Graduate Education Programs

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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.
Classroom Management and its Effects on Student Behavior
(2021-05-04) Combest, Julia
The purpose of this study was to bring awareness to the use of highly effective classroom management strategies amongst Early Childhood Education classrooms. In this study, qualitative research was conducted by interviewing a variety of teachers in grades Pre-Kindergarten-3rd at one elementary school in Northeast Tennessee. More specifically, the study asked for their personal opinions and experiences on specific classroom management approaches they use to manage student behavior. The sample consisted of five Early Childhood teachers; three first grade teachers and two Kindergarten teachers. Data was analyzed using a thematic content analysis method. Results revealed that the implementation of classroom management strategies and procedures present a number of thematic similarities within the range of teachers that were interviewed. Those being, on/off task behavior, reinforcements and rewards, rules and expectations, and a unified set of school-wide expectations. Overall, results suggest that the implementation and use of classroom management strategies in Early Childhood Education classrooms do have a positive and lasting impact on students behavior.
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 Low-Income Students Who Attended Preschool and Those Who Did Not Attend Preschool on Their Academic Performance in Second Grade
(2022-04-18) Mardis, Gabrielle; Kariuki, Patrick
The purpose of this study was to compare the academic achievement of low-income students who attended preschool and those who did not to determine if preschool attendance benefits low-income students academically. The participants of this study consisted of 2nd grade students from a local Title 1 elementary school in Johnson City, Tennessee. Data were collected using parents' questionnaire to obtain demographical data. Student’s academic performance was determined by STAR test scores, ELA checkpoint scores, and Math scores from the beginning of the year. Data collection also included obtaining information from the district about which students qualified for free or reduced lunch to determine income level. The results of this study suggests that academic benefits of students who attend preschool over those who do not attend wanes as the students progress through the grade levels. The results indicated no significant difference between the students who attended preschool and those who did not attend on their scores in STAR test, ELA checkpoint and math.
A Comparative Study of Student Engagement in Reading Foundational Skills When They are Taught Using Sounds First Activities and When They are Not Taught Using Sounds First Activities in First Grade Class
(2022-04) Graybeal, Deenia; Kariuki, Patrick
The purpose of this study was to compare student engagement during reading foundational skills lessons using Sounds First and student engagement during reading foundational skills lessons not using Sounds First. The sample was taken from students in a first grade classroom. There were 17 students, 9 of which were girls and 8 of which were boys. All 17 students were taught one half of a reading foundational skills unit using Sounds First as a warm up activity and then one half of a unit of a reading foundational skills unit not using Sounds First as a warm up activity. During each lesson with Sounds First and each lesson without Sounds First, the researcher noted on a researcher made test the number of times students were engaged and how often the students needed to be redirected. The data were analyzed using an independent samples T-test and paired samples T-test. The results indicated that there was a significant difference in student engagement during reading foundational skills lessons using Sounds First and student engagement during reading foundational skills lessons not using Sounds First. Student engagement was significantly higher during lessons with Sounds First. However, there was no significant difference in the number of times the students needed to be redirected in lessons with Sounds First and lessons without Sounds First. The results also indicated that girls were more engaged in lessons with Sounds First and boys were more engaged in lessons without Sounds First. This study suggests that teachers should use Sounds First activities for a warm up to reading foundational skills lessons to help students stay engaged.
A Comparative Study of Students Comprehension Scores When Taught Using Physical Texts and Digital Texts in a 4th Grade ELA Classroom
(2022-04) Timbs, Sidney; Kariuki, Patrick
The purpose of this study was to compare the outcomes of reading comprehension scores across two mediums, print and digital books in a fourth grade English Language Arts (ELA) class. The sample for this study consisted of fifteen students between the ages of nine and ten. Data were collected using two ELA practice checkpoint tests after two equal units in comprehension and difficulty were taught. One unit was taught using digital books and the other unit using print medium. Each test consisted of two texts and comprehension questions. Students took one test on paper with pencil, and another digitally using a Chromebook. The results indicated a significant difference between physical and digital texts, with digital texts outperforming physical texts. The results also indicated that females scored higher than males using the digital text, and males scored higher than females using the physical text. The results suggest that classroom teachers should teach reading comprehension strategies using methods for both physical and digital texts.
A Comparative Study of Students Performance in Music Class When Taught Using Content Songs and Without Content Songs in 3rd Grade Class at a Selected Elementary School in Tennessee.
(2022-04-18) Baker, Sarah; Kariuki, Patrick
The purpose of this study was to compare students’ performance in a music class when they were taught using content songs and without content songs at a select elementary class. A sample of twenty-eight third graders learned two lessons, a lesson on the woodwind family through the use of a content song and on the brass family, without the use of a content song, gaining knowledge on four specific instruments from that family, based on the content of characteristics, parts, and pitch. After both lessons, an assessment of 12-items made up of three categories: characteristics, parts, and pitch, was administered to examine students' performance. A significant difference was found between the mean scores of both tests when students were taught using content songs and when taught without content songs. A significant difference was found between the test categories of characteristics, parts, and pitch when using subscores when taught with a content song and when taught without a content song. These results imply that musical mnemonic devices can be an effective teaching tool but maybe more coherent in an elementary music classroom where this strategy is in constant use-and music advocacy is active.
A Comparative Study of Students' Scores in Eighth-Grade Algebra 1 for Students Who Participated in a Seventh-Grade Rigorous Preparation Program and Those Who Did Not Participate at a Selected Junior High School in Tennessee
(2022-04-09) Kyker, Lindsey; Kariuki, Patrick
The purpose of this study was to compare students who participated in a rigorous seventh-grade Algebra 1 preparation program to those who did not participate at a selected junior high school in Tennessee. This comparison included several measures of achievement including semester 1 eighth-grade Algebra 1 grades, Algebra 1 benchmark scores, and Algebra 1 benchmark subscores (quantities, expressions and equations, linear functions, modeling linear functions, and quadratic and polynomial functions). The sample consisted of one eighth-grade Algebra 1 class where ten students completed sets of rigorous challenge questions accompanied by teacher feedback during their seventh-grade math class while the other eleven did not. All students in the sample participated in eighth-grade Algebra 1 during the fall semester. Data were collected at the end of the semester in the form of students’ semester 1 Algebra 1 grades and scores from two Algebra 1 benchmarks. Data were then analyzed using independent t-tests. The results indicated that there was no significant difference in students’ semester 1 grades, benchmark scores, and benchmark subscores between those who participated in the rigorous preparation program and those who did not. The results suggest that the rigorous preparation program may require adjustments in the instructional setting, format, and teacher feedback for it to have a more significant impact on students in eighth-grade Algebra 1.
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 Comparative Study on Student Performance Based on Teachers Collaborating Versus Teachers that do not at Select Middle Schools
(2017) VanHoy, Megan
The purpose of this study was to compare student achievement when the students have teachers who collaborate versus students who do not have teachers that collaborate. The sample consisted of two separate seventh grade Social Studies classes at two different middle schools. The first middle school Social Studies class had 23 students. The second middle school had 22 students. The first school had teachers who collaborated whereas the second middle school had teachers who did not collaborate. The two classes were taught the same content for the whole fall semester. Data were collected through a test that was administered at the end of the semester. Data were analyzed using independent t-test. The results indicated that there was a significant difference between the mean score of the students who were taught by the teachers who collaborated and those who did not collaborate. (t(43)=-3.758, p<.001). However, there was no significant difference between gender when taught by collaborating teachers (t(18)=-.583, p>.567). The results suggest that collaboration between teachers enhances student performance.
A Comparison of Fourth-Grade Tennessee Comprehensive Assessment Program Scores At A Selected School District Taught by Highly Qualified Teachers
(2016) Morelli, Caroline E.; Kariuki, Patrick
The purpose of this study was to examine the difference between selected school districts on 4th grade students Tennessee Comprehensive Assessment Program scores when taught by highly qualified teachers. The sample for this study was made up of five elementary schools in northeast Tennessee. Data were collected using the Tennessee State Report card archived data. Using the Tennessee Report Card, data were obtained for each selected school on fourth grade Tennessee Comprehensive Assessment Program as well as the percentage of highly qualified teachers at individual schools. Data were analyzed using qualitative procedures. Schools were ranked in order from highest to lowest percent of highly qualified teachers. Next, schools were ranked using the percent of proficient students in each testing subject. Results indicated that the schools in which the percentages of highly qualified teachers were high, student test scores also increased. Trends included all schools displayed similar Math testing results. Social Studies scores had the highest percentage of students in the advanced category. Similarly, schools with the lowest percentage of highly qualified teachers ranked the lowest in one or more test categories. Results imply that the qualifications of teachers play a direct role in student learning and test scores.
Digital Parent-Teacher Communication: The Effectiveness of Using Technology to Facilitate Parent-Teacher Communication and its Impact on Parent Involvement
(2021-04-22) Grow, Lindsey; Dula, Mark
The purpose of this study is to determine the following; parent and teacher perceptions of digital communication, parent/teacher preferences, and how digital communication impacts parent involvement. The sample consisted of three 4th grade teachers and four parents of students in the 4th grade. Subjects came from a local school in Johnson City, Tennessee and participated in interviews via Zoom or in person. Parents were asked to share their experiences with technology and teacher communication, while teachers were asked to share their experiences with technology, parent communication, and parent involvement. Both parents and teachers cited benefits of using technology to communicate with one another. Both parties believed that technology has increased communication between each other and thus increased parent involvement. Teachers believed that technology has increased daily communication, while parents believe that technology has made communication easier. The responses in this study echo the existing data on parent involvement, parent and teacher communication, and the benefits of technology as a method of parent, guardian, and teacher communication.
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 effect of teaching vocabulary using a digital media and traditional methods on student’s academic performance in 11th grade literature class
(2020-05-22) Eglash, Kaitlynn; Kariuki, Patrick
The purpose of this study was to examine the effects of teaching vocabulary using digital media and traditional methods on student’s academic performance in an eleventh-grade literature class. The sample consisted of 34 eleventh grade English students; 20 males and 14 females. Data were collected using two English sections of ACT test. Students studied vocabulary for the first section using digital method while they used traditional method for the second section. Data were analyzed using paired samples t-test and independent samples t-test. Results revealed no significant difference was found between scores when students studied using digital methods or traditional methods. In addition, no significant difference was found between the scores of male students and female students when studying using digital methods or traditional methods. Results suggest that teaching vocabulary using digital media and traditional methods did not have any significant difference on academic performance.
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.

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