Dissertations and ThesesNo Descriptionhttps://hdl.handle.net/20.500.12520/92024-03-28T13:10:30Z2024-03-28T13:10:30Z621A Basic Qualitative Study of Female Seminary Instructors as a Minority GroupMerrill, Matthew Copehttps://hdl.handle.net/20.500.12520/812022-06-18T03:46:39Z2021-03-01T00:00:00Zdc.title: A Basic Qualitative Study of Female Seminary Instructors as a Minority Group
dc.contributor.author: Merrill, Matthew Cope
dc.description.abstract: In the Church of Jesus Christ of Latter-day Saints, the religious education (seminary) program for high school-age students disproportionately consists of male seminary instructors and administrators. The purpose of this basic qualitative study was to explore the lived experiences of female seminary instructors through the lens of feminist and empowerment theories. Fifteen female seminary instructors were selected to participate in one-on-one interviews to provide data as a minority group within the seminary instructor population. A focus group of five instructors from the one-on-one interviews were invited to discuss the collected data and offer further analysis. The research identified multiple examples of gender bias and gender inequality experienced by the seminary instructors. The focus group recommended several changes in administration efforts to better train, educate, and improve gender equality among stakeholders. The recommended modifications included more clear communication of gender policy changes, increased efforts to improve workplace satisfaction for female instructors, and greater support for female instructors to return to graduate school with minor children living at home. The study could assist female seminary instructors’ colleagues, principals, and administrators with efforts to eliminate gender inequality and gender bias and improve the work environment for all employees.
2021-03-01T00:00:00ZA Causal-comparative Study of Teacher Self-efficacy in Virtual Charter SchoolsAlverson, Lorihttps://hdl.handle.net/20.500.12520/1172022-06-13T19:17:28Z2022-02-01T00:00:00Zdc.title: A Causal-comparative Study of Teacher Self-efficacy in Virtual Charter Schools
dc.contributor.author: Alverson, Lori
dc.description.abstract: Teacher self-efficacy is the belief in the ability to impact students’ success. There is limited research about teachers’ self-efficacy levels in the virtual K–12 environment. Self-efficacy may play a key role in job satisfaction, teacher retention, and higher student achievement. Research literature focused on teaching preparation programs and faculty in higher education but was minimal for the K–12 context. This quantitative study aimed to increase the scope in the literature to K–12 virtual charter schools and determined if there were any significant statistical differences in teacher self-efficacy and attitudes towards science, technology, engineering, and math in the online setting. The theoretical foundation was the intersection of self-efficacy theory and servant leadership. The research questions determined if there were a statistically significant difference between teacher self-efficacy and attitudes towards STEM when compared across the subject matter of elementary, science, technology, engineering, and math, along with the comparison of virtual teaching experience. The causal–comparative design used purposive and snowball sampling methods. The 104 K–12 virtual teacher participants used the Teacher Efficacy and Attitudes Toward STEM Survey. Data was collected through Survey Monkey and then run through statistical analysis with SPSS software. The study results showed significant statistical differences in mean composite scores on the T-STEM survey across subject matter and years of virtual teaching experience groups. There was no statistical interaction between subject areas and years of virtual teaching experience. Leaders may survey the needs of their staff to determine their online teaching proficiency and provide support for gaps in proficiencies.
2022-02-01T00:00:00ZA Comparative, Relational Study of Social-Emotional Learning and School Discipline by RaceParker, Shalahhttps://hdl.handle.net/20.500.12520/772022-06-18T03:47:13Z2020-01-01T00:00:00Zdc.title: A Comparative, Relational Study of Social-Emotional Learning and School Discipline by Race
dc.contributor.author: Parker, Shalah
dc.description.abstract: Students of color in the United States have received school discipline with greater frequency and
severity than White students. No known research exists which addresses the culturally responsive use of social-emotional learning universal screeners to address the discipline gap for students of color. The purpose of the quantitative, comparative, relational study was to identify any statistically significant differences in the frequency of school discipline and social-emotional learning universal screener scores of Black, Hispanic, and White students and which, if any, social-emotional learning scales were related to the frequency of school discipline for each of these groups in a large, urban school district in Colorado. The sample of 210 third-grade to fifth- grade students from six elementary schools was stratified into three equal-size groups by race. The Kruskal-Wallis H-tests with post hoc Mann-Whitney U-tests identified lesser frequency in out-of-school suspension (OSS) for Hispanic and Black students as compared to White students. Greater mean scale scores were identified in engagement for Black and Hispanic students as compared to White students. The Pearson Chi Square test detected a significant relationship between engagement and OSS and in-school suspension for both Hispanic and White students. Through the lenses of transformational leadership theory (Burns, 1978) and critical race theory (Bell, 1995), recommendations included the culturally responsive use of data and recognition of racism in the education system. Implications for leadership included facilitating educators’ culturally responsive use of data and professional growth in culturally responsive instruction.
2020-01-01T00:00:00ZA Correlational Study Examining the Relationship Between Police Officer Education and Supervisory Evaluations of Performance in a Medium-Sized Law Enforcement Agency in TennesseeSmalley, Matthewhttps://hdl.handle.net/20.500.12520/1072022-06-16T03:46:53Z2018-04-01T00:00:00Zdc.title: A Correlational Study Examining the Relationship Between Police Officer Education and Supervisory Evaluations of Performance in a Medium-Sized Law Enforcement Agency in Tennessee
dc.contributor.author: Smalley, Matthew
dc.description.abstract: There is no research-based consensus about the benefits of a postsecondary education as it relates to police officer job performance, leaving police executives with little guidance when establishing educational hiring criteria. The purpose of this quantitative correlational study was to determine the degree to which the possession of a postsecondary education degree was correlated with measures of police officer job performance in a medium-sized municipal law enforcement agency in the state of Tennessee. This measurement was accomplished by examining 206 numerical annual supervisory performance evaluations and education data for 85 police officers during a three-year period (2013–2015). This sample represented all nonsupervisory police officers employed by the agency of interest who received performance evaluations for the position of police officer during the study period. The study was designed to determine if a positive correlation existed between possessing a postsecondary education degree and supervisory ratings of police officer performance in four categories: general professionalism, productivity, technical knowledge, and management skills. No significant correlations were found in the sample between education and supervisory ratings of general professionalism and productivity. Significant positive, but weak correlations were found in the sample between education and supervisory ratings of technical knowledge (r = .172, p = .014) and management skills (r = .146, p = .036). This study showed mixed and inconclusive results about the relationship between police officer education and performance, consistent with existing literature. The study’s findings provided the basis for recommendations to law enforcement executives and future researchers wishing to gain further insight into the relationship between police officer education and performance.
2018-04-01T00:00:00ZA Phenomenological Qualitative Study of Flood Disasters Experienced by Louisiana School CommunitiesMilazzo, Shanehttps://hdl.handle.net/20.500.12520/1152022-06-14T03:46:43Z2021-12-01T00:00:00Zdc.title: A Phenomenological Qualitative Study of Flood Disasters Experienced by Louisiana School Communities
dc.contributor.author: Milazzo, Shane
dc.description.abstract: Floods impact millions of people annually. Flood-related disasters in Louisiana from 2005-2020 resulted in losses of life, property, and normalcy. The problem is school communities in Louisiana are often unprepared for flood disasters since maintaining daily academic rigor and operational status are the priorities for resource and time allocation. There was a gap in the literature addressing how to dedicate time and resources to prepare for, and recover from, flood disasters in Louisiana public and private K4-12 schools. Twenty administrators and teachers of the K4-12 school communities impacted in Louisiana by flood disasters from 2005 to 2020 comprised the sample population. Virtual interviews were conducted; inductive themes were generated using NVivo 12. The theoretical frameworks were adaptive leadership and functional theory. The research questions allowed exploration of teacher and school leaders’ experiences and shared meanings regarding resource allocation and recovery efforts in Louisiana school communities. Recommendations included (a) proactive emotional trauma training, (b) creating partnerships with other schools located reasonable distances away for campus use post-flood, (c) using technology within the classroom daily, (d) use of cloud-based technology for records and communication, (d) maintaining appropriate savings and insurance policies, and (e) having community partnerships. Leadership implications included positive organic change and considerations for policy changes.
2021-12-01T00:00:00ZA Phenomenological Study: Student Perceptions of Educational Technology in Online Discussion ForumsLawrence, Juliehttps://hdl.handle.net/20.500.12520/922022-06-17T03:46:59Z2020-12-01T00:00:00Zdc.title: A Phenomenological Study: Student Perceptions of Educational Technology in Online Discussion Forums
dc.contributor.author: Lawrence, Julie
dc.description.abstract: Higher education's changing landscape pushes leaders to examine the impact of student engagement and collaboration on student satisfaction, retention, and success in online education. Students identify dissatisfaction in online learning due to a feeling of isolation and challenges with the online learning environment creating elevated dropout rates. Educational technology embedded in online courses provides an opportunity for engagement and collaboration, reducing learner isolation. The phenomenological study explored student perceptions of educational technology in online discussions to promote engagement and collaboration. The community of inquiry model and transformational leadership framed the study where semi-structured interviews investigated the lived experiences of 15 participants who had experience as students in online higher education. The research examined the use of educational technology in online courses, the perceptions of educational technology in online discussion forums as an engagement strategy, and the perceptions of educational technology in online discussion forums as a collaborative strategy. The study's findings offered insights on student perceptions of online discussion forums, educational technology, the instructor's role, the human element, the transferrable skills for the 21st-century workforce, and the benefits and barriers with technology. The research results indicated the use of educational technology does not equate to increased engagement and collaboration. Reflective of prior research, course design, and the instructor's role impacted the perceptions of online courses, engagement, and collaboration. The student perceptions indicated using educational technology may develop 21st-century workforce skills when implemented effectively by the instructor.
2020-12-01T00:00:00ZA Qualitative Intrinsic Case Study to Explore Perception of Servant Leadership Among Novice Assistant PrincipalO'Neill, Davidhttps://hdl.handle.net/20.500.12520/612022-06-21T03:46:44Z2018-12-01T00:00:00Zdc.title: A Qualitative Intrinsic Case Study to Explore Perception of Servant Leadership Among Novice Assistant Principal
dc.contributor.author: O'Neill, David
dc.description.abstract: Assistant principalship is the first step in educational leadership. Much is required of the new
assistant principal, which needs to be learned with little training. There is sufficient information
describing the work environment of a novice assistant principal. There is a specific gap in the
research to understand the knowledge novice assistant principals have regarding servant
leadership theory, skills, and resources. The qualitative intrinsic case study will explore the
familiarity novice assistant principals have with servant leadership and what servant leadership
traits align as best practices in the leadership role. The purpose of the qualitative intrinsic case
study is to explore the familiarity of servant leadership concepts among 15 novice assistant
principals in the Northern Virginia region. The research is designed with open-ended questions
to be given in an interview format. The 15 novice assistant principals will be selected from four
school systems and have no more than three years of administrative experience. Collection of
data is from three instruments: an interview to explore familiarity with servant leadership,
completing a Word document detailing job responsibility, and a webinar designed for a focus
group. Data will be analyzed by a triangulated method to include preset and emergent coding
systems, which lead to categorical analysis. The study will benefit novice assistant principals in
seeing servant leadership as a viable resource for the work environment. Additionally, the study
will enhance foundational knowledge in educational leadership and educational professional
development
dc.description: This qualitative study is intended to be a resource for novice assistant principals and to serve as a stepping stone for further research regarding servant leadership in an educational environment.
2018-12-01T00:00:00ZA Quantitative Investigation of the Relationship Between Seventh Grade Reading Scores and High School Office Discipline ReferralsPalombit, Danielhttps://hdl.handle.net/20.500.12520/622022-06-21T03:47:24Z2019-12-01T00:00:00Zdc.title: A Quantitative Investigation of the Relationship Between Seventh Grade Reading Scores and High School Office Discipline Referrals
dc.contributor.author: Palombit, Daniel
dc.description.abstract: Students’ time in class and exposure to academics are essential to academic success. Disruptive student behavior can result in time out of class and missed academic instruction, which can lead to grade retention. Literature exists on reading ability, behavior, and grade retention all independent of each other but little exists on relationships between reading scores, office discipline referrals, and grade retention occurrences. With a focus on Gesell’s theory of neuromaturation, the study investigated data to support brain development theories and effects on executive functioning. The quantitative study was designed to determine whether a positive correlation existed between reading scores on standardized tests, office discipline referrals and grade retention occurrence. The sample consisted of a random, anonymous 100 student data covering a three-school year period: 2012-2013, 2014-2015, and 2015-2016. Data analyses were performed using IMB SPSS and G*Power and included Spearman correlation and Kruskal-Wallis H test. Spearman correlation analysis found statistical correlational significance between reading scores and office discipline referrals; as reading scores improved, office discipline referrals declined. Results from Kruskal-Wallis H test showed statistical significance (H(2) = 10.42, p = .005) among office discipline referrals as a function of reading scores meaning students’ high school office discipline referrals are correlated with seventh-grade reading scores and category. Since statistical analysis was not performed between reading scores and grade retention due to lack of variability on grade retention data (n = 4), a descriptive profile was generated for all grade retained students. The study’s findings showed relationships between higher standardized test reading scores and lower office discipline referrals and grade retention which can be used by educators when reviewing data, implementing interventions, and developing school- or system-wide improvement plans.
2019-12-01T00:00:00ZA Study on Credit Recovery Programs and the Effect on Graduation RatesCoennen, Kelliehttps://hdl.handle.net/20.500.12520/782022-06-18T03:46:41Z2020-01-01T00:00:00Zdc.title: A Study on Credit Recovery Programs and the Effect on Graduation Rates
dc.contributor.author: Coennen, Kellie
dc.description.abstract: The purpose of the study was to determine the statistical relationship between high school students in western Pennsylvania who regain credits through traditional and online credit recovery programs and their respected graduation rates. The problem was there was minimal indication whether or not there is a relationship between credit recovery programs and graduation rates, or whether students recuperate their lost credits through credit recovery programs. The literature review provided examples of similar research, and gaps that have left school administrators without the ability to determine which type of program might increase graduation rates the most. An ex post facto research design was used to collect data from a sample group of six school districts located in western Pennsylvania. Archived data was collected via surveys through email. The results of the SPSS determined the difference between traditional credit recovery programs, online credit recovery programs, the respected graduation rates, and recuperated credit rate. Results showed an increase in mean scores with recuperating lost credits through the use of credit recovery programs. No significant difference was noted between the districts and their graduation rates after implementing the programs.
2020-01-01T00:00:00ZAccuracy and Quality of Open Educational Resources: A Phenomenological StudyRambow, Andreashttps://hdl.handle.net/20.500.12520/732022-06-18T03:46:35Z2020-01-01T00:00:00Zdc.title: Accuracy and Quality of Open Educational Resources: A Phenomenological Study
dc.contributor.author: Rambow, Andreas
dc.description.abstract: College textbook prices rose by 1,041% between January 1977 and June 2015. This percentage increase represented three times the rate of annual inflation. College and university instructors consider the move to open educational resources (OERs) as an attempt to lower the cost of higher education in the United States.
The selection of open educational resources represents a challenge in the absence of a standard set of selection criteria. Instructors have different perspectives about the accuracy and quality of open educational resources. Mezirow’s (1981) theory of transformative learning underpinned the study. The purpose of this qualitative hermeneutic phenomenological study was to explore perspectives about the accuracy and quality of OERs among instructors who have experience in applying Quality Matters’ (QM) standards in
online course design and who have adopted and used OERs in online undergraduate courses.
This research study employed a qualitative methodology with a hermeneutic phenomenological design. Sixteen voluntary participating faculty members were interviewed using Zoom. The audio files transcribed to text documents were the primary data source. Open and axial codes emerged from the interviews in a line-by-line review of each transcript leading to sentences or sentence fragments indicative of the faculty members’ responses. Faculty members cited cost, social equity, and lifelong learning as the main reasons to switch to OERs. The faculty members’ lived experiences using open educational resources in online undergraduate classes are discussed, analyzed, and presented.
The research study presents implications for leadership and recommendations for future research.
2020-01-01T00:00:00Z