Graduate Education Programs

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Browsing Graduate Education Programs by Subject "Absenteeism"

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    The Effects of a Restorative Practice Program on Discipline Referrals, Discipline, Absences, and Teacher Perspective in a Title I Middle School in East Tennessee
    (2020-05-05) Parker, Nancy
    The purpose of this exploratory mixed-methods study was to investigate restorative practice initiatives in a Title I middle school in East Tennessee. Quantitative analysis was performed to look for significant differences between in-school suspensions, out-of-school suspension, alternative school, discipline referrals, and absenteeism before and after implementation of the program. Qualitatively, focus groups were conducted with teachers both before and after implementation of the program to gather perceptions of the program’s effectiveness on student behavior and school culture as a whole. The quantitative data showed there was no significant difference in discipline referrals, out-of-school suspensions, absenteeism, and chronic absenteeism in fall 2018 and fall 2019. The number of in-school suspensions, combined suspensions (in-school and out-of-school), and alternative school referrals were significantly less in fall 2018 than fall 2019. The qualitative data found positive results from the focus group of educators with the implementation of this restorative practice program. The focus group reported students felt that trust and fairness played an important role towards their satisfaction with the restorative practice program. Also, the focus group reported the students developed good listening and communication skills and they felt a sense of empowerment to be a part of the initial restorative practice process. Based on the results of this study, further exploration of scheduling circle sessions, developing professional training for all teachers, and a longer period of time with the restorative practice program are needed to provide the data to see the success of this program.
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    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.