15.
Miller, Angeline Elizabeth.
School Climate Components that Contribute to Adequate Yearly Progress in Elementary Schools.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/356
► The purpose of this qualitative study was to understand the impact of the school climate components of teacher job satisfaction, morale, and efficacy on student…
(more)
▼ The purpose of this qualitative study was to understand the impact of the school climate components of teacher job satisfaction, morale, and efficacy on student achievement. This qualitative study utilized semi-structured interviews of both principals and teachers, reviewed information pertaining to the school district's Southern Association of Colleges and Schools accreditation, and from the School Matters website pertaining to one school that made Adequate Yearly Progress, and one that did not make Adequate Yearly Progress. The sample of eight teachers was selected using a purposive sampling and the accounts of their personal ideas, feelings, beliefs, and perceptions of their feelings of job satisfaction, morale, and efficacy were presented through direct quotes to provide richness in detailing their real world descriptions. The principals at both elementary schools were also interviewed to determine their feelings about the climate within their respective buildings. Teachers at the both schools indicated that their personal feelings did not influence their professional obligations; however, in the school that did not make Adequate Yearly Progress, the teachers indicated that they wanted to be respected by their principal; therefore, in this study, it appears that feelings of job satisfaction can impact a school's potential to make Adequate Yearly Progress. Findings revealed that teacher morale has the potential to impact a school's ability to make Adequate Yearly Progress because in the school that made Adequate Yearly Progress, there was a sense of trust, confidence, and enthusiasm that existed among its teachers, whereas, in the school that did not make Adequate Yearly Progress, this type of atmosphere was not fully operational. Teacher efficacy did not appear to have an impact on a school's potential to make Adequate Yearly Progress because teachers at both schools were confident about their ability to successfully teach their students. School principals and those aspiring to be building level supervisors, may wish to explore the findings of this research to address components of school climate. This information can enable them to foster an environment that is conducive for student learning. Teachers are a valuable asset to the educational profession which includes helping students and building level administrators achieve success.
Advisors/Committee Members: Barbara J. Mallory, Linda M. Arthur.
Subjects/Keywords: ETD; Teacher job satisfaction; Teacher morale; Teacher efficacy; School climate; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA ·
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MLA ·
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CSE |
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APA (6th Edition):
Miller, A. E. (2010). School Climate Components that Contribute to Adequate Yearly Progress in Elementary Schools. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/356
Chicago Manual of Style (16th Edition):
Miller, Angeline Elizabeth. “School Climate Components that Contribute to Adequate Yearly Progress in Elementary Schools.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/356.
MLA Handbook (7th Edition):
Miller, Angeline Elizabeth. “School Climate Components that Contribute to Adequate Yearly Progress in Elementary Schools.” 2010. Web. 14 Dec 2019.
Vancouver:
Miller AE. School Climate Components that Contribute to Adequate Yearly Progress in Elementary Schools. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/356.
Council of Science Editors:
Miller AE. School Climate Components that Contribute to Adequate Yearly Progress in Elementary Schools. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/356
Georgia Southern University
16.
McClure, Amy W.
The Role of the Elementary Principal in Building Relational Trust with Low-Income Families.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2011, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/384
► Students in schools across the country are failing to meet academic standards. School leaders are responsible for solving the problem and must search for ways…
(more)
▼ Students in schools across the country are failing to meet academic standards. School leaders are responsible for solving the problem and must search for ways to help all students learn and improve academic achievement. Although copious studies have been devoted to exploring the benefits of and barriers to family involvement and engagement in schools, very few have deconstructed the direct role of principals in family involvement in school. The purpose of this study was to explore how elementary principals in low income, elementary schools in the southeastern U.S. use elements of relational trust in family involvement efforts. Grounded in cultural study and critical theory research traditions, and informed by symbolic interactionism, the study was guided by an overarching question and was supported by three sub-questions. After a thorough review of relevant literature including the topics of family involvement, trust, and leadership practices, a phenomenological study was conducted to answer the research questions focused on the perceptions of current principals of low income, Red Carpet award winning elementary schools in South Carolina regarding their role in building trust with families. The study consisted of conducting face-to-face interviews of ten (10) purposefully sampled participants using a structured interview protocol consisting of fifteen (15) questions and review of artifacts. Thorough and extensive analysis of the data revealed themes and sub themes. Principal perceptions provided thick, rich descriptions allowing the researcher to support the goals of the study. Principals defined family-school trust as providing a safe comfortable place that is inclusive of all stakeholders and inspires a sense of confidence in the principal and school. Principals held the following beliefs: trust plays an important role in family school trust; certain strategies are the most productive for working with low income families to build trust and improve involvement; competently acting in the best interest of families and having high academic expectations demonstrates leadership best practices; and finally, principals believe they have a moral imperative to ensure that children in their care are receiving the quality education they deserve. Recommendations include suggestions for future research in the area of the principals' role in trust building for family involvement.
Advisors/Committee Members: Linda M. Arthur, Samuel Hardy III.
Subjects/Keywords: ETD; Trust; Family involvement; Elementary principal; Red carpet schools; Low income; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
McClure, A. W. (2011). The Role of the Elementary Principal in Building Relational Trust with Low-Income Families. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/384
Chicago Manual of Style (16th Edition):
McClure, Amy W. “The Role of the Elementary Principal in Building Relational Trust with Low-Income Families.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/384.
MLA Handbook (7th Edition):
McClure, Amy W. “The Role of the Elementary Principal in Building Relational Trust with Low-Income Families.” 2011. Web. 14 Dec 2019.
Vancouver:
McClure AW. The Role of the Elementary Principal in Building Relational Trust with Low-Income Families. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/384.
Council of Science Editors:
McClure AW. The Role of the Elementary Principal in Building Relational Trust with Low-Income Families. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/384
Georgia Southern University
17.
Gamble, Leslie Jr.
Cognitive Frameworks that Enable South Carolina High School Principals to Implement Smaller Learning Communities.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/321
► The demands of an ever-changing technological and diverse global society contribute to the need for systemic change in today's secondary schools. Faced with these realities,…
(more)
▼ The demands of an ever-changing technological and diverse global society contribute to the need for systemic change in today's secondary schools. Faced with these realities, American high schools must set course on a new mission for education. Not only must high schools require differentiated instructions to accommodate students' needs, high school personnel must also be held accountable for student learning by producing a high quality education. Because of the variety of these diverse issues, high school principals are faced with overcoming the challenges and obstacles that confront high school reforms. The research regarding smaller learning communities is well-documented and encouraging. While the practice can become the focus for producing higher achievement, educators must create new paradigms of operations. In many cases, traditional standards and procedures must be abandoned in order to increase school-wide success. Little is known of South Carolina's high school administrators as they attempt to find solutions to meet the needs of rapidly growing and diverse student populations. Little is also known of the experiences of South Carolina high school principals as they implement smaller learning communities, or the forces confronting those transitions. Therefore, the researcher examined the supporting and impeding forces experienced by South Carolina high school principals implementing smaller learning communities. In addition, the researcher analyzed the strategies used by administrators to overcome the forces, using Bolman and Deal's (2008) four frames: human resources, political, structural, and symbolic. The researcher conducted in-depth interviews with administrators in seven South Carolina high schools located in five school districts. The researcher analyzed the forces as well as strategies used by administrators to overcome the forces at work. The researcher categorized the strategies used by administrators to deal with the forces into four frames: human resources, political, structural, and symbolic. In analyzing the cognitive frameworks commonly used by administrators in implementing smaller learning communities, the researcher found that the majority of cognitive frames fell within the human resource framework. The second largest group of responses fell within the structural framework followed by the symbolic framework and then the political framework.
Advisors/Committee Members: Linda Arthur, Russell Mays.
Subjects/Keywords: ETD; Smaller learning communities; SLCs; High school restructuring; Teacher effectiveness; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Gamble, L. J. (2010). Cognitive Frameworks that Enable South Carolina High School Principals to Implement Smaller Learning Communities. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/321
Chicago Manual of Style (16th Edition):
Gamble, Leslie Jr. “Cognitive Frameworks that Enable South Carolina High School Principals to Implement Smaller Learning Communities.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/321.
MLA Handbook (7th Edition):
Gamble, Leslie Jr. “Cognitive Frameworks that Enable South Carolina High School Principals to Implement Smaller Learning Communities.” 2010. Web. 14 Dec 2019.
Vancouver:
Gamble LJ. Cognitive Frameworks that Enable South Carolina High School Principals to Implement Smaller Learning Communities. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/321.
Council of Science Editors:
Gamble LJ. Cognitive Frameworks that Enable South Carolina High School Principals to Implement Smaller Learning Communities. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/321
Georgia Southern University
18.
Parks, Naesha.
The Impact of Response to Intervention on Special Education Identification.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2011, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/385
► Response to intervention is a process designed to provide students with interventions before they are identified as students who are served through special education services…
(more)
▼ Response to intervention is a process designed to provide students with interventions before they are identified as students who are served through special education services as students who have disabilities. RTI is a general education initiative that allows students to receive targeted interventions in their areas of weakness before they are referred to special education. The implementation of RTI has had a significant effect of education. This study explored the perceptions of how teachers and administrators felt regarding special education identification since the implementation of RTI. This study makes both theoretical and practical contributions to the fields of education and school leadership. This was a qualitative study, using semi-structured interviews and focus groups and an analysis of referral data three years prior and three years after the implementation of RTI. Purposeful sampling of teachers from four schools in one county was used to select the participants for the focus groups. Four administrators from the exact four schools were interviewed as well. An open coding method of analysis was used to analyze and interpret data. Four broad themes emerged from the data to address the research questions.
Advisors/Committee Members: Paul Brinson, Hsiu-Lien Lu.
Subjects/Keywords: ETD; Response-to-intervention; Special education; Tiers of intervention; Administrative leadership; School wide intervention; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Parks, N. (2011). The Impact of Response to Intervention on Special Education Identification. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/385
Chicago Manual of Style (16th Edition):
Parks, Naesha. “The Impact of Response to Intervention on Special Education Identification.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/385.
MLA Handbook (7th Edition):
Parks, Naesha. “The Impact of Response to Intervention on Special Education Identification.” 2011. Web. 14 Dec 2019.
Vancouver:
Parks N. The Impact of Response to Intervention on Special Education Identification. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/385.
Council of Science Editors:
Parks N. The Impact of Response to Intervention on Special Education Identification. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/385
Georgia Southern University
19.
Santiago, M. Juliane.
The Relationship Between Situational Crime Prevention Theory and Campus Employee Computer Misuse.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/364
► Computer misuse is a leading problem for all industry sectors, including higher education. However, much of the current research related to computer misuse has been…
(more)
▼ Computer misuse is a leading problem for all industry sectors, including higher education. However, much of the current research related to computer misuse has been conducted in the business sector, leaving higher education a relatively unstudied group. Many theories have been addressed in computer security literature, but only one theory offers a more holistic solution to combating computer misuse, Situational Crime Prevention Theory. Situational Crime Prevention Theory encompasses four categories of countermeasures: countermeasures that Increase the Perceived Effort of the offender, countermeasures that Increase the Perceived Risk of the offender, countermeasures that Reduce the Anticipated Rewards of the offender, and countermeasures that Remove the Excuses to offend. This study endeavored to investigate whether a relationship exists between the categories of ountermeasures found in Situational Crime Prevention and the actual number of computer misuse incidents reported by CIO's of public, four-year colleges and universities. Using a web-accessible, anonymous questionnaire, CIO's of 442 public, four-year colleges and universities were asked to provide information related to the countermeasures that they have in place at their institutions and the number of insider computer misuse incidents their institutions experienced in the year 2009. The data were analyzed with PLS-Graph software to include composite reliability, t statistic and critical value analysis, and R-square analysis. Results showed a significant relationship between two out of four categories of countermeasures and the actual number of computer misuse incidents. These results would be particularly useful to administrators in higher education who are responsible for designing a technology security plan that is focused and cost-effective.
Advisors/Committee Members: Terry J. Smith, Barbara J. Mallory.
Subjects/Keywords: ETD; Computer misuse; Higher education; Situational crime prevention theory; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Santiago, M. J. (2010). The Relationship Between Situational Crime Prevention Theory and Campus Employee Computer Misuse. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/364
Chicago Manual of Style (16th Edition):
Santiago, M Juliane. “The Relationship Between Situational Crime Prevention Theory and Campus Employee Computer Misuse.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/364.
MLA Handbook (7th Edition):
Santiago, M Juliane. “The Relationship Between Situational Crime Prevention Theory and Campus Employee Computer Misuse.” 2010. Web. 14 Dec 2019.
Vancouver:
Santiago MJ. The Relationship Between Situational Crime Prevention Theory and Campus Employee Computer Misuse. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/364.
Council of Science Editors:
Santiago MJ. The Relationship Between Situational Crime Prevention Theory and Campus Employee Computer Misuse. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/364
Georgia Southern University
20.
Gorman, Allison V.
Use of Strategic Intentionality in Becoming Military Friendly.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2014, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/1174
► As institutions begin to implement and promote military friendly initiatives in response to the introduction of the Post-9/11 G.I. Bill, it becomes important that…
(more)
▼ As institutions begin to implement and promote military friendly initiatives in response to the introduction of the Post-9/11 G.I. Bill, it becomes important that there is a congruence between what institutions say they are doing and what they actually do for student veterans.
The literature investigation suggested that strategic intentionality may serve as an important framework for evaluating the implementation of military friendly initiatives.
The purpose of this multiple case study was to explore the role that strategic intentionality plays in the successful implementation of military friendly initiatives at three four-year, public post-secondary institutions in the State of Georgia. This study used the three stages of theory of strategic intent, vision, commitment, and practice, as a framework for exploring the role of intentionality.
Data collected from interviews, content analysis, field observations, and a descriptive survey identified having a military friendly culture as the strongest indicator of intentional military friendliness. Nine best practices were identified and included: effective human resources practices; gaining organizational commitment; developing a military friendly culture; supportive leadership and administration; conducting outreach; focusing on continuity; integrating services; establishing a military resource center; and promoting military friendliness through public relations and marketing. Overall, strategic intentionality was shown to be an important framework for evaluating the implementation of military friendly initiatives. The systematic integration of strategic intentionality and the implementation of military friendly initiatives allow institutions to more effectively achieve military friendliness by institutionalizing military friendliness into the organizational culture, creating a commitment from leadership to allocate resources and establish administrative structures, and providing a mechanism for assessment and evaluation.
Advisors/Committee Members: Patricia Humphrey, Amy Ballagh.
Subjects/Keywords: ETD; Military Friendliness in Higher Education; Strategic Intentionality; Institutional Culture; Institutional Strategy; Veterans’ educational benefits; Higher Education; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Gorman, A. V. (2014). Use of Strategic Intentionality in Becoming Military Friendly. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1174
Chicago Manual of Style (16th Edition):
Gorman, Allison V. “Use of Strategic Intentionality in Becoming Military Friendly.” 2014. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/1174.
MLA Handbook (7th Edition):
Gorman, Allison V. “Use of Strategic Intentionality in Becoming Military Friendly.” 2014. Web. 14 Dec 2019.
Vancouver:
Gorman AV. Use of Strategic Intentionality in Becoming Military Friendly. [Internet] [Doctoral dissertation]. Georgia Southern University; 2014. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/1174.
Council of Science Editors:
Gorman AV. Use of Strategic Intentionality in Becoming Military Friendly. [Doctoral Dissertation]. Georgia Southern University; 2014. Available from: https://digitalcommons.georgiasouthern.edu/etd/1174
Georgia Southern University
21.
Carr, Rodney B.
Identifying Best Practices for Student Success in Developmental Education in Georgia.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2012, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/394
► Two-year colleges have long enrolled students who are academically underprepared. A key component of the mission of the two-year college is open-access. This overarching mission…
(more)
▼ Two-year colleges have long enrolled students who are academically underprepared. A key component of the mission of the two-year college is open-access. This overarching mission drives more than 60% of enrollment in developmental education. The national successful completion rate of required developmental education coursework is less than 60%. This study identifies institutions within the University System of Georgia with more than 60% of total student enrollment in developmental education and with an overall successful completion rate of more than 60% as well as the practices that guide these developmental education programs. Two highly effective institutions (HEI) were identified and evaluated on administrative and organizational components, instructional practices, and student support services that led to student success.
Advisors/Committee Members: Linda M. Arthur, Jason LaFrance.
Subjects/Keywords: ETD; Developmental education; Research-based best practices in developmental education; Universities and colleges; Education; Higher; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Carr, R. B. (2012). Identifying Best Practices for Student Success in Developmental Education in Georgia. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/394
Chicago Manual of Style (16th Edition):
Carr, Rodney B. “Identifying Best Practices for Student Success in Developmental Education in Georgia.” 2012. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/394.
MLA Handbook (7th Edition):
Carr, Rodney B. “Identifying Best Practices for Student Success in Developmental Education in Georgia.” 2012. Web. 14 Dec 2019.
Vancouver:
Carr RB. Identifying Best Practices for Student Success in Developmental Education in Georgia. [Internet] [Doctoral dissertation]. Georgia Southern University; 2012. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/394.
Council of Science Editors:
Carr RB. Identifying Best Practices for Student Success in Developmental Education in Georgia. [Doctoral Dissertation]. Georgia Southern University; 2012. Available from: https://digitalcommons.georgiasouthern.edu/etd/394
Georgia Southern University
22.
Odum, Ruth Denette.
The Lived Experiences of Female Superintendents in Alabama, Florida, and Georgia.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/360
► Although women actively seek advancement and constitute the majority of teachers in American public schools, they do not occupy many of the decision-making, administrative, or…
(more)
▼ Although women actively seek advancement and constitute the majority of teachers in American public schools, they do not occupy many of the decision-making, administrative, or superintendency positions in education. This paper presents a perspective on the problem of women's lack of progression from entry-level positions of leadership through superintendency. A qualitative, phenomenological methodology is used to illuminate the lived experiences of 16 women who were active in the position of American public school superintendent during the 2008-2009 academic year. The superintendents were of varied age, race, and family/marital status. The researcher describes the voice of women superintendents and their personal experiences through semi-structured, in-depth interviews. The purpose of this study was to understand the lived experiences of female superintendents who gave descriptions of their work lives, including their resilience and the obstacles they faced, in order to determine how female superintendents in Alabama, Florida, and Georgia were successful in obtaining their positions. This was accomplished through a series of interviews in three southeastern states with female superintendents who were either African American or Caucasian. Barriers to leadership opportunities for women and resilience factors were examined to help describe some of the reasons women continue to be underrepresented in the role of superintendent nationally and in these three southeastern states. Although gender discrimination affected most of the superintendents at some point, findings indicate that the most frequently stated barrier was conflicting career and family demands, and the most frequently stated strategy for success was networking. The interviews yielded insight into the actual experiences and commonalities of the females in superintendent positions. All female superintendents interviewed reported high job satisfaction, and all except one agreed they would make the decision to seek leadership and superintendency again. Each of the superintendents expressed having strong support systems; all 16 had mentors who encouraged them along the way, and they stated those relationships were vital for success at each stage of their career. Most stated that collaboration was the most effective style of leadership unless the situation required an authoritarian approach. Other important leadership characteristics included communication, vision, problem-solving, critical thinking and risk taking.
Advisors/Committee Members: Sonya Shepherd, Simone Charles.
Subjects/Keywords: ETD; Superintendents; Female superintendents; Lived experiences; Glass ceiling; African American female superintendents; Barriers; Resilience; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Odum, R. D. (2010). The Lived Experiences of Female Superintendents in Alabama, Florida, and Georgia. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/360
Chicago Manual of Style (16th Edition):
Odum, Ruth Denette. “The Lived Experiences of Female Superintendents in Alabama, Florida, and Georgia.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/360.
MLA Handbook (7th Edition):
Odum, Ruth Denette. “The Lived Experiences of Female Superintendents in Alabama, Florida, and Georgia.” 2010. Web. 14 Dec 2019.
Vancouver:
Odum RD. The Lived Experiences of Female Superintendents in Alabama, Florida, and Georgia. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/360.
Council of Science Editors:
Odum RD. The Lived Experiences of Female Superintendents in Alabama, Florida, and Georgia. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/360
Georgia Southern University
23.
Krumnow, Patricia.
The Development and Validation of the Theory Y Leadership Dispositions Instrument.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/350
► The purpose of this study was to develop a reliable and valid instrument that measures a school principal's Theory Y leadership dispositions. These dispositions include…
(more)
▼ The purpose of this study was to develop a reliable and valid instrument that measures a school principal's Theory Y leadership dispositions. These dispositions include a tendency to take risks and confront conflict for what is ethical, a tendency to have relentless expectations for student growth and instructional leadership, a tendency to be open, honest, and transparent, a tendency to utilize democracy-centered practice, a tendency to reward and recognize growth, not just performance, a tendency to value individual dignity and worth, a tendency to enjoy work, and a tendency to believe that workers are resourceful and receptive to responsibility. Instrument development began with a review of the literature related to the identified dispositions and creation of an initial item pool. A panel of experts reviewed the questions and changes were made based on their recommendations. A pilot study including 43 teachers allowed further instrument adjustments. The revised instrument was distributed using SurveyMonkey©, after which statistical analysis was conducted using SPSS. The results showed that scores from the instrument, after some items were dropped, demonstrated evidence of reliability and validity, and could then be used to assess dispositions of school leaders.
Advisors/Committee Members: Bryan Griffin, Barbara Mallory, Teri A. Melton.
Subjects/Keywords: ETD; leadership dispositions; identified dispositions; democracy-centered practice; reliability and validity; school leaders; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Krumnow, P. (2010). The Development and Validation of the Theory Y Leadership Dispositions Instrument. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/350
Chicago Manual of Style (16th Edition):
Krumnow, Patricia. “The Development and Validation of the Theory Y Leadership Dispositions Instrument.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/350.
MLA Handbook (7th Edition):
Krumnow, Patricia. “The Development and Validation of the Theory Y Leadership Dispositions Instrument.” 2010. Web. 14 Dec 2019.
Vancouver:
Krumnow P. The Development and Validation of the Theory Y Leadership Dispositions Instrument. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/350.
Council of Science Editors:
Krumnow P. The Development and Validation of the Theory Y Leadership Dispositions Instrument. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/350
Georgia Southern University
24.
Martin, Shawn Terese.
Relationship Between the Leadership Styles of Principals and School Culture.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2009, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/269
► While it may seem that in today's society, the leaders of the school should primarily concentrate on curriculum, assessment, and accountability, there is one significant…
(more)
▼ While it may seem that in today's society, the leaders of the school should primarily concentrate on curriculum, assessment, and accountability, there is one significant missing piece that is just as important: school culture. Recent educational reform efforts have focused on creating effective school cultures as a means of improving student achievement. Because the role of the principal is viewed as being essential to the successful implementation of these efforts, the demands on school leaders have continuously increased, which have created a multitude of challenges for school leaders across the nation. The purpose of this study was to examine the relationship between the leadership style of principals and school culture as perceived by faculty. A total of 250 teachers from 50 elementary, middle, and high schools located in five school districts in the state of Georgia were selected to participate in this study. Data for this quantitative study were collected using the School Culture Survey, which assessed the following six factors of school culture: collaborative leadership, teacher collaboration, unity of purpose, professional development, collegial support, and learning partnership. In addition, the Multifactor Leadership Questionnaire Form 5X was used to classify the leadership styles of principals as transformational, transactional, or laissez-faire. The means, standard deviations, and Pearson product-moment correlation coefficients were used to examine the relationship between the variables. The results of this study indicated that there was a statistically significant relationship between most of the factors of the leadership styles of principals and the factors of school culture. More specifically, the findings indicated that a positive relationship existed between all of the factors of transformational leadership and all of the factors of school culture. In addition, one factor of transactional leadership, contingent reward, was positively correlated with school culture. On the contrary, a negative relationship existed between all of the factors of laissez-faire leadership and all of the factors of school culture.
Advisors/Committee Members: Stephen Jenkins, Paul Brinson.
Subjects/Keywords: ETD; Laissez-faire leadership; Leadership styles; School culture; Transactional leadership; Transformational leadership; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Martin, S. T. (2009). Relationship Between the Leadership Styles of Principals and School Culture. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/269
Chicago Manual of Style (16th Edition):
Martin, Shawn Terese. “Relationship Between the Leadership Styles of Principals and School Culture.” 2009. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/269.
MLA Handbook (7th Edition):
Martin, Shawn Terese. “Relationship Between the Leadership Styles of Principals and School Culture.” 2009. Web. 14 Dec 2019.
Vancouver:
Martin ST. Relationship Between the Leadership Styles of Principals and School Culture. [Internet] [Doctoral dissertation]. Georgia Southern University; 2009. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/269.
Council of Science Editors:
Martin ST. Relationship Between the Leadership Styles of Principals and School Culture. [Doctoral Dissertation]. Georgia Southern University; 2009. Available from: https://digitalcommons.georgiasouthern.edu/etd/269
Georgia Southern University
25.
Jacobs, Gregory Edmond.
The Relationship between Distributed Leadership as Practiced by Principals and the Organizational Commitment of Teachers.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/349
► The purpose of this study is to determine the degree of the relationship between distributed leadership as perceived by teachers and the affective commitment of…
(more)
▼ The purpose of this study is to determine the degree of the relationship between distributed leadership as perceived by teachers and the affective commitment of teachers. Participants in this study were administered an instrument containing two surveys, the revised Affective Commitment Scale (ACS) (Allen & Meyer, 1990) and the Leadership Density Inventory (LDI) (Smith, Ross, & Robichaux, 2004). The ACS was used to assess the participants' level of affective commitment, and the LDI was used to measure the practice of distributed leadership in the participants' schools. The surveys were distributed to teachers in fifteen schools located in four school districts in a rural, South Georgia Regional Educational Service Agency (RESA) district. The response rate for this study was 84.2%. A Spearman rho correlation coefficient was used to determine the degree of the relationship between distributed leadership and the affective commitment of teachers. The findings revealed that a moderate, positive relationship existed between the practice of distributed leadership and the affective commitment of teachers. Teachers showed a greater commitment to their schools when leadership was shared among all stakeholders, especially teachers.
Advisors/Committee Members: James Green, John Lairsey.
Subjects/Keywords: ETD; Distributed leadership; Organizational commitment; Affective commitment; Educational leadership; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Jacobs, G. E. (2010). The Relationship between Distributed Leadership as Practiced by Principals and the Organizational Commitment of Teachers. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/349
Chicago Manual of Style (16th Edition):
Jacobs, Gregory Edmond. “The Relationship between Distributed Leadership as Practiced by Principals and the Organizational Commitment of Teachers.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/349.
MLA Handbook (7th Edition):
Jacobs, Gregory Edmond. “The Relationship between Distributed Leadership as Practiced by Principals and the Organizational Commitment of Teachers.” 2010. Web. 14 Dec 2019.
Vancouver:
Jacobs GE. The Relationship between Distributed Leadership as Practiced by Principals and the Organizational Commitment of Teachers. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/349.
Council of Science Editors:
Jacobs GE. The Relationship between Distributed Leadership as Practiced by Principals and the Organizational Commitment of Teachers. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/349
Georgia Southern University
26.
Johnson, Cleveland.
Common Experiences African American Males Have En Route to Becoming Elementary Teachers.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/322
► Male teachers are significantly under-represented in K-5 classrooms in relation to their presence in the general population; and, though male teachers in general are underrepresented,…
(more)
▼ Male teachers are significantly under-represented in K-5 classrooms in relation to their presence in the general population; and, though male teachers in general are underrepresented, the disparity between the presence of Caucasian and African American males is even greater (Lewis, 2006). The under-representation of African American males as elementary teachers occurs because of barriers (Barnard, et al., 2000). By having a greater knowledge of the barriers black men face when entering elementary education universities and school districts can work to counter these barriers. The researcher conducted 10 one-on-one interviews with African American male elementary teachers from school districts located within the metropolitan area of Atlanta, Georgia. The purpose of these interviews was to gain insight concerning the common Experiences African American males have en route to becoming elementary teachers. The interviews were audio taped and then transcribed. These transcripts were coded to identify recurring patterns and broader themes. The researcher identified sources of support, sources of barriers, and methods of recruitment. In order of greatest frequency of occurrence to least the sources of support included the following: (1) knowledge of need/potential to impact students; lives, (2) positive educational experience, (3) intrinsic traits, and (4) family. In order of greatest frequency of occurrence to least the sources of barriers included the following: (1) negative educational experience, (2) feminization of elementary education, (3) job prestige, and (4) compensation. In order of greatest frequency of occurrence to least the methods of recruitment perceived by the participants as most influential included the following: (1) advertisement of need/potential to impact students' lives, (2) early exposure to teaching (tied), (2) advertisement of benefits (tied), and (3) better compensation.
Advisors/Committee Members: Teri Melton, Georj Lewis.
Subjects/Keywords: ETD; African American male elementary teachers; Male teachers; Minority teachers; Teacher experiences; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Johnson, C. (2010). Common Experiences African American Males Have En Route to Becoming Elementary Teachers. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/322
Chicago Manual of Style (16th Edition):
Johnson, Cleveland. “Common Experiences African American Males Have En Route to Becoming Elementary Teachers.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/322.
MLA Handbook (7th Edition):
Johnson, Cleveland. “Common Experiences African American Males Have En Route to Becoming Elementary Teachers.” 2010. Web. 14 Dec 2019.
Vancouver:
Johnson C. Common Experiences African American Males Have En Route to Becoming Elementary Teachers. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/322.
Council of Science Editors:
Johnson C. Common Experiences African American Males Have En Route to Becoming Elementary Teachers. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/322
Georgia Southern University
27.
Myles, Lori.
An Analysis of Local District Initiatives to Reduce Student Absence Rates Subsequent to Passage of the No Child Left Behind Act.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/317
► Absence rates in school districts have been a concern for educational stakeholders before the passage of NCLB act. The state of Georgia along with the…
(more)
▼ Absence rates in school districts have been a concern for educational stakeholders before the passage of NCLB act. The state of Georgia along with the United States has had to face the effects of this law in the area of attendance. Attendance as Georgia's second indicator requires school districts to become accountable for their absence rates within their districts by changing their attendance policies. The overarching question for this research was, "Have absence rates differed since the implementation of the NCLB Act and the subsequent changes in attendance policies?" The following sub-questions guided the over-arching research question. 1. What were the absence rates of students prior to and subsequent to enactment of the No Child Left Behind Act? 2. What were the fundamental differences between the attendance policies from each Georgia county that was observed in this study? 3. Does severity of attendance policy correlate with, and predict, post-policy absence rate once school and district factors are taken into account? The researcher's purpose was to provide an analysis of local district initiatives subsequent to the passage of the NCLB act, the focus was primarily middle school absence rates. There were 30 school districts and their middle schools involved within the study. There were 189 middle schools used within the four year study which spanned during the 2003-2007 academic school years. The retrieved data focused primarily on the absence rates of students two years prior and two years subsequent to the mandated attendance law. Within the study, there was one dependent variable, and five independent variables. The researcher used regression analysis, descriptive statistics, t-tests and correlational models to answer the research questions. Data analysis revealed the following findings: Pre-absence rates were higher than the post absence rates, Attendance policies were comprised of various combinations of 21 components, Some attendance policy components were considered more severe than others by respondents, Severest policy districts tended to be more effective in decreasing absence rates, Some school districts did not follow Georgia state's mandated attendance policy components.
Advisors/Committee Members: Bryan Griffin, Randal Carlson.
Subjects/Keywords: ETD; NCLB act; Middle schools; Georgia department of education; Compulsory attendance law; Attendance; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Myles, L. (2010). An Analysis of Local District Initiatives to Reduce Student Absence Rates Subsequent to Passage of the No Child Left Behind Act. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/317
Chicago Manual of Style (16th Edition):
Myles, Lori. “An Analysis of Local District Initiatives to Reduce Student Absence Rates Subsequent to Passage of the No Child Left Behind Act.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/317.
MLA Handbook (7th Edition):
Myles, Lori. “An Analysis of Local District Initiatives to Reduce Student Absence Rates Subsequent to Passage of the No Child Left Behind Act.” 2010. Web. 14 Dec 2019.
Vancouver:
Myles L. An Analysis of Local District Initiatives to Reduce Student Absence Rates Subsequent to Passage of the No Child Left Behind Act. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/317.
Council of Science Editors:
Myles L. An Analysis of Local District Initiatives to Reduce Student Absence Rates Subsequent to Passage of the No Child Left Behind Act. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/317
Georgia Southern University
28.
Rutledge, Holly E.
A Correlational Study of the Georgia School Board Association's Board Recognition Program and Student Achievement.
Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2017, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/1667
► The role of school boards in American public education has been intensely debated for well over a century (Johnson, 2013). A broad variety of…
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▼ The role of school boards in American public education has been intensely debated for well over a century (Johnson, 2013). A broad variety of research on school boards exists, ranging from the topic of school board elections, to board member leadership styles, and to decision making processes. Much less research exists, however, on the impact of school boards on student achievement, even though school boards are increasingly targeted as one of the main reasons for poor student achievement (Jacobsen & Linkow, 2014). Johnson (2013) contends there is a growing body of evidence that indicates school boards play a critical role in the development and sustainability of conditions that are supportive of academic achievement. Similarly, Weiler (2015) maintains school boards must unify their efforts to improve the school district they serve to have a positive impact on student achievement. School board members, with their tremendous amount of power in governing all aspects of an entire school system, impact students in a variety of ways. The purpose of this study was to determine if there is any correlation between the Georgia School Board Association’s Board Recognition Program (GSBA BRP) and student achievement.
This study utilized student achievement data from English language arts and mathematics in grades three, five, and eight from the Georgia Department of Education, as well as demographic data from the Governor’s Office of Student Achievement, from each for each of the school districts that received or maintained a level of distinction from the GSBA BRP from 2013-2016. Results from regression analyses showed a negative correlation between the GSBA BRP and student achievement. The findings of this study are of greatest importance to local and state school boards, as well as state school board associations who wish to improve or implement a board recognition program.
Advisors/Committee Members: Antonio Gutierrez de Blume, Marlynn Griffin.
Subjects/Keywords: School boards; Student achievement; Board recognition; Board governance; Board leadership; Educational Leadership; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA (6th Edition):
Rutledge, H. E. (2017). A Correlational Study of the Georgia School Board Association's Board Recognition Program and Student Achievement. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1667
Chicago Manual of Style (16th Edition):
Rutledge, Holly E. “A Correlational Study of the Georgia School Board Association's Board Recognition Program and Student Achievement.” 2017. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/1667.
MLA Handbook (7th Edition):
Rutledge, Holly E. “A Correlational Study of the Georgia School Board Association's Board Recognition Program and Student Achievement.” 2017. Web. 14 Dec 2019.
Vancouver:
Rutledge HE. A Correlational Study of the Georgia School Board Association's Board Recognition Program and Student Achievement. [Internet] [Doctoral dissertation]. Georgia Southern University; 2017. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/1667.
Council of Science Editors:
Rutledge HE. A Correlational Study of the Georgia School Board Association's Board Recognition Program and Student Achievement. [Doctoral Dissertation]. Georgia Southern University; 2017. Available from: https://digitalcommons.georgiasouthern.edu/etd/1667
Georgia Southern University
29.
Mascolo, Laurie B.
Leading Through Laughter: Humor and Perceived Effectiveness of P-12 Principals.
Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2014, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/1173
► The field of leadership has yielded boundless research studies across disciplines, with a plethora in the business and political realms. The medical field and…
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▼ The field of leadership has yielded boundless research studies across disciplines, with a plethora in the business and political realms. The medical field and other social science have also joined the ranks, with education now entering the landscape. Educational leadership is a burgeoning field of research, but very little has been studied regarding the impact of humor and educational leadership. The purpose of this study was to determine whether a relationship exists between the humor style and the perceived effectiveness of school principals, the leadership style and the perceived effectiveness of school principal, as well as possible relationships between and among subtypes of humor and perceived effectiveness with subtypes of leadership style. Data were collected on each variable using established survey instruments: perceived effectiveness was measured on a Likert scale rating; leadership style was assessed by the Multifactor Leadership Questionnaire (Avolio & Bass, 2004); and, humor style by a modified version of the Humor Style Questionnaire (Martin et al., 2003). Opportunity for comments (optional) was also provided. Participants were teachers in a regional area in the southeast United States; the total number of valid participants was 164.
Findings indicated that high ratings of perceived effectiveness by the rated principal were positively related to transformational leadership (r(162) = .648, p < 0.01). High rating or perceived effectiveness also demonstrated a positive correlation to two specific humor styles—affiliative (r(162) = .291, p < 0.01) and self-enhancing (r(162) = .345, p < 0.01). In addition, transformational leadership style and affiliative/self-enhancing humor styles were shown to have significant positive correlations. These findings are crucial to the educational leadership field as it seeks to better understand the aspects of what makes principals most effective in the ever-changing P-12 educational landscape. Research into the dimension of humor and leadership in education is in its fledgling stages. This study lays groundwork from which research can begin to develop and further investigate these findings.
Advisors/Committee Members: Paul Brinson, Mohomodou Boncana.
Subjects/Keywords: ETD; princicpal effectiveness; transformational leadership; humor styles; Educational Leadership; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA ·
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APA (6th Edition):
Mascolo, L. B. (2014). Leading Through Laughter: Humor and Perceived Effectiveness of P-12 Principals. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1173
Chicago Manual of Style (16th Edition):
Mascolo, Laurie B. “Leading Through Laughter: Humor and Perceived Effectiveness of P-12 Principals.” 2014. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/1173.
MLA Handbook (7th Edition):
Mascolo, Laurie B. “Leading Through Laughter: Humor and Perceived Effectiveness of P-12 Principals.” 2014. Web. 14 Dec 2019.
Vancouver:
Mascolo LB. Leading Through Laughter: Humor and Perceived Effectiveness of P-12 Principals. [Internet] [Doctoral dissertation]. Georgia Southern University; 2014. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/1173.
Council of Science Editors:
Mascolo LB. Leading Through Laughter: Humor and Perceived Effectiveness of P-12 Principals. [Doctoral Dissertation]. Georgia Southern University; 2014. Available from: https://digitalcommons.georgiasouthern.edu/etd/1173
Georgia Southern University
30.
Carpenter, Dennis L.
An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-Teaching Inclusion Programs.
Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2009, Georgia Southern University
URL: https://digitalcommons.georgiasouthern.edu/etd/335
► The purpose of this study was to explore the extent to which principals were utilizing Marzano's 21 Leadership Responsibilities that were correlated to increased student…
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▼ The purpose of this study was to explore the extent to which principals were utilizing Marzano's 21 Leadership Responsibilities that were correlated to increased student achievement to implement, maintain, and support the inclusion programs in their schools according to the perceptions of 81 general education and 66 special education teachers participating in co-teaching inclusion programs located in Georgia's First District Regional Education Service Agency (RESA) service area. The methodology for this quantitative research study utilized descriptive statistics and independent-samples t tests. The sample was obtained from general education and special education teachers' perceptions in 18 school districts in Georgia's First District RESA service area. Overall, general education teachers observed principal leadership to a greater extent for implementing, maintaining, and supporting inclusion than did special education teachers. Furthermore, significant differences were found between general education and special education teachers' perceptions for 14 of 21 (66%) of the dependent variables for implementing inclusion, 18 of 21 (86%) of the dependent variables for maintaining inclusion, and 18 of 21 (86%) of the dependent variables for supporting inclusion.
Advisors/Committee Members: Linda Arthur, Denise Weems.
Subjects/Keywords: ETD; Leadership responsibilities; Implementation; Maintenance; Support; Inclusive education; School principals; Educational leadership; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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APA (6th Edition):
Carpenter, D. L. (2009). An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-Teaching Inclusion Programs. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/335
Chicago Manual of Style (16th Edition):
Carpenter, Dennis L. “An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-Teaching Inclusion Programs.” 2009. Doctoral Dissertation, Georgia Southern University. Accessed December 14, 2019.
https://digitalcommons.georgiasouthern.edu/etd/335.
MLA Handbook (7th Edition):
Carpenter, Dennis L. “An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-Teaching Inclusion Programs.” 2009. Web. 14 Dec 2019.
Vancouver:
Carpenter DL. An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-Teaching Inclusion Programs. [Internet] [Doctoral dissertation]. Georgia Southern University; 2009. [cited 2019 Dec 14].
Available from: https://digitalcommons.georgiasouthern.edu/etd/335.
Council of Science Editors:
Carpenter DL. An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-Teaching Inclusion Programs. [Doctoral Dissertation]. Georgia Southern University; 2009. Available from: https://digitalcommons.georgiasouthern.edu/etd/335
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Open Access Theses and Dissertations