Doctor of Education (Ed.D.) Dissertations

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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.
A Comparative Study of Third Through Fifth Grade In-Person and Virtual Students on English/Language Arts and Math Benchmark Grades in a Selected School District in Upper East Tennessee
(2022-03-17) Peterson, Amanda; Kariuki, Patrick
The purpose of this quantitative study was to compare the effects of virtual and in-person learning models on English/Language Arts and Math benchmark scores. The students were randomly selected from eight different elementary schools and an intermediate school from grades 3, 4, and 5. Eight hundred and ninety-four students were selected. The participants were divided into two equal groups representing virtual and in-person learners. Data were analyzed from system-created benchmark test scores in Math and English/Language Arts for the 2020-2021 school year. The test scores analyzed were from second and third quarter tests. The first quarter benchmark was not administered due to COVID-19 closures. The two quarter scores for each participant were averaged for analysis. The results indicated that all virtual groups scored lower than in-person students in Math and English/Language Arts in each grade level and subject. However, fourth-grade virtual learning students scored significantly lower in English/Language Arts and Math than in-person students, and virtual learning students in fifth-grade Math scored significantly lower also. The results suggest that it is difficult to duplicate the experiences that students have with in-person learning versus virtual learning. Future research is needed that analyzes a broader group of students and different types of schools’ virtual programs.
A Comparative Study on Classroom Management Strategies between Mainland-born Chinese Teachers and non-Mainland-born Chinese Teachers in the United States
(2022-03-31) Gillette, Sarah; Kariuki, Patrick
The purpose of this quantitative study was to compare the differences in classroom management strategies between Mainland Chinese-born teachers, American-born Chinese teachers, and Taiwanese-born Chinese teachers in the United States. The sample consisted of 188 Chinese teachers from across the United States. Of 188 participants, 110 were born in Mainland China, 57 were born in Taiwan, and 19 were born in the United States. Of the 188 participants, 164 were female, 22 were male, and two were non-binary. Data were collected from a survey on classroom management, which consisted of a 55-question battery assessing different categories of classroom management strategies, including positive reinforcement techniques, negative reinforcement techniques, parental involvement, teacher-student relationships, and planned ignoring. The results indicated teachers born in the United States made more frequent use of teacher-student relationships and planned ignoring as a classroom management technique and Mainland-born and Taiwanese-born teachers made more use of positive reinforcement and behaviorist techniques in the classroom. This study suggests that Mainland-born and Taiwanese-born Chinese teachers in the United States are more likely to engage in behaviorist techniques to control classroom behavior. In contrast, Chinese teachers born in the United States are more likely to rely on teacher-student relationships to control classroom behavior. Professional development of Mainland-born and Taiwanese-born teachers in the United States should focus on building teacher-student rapport and the use of classroom management techniques, such as planned ignoring.
A Comparative Study on Self Perceived Efficacy of Teaching Inclusion Between Career Technical Education, Fine Arts, and General Core Teachers at a Selected School District in Northeast Tennessee
(2022-04-04) Sanders, Daisy; Kariuki, Patrick
The purpose of this study was to identify teacher-perceived self-efficacy in teaching inclusion students between the content areas of General Core, Fine Arts, and Career Technical Education. The participants consisted of 40 teachers ten from each content area of General Core tested and non-tested, Fine Arts, and Career Technical Education at a selected school district with two high schools in Northeast Tennessee during the 2021-2022 school year. Data were collected using a survey that was distributed to approximately 150 teachers from the two high schools in one school district in Northeast Tennessee. A total of 40 teachers were selected to participate in the study. The results were derived from the analysis of six research questions. Research questions 1, 3, 4, 5, and 6 were analyzed using one-way Analysis of Variance (ANOVA). Research question 2, was analyzed using an Independent t-test. No significant difference was found between teachers in the three content areas on their perceived self-efficacy in teaching inclusion, collaboration, differentiating instruction, and managing students’ behavior. Similarly, no significant difference was found between teachers with advanced degrees and those without advanced degrees on their perceptions of self-efficacy. However, a significant difference was found between teachers' experience and their perceptions of self-efficacy when teaching inclusion. The results suggest that most teachers have adequate preparation in teaching inclusion.
A Dissertation Defense on the Impact of the Soccer Program at a Rural County High School on Females of Hispanic Descent on Social Development
(2019-04-30) Chirica, Bettina; Howell, Lyn
The social development of an adolescent is a complex process, and adolescent minorities face additional challenges. Female Hispanics take on many gender and cultural roles and face challenges of balancing school, home life, and community involvement. Extracurricular activities can help build traits that will impact a person for the rest of his or her life. It can connect a student to his or her community and teach life lessons. This qualitative case study focused on female Hispanic players that participated on the newly established soccer team at rural county high school for at least one season. Journal observations, interviews, and semi-structured open-ended questions were used to determine if the soccer program had any impact on the participants. Community members and teachers that worked with participants were also used as informants of the participants’ social interactions. Through the analysis of data, the researcher identified themes to match the four research questions. Themes of gender and racial equality, ability to engage in diverse situations, and school involvement all arose relating to the changed perception of social interactions since participating on the soccer program. Support groups, building relationships, and community integration were themes formed that related to the female Hispanic players’ relationships with others that were formed because of the interaction in the program. Leadership and pride and purpose were themes formed related to decision making characteristics that were taught in the program. Confidence, character building, soft skills, team concepts, and motivation to persevere were the final themes found related to lessons learned from the program.
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 a Mobile Book Lab on the Summer Reading Regression of Elementary At-risk Students at a Select School District in Upper East Tennessee
(2019-04-23) Markland, Tammy; Kariuki, Patrick
The purpose of this quantitative study was to determine the effects of a mobile book lab on summer reading regression for at-risk elementary students in a select school district in Upper East Tennessee. The sample consisted of 200 at-risk elementary students who were randomly selected for the study. Fifty males and 50 females who participated in the mobile book lab, and 50 males and 50 females who did not participate in the mobile book lab were randomly assigned to each group. Data were collected from AIMSweb universal screeners for second through fifth-grade at-risk students at three elementary schools. The names of the second through fifth-grade students who participated in the mobile book lab during the summer of 2018 were acquired from the director of the mobile book lab. These lists were then used to separate the students into two groups, at-risk students who participated in the mobile book lab program and those who did not participate. Oral reading and comprehension activity questionnaires were also completed weekly by all mobile book lab attendees. This study suggests at-risk students who participated in the mobile book lab experienced a lesser amount of summer reading regression in reading comprehension and fluency than those who did not participate. Gender was not a factor in the amount of summer reading regression experienced in reading comprehension and fluency for at-risk students who participated or did not participate in the mobile book lab.
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.
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.
The Effects of Instructional Coaching on Student Performance in Reading and Math of Elementary Students at a Selected School District
(2020-04-30) Darnell, Rachel
The purpose of this quantitative study was to determine the effects of instructional coaching on student performance in reading and math. The sample consisted of 400 elementary students from a select school district in upper east Tennessee who were randomly selected for the study. One hundred males and 100 females who were taught by a teacher who received instructional coaching, and 100 males and 100 females who were taught by a teacher who did not receive instructional coaching were randomly assigned to each group. Data were collected from AIMSweb universal screeners for first through fifth grade students at three elementary schools. Data were analyzed using independent samples t-tests to assess the difference in student performance in different subject areas and among student subgroups. Data were also analyzed using a two-way analysis of variance to determine interactions between gender and instructional coaching on student performance. The results indicated a significant difference in overall student achievement, a significant difference in math performance, and a significant difference in special education when students were taught by coached teachers rather than non-coached teachers. Also, significant main effects were found for gender and teacher coaching status. Female students performed better than male students regardless of teacher status although, both genders tended to do better with coached teachers. No significant difference was found in reading achievement and minority status, regardless of teacher status.
An Examination of School Success Factors as Perceived by Parents of Latino English Language Learners
(2021-07-21) Miles, Nancy; Hilton-Prilhart, Angela
This qualitative research study aimed to examine English language learner academic and social success in schools as perceived by Latino ELL parents of elementary students within a school district in East Tennessee. The study also sought to identify factors for successful integration into schools as perceived by these parents and the ESL elementary educators within the district. The research was guided by three research questions and the data were collected using focus groups and individual interviews to determine the perceptions of ELL parents and ESL teachers. The data collected revealed ELL parents perceive successful integration into schools as occurring when parent and school goals and are aligned, parents are actively participating in the educational process, and ELL students possess positive traits and behaviors to support their integration into schools. Factors contributing to ELL support as perceived by the participants included schools proactively focusing on the unique needs of ELLs, ELLs developing strong social connections with adults and peers, high quality teachers addressing the unique needs of ELLs, and ELLs taking ownership of their learning. The research revealed when students successfully assimilate into U.S. schools, families gain expertise and ELLs develop positive attitudes and improve work habits. Conversely, participants perceived unsuccessful assimilation into schools lead to ELLs becoming complacent about school and falling behind academically and socially. A major conclusion of the research was that ELL parents have high educational expectations and goals for their children and want them to succeed in school but lack resources and language to support their children. Parents want to understand their new culture and learn strategies to support integration into the school system. With proactive attention to the identification of the unique needs of ELLs and application of targeted strategies, schools, educators, and parents can work together in reciprocity to create a positive learning environment for ELLs to assimilate and succeed academically and socially in schools.
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.
The Impact of a Mentoring Program on Low-Income, High Achieving Students and Their Possibility of Enrolling in a Four-Year College or University
(2019-04-25) Norris, Rachel; Kariuki, Patrick
The purpose of this sequential exploratory mixed-methods study was to explore the perceptions of low-income, high achieving students participating in a school-based mentoring program as they related to the needs of these students regarding post-secondary preparedness. A stratified random sample of 40 low-income, high achieving students was selected to participate in the study. The sample consisted of 10 freshmen, 10 sophomores, 10 juniors, and 10 seniors. From this sample of 40, three students from each grade level were randomly selected to participate in focus group interviews. There were four interview sessions conducted by grade level. Data for the qualitative strand were collected using focus group interviews. Interview questions focused on student perceptions of the current mentoring program. Quantitative strand data were collected from the curriculum that was implemented. All 40 participants completed a Student Perception Survey before and after the implementation of the curriculum to determine any changes in college-going behavior or perceived level of preparedness. The qualitative data were analyzed using Creswell’s six generic steps approach to analyzing qualitative data. The quantitative data were analyzed using SPSS. The qualitative data revealed four benefit themes which were notifications, careers, comfort, and academic preparedness. The data also revealed four need themes including finances, cost of attendance, location of schools, researching schools, and frequency of meetings. The quantitative data revealed a significant increase in the number of students planning to attend a four-year university and a significant increase in perceived level of post-secondary preparedness after exposure to the curriculum. However, males were more likely to attend a four-year university than females. The findings suggest the current mentoring program needs to include more female role models in post-secondary pathways.
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.
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.

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