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2012

University of Tennessee, Knoxville

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Articles 31 - 60 of 95

Full-Text Articles in Education

September 7, 2012 Retreat Agenda, Faculty Senate Sep 2012

September 7, 2012 Retreat Agenda, Faculty Senate

Senate Retreats

No abstract provided.


Maori Education: The Politics Of Reconciliation And Citizenship, John P. Hopkins Aug 2012

Maori Education: The Politics Of Reconciliation And Citizenship, John P. Hopkins

Catalyst: A Social Justice Forum

The meaning of citizenship for many Indigenous peoples has historically entailed assimilation into the nation-state through colonizing education policies and practices. Several democratic nation-states are now seeking reconciliation with Indigenous peoples and redefining the meaning of citizenship within their borders. Using recent multicultural education and the politics of reconciliation research, this paper examines the possibility of reconciliation between nation-states and Indigenous peoples, focusing on the Maori of New Zealand and their quest for full inclusion and citizen rights. The paper illustrates why the politics of reconciliation is viewed as necessary to construct a political partnership that fosters a new meaning ...


The Intersection Between Home And School: Developing A Scale To Measure Parental Perceptions Of Childhood School Stress, Teresa Marie Henke Aug 2012

The Intersection Between Home And School: Developing A Scale To Measure Parental Perceptions Of Childhood School Stress, Teresa Marie Henke

Doctoral Dissertations

Abstract

Parents in the home and educators in the schools are key adults in the most important contexts in the daily lives of school-age children. In the demanding, achievement, and accountability oriented culture of today, it is expected that children experience normal everyday stressors as they move between these two environments. The impact of stress related to daily hassles has been reported to have both cognitive and physical effects on the present and future well-being of children. This study represented an attempt to advance the understanding of childhood stress in the intersection between school and home by investigating the perceptions ...


(Un)Packing Your Backpack: Educational Philosophy, Positionality, And Pedagogical Praxis, Yvette Prinsloo Franklin Aug 2012

(Un)Packing Your Backpack: Educational Philosophy, Positionality, And Pedagogical Praxis, Yvette Prinsloo Franklin

Doctoral Dissertations

In this philosophical research project, the author examines the question: How can the case be made that there is an imperative need to change the trajectory of current efforts to reduce “achievement gaps” in the United States and (re)vision a transformation of our school settings through conscious-raising sensitivity regarding issues of equity towards equality amongst educators that harnesses the work of philosophy of education scholars? She engages the reader in a theoretical hike through a philosophical argument for attending to philosophical theories of education, extending the work of Jane Roland Martin regarding sensitivity and drawing heavily on the scholarship ...


Measuring Drinking Peer Caretaking: Toward Informing Peer-Based Alcohol Interventions, Jason Thomas Black Aug 2012

Measuring Drinking Peer Caretaking: Toward Informing Peer-Based Alcohol Interventions, Jason Thomas Black

Doctoral Dissertations

The purpose of the study was to pilot test a measure of a construct defined as Drinking Peer Caretaking (DPC). Most alcohol use among college students occurs in social situations among peer groups (Baer, 2002; Perkins, 2002b). However, understanding the dynamics of peer groups needs more attention since empirical information in this area is currently lacking. A broader understanding of caretaking behaviors within college student drinking peer groups could serve as a basis for developing peer-facilitated interventions. Principal Components Analysis (PCA) suggested a two factor solution (proactive and reactive caretaking). Following PCA, tests of internal consistency reliability (Cronbach’s alpha ...


Tennessee Public High School Principals’ Leadership Behaviors And Teachers’ Job Satisfaction, Amie Broughton Rumph Aug 2012

Tennessee Public High School Principals’ Leadership Behaviors And Teachers’ Job Satisfaction, Amie Broughton Rumph

Doctoral Dissertations

The attrition rate of teachers is alarming (Darling-Hammond, 2002; Keigher, 2010; Marvel, Lyter, Peltola, Strizek, & Morton, 2006). Factor of the attrition include teachers leaving the profession due to lack of job satisfaction or lack of administrative support (Angelle, 2002; Littrell, 1994; Schlichte, Yssel, & Merbler, 2005). Frameworked by Herzberg’s Motivation-Hygiene Theory (Herzberg, Mausner, & Snyderman, 1959), this web-based, quantitative, descriptive study explored the connections between job satisfaction and perceived leadership behaviors. Participants included 302 teachers from public secondary schools in Central and East Tennessee. Instruments used were the Job Satisfaction Survey ([JSS], Spector, 1994), the Study of School Leadership School Staff Questionnaire ([SSLSSQ], Consortium for Policy Research in Education, 2005), and a researcher-created demographics questionnaire. The JSS measured overall job satisfaction and nine individual facets ...


The Balance Of Public And Private Identities For Lesbian Teachers, Delanna Kay Reed Aug 2012

The Balance Of Public And Private Identities For Lesbian Teachers, Delanna Kay Reed

Doctoral Dissertations

Abstract

Although tolerance and acceptance of lesbian, gay, bisexual, and transgender people is growing in the United States, misconceptions and heterosexism still abound. Schools are one of the institutions where traditional gender roles are promoted and homosexuality is often ignored or punished. Too often lesbian, gay, bisexual and transgender (LGBT) students are bullied by their peers while teachers look the other way. LGBT teachers often fear they will lose their jobs and social standing in the community if they are open about their sexual orientation. This environment provoked me to research lesbian teachers’ perceptions of heteronormativity in their private and ...


Teacher Perceptions Of Their Science Teaching And Student Learning For Diverse Learners, Yolanda Kirkpatrick Aug 2012

Teacher Perceptions Of Their Science Teaching And Student Learning For Diverse Learners, Yolanda Kirkpatrick

Doctoral Dissertations

The attention to the preparation of science education teachers is important to facilitate equitable learning opportunities and participation in science experiences (American Association for the Advancement of Science, 1990; Lee & Buxton, 2010; Sirin, 2005). Disproportionate numbers of teachers are inadequately prepared to teach diverse learners (Darling-Hammond & Bransford, 2005; Irvine, 2003; Murnane & Phillips, 1981; Oakes, 1990; Zeichner, 1992). Wise (2001) describes teacher preparation in this country as the dirty little secret in education. By this, Wise was referring to the inadequate education and training of teachers that remained a silent part of the discourse on teacher preparation.

The purpose of the current study is to explore and ...


Gender In Head Start Preschool Classrooms: Children's Experiences And Teachers' Perceptions, Swapna Anil Purandare Aug 2012

Gender In Head Start Preschool Classrooms: Children's Experiences And Teachers' Perceptions, Swapna Anil Purandare

Doctoral Dissertations

Researchers who have studied the process of socialization have found that preschool is one of the first social exposures to direct teaching of societal norms including norms about gender-roles. Further, it has been found that there is a difference in teachers’ behavior toward boys and girls in preschool classrooms but most studies on gender differences in preschool classrooms have been conducted with middle-class populations. Thus, the primary purpose of this study was to examine how preschool age children from low-income families (in Head Start) might have different experiences in their classrooms depending on their gender.

In order to achieve the ...


On The Same Page: The Experience Of Instructors And Students As They Give And Receive Written Feedback In Higher Education, Michele Heide Williams Aug 2012

On The Same Page: The Experience Of Instructors And Students As They Give And Receive Written Feedback In Higher Education, Michele Heide Williams

Doctoral Dissertations

Academic writing in higher education remains a chief means of assessing student understanding, making instructor response to student writing an important way of providing summative and formative feedback for students. Writing and response offer insights into the ways in which students construct understanding within disciplinary contexts and the ways in which instructors facilitate those efforts. The present study explores two aspects of writing in higher education:1) the experience of faculty members who require and respond to writing from students, and 2) the experience of students as recipients of instructor responses to their academic writing. To explore the experience of ...


The Effects Of Merit Awards On District-Level High School Graduation: Evidence From Michigan, Brandon Lee Harrison Aug 2012

The Effects Of Merit Awards On District-Level High School Graduation: Evidence From Michigan, Brandon Lee Harrison

Masters Theses

This paper considers the effects of the Michigan Merit Award, a college scholarship program, on high school graduation rates. Students qualify via a standardized high school proficiency exam. Identification is achieved through difference-in-differences estimation using both a broad set of controls and a stricter set of controls. The effects on graduation rates differ depending on the model specification, as some significant results show a positive correlation between the introduction of the program and graduation rates, while others a negative effect. Where it appears the award increased graduation rates, pinpointing the exact impact of the award on graduation levels is difficult ...


Sketchmate: A Computer-Aided Sketching And Simulation Tool For Teaching Graph Algorithms, Kristy Sue Van Hornweder Aug 2012

Sketchmate: A Computer-Aided Sketching And Simulation Tool For Teaching Graph Algorithms, Kristy Sue Van Hornweder

Doctoral Dissertations

In this dissertation, we developed and tested a sketching, visualization, and simulation tool called Sketchmate for demonstrating graph algorithms commonly taught in undergraduate computer science courses. For this research, we chose to focus on shortest path and network flow algorithms. Two versions of this tool have been implemented: 1) an instructor tool that supports computer-aided manual simulations of algorithms that augment traditional whiteboard presentations, allowing lectures to be more dynamic and interactive, and 2) a student tool that supports computer-aided manual practice of algorithms that enables students to work through homework problems more quickly while providing detailed incremental feedback about ...


Pretending Teaching Is A Profession: Why Public School Teaching Will Never Be Considered A True Profession, Melissa Ann Harness Aug 2012

Pretending Teaching Is A Profession: Why Public School Teaching Will Never Be Considered A True Profession, Melissa Ann Harness

Masters Theses

My endeavor in this thesis is to discuss why teaching is not, and has never been considered, part of the true professions. Although much rhetoric is aimed at classifying teachers as true professionals and the teaching field as a true profession, the historical, sociological, and societal means that govern the ideological foundation of a true profession are lacking in the field of education. By using a historical, sociological, philosophical, and linguistic analysis of the words “true profession”, along with “unions”, private teaching organizations, etc., I am able to demonstrate not only why teaching is not a profession, but that teaching ...


Classroom Response System Integration In A Distance-Learning Introductory High School Physics Course, Alexander T. Pegram Aug 2012

Classroom Response System Integration In A Distance-Learning Introductory High School Physics Course, Alexander T. Pegram

Masters Theses

Tennessee ranks among the lowest states in terms of high school physics availability. This fact is compounded in rural areas by limited enrollment and a lack of accredited physics teachers. A distance-learning physics course was established between the University of Tennessee Knoxville and Morristown West High School in order to offer an introductory physics course in a school with no accredited physics teacher. Because classroom response systems have been shown to increase interactivity and discussion in physics courses, leading to better learning gains, the course was taught via live video-conferencing with the integration of a classroom response system.


Impact Of Interpreters Filling Multiple Roles In Mainstream Classrooms On Communication Access For Deaf Students, Heather Rebecca Lawson Aug 2012

Impact Of Interpreters Filling Multiple Roles In Mainstream Classrooms On Communication Access For Deaf Students, Heather Rebecca Lawson

Masters Theses

Educational interpreters nationwide fill a variety of roles in their schools, including interpreter, tutor, assistant, consultant, and others, and the impact of these roles on the interpretation of classroom discourse is uncertain. In order to provide deaf students with the free appropriate public education they are promised through the Individuals with Disabilities Education Act, we need to know more about the roles educational interpreters are filling and their impact on a deaf student’s access to the classroom discourse. This study was a quantitative study using naturalistic observation of a high school classroom with a deaf student and an interpreter ...


The Connection, July-September 2012, College Of Education, Health, And Human Sciences Jul 2012

The Connection, July-September 2012, College Of Education, Health, And Human Sciences

CEHHS Connection

This e-newsletter was created to let everyone in the College of Education, Health, and Human Sciences know about the many activities that are taking place in the college.


The Construction And Performance Of Adulthood In 18- To 25-Year-Old Ged Students: A Narrative Exploration, Clara Amelia Davis May 2012

The Construction And Performance Of Adulthood In 18- To 25-Year-Old Ged Students: A Narrative Exploration, Clara Amelia Davis

Doctoral Dissertations

This dissertation is a narrative study designed to address the changing meaning of adulthood for youths matriculating into adult basic education programs by drawing from the interdisciplinary perspectives of postmodernism, critical social theory, and narrative methodology. The purpose of this study was to explore the lived experiences of adult basic education students, ages 18 to 25, and their construction and performance of adulthood. Twelve GED students, ages 18 to 25, enrolled in local non-profit adult education programs, were interviewed individually regarding their experience of leaving high school, transitioning into an adult education program, and their construction and performance of adulthood ...


Deaf Education Preservice Teachers’ Perceptions Of Scientific Inquiry And Teaching Science To Deaf And Hard Of Hearing Students, Shannon Carol Graham May 2012

Deaf Education Preservice Teachers’ Perceptions Of Scientific Inquiry And Teaching Science To Deaf And Hard Of Hearing Students, Shannon Carol Graham

Doctoral Dissertations

The purpose of this dissertation was to describe preservice teachers’ perceptions of scientific inquiry and science teaching to deaf and hard of hearing students. Participants were four deaf education preservice teachers enrolled in a graduate level course on content area methods during their professional internship year. The instructor employed implicit and explicit reflective pedagogy for the science methods section and focused on scientific practices. Research questions guiding this study are as follows: 1) What are deaf education preservice teachers’ perceptions of scientific inquiry? and 2) What are deaf education preservice teachers’ perceptions of science teaching and learning among deaf and ...


Thinking And Reading Among College Undergraduates: An Examination Of The Relationship Between Critical Thinking Skills And Voluntary Reading, Kimberly Tanner Hawkins May 2012

Thinking And Reading Among College Undergraduates: An Examination Of The Relationship Between Critical Thinking Skills And Voluntary Reading, Kimberly Tanner Hawkins

Doctoral Dissertations

Many scholars have weighed in on what it means to think critically. Although there has not been agreement on a clear definition for the term “critical thinking,” scholars have agreed on some common skills involved in critical thinking. These skills—inductive reasoning, deductive reasoning, analysis, evaluation, and inference are the same ones involved in the ability to read and read well. While many studies have involved critical thinking in college students, none has examined critical thinking and its relationship to reading. Thus, the purpose of this study was to determine the relationship between voluntary reading, academic achievement (as measured by ...


Career Development And Employment Concerns Of Employment-Seeking Students With Psychiatric Disabilities, Sarah Charlotte Helm May 2012

Career Development And Employment Concerns Of Employment-Seeking Students With Psychiatric Disabilities, Sarah Charlotte Helm

Doctoral Dissertations

Although some literature chronicles the career development of college students with other types of disabilities, students with psychiatric disabilities have been practically invisible in research focused on this topic. Yet evidence suggests that the number of students with documented psychiatric disabilities attending institutions of higher education is on the rise. Thus, the purpose of the study was to describe the career development and employment concerns of employment-seeking students with psychiatric disabilities.

A qualitative research design was used to gain in-depth information from the perspective of students with psychiatric disabilities, specifically case study. The participants were seven undergraduate students from three ...


Analyzing Conflict In Organizations With Positioning Theory: A Narrative Inquiry, Cynthia Dionne Ghosten May 2012

Analyzing Conflict In Organizations With Positioning Theory: A Narrative Inquiry, Cynthia Dionne Ghosten

Doctoral Dissertations

Positioning theory has yet to fully cross over as an analytical tool for examining conflict in business and industry. The manner in which positioning theory explains human interactions (specifically conflicts) could prove to be beneficial to the field of Organizational Development (OD). This study uses critical events narrative analysis to examine the stories of five supervising managers at a large corporate organization who were dealing with conflict caused by a reorganization. Interview data was collected and analyzed to identify the managers’ critical events, as well as primary issues, main characters, and common conflict themes. The data was then analyzed using ...


Elementary Teachers' Perceptions Of Giftedness: An Examination Of The Relationship Between Teacher Background And Gifted Identification, Susan D Bishofberger May 2012

Elementary Teachers' Perceptions Of Giftedness: An Examination Of The Relationship Between Teacher Background And Gifted Identification, Susan D Bishofberger

Doctoral Dissertations

Two hundred and eighty-one teachers participated in an online survey which investigated the relationship between teacher background and the use of student characteristics as indicators of giftedness. Teachers’ global perceptions of giftedness as they related to background characteristics were also examined.

Nine teacher characteristics were examined and included: educational background, years of teaching experience, gifted education preparation, SES of origin, perceived similarities to students, diversity in classrooms, school locale, Title 1 school status, and percentage of students eligible for the federal free or reduced-price lunch program.

A factor analysis was conducted and a four factor solution was derived. The resulting ...


Inclusion And Collaboration: Impact Of Preservice Teachers’ Experiences On Their Knowledge, Attitudes And Perceived Sense Of Efficacy, Tamara Mcmahan Bowlin May 2012

Inclusion And Collaboration: Impact Of Preservice Teachers’ Experiences On Their Knowledge, Attitudes And Perceived Sense Of Efficacy, Tamara Mcmahan Bowlin

Doctoral Dissertations

The Individuals with Disabilities Education Improvement Act (IDEA, 2004) requires students with disabilities be educated in the least restrictive environment (LRE). As students with disabilities are educated alongside their non-disabled peers, there are increased demands placed on general education teachers. Because of the shift in educational responsibilities, it is important for preservice teachers to acquire the knowledge, dispositions and instructional strategies necessary to succeed in educating students with disabilities before they enter the classroom. The purpose of this study was to examine whether preservice teachers’ knowledge, attitudes and perceived abilities (sense of efficacy) toward teaching students with disabilities would be ...


Online Reflections In A Blended Approach To Collaborative Faculty Development, Ronny Keith Bridges May 2012

Online Reflections In A Blended Approach To Collaborative Faculty Development, Ronny Keith Bridges

Doctoral Dissertations

Blended approaches to collaborative faculty development have the potential for stimulating critical reflection, but the process of online reflection by faculty members has not been fully explored in the literature. The purpose of this qualitative action research case study was to examine a blended approach to collaborative inquiry for professional development with a particular interest in the reflections that occurred online. This study had two focal points. First, to explore the relationship between the online reflections and the overall development of the participants and second, to more closely examine the levels of reflection that occurred within the online aspect of ...


Getting Ready For The Test: The Impact Of School Restructuring On High School English Teachers, Todd Sloan Cherner May 2012

Getting Ready For The Test: The Impact Of School Restructuring On High School English Teachers, Todd Sloan Cherner

Doctoral Dissertations

As debates about how to reauthorize the Elementary and Secondary Education Act (ESEA) continue, educational stakeholders need to consider the impact that No Child Left Behind’s (NCLB) accountability policies put on teachers working in low performing schools. Specifically, schools that annually struggle to achieve adequate yearly progress based on student test scores are narrowing the curriculum they offer students down to only teaching testable skills (Crocco & Costigan, 2007). As such, students who attended a school that taught them a narrowed curriculum only learned how to take high stakes tests and not how to compete in the 21st century world (Schoen & Fusarelli, 2007). B ecause of the pressure from high stakes tests, I wanted to understand how teachers who taught an NCLB tested subject at a low performing school were impacted by these accountability policies.

In this study, I investigated how high school English teachers working in an urban high school experienced NCLB’s school restructuring policies. To conduct my study, I identified a low performing high school that was required to restructure according to NCLB. I then interviewed six of the school’s English teachers and the assistant principal, who was selected to lead the school’s restructuring. After analyzing my collected interview data, I created experience-based narratives for each of my participants. I temporally presented the narratives because teachers who taught at the school before and during its early stages of restructuring had a different experience than teachers who taught during the later stages of the school’s restructuring.

My findings confirmed previously conducted research that detailed how NCLB’s accountability policies resulted in the narrowing of the curriculum and English teachers being viewed as solely responsible for students’ writing abilities (Anagnostopoulos & Rutledge, 2007; Darling-Hammond, 2007; Smith & Kovacs, 2011). Moreover, I identified six different ways my participants were impacted by the school’s restructuring and created a term for each. The terms I developed include turnaround, producing ...


Educators’ Perceptions About The Uses Of Primary Sources In Social Studies Classroom, Jeremiah Curtis Clabough May 2012

Educators’ Perceptions About The Uses Of Primary Sources In Social Studies Classroom, Jeremiah Curtis Clabough

Doctoral Dissertations

The purpose of this study was to determine what conceptions educators have regarding primary resources. The researcher attempted to answer the following questions:

  1. How do educators define primary sources?
  2. How do educators think primary sources should be used in the classroom?
  3. How, if at all, do educators currently use primary sources in the classroom and what are their reasons for their use or lack of use?

An online survey was distributed to the members of National Social Studies Supervisors Association (NSSSA). Members of NSSSA were selected because they are leaders in the field of social studies education and provided a ...


Examining Elementary Students' Use Of Electronic Readers For Independent Reading, Tammy Lynn Anderson May 2012

Examining Elementary Students' Use Of Electronic Readers For Independent Reading, Tammy Lynn Anderson

Doctoral Dissertations

Abstract

The impetus for this study was to understand a relatively new phenomenon, elementary students’ use of electronic readers for independent reading, and the impact it might have on reading behaviors. Interested in students’ perspectives, I examined third grade students’ experiences using electronic readers, including references to self-descriptions of reading motivation and engagement. This descriptive case study addresses the research question: In what ways does reading on electronic readers during independent reading affect third grade students’ reading experiences and behaviors?

Daily observations of students’ reading behaviors during independent reading were recorded in detailed field notes. In addition, transcripts of conversations ...


Interactive Whiteboard Transition: A Case Study, Jason S Beach May 2012

Interactive Whiteboard Transition: A Case Study, Jason S Beach

Doctoral Dissertations

This case study examined the process teachers use when incorporating interactive whiteboards in the classroom and daily curriculum. Participants were drawn from a small group of three elementary and three high school teachers who received an interactive whiteboard, but no formal training. The school system purchased over 300 interactive whiteboards and was not able to adequately train all of the teachers before the beginning of the school year. Findings were compared to relevant models of andragogy, TPACK, and CBAM. The results indicate that a teacher’s prior technological ability aids in the implementation of new technologies in the classroom. The ...


A “Christian America” Restored: The Rise Of The Evangelical Christian School Movement In America, 1920-1952, Robert G. Slater May 2012

A “Christian America” Restored: The Rise Of The Evangelical Christian School Movement In America, 1920-1952, Robert G. Slater

Doctoral Dissertations

Finding the origins and causes of the twentieth century evangelical Christian school movement in America during the years 1920-1952 was the subject of this study. Numerous primary and secondary sources were utilized. Primary sources consisted of original minutes of the proceedings of the National Education Association, the National Union of Christian Schools, and the National Association of Evangelicals. In addition, numerous evangelical publications of this era such as Moody Monthly, The Sunday School Times, and United Evangelical Action were consulted. From within the movement original sources such as Christian School Statistics, The Christian Teacher, and The National Association of Christian ...


The Principal's Role In Developing And Sustaining Professional Learning Communities: A Mixed Methods Case Study, Ginger Mink Teague May 2012

The Principal's Role In Developing And Sustaining Professional Learning Communities: A Mixed Methods Case Study, Ginger Mink Teague

Doctoral Dissertations

With research supporting the benefits of professional learning communities in transforming schools, school leaders need insight and understanding into how to lead the organization toward successful implementation. The purpose of this study was to examine the role of the principal in developing and sustaining professional learning communities in elementary school settings. The exploratory, sequential, mixed method case study was conducted using Hord’s (1997, 1998, 2008) Five Dimensions of a Professional Learning Community as the theoretical framework. The research design was a quan→QUAL sequential approach, with priority or dominance given to the qualitative phase (Greene, 2008; Johnson & Onwuegbuzie, 2004). Triangulation of data sources and methods added strength to the findings.

In the initial phase, 107 teachers from eight elementary schools from one school district in a southeastern state responded to the PLCA—R instrument (Olivier & Hipp, 2010a). The PLCA—R data provided insight into teachers’ perceptions of the extent to which PLC practices are found in elementary schools. The quantitative data analysis led to the selection of two elementary schools with strong evidence of PLC practices to serve as cases for the qualitative phase.

In the qualitative phase data collection at the elementary schools included interviews with principals and teachers, observations of PLCs, and artifacts. Both within case and cross-case analyses were conducted to determine the extent of PLC practices and findings related to the role of the principal. With strong evidence of PLC practices, three themes were developed concerning the principal’s role in developing and sustaining PLCs: relationships matter; principal support ...