Doctor of Education (Ed.D.) Dissertations

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https://mcstor.library.milligan.edu/handle/11558/4201

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Administrator Views of Influential Factors on School Climate at Various Schools in Northeast Tennessee
(2020-10-13) Cooper, Ryan; Dula, Mark
The purpose of this qualitative study is to examine the variables leading to a positive school climate, according to school administrators in selected school systems in East Tennessee. The study identifies which elements of school climate and culture are the most important among the participants of this study. The sample consisted of 8 administrators from 4 selected school systems in Northeast Tennessee. The participants selected for this study were school principals, assistant school principals, and supervisors related to curriculum and instruction. The researcher designed questions to gain an understanding of the factors that influence school climate, ways in which the interviewee creates a positive school climate, and how they maintain a positive school climate, and which dimensions of school climate are of the most significance. After a detailed analysis of the literature and the interview data, the researcher identified emerging themes regarding factors that impact and help to create a positive school climate: Safety, teaching, and learning, interpersonal relationships, institutional environment, community relationships. Relationships were identified by participants as an important dimension that affects school climate. Participants agreed that complacency is the greatest struggle facing the school climate. These findings suggest a need for districts and schools to evaluate school climate routinely and comprehensively as well as recognize student, staff, and community input.
College Success and Early Postsecondary Opportunities
(2021-04-20) Peer, Ashley; Dula, Mark
The purpose of this quantitative study was to investigate the effects of various EPSOs and college success. Data were gathered from 175 students from a private university in Northeast Tennessee. The 175 students were the freshman cohort from the 2018-2019 school year. 116 students had Early Postsecondary Opportunities (EPSOs) while 59 students did not. The following data for each student were collected: fall 2018 GPA, spring 2019 GPA, fall 2018 retention, 2018-2019 school year retention, number of EPSOs, type of EPSOs, and first grade within five course clusters. The course clusters examined were Arts & Humanities, Human, Public, & Social Sciences, Business & Industry, Language, and STEM. The results suggest that as the number of Early Postsecondary Opportunities increase, first and second-semester GPA tend to increase, and student continuation of college after the first year. Course cluster examination yielded findings that suggest students with EPSO credit score a higher first grade in the Arts & Humanities and STEM clusters and students with Advanced Placement credit score a higher first grade in the Arts & Humanities and Human, Public, & Social Science course cluster compared to those with dual enrollment credit. Recommendations for further study include examination of types of EPSO credits beyond Advanced Placement and dual enrollment, a study to compare college success in students that passed the Advanced Placement exam to receive credit and those who did not, and a study to allow students to provide feedback on Advanced Placement courses versus dual enrollment courses.
Common Behaviors and Supports for Successful Online Learning
(2023-03-28) Humphrey, Jeremy; Dula, Mark
The purpose of this qualitative study was to investigate student behaviors when they transition to an online school at a selected school in Northeast Tennessee. This study aimed to determine specific behaviors that successful and unsuccessful online students showed when they first came to an online setting. In addition, it aimed to discover specific supports online schools can provide to increase student success in online schools. The sample consisted of 9 current or recently graduated students from the same online school in Tennessee at 10th grade or above. Data were collected using four focus group conversations where the participants were assigned different groups based on previous in-person TNReady assessments scores. Data were analyzed using Merriam & Tisdell’s (2016) step-by-step process: “naming the categories, determining the number of categories, and figuring out systems for placing data into categories” (p. 236). Common themes came from this process: (1) external student behaviors, (2) internal student behaviors, (3) family qualities, and (4) school qualities. These themes provide valuable information and feedback for current online schools and higher education in situations where students have never taken an online course. This study concludes that there are specific behaviors where online students are successful when coming from an in-person school. In addition, there are specific supports that online schools and teachers can utilize for new students. Future research should include qualitative studies on specific time management and self-discipline skills students use while learning online. Also, more qualitative data from the families and teachers on online learning could be beneficial since this study focused on student perspectives.
A Comparative Study of Accessibility to Professional Supports and Instructional Strategies in Select Schools in Northeast Tennessee
(2023-04-13) Drinnon, Brooke; Dula, Mark
Schools and districts spend a great deal of time and money on teacher professional development each year. Previous studies have indicated that the quality and type of support teachers receive may vary from school to school, based on factors such as geographic location and school funding. The purpose of this study is twofold: To determine which teachers are receiving effective professional development supports and to examine whether or not those supports make a difference in teachers’ instructional practice and student achievement. This study analyzes survey responses from teachers and administrators (N=1293) from 65 schools from 18 districts across the northeast Tennessee region who were involved in a 2018-2022 Education Innovation and Research grant. This study's findings point to several similarities and differences between rural and non-rural teachers, Title 1 and non-Title 1 teachers, and elementary and secondary teachers. The most significant findings indicate that there may be gaps in access to certain professional development supports depending on a school’s locale, the socioeconomic status of its students, or the grade level taught. Other significant findings of this study reveal a relationship between certain professional development supports and teachers’ instructional practices, access to and use of student data, and, ultimately, student achievement. According to this research, some professional development supports have a greater impact than others.
The Effectiveness of a Liberal Arts Education
(2024-04-22) Kees, Alexandra; Dula, Mark
This qualitative research study aimed to investigate graduates’ perceptions of their liberal arts education. The study considered the perceptions of graduates spanning from 2010-2013 from a private liberal arts university in Northeast Tennessee. Specifically, this study sought to understand whether or not liberal arts graduates feel prepared for the workforce and life because of their liberal arts degree. The qualitative data resulting from personal interviews was then coded to allow for identification of global and sub-themes. It is the hope that these themes will inform the strategies of liberal arts institutions as they seek to increase enrollment in response to continued declines.
The Effects of Early Intervention Programs on Kindergarten Readiness for Students with Disabilities
(2020-04-30) Wolfe, Jacksunia; Dula, Mark
Purpose of the quantitative study was to determine effects of early intervention participation on kindergarten readiness focusing on students with disabilities. The study was a quasi-experimental design measuring growth during a six-month timeframe by administering a pre-assessment and post-assessment in a select school district in Upper East Tennessee. The sample population was 113 students four and five-years in age, including 30 students with disabilities. The study suggested participation in early intervention programs had a positive impact on growth scores of participating students for overall general development and five developmental domains. Research did not yield a significant difference in post-assessment scores for overall general development or five developmental domains for students with disabilities based on the number of participating years in early intervention programs.
Families’ Experiences with Access to Universal Free School Meals During the COVID-19 Pandemic
(2023-04-19) Philbrick, Stacey; Dula, Mark
This qualitative study aimed to gather and analyze the experiences of families with access to universal free school meals during the COVID-19 pandemic. Significant research exists on the positive effects of federal free and reduced meal programs (Bartfeld & Dunifon, 2006; Gordanier et al., 2020; Gunderson et al., 2011; Kinsey et al., 2020; Mykerezi & Mills, 2010; Ratcliffe et al., 2011; Ruffini, 2022; Turner et al., 2019). However, the impact of access to free meals for all students through the MEALS Act and the COVID-19 Child Nutrition Response Act enacted during COVID-19 needs further examination. This research involved interviews with eight parents of students in a public school district in Tennessee. The participants were parents of students in the first through eighth grades whose students participated in free school meals during the COVID-19 pandemic and are no longer eligible for free meals due to incomes above the eligibility threshold. In addition, meal participation rates for the district were reviewed beginning with the 2018-2019 school year through December 2022. Overall participation rates, as well as rates by subgroup, were reviewed. Meal participation rates in the district increased for students with reduced and paid statuses when meals were free for all students.
An Investigation of Students’ Perceptions of Classical and Christian Education at Selected Classical and Christian Schools in Northeast Tennessee and Southwest Virginia
(2021-04-20) Williams, Dustin; Dula, Mark
The purpose of this qualitative study was to investigate students’ perceptions of their classical Christian education in selected schools in Northeast Tennessee and Southwest Virginia. The aim of the study was to focus on students’ perceptions at different intervals of their classical Christian school experience. These intervals included high school freshman, high school senior, college, and career levels. The sample consisted of 37 participants from three regional classical Christian schools; participants ranged in age from 14 - 26 years old. Data were collected using focus group interview sessions and were analyzed inductively using Cresswell’s (2013) six-step approach for qualitative data analysis. This process included organizing data, reading data, coding data, describing themes, narrating themes, and interpreting results. The results yielded four global themes: (a) the importance of relationships; (b) spiritual formation; (c) academic preparation; (d) enjoyment of education. These themes provide insight for classical Christian school stakeholders concerning both the positive and negative perceptions of students.
An Investigation of the Factors Contributing to Tennessee Promise Use and College Choice Among High School Seniors At a Rural High School in Northeast Tennessee.
(2021-04-20) Copeland, William; Dula, Mark
The purpose of this qualitative study was to explore the factors contributing to Tennessee Promise use and college choice among high school seniors at a Rural High School in Northeast Tennessee. The sample consisted of twelve recent high school graduates from the rural school used in this study. The participant interviews were semi-structured with open-ended questions to allow participants to share their personal experiences. The researcher designed interview questions to; (a) understand perceptions of the Tennessee Promise scholarship; (b) determine if the Tennessee Promise scholarship was being used upon graduation; (c) determine any barriers preventing participants from accessing the scholarship; (d) determine what factors played a role in the decision-making process of the study participants. Data were analyzed using inductive analysis process. The results yielded the following themes: a) the Tennessee Promise Scholarship is being used by recent graduates from the county school used for this study, b) the TN Promise fills a financial need amongst participants, c) the application process and program requirements can be too burdensome for some students, d) a connection between Career and Technical Education Programs and the Tennessee Promise, e) a preference of four-year institutions over two-year institutions, f) the vital role school counselor’s play in preparing high school students to pursue their post-secondary goals. The results suggest that schools target students no later than the beginning of their junior year in high school regarding available post-secondary opportunities. This information process will enable the students to understand the academic, social, and cost differences between two-year and four-year institutions. Future research should use larger populations and include both rural and urban schools to determine college choice factors.
An Investigation of the Perception of Special Education Teachers’ Feelings of Preparedness to Manage the Behaviors of Students with Emotional Disabilities
(2023-04-19) Cable, Tanya; Dula, Mark
The purpose of this study was to examine special education teachers’ feelings of readiness to manage the behaviors of students with emotional disabilities. Specifically, the study investigated how prepared special education teachers feel to meet the behavioral needs of students with emotional disabilities. The study’s qualitative data pecial education teachers representing seven different schools in a district in northeast Tennessee. Special education teachers currently teaching in interventionist, resource, self-contained, or behavior settings participated in the study. Data were analyzed using Creswell’s (2013) six-step approach for qualitative analysis. Once all data was collected and coded, three themes emerged in the findings: (1) Behavior Interventions and Strategies, (2) Where Special Education Teachers Learn Behavior Interventions and Strategies, and (3) Supports and Barriers.
An Investigative Study Related to Teacher Retention and The Factors Associated with Persistence in the Field of Education
(2024-04-24) Greer, Mandy; Dula, Mark
This qualitative study aimed to explore and better understand the perceived factors that positively influence teacher retention rates amongst educators in a rural school district in Northeast Tennessee. Knowing that researchers have examined the recent decline in teacher retention rates, few studies have been conducted to truly assess what motivates teachers to persist in the profession, which in turn has placed limits on educational leaders concerning the necessary supports put in place by school systems across the nation to improve teacher retention. Therefore, this study determined which resources were most valuable to elementary school teachers in a rural school district in Northeast Tennessee. The theoretical framework for the study was based on the Job Demands-Resources (JD-R) model as the researcher set out to uncover which resources/factors were considered most helpful to educators when it comes to overcoming the job demands of the teaching profession. Understanding that the JD-R model suggests that increased job resources lead to greater retention of employees, the researcher utilized the data gathered from 10 one-on-one interviews with elementary school teachers who had persisted beyond the five-year mark in the field of education. The results of the qualitative interviews were coded and analyzed. The 10 interviews yielded the following themes: Opportunities and fulfillment from influencing others, relationships formed with students, families, and colleagues, family-friendly schedules, and the collaborative nature of the profession. The findings of this study provide educational leaders with resources that can be utilized to encourage greater persistence of educators in the district studied and beyond. Continued research should include teachers at the middle and high school levels, special area teachers, and teachers of those with special needs further to grasp correlations among grade bands and subject areas. Gathering data from recently retired teachers could also provide educational leaders with valuable insight regarding resources that led to persistence. Additionally, analyzing exit interviews to determine what resources were missing in the lives of those who chose not to persist in education could also be of value. Keywords: retention, persist, demands, resources
The Perspectives of Transition Planning and Preparedness on Postsecondary Success Among Students with Disabilities
(2023-04-20) Boatman, Joshua; Dula, Mark
This study aimed to examine the transition strategies that most commonly led to successful postsecondary transitions for students with disabilities within a school district in East Tennessee. The study sought to identify the support services, skills, and limitations that most influenced the postsecondary success of these students. The research was guided by three research aims and data were collected using focus groups to determine the perceived strengths and weaknesses of the postsecondary transition planning process. The data collected revealed three key areas of focus to help students with disabilities succeed. They were (1) the promotion and fostering of self-efficacy, (2) the setting of appropriate transitional goals, and (3) connections with outside agencies. Students who were successful postsecondary transitioners exhibited qualities in each of these areas. One major conclusion of the research was that students and their families should be introduced to agencies that help prepare them for both the social construct of life after high school and provide a more intricate system of support to aid in the transition to the postsecondary world. With attention to the goals and abilities of each student with disabilities, a framework of Person-Centered Planning can help establish a lens through which the transition planning process completed by IEP teams can focus and succeed.
The Relationship Between Student Social and Emotional Learning and Academic Achievement at a Selected High School in Northeast Tennessee
(2023-04-27) Nelson, Sheri; Dula, Mark
The purpose of this quantitative study was to determine the relationship between self-reported social and emotional health and test scores at a selected high school in Northeast Tennessee. The sample consisted of 363 participants from the student population during the school year 2022-2023. The participants completed an SEL survey during the Fall 2022 Semester while enrolled in the selected high school. Data were collected using student survey performance framework measures and testing data extracts from the school and district student information systems. Data were analyzed using SPSS to determine the relationship between SEL scores and attendance. This research found students’ SEL survey scores to be significantly related to standardized test scores. The results suggest that the higher students self-report their social and emotional health, the more likely it will correspond with high test scores. This research recommends incorporating SEL measurements in addition to academic achievement measures for the purpose of early warning systems and at-risk student indicators. Consideration should be given to using research-based SEL programming and interventions to improve practice. Future research should include targeted SEL skills and academic test score levels measured before and after applying appropriate interventions
The Relationships Among Teacher Absenteeism and TVAAS Growth and Observation Scores, Student Achievement, and Student Absenteeism in a Rural School District in the First Region of Tennessee
(2020-04-30) Transki, Alexa Lynn Renfro; Dula, Mark
Teacher chronic absenteeism is growing among school districts across the United States, and the impact thereof can negatively affect all stakeholders. The purpose of this quantitative archival study was to examine whether or not significant correlations existed between teacher absenteeism and 1) student achievement, 2) student absenteeism, 3) teacher TVAAS individual growth scores, and 4) teacher evaluation scores. The study sought to identify which variable, teacher absenteeism or student absenteeism, better predicted student achievement and teacher TVAAS individual growth scores, respectively. The study was conducted by obtaining archival data from the participating rural school district and running statistical correlational analyses to determine significant relationships. The results indicated that no significant correlations with teacher absenteeism existed for: student achievement in math (r=.369, p=.076), student achievement in English/language arts (r=-.150, p=.484), student absenteeism (r=-.017, p=.883), TVAAS individual growth scores (r=-.068, p=.674), or teacher evaluation scores (r=.000, p=.999); however, significant correlations were present between both student absenteeism and student achievement (Beta=-.575, p=.001) and student absenteeism and teacher TVAAS growth scores (Beta= -.318, p=.045), demonstrating that student attendance has a more prominent effect on both student and teacher performance outcomes. Therefore, the key to student success is ensuring the consistent attendance of students. School districts must prioritize the establishment and implementation of formidable strategic plans that aim to combat student chronic absenteeism in order to see more positive results for student outcomes and school district accountability results.
The Satisfaction of New Teachers with Induction and Mentoring in a Local School System
(2022-03-17) Phelps, Jayna; Dula, Mark
This qualitative research study sought to gauge the satisfaction of the induction and mentoring process received by new teachers in an upper East Tennessee school district. The sample consisted of eight teachers from three elementary schools and two secondary schools. The teachers selected had six or fewer years of teaching experience. The research was guided by four research questions and data were collected using Google Meet interviews with participants. The data collected were used to determine how prepared new teachers felt in the classroom, what kind of support they felt they received, how they perceived communication from administration, and what needs they felt were unfilled. The data revealed teachers in this district did not feel prepared when they first entered the classroom, with three common themes emerging. These were insufficient pre-service preparedness, a lack of formal induction process by the district, and a lack of rules and procedures training at the school level. Data further determined that no support was given regarding stressful situations in the classroom. Also, new teachers felt that their support came primarily from their peers. Regarding satisfaction level with administration, one common theme observed from the data was that communication and support by the administration were directly related to the participating teachers' satisfaction level. A major conclusion of the research yielded two themes regarding the unfulfilled needs of new teachers: mentor input and support, as well as observational feedback from administration and lead teachers. With proactive attention to these needs, a strategy can be put in place to create a formal induction and mentoring process for new teachers.

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Browsing Doctor of Education (Ed.D.) Dissertations by Author "Dula, Mark"

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