The College of Education announces the final Dissertation of

Carolyn Carter

for the degree of Doctor of Education

July 21, 2016 at 10:00 am in 123 Ball Hall

Major Advisor: Reginald Green, EdD

AN ANALYSIS OF TEACHER PERCEPTION OF FOUR TEACHER EFFECTIVENESS MODELS IMPLEMENTED IN SCHOOL DISTRICTS ACROSS TENNESSEE

ABSTRACT: The current standards, competencies and accountability movement are advocating that principals become instructional leaders, however, for principals to be effective as instructional leaders they need the assistance of the classroom teacher. There is also a push to increase teacher effectiveness so that student achievement can be enhanced. School districts across the country developed models for the purpose of assessing teacher effectiveness. This qualitative study gathered data from teachers across the state of Tennessee through focus group sessions about their perception of the model used in their district.

The College of Education announces the final Dissertation of

Marilyn Russell

for the degree of Doctor of Education

October 14, 2016 at 10:00 am in 318 Varnell Jones, Lambuth Campus

Major Advisor: Deborah Watlington, PhD

RELATIONSHIPS AMONG TEACHER ABSENTEEISM, EVALUATION SCORES, AND SATISFACTION WITH TEACHING AT THE ELEMENTARY SCHOOL LEVEL

ABSTRACT: This study addressed relationships among teacher absenteeism in terms of sick and personal leave days used by the teacher, their professional evaluation scores, and the teachers’ satisfaction with teaching in general. Specific questions were asked based on Bentley and Rempel’s (1980) Purdue Teacher Opinionaire. Quantitative analysis revealed the relationships between teachers’ absenteeism, their TVAAS-based evaluation scores, and their satisfaction with teaching that teachers who, on the whole, are more often in class and on the job tend to be evaluated more positively and to be more satisfied with teaching.

The College of Education announces the final Dissertation of

Kristine Howell

for the degree of Doctor of Education

October 17, 2016 at 10:30 am in 405 Ball Hall

Major Advisor: J. Helen Perkins, EdD

READING STRATEGIES THAT MOTIVATE ENGLISH AS A SECOND LANGUAGE LEARNERS: AN EXAMINATION OF ENGLISH AS A SECOND LANGUAGE TEACHER PERCEPTIONS

ABSTRACT: This exploratory study examined teachers’ perceptions of motivational literacy instructional strategies for use with English as a second language learners (ESLs). Using a Likert-type quantitative survey, a ranked list of motivational metacognitive reading strategies based on a chi-square goodness of fit test with effect sizes and descriptive statistical analysis (mean and standard deviation) was created. Relative frequencies were calculated to compare strategies relative importance to teachers’ perceived frequency of use. Metacognitive reading strategy category trends were analyzed. Results found that effective ESL teachers tend to use global strategies more often than problem-solving and support strategies.

The College of Education announces the final Dissertation of

Adoración Berry

for the degree of Doctor of Education

November 2, 2016 at 1:00 pm in 108M Jones Hall

Major Advisor: Deborah Lowther, PhD

Examining higher education faculty beliefs and practices regarding World-Readiness Standards for Learning Languages

ABSTRACT: This study examined the extent to which higher education foreign language faculty beliefs about learning languages were consistent with their instructional practices, as recommended by the World Readiness Standards for Learning Language. The research was guided by four research questions and data were collected with a quantitative survey completed by 59 participants. Findings suggest faculty believed the Standards were important, however these beliefs were not reflected in self-reports of instructional practices. The study outcomes also revealed faculty reported benefits and barriers that have implications for faculty professional development and policy changes to improve foreign languages instruction.

The College of Education announces the final Dissertation of

Tiffany Tucker

for the degree of Doctor of Education

October 13, 2016 at 10:00 am in 320 Ball Hall

Major Advisor: Deborah Watlington, PhD

THE EFFECTS OF TEACHER-SET AND STUDENT-SET ACCELERATED READER GOAL SETTING ON READING COMPREHENSION AND STUDENT ATTITUDES TOWARDS READING IN FOURTH- AND FIFTH-GRADE STUDENTS

ABSTRACT: The purpose of this research study was to compare the impact of Teacher-Set Accelerated Reader goals (TSAR) with Student-Set Accelerated Reader goals (SSAR) of fourth- and fifth-grade students. The goal was to determine which type of goal setting approach influences reading growth as measured by the easyCBM assessment as well as student attitudes towards reading. Results provide little support that student’s or teacher’s choice of AR goals will enhance the student’s chances of AR goal attainment, other analysis of students’ posttest scores indicates allowing students to choose their own goals is linked to greater growth in reading.

The College of Education announces the final Dissertation of

Natalie Cunningham

for the degree of Doctor of Education

September 8, 2016 at 10:00 am in 123 Ball Hall

Major Advisor: Charisse Gulosino, PhD

AN EXAMINATION OF FACTORS INFLUENCING POSTSECONDARY CAREER AND TECHNICAL EDUCATIONAL ENGAGEMENT OF AFRICAN AMERICAN MALES

ABSTRACT: This study examined identified factors influencing African American male engagement in a post secondary career and technical educational program and assessed the impact of high school completion and incarceration on the variance of responses. This quantitative study utilized the Factors Influencing Student Engagement (FISE-PSCTE) scale to survey African American male students enrolled in a post secondary career and technical education program. The findings yielded that career factors were most influential among all students; high school completion had no impact on students’ influence to engage; and students with a history of incarceration were significantly influenced by spouse/partner and legal wrap-around services.

The College of Education announces the final Dissertation of

Floyd Cole

for the degree of Doctor of Philosophy

October 4, 2016 at 10:00 am in 103, Ball Hall

Major Advisor: Elin Ovrebo, PhD

MALE NORM CONFORMITY AND MINORITY STRESS AS PREDICTORS OF PTSD SYMPTOMOLOGY AMONG NON-HETEROSEXUAL MEN

ABSTRACT: Using a sample of 221 non-heterosexual males, this study explores whether the conformity to male norms subscales and minority stress subscales moderates the relationship between interpersonal trauma and PTSD symptomology. Results demonstrated that number of traumatic events and recency of traumatic events were the strongest predictors of PTSD symptomology. Endorsement of risk-taking behaviors, a heterosexual self-presentation, concerns regarding feeling accepted by others, and difficulty processing one’s sexual orientation predicted the relationship between interpersonal trauma and PTSD symptomology. Failure to endorse negative feelings of sexual orientation and lack of acceptance toward violence decreased the relationship between IPT and PTSD symptomology.

The College of Education announces the final Dissertation of

Charlise Anderson

for the degree of Doctor of Education

September 30, 2016 at 1:30 pm in 115, Browning Hall

Major Advisor: Jeffery L. Wilson, EdD

Undergraduate Teacher Candidate Perceptions Integrating Technology in Classroom Instruction

ABSTRACT: This research study analyzed 143 undergraduate teacher candidates’ perceptions on integrating technology in the classroom. The study was embedded in the “Technology Pedagogical Content Knowledge” theoretical model. The study revealed that the grade level taught was not a statistically significant predictor of teacher candidates’ perceived competence, ability to plan for or apply technology, nor teacher candidates’ ability to integrate technology in compliance with state and/or district standards. The study also revealed that teacher candidates’ belief factors were a statistically significant predictor of teacher candidates’ ability to plan for and to apply technology in the learning environment.