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A Quantitative Study Of Factors Contributing To Early Career Teachers Leaving Their Positions In Rural, Central Minnesota, Patrick Sutlief

Culminating Projects in Education Administration and Leadership

The nationwide trend of novice teachers leaving schools at a disproportionately high rate comes at a time when schools strive to develop a staff of experienced, effective educators to increase student achievement. The price of novice teacher attrition includes financial costs like recruitment and hiring as well as lost professional development young teachers take with them when they leave. Intangible costs include the negative impact on schools as organizations resulting from high turnover as well as inconsistent instruction from an ever-changing teaching staff. Ultimately, student achievement pays the price of high rates of novice teacher attrition. McCann, Johannessen, and Ricca …

Perceived School-Associated Factors Contributing To Teacher Attrition In Southwest Minnesota, Christopher Fenske

Culminating Projects in Education Administration and Leadership

In April 1983, the National Commission on Excellence in Education released the report A Nation at Risk. This report stated, “The educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a nation and a people” (United States. Department of Education, 2004, para. 3). The report was the impetus for public education in the United States to prepare youth for work and responsible citizenship, to forge a common culture within an ethnically diverse country, and to reduce inequalities for the common good of the nation (Present, 2010).

The …

Factors That Influence Students' Persistence And Degree Attainment While Matriculating Through A Doctor Of Education Program, Michele L. Braun

Culminating Projects in Higher Education Administration

The purpose of this research study was to examine factors that influence doctoral students’ persistence and retention during various phases of professional development in the Doctor of Education (Ed.D.) program. This study used a quantitative approach and a quasi-experimental methodology to explore doctoral students’ needs and experiences from the students’ viewpoint as they were matriculating through their Ed.D. program. The factors explored included competencies, cultural adjustment, student transition to/through doctoral education, professional role identification and commitment, doctoral program environment, academic integration, social integration, SCSU campus environment, advising, research experiences, financial resources, and orientation.

Four assessment surveys (Admissions, Membership, Candidacy, and …