Doctor of Education (Ed.D.) Dissertations

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

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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.
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
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 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
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.
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.
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 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.
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.
The Relationship Between iReady Diagnostic and Mock Interim Assessments on Grades 3-5 Student Performance on TCAP Scores
(2022-04-19) McAmis, Amy; Kariuki, Patrick
The purpose of this quantitative study was to examine the relationship between iReady Spring Diagnostic for Tennessee and Tennessee Mock Interim Assessment scores on students Grades 3- 5 Tennessee Comprehensive Assessment Program (TCAP) ELA and math scores. Participants included 995 students from seven elementary schools in an Upper East Tennessee school district who were administered the iReady Spring Diagnostic Assessments, the Tennessee Mock Interim Assessments, and TCA P TNReady tests for ELA and math in Grades 3-5 in the 2020-2021 school year. Six major research questions and their subset questions and the null hypotheses were analyzed using Pearson correlation coefficient and multiple linear regression. The results indicated a significant relationship between iReady Spring Diagnostic and TCAP TNReaady test scores in ELA and math for Grades 3-5. Similarly, there was a significant relationship between Mock Interim Assessment scores and TCAP TNReady test scores in ELA and math for Grades 3-5. Multiple linear regression test revealed that iReady Spring Diagnostic Assessments and Mock Interim Assessments were both significant predictors of TCAP TNReady test scores in ELA and math for Grades 3-5. However, iReady Spring Diagnostic Assessments were stronger predictors of ELA Grades 3-5 and math for Grades 3 and 5 than Mock Interim Assessments, while Mock Interim Assessments were stronger predictors of TCAP TNReady math test scores for Grade 4 than iReady Spring Diagnostic Assessments. The results suggest that both iReady Spring Diagnostic Assessments and Tennessee Mock Interim Assessments are useful formative assessment tools for ELA and math.
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.
An Investigation of the Perceptions of Teachers, Parents and Students with Disabilities when Learning Remotely at a School District in East Tennessee
(2022-04-14) Henegar, Christy; Kariuki, Patrick
The purpose of this qualitative study was to investigate the perceptions of teachers, parents, and students with disabilities when learning remotely during the 2020-2021 school year. The sample consisted of nine teachers from varied grade levels, five parents, and five students in grades five and six. The students were identified as having a learning disability and had an Individualized Education Plan. The teachers provided instruction remotely during the school year and the students participated in remote instruction for at least half of the 2020-2021 school year. The participant interviews were semi-structured with open-ended questions. The teachers and parents participated via email. The students participated through the online Zoom platform. The interview questions were designed to elicit information on what lacked in the participants remote learning environment. The questions focused on safety, identity and procedural safeguards, whether participants provided or received quality education, and barriers to learning. Data were analyzed using inductive analysis process. The results yielded six themes including online safety, identity confidentiality of students with disabilities, similar implementation of accommodations for both in-person and online learning, convenience and support of online learning, disconnect for online learners, and negative effects of online learning. The results suggest that while there were some identified barriers to the remote learning environment, overall, it was a positive experience for the participants.
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.
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.
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.
The Relationship Between Students' Academic Achievement and Teachers' Perceptions of Administrative TEAM Feedback at Select Elementary Schools
(2021-04-20) Roberts, Charity; Kariuki, Patrick
The purpose of this study was to determine if there was a relationship between student achievement and teacher perceptions of administrative TEAM feedback. Student subpopulations and teachers' years of experience were also examined. Participants in this study were randomly selected students from grades 3, 4, and 5 that completed the TNReady state assessment in the 2018-2019 school year. All participants were from eleven elementary schools in a single school district in Tennessee. Teacher perceptions data were collected using an online survey distributed to approximately 300 teachers resulting in a 36% return rate with 109 respondents. The survey consisted of 24 survey questions that used a four-point Likert scale. Data were analyzed using the Pearson correlation coefficient. The results indicated no significant correlation with teacher perceptions of administrative TEAM feedback for: student mathematics achievement scores (r = .007, p =.941), student English Language Arts Achievement scores (r = .016, p = .86), low-income student mathematics achievement scores (r =.01, p = .920), low-income student English Language Arts Achievement scores (r = .062, p = .523), and students with disabilities mathematics achievement scores (r = .016, p = .871). A significant, very weak negative relationship was found between teacher perceptions of administrative TEAM feedback and students with disabilities English Language Arts achievement scores (r = -.199, p = .039). Two conclusions were inferred: 1) Feedback is a complex process that impacts student learning through a layering of actions and practices; 2) Feedback should be used to examine equitable practices. Future research should examine the quantity and quality of administrative feedback to teachers during the pandemic closures. The focus could be on feedback loops between administrators, classroom teachers, and special education teachers.
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 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.

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