The College of Education announces the final Dissertation of

Karen Kitchens

for the degree of Doctor of Philosophy

November 3, 2016 at 1:00 pm in 103 Ball Hall

Major Advisors: Yonghong Xu, PhD and Susan Nordstrom, PhD (co-chairs)

The Persistence and Retention of Students Participating in a Student Success Program

ABSTRACT: The purpose of the mixed methods study was to examine and explore the institutional policy levers that facilitate successful educational outcomes in a TRiO funded Student Success Program at a large, urban research university in the Mid-South. The outcomes of academic progress, academic achievement, and academic engagement were examined and explored. Results indicate holistic case management, development of life skills as well as academic skills, and the creation of an inclusive and supportive environment contribute to successful educational outcomes for first generation, low income college students.

The College of Education announces the final Dissertation of

Dorothy Moss Hale

for the degree of Doctor of Education

November 4, 2016 at 10:00 am in 405 Ball Hall

Major Advisor: Deborah Lowther, PhD

AN EXAMINATION OF ACADEMIC ADVISING EXPERIENCES OF UNDERGRADUATE STUDENTS ENROLLED IN FACE-TO-FACE VERSUS ONLINE ONLY COURSES WHEN CONSIDERING GENDER, ETHNICITY, FIRST GENERATION STATUS AND PELL GRANT ELIGIBILITY STATUS

ABSTRACT: Higher attrition rates among Online compared to Face-to-Face students are a concern in higher education. Institutions are rethinking academic advising to support student retention and graduation. Responses of 522 undergraduate NSSE Academic Advising Module Face-to-Face and Online participants were analyzed by gender, ethnicity, first-generation and Pell Grant eligibility to determine whether differences existed in their academic advising experiences. The findings revealed that Online…White, First Generation, and non-Pell Grant eligible students sought primary advice from their assigned advisors significantly more than their Face-to-Face counterparts. The findings have policy and practice implications for academic advising. Recommendations for future research also included.

The College of Education announces the final Dissertation of

James Barham

for the degree of Doctor of Education

October 27, 2016 at 1:00 pm

Major Advisor: Deborah Lowther, PhD

EXAMINING COMMUNITY COLLEGE STUDENT EXPERIENCES WITH AND ATTITUDES TOWARD COLLABORATION IN ONLINE COURSES

ABSTRACT: This research examined experiences/attitudes of community college students toward collaboration in online courses. Participants were 73 students in an online course the previous semester. Findings revealed collaboration primarily involved discussion boards and emails. Most agreed collaboration helped increase achievement and social skills for successful careers. Participants reported “best things” about online collaboration were better understanding of course content and feeling a sense of community; “worst things” were low participation, insufficient communication, and poorly organized activities. The findings have implications with regard to designing and implementing effective collaborative strategies that achieve learning, improve retention, and better prepare students for the future.

The College of Education announces the final Dissertation of

Meagan Viar

for the degree of Doctor of Education

October 31, 2016 at 11:00 am in 405 Ball Hall

Major Advisor: Lee Allen, EdD

An Analysis of the Relationship Between the Perceptions of Value-Added Measurement and Teacher Job Satisfaction

ABSTRACT: This study examined the relationship between teacher perceptions of value-added evaluations, teachers’ three-year mean value-added scores, and teacher job satisfaction. There were thirty-nine teachers from two middle schools that participated in the survey. Job satisfaction was measured and compared with their mean Tennessee Value-Added Assessment (TVAAS) score. The analysis revealed a significant relationship between the self-reported three-year average TVAAS scores and perception of the quality of TVAAS data, as well as a significant relationship between teachers’ self-reported average TVAAS evaluation score and their average level of satisfaction.

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.