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Full-Text Articles in Education
Perceptions Of Factors Leading To Forensics-Drama Coaching Efficacy, Anthony Wooley
Perceptions Of Factors Leading To Forensics-Drama Coaching Efficacy, Anthony Wooley
Ed.D. Dissertations
Participation in nonacademic activities that focus on creative skill improvement, like forensics‑drama, can increase high school students’ intrinsic desire to learn. Intrinsic motivation to learn resulted in academic success at the secondary and collegiate levels and career success at the professional level because the students felt confident in their abilities. Because the forensics-drama coach was the primary factor affecting students’ forensics-drama abilities, a greater understanding of the sources of forensics-drama coaching efficacy was required to discover how to better serve the students. Ten forensics-drama coaches in the state of Tennessee participated in this qualitative interpretive study in which they were …
The Role Paradox Of Middle School Assistant Principals In Tennessee: Self-Perception Versus Teacher Perception, Jarrod Pendergraft
The Role Paradox Of Middle School Assistant Principals In Tennessee: Self-Perception Versus Teacher Perception, Jarrod Pendergraft
Ed.D. Dissertations
Research was limited when it came to the roles and responsibilities of middle school assistant principals. Even less research was dedicated to how middle school teachers perceived the roles and responsibilities of their assistant principals. Due to the overall lack of research regarding both facets, further research was necessary to form a better understanding of middle school assistant principals’ roles and responsibilities as compared to teachers’ perceptions. Middle school assistant principals and teachers from one Tennessee county responded to questionnaires to explore the relationship between middle school assistant principals’ perceptions of their roles and responsibilities and the teachers’ perceptions of …
Third Grade Students' Occupational Aspirations And Perceptions Of Parents' Career Satisfaction, Tiffany Corum
Third Grade Students' Occupational Aspirations And Perceptions Of Parents' Career Satisfaction, Tiffany Corum
Ed.D. Dissertations
At the time of this writing, little research had been completed on the occupational aspirations of students and students’ perceptions of their parents’ career satisfaction. I completed a qualitative study in which I compared the occupational aspirations of 14 third-grade students, 7 girls and 7 boys, from a low socio-economic school and 14 third-grade students, 7 girls and 7 boys, from a high socio-economic school within the southeastern region of the United States. I also compared these students’ perceptions of their parents’ career satisfaction. I conducted one-on-one interviews with students in which they answered questions about their occupational aspirations and …
Stakeholder Perceptions Of Student Opportunity In Consolidated Rural High Schools, Bradley Smith
Stakeholder Perceptions Of Student Opportunity In Consolidated Rural High Schools, Bradley Smith
Ed.D. Dissertations
Since the early 1900s, educational leaders and policymakers looked to consolidation as a way for rural schools and school systems to overcome financial challenges and improve the educational experiences for students. Stakeholders were met with conflicting claims about the effects of school and system consolidation. Proponents of consolidation claimed a consolidation would provide students with more curricular and extracurricular options by way of financial savings experienced from economies of scale, while opponents of consolidation claimed the consolidation would not relieve financial stress but would risk more behavioral problems and a loss of community identity. In this case study of a …
Teacher Perceptions Of Curriculum-Driven Technology After Working With Instructional Technology Coaches In Middle Schools In One Southeastern School District, Julie Pepperman
Ed.D. Dissertations
The use of curriculum-driven technology in K-12 public schools was mandated by federal law. School and district leaders were required to provide curriculum-driven technology professional development and support to teachers. The use of the curriculum-driven technology coach was an option some schools chose to meet the curriculum-driven technology professional development requirements and needs of their teachers. The purpose of this research was to explore one school district’s middle school teachers’ perceptions of the importance of curriculum-driven technology and their perceived self-efficacy in using curriculum-driven technology in instructional practice after collaborating with a curriculum-driven technology coach. This qualitative study was conducted …