Doctor of Education (Ed.D.) Dissertations

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

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Browsing Doctor of Education (Ed.D.) Dissertations by Author "Hilton-Prillhart, Angela"

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    An Investigation of Students Perceptions on Connectedness to their School when Learning Remotely at a City High School in East Tennessee
    (2021-07-21) English, Holly N.; Hilton-Prillhart, Angela
    The purpose of this qualitative study was to investigate students’ perceptions of connectedness while learning remotely at site school in Northeast Tennessee. The aim of this study was to seek whether students learning remotely felt connected to their school. The participants comprised of grades 10 through 12 and included six total participants. Data were collected via one-on-one interviews, a survey, and one focus group session. Data were analyzed using Creswell’s (2013) six step approach for qualitative data analysis. Once organized and coded, three main themes emerged: (1) communication as a foundation for connectedness and relationships; (2) disconnectedness to peers; (3) and readiness to return to in person learning. These themes provide information for stakeholders involved in remote learning as this mode of education continues to grow beyond pandemic relief.
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    The Relationship Between English End of Course Tests and ACT Scores in Upper East Tennessee
    (2019-12-11) Colley, Natasha; Hilton-Prillhart, Angela
    High school students lack the reading skills needed for college and career. This has been a trend at the national level for more than a decade, and it proves to be a trend in Tennessee as well. ACT and Tennessee EOC scores indicate students are failing to reach college and career readiness benchmarks even though both tests are founded in standards with “College and Career Ready” goals. The ACT reported text complexity as the most significant indicator of college and career readiness. Other studies indicate that higher level reading skills plan a significant role in understanding texts across disciplines. Additionally, researchers suggest skills used in reading closely reflect skills used for writing. Therefore, this study examined the relationship between English 9 and 10 EOC scores with composite, reading, English, and science ACT scores. This study also examined the relationship between the English EOC writing categories with composite, reading, English, and science ACT scores. It was found that English 10 EOC scores were the strongest predictor of composite, reading, English, and science ACT scores. It was also found that the English 10 Language writing category was the strongest predictor of composite, reading, English, and science ACT scores.
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    The Relationship between Kindergarten and First-Grade DIBELS Next and TRC Scores and Third-Grade TCAP ELA Scores at a Selected School District in Upper East Tennessee
    (2019-04-23) Dotson, JoDee; Hilton-Prillhart, Angela
    The purpose of the research study was to examine the relationship and predictive validity of kindergarten and first-grade students’ scores on Dynamic Indicators of Basic Early Literacy Skills Next (DIBELS Next) and Text Reading and Comprehension (TRC) to third-grade students’ Tennessee Comprehensive Assessment Program (TCAP) English Language Arts (ELA) scores. Participants included 343 students from eight elementary schools in an Upper East Tennessee school district who were administered the DIBELS Next and TRC in kindergarten in 2014-2015 and first-grade in 2015-2016 and third-grade TCAP ELA in 2017-2018. Eight research questions and eight null hypotheses were analyzed using Pearson correlation coefficient and multiple linear regression. When the variables were measured independently of each other, results showed a significant relationship between kindergarten DIBELS Next composite scores (r=.494, p=.001), kindergarten TRC level of proficiency (r=.468, p=.001), first-grade DIBELS composite scores (Beta=.617, p=.001), first-grade DIBELS Next Oral Reading Fluency fluency scores (Beta=.5551, p=.001), and first-grade TRC level of proficiency (r=.580, p=.001) to third-grade TCAP ELA. However, there was not a significant relationship between first-grade DIBELS Next Oral Reading Fluency accuracy scores (Beta=-.041, p=.544) and first-grade DIBELS Next Oral Reading Fluency retell scores (Beta=.070, p=.187) on third-grade TCAP ELA. When variables were measured together, findings indicated that both first-grade DIBELS Next composite scores (Beta=.266, p=.001) and first-grade TRC level of proficiency (Beta=.268, p=.001) are equally strong predictors of third-grade TCAP ELA followed by kindergarten DIBELS Next composite scores (Beta=1.67, p=.004). Kindergarten TRC level of proficiency (Beta=.037, p=.547) was not a significant predictor of future performance on third-grade TCAP ELA.
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    Teachers’ Perception of Support from New-Teacher Induction Programs in Two Rural Tennessee School Districts
    (2022-04-18) Gray, Jeffrey; Hilton-Prillhart, Angela
    The purpose of this qualitative study was to explore teachers’ perceptions of the support they received while participating in a new teacher induction program. Two rural school systems were the subjects of the study; one from Middle Tennessee and one from East Tennessee.  A variety of participants participated in the study with teaching experience ranging from 0-to 30 years, grade levels taught ranging from Kindergarten-grade 12, a variety of content areas, and ages ranging from 22-57. Responses were collected using focus group interview sessions and survey questionnaires. The analysis process included organizing data, reading data, coding data, describing themes, narrating themes, and interpreting results. The responses yielded three global themes: (a) support from mentors; (b) support from school-level administrators; and, (c) support from district-level administrators.  Results from the study indicate teacher input concerning induction programs provide school systems with an opportunity to serve their new teachers at a higher level and may possibly allow for a reduction of teacher attrition. Future research is needed in other rural districts to determine if the participants’ perceptions of this study are consistent with other rural systems. Moreover, due to the racial homogeneity of this study, further research is needed to determine the perceptions of new teacher induction programs from teachers of color.