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Articles 1 - 30 of 104
Full-Text Articles in Education
Principals’ Perceptions Of Their Role In Novice Teacher Retention In Title 1 Schools, Kassia Sutton
Principals’ Perceptions Of Their Role In Novice Teacher Retention In Title 1 Schools, Kassia Sutton
Walden Dissertations and Doctoral Studies
Current research suggests that retaining novice teachers, teachers with less than 5 years of teaching experience, in Title 1 elementary schools in the Southeastern United States is a problem for principals. Prior research on Title 1 elementary principal’s perceptions of their role in retaining novice teachers is limited. The purpose of this basic qualitative study was to examine six Title 1 elementary school principals’ perceptions of their role in retaining novice teachers in the Southeastern United States. The conceptual framework for this study was the job demands-resources theory, which defined working conditions through job demands and job resources. Purposeful random …
Principals’ Perceptions Of Their Role In Novice Teacher Retention In Title 1 Schools, Kassia Sutton
Principals’ Perceptions Of Their Role In Novice Teacher Retention In Title 1 Schools, Kassia Sutton
Walden Dissertations and Doctoral Studies
Current research suggests that retaining novice teachers, teachers with less than 5 years of teaching experience, in Title 1 elementary schools in the Southeastern United States is a problem for principals. Prior research on Title 1 elementary principal’s perceptions of their role in retaining novice teachers is limited. The purpose of this basic qualitative study was to examine six Title 1 elementary school principals’ perceptions of their role in retaining novice teachers in the Southeastern United States. The conceptual framework for this study was the job demands-resources theory, which defined working conditions through job demands and job resources. Purposeful random …
School Contextual Conditions That Influence Newly Hired Teachers To Remain Or Leave Their School District, Faith Cole
School Contextual Conditions That Influence Newly Hired Teachers To Remain Or Leave Their School District, Faith Cole
Walden Dissertations and Doctoral Studies
A suburban school district in the midwestern United States experienced concerning teacher attrition rates of teachers with 5 or fewer years of experience. The gap in practice addressed in this study was that district administrators had little knowledge about how newly hired teachers experienced the contextual conditions that occur at their schools and how these experiences influenced the teachers to leave or remain employed in the district. The purpose of the basic qualitative study was to provide information to district administrators that they could use to develop and apply practices, programs, and policies to provide school contextual conditions that support …
Financial Aid As A Predictor For Retention Of First-Year Black Male Community College Students, Malcom Jamar Morgan-Petty
Financial Aid As A Predictor For Retention Of First-Year Black Male Community College Students, Malcom Jamar Morgan-Petty
Walden Dissertations and Doctoral Studies
AbstractBlack male students are retained in higher education at less than half the rate of their Hispanic and White counterparts. At Southwestern Community College (SWCC, a pseudonym), there were indicators that the amount of financial aid received was related to retention; however, the extent of the relationship was unknown. The purpose of this nonexperimental quantitative correlational study was to examine the relationship between the amount of financial aid received and the retention of first-to-second-year Black male students at SWCC. Bean and Metzner’s model of nontraditional undergraduate student attrition provided the theoretical foundation. The research question sought to clarify the extent …
First-Generation College Graduates’ Perceptions Of Participating In Required Academic Advising Sessions For Degree Completion, Frances Paige Fowler
First-Generation College Graduates’ Perceptions Of Participating In Required Academic Advising Sessions For Degree Completion, Frances Paige Fowler
Walden Dissertations and Doctoral Studies
Many first-generation students enter college underprepared, leading them to face challenges that include failure to persist to degree completion. Empirical literature informs how academic advising programs help students persist to degree completion; however, a literature gap exists related to how regularly required academic advising programs influence students to persist to degree completion. This basic qualitative study provides insight into the perceptions of first-generation college graduates regarding how their regularly required academic advising sessions helped them to persist to degree completion. The conceptual framework is Tinto’s theory of student retention, which addresses students’ academic and social integration. Eight first-generation college graduates …
University Interdisciplinary Linked Block Schedules And Developmental Student Success, Linda S. Reeves-Wymer
University Interdisciplinary Linked Block Schedules And Developmental Student Success, Linda S. Reeves-Wymer
Walden Dissertations and Doctoral Studies
Developmental education is the starting point for many 1st-year college students, especially from underrepresented, low-income, and first-generation populations. One such 1st-year program linked block-scheduled academic skill-development courses with a required interdisciplinary general education science course where instruction was provided simultaneously in a lecture format to college-ready nondevelopmental students and developmental students in three skill-development courses: reading, writing, and combined reading/writing. Although this program had existed for over 20 years, the effectiveness of the program, meaning whether the linked skill-development courses were associated with academic success, had not been assessed. Guided by Tinto’s integration theory, a causal comparative design with the …
First-Year Postsecondary Student Persistence Leading To Second-Year Enrollment, Collene G. Webb
First-Year Postsecondary Student Persistence Leading To Second-Year Enrollment, Collene G. Webb
Walden Dissertations and Doctoral Studies
At a southeastern U.S. university, the low retention of postsecondary, traditional-aged first-year students persisting to second year was a problem, importantly decreasing their ability to graduate and gain a career. The purpose of this study was to determine the factors that have motivated postsecondary traditional-aged, first-year students to return to the university as second-year students and to learn from students what they perceived that the institution could do to increase persistence. The conceptual framework that grounded this study was Tinto’s institutional departure model. The research questions explored the factors that motivated first-year students to persist into their second year of …
First-Generation College Graduates’ Perceptions Of Participating In Required Academic Advising Sessions For Degree Completion, Frances Paige Fowler
First-Generation College Graduates’ Perceptions Of Participating In Required Academic Advising Sessions For Degree Completion, Frances Paige Fowler
Walden Dissertations and Doctoral Studies
Many first-generation students enter college underprepared, leading them to face challenges that include failure to persist to degree completion. Empirical literature informs how academic advising programs help students persist to degree completion; however, a literature gap exists related to how regularly required academic advising programs influence students to persist to degree completion. This basic qualitative study provides insight into the perceptions of first-generation college graduates regarding how their regularly required academic advising sessions helped them to persist to degree completion. The conceptual framework is Tinto’s theory of student retention, which addresses students’ academic and social integration. Eight first-generation college graduates …
Factors That Affect Alternatively Certified Teachers’ Attrition Decisions, Vida Szabat
Factors That Affect Alternatively Certified Teachers’ Attrition Decisions, Vida Szabat
Walden Dissertations and Doctoral Studies
In a southern state, 22% of alternatively certified teachers enrolled in the State Alternative Certification Program (STACP) leave the teaching profession within the first 3 years. The purpose of this study was to gain an understanding of demographic, career, personal/family, and school satisfaction factors that influenced STACP candidates to leave the profession. The theoretical framework that grounded the study was the emerging theory of teacher attrition developed by Nguyen et al. The data for the study were collected by administrating the U.S. Department of Education Teacher Follow–Up Survey to a sample of 56 STACP candidates. Data were analyzed using the …
Financial Aid As A Predictor For Retention Of First-Year Black Male Community College Students, Malcom Jamar Morgan-Petty
Financial Aid As A Predictor For Retention Of First-Year Black Male Community College Students, Malcom Jamar Morgan-Petty
Walden Dissertations and Doctoral Studies
AbstractBlack male students are retained in higher education at less than half the rate of their Hispanic and White counterparts. At Southwestern Community College (SWCC, a pseudonym), there were indicators that the amount of financial aid received was related to retention; however, the extent of the relationship was unknown. The purpose of this nonexperimental quantitative correlational study was to examine the relationship between the amount of financial aid received and the retention of first-to-second-year Black male students at SWCC. Bean and Metzner’s model of nontraditional undergraduate student attrition provided the theoretical foundation. The research question sought to clarify the extent …
Middle And High School Administrators’ Perceptions Of Retention Factors At Title I Campuses, Creseda Hawk
Middle And High School Administrators’ Perceptions Of Retention Factors At Title I Campuses, Creseda Hawk
Walden Dissertations and Doctoral Studies
AbstractPrincipal turnover has a negative influence on the stability of a school’s culture and climate and on student achievement. Many U.S. principals leave their positions by the end of their 2nd year, and this number is disproportionately higher for low-income school districts. The purpose of this basic qualitative study was to investigate middle and high school principals’ perceptions of factors influencing administrator turnover at Title I schools across a southeastern U.S. state. Herzberg’s two-factor theory of motivation grounded this study. The research questions were focused on principals’ perceptions of motivation and hygiene factors. Semistructured interviews were conducted with 10 purposively …
Teacher Perspectives Regarding Low Teacher Retention In Rural Primary Schools In Tanzania, Tumaini Urio Morgan
Teacher Perspectives Regarding Low Teacher Retention In Rural Primary Schools In Tanzania, Tumaini Urio Morgan
Walden Dissertations and Doctoral Studies
Tanzania, similar to other nations in Sub-Saharan Africa, has been experiencing a severe teacher shortage. The problem that was addressed is that factors influencing rural primary school teachers’ decision to continue teaching in Northeast Tanzania are unknown. The purpose of this qualitative descriptive study was to investigate teachers’ perceptions on teaching in rural primary schools in Northeast Tanzania and the reasons why they remain. This study was guided by self-efficacy theory, a subset of Bandura's social cognitive theory. This descriptive qualitative study explored how rural primary school teachers in northeast Tanzania describe the challenges that cause them to consider abandoning …
University Interdisciplinary Linked Block Schedules And Developmental Student Success, Linda S. Reeves-Wymer
University Interdisciplinary Linked Block Schedules And Developmental Student Success, Linda S. Reeves-Wymer
Walden Dissertations and Doctoral Studies
Developmental education is the starting point for many 1st-year college students, especially from underrepresented, low-income, and first-generation populations. One such 1st-year program linked block-scheduled academic skill-development courses with a required interdisciplinary general education science course where instruction was provided simultaneously in a lecture format to college-ready nondevelopmental students and developmental students in three skill-development courses: reading, writing, and combined reading/writing. Although this program had existed for over 20 years, the effectiveness of the program, meaning whether the linked skill-development courses were associated with academic success, had not been assessed. Guided by Tinto’s integration theory, a causal comparative design with the …
Middle And High School Administrators’ Perceptions Of Retention Factors At Title I Campuses, Creseda Hawk
Middle And High School Administrators’ Perceptions Of Retention Factors At Title I Campuses, Creseda Hawk
Walden Dissertations and Doctoral Studies
AbstractPrincipal turnover has a negative influence on the stability of a school’s culture and climate and on student achievement. Many U.S. principals leave their positions by the end of their 2nd year, and this number is disproportionately higher for low-income school districts. The purpose of this basic qualitative study was to investigate middle and high school principals’ perceptions of factors influencing administrator turnover at Title I schools across a southeastern U.S. state. Herzberg’s two-factor theory of motivation grounded this study. The research questions were focused on principals’ perceptions of motivation and hygiene factors. Semistructured interviews were conducted with 10 purposively …
First-Year Experience Course Impact On Undergraduate International Student Retention And Graduation, Dylan Rust, Raghvendra Singh
First-Year Experience Course Impact On Undergraduate International Student Retention And Graduation, Dylan Rust, Raghvendra Singh
Journal of Educational Research and Practice
As institutions look to improve student retention through first-year experience (FYE) courses, some have implemented courses targeted specifically to the international population. A quantitative comparison of international students who took an FYE course with international students who did not take an FYE course was completed to analyze the differences in retention and graduation rates between the two groups. International freshmen who participated in the FYE course were retained and graduated at significantly higher rates than international freshmen who did not take the course. Aspects of the course that likely led to student retention and graduation are discussed.
Financial Aid Knowledge And Resources Among First-Generation College Students, Carmelitia J. Coleman
Financial Aid Knowledge And Resources Among First-Generation College Students, Carmelitia J. Coleman
Walden Dissertations and Doctoral Studies
AbstractFirst-generation, freshmen students struggle to complete the financial aid process at a 4-year private university in Louisiana, impacting their financial and academic well-being. The purpose of this basic qualitative study was to explore first-generation, freshmen student perceptions of how they construct knowledge about the financial aid process and resources needed to help them complete the process. The conceptual framework of the study was comprised of Piaget’s theory of constructivism, which is grounded in the idea of learners constructing their own knowledge based on experience. The first research question addressed how first-generation, freshmen students constructed knowledge about the financial aid process. …
Evaluation Of An Orientation Program For Graduate Nurses Transitioning Into Professional Practice, Kristy Patrick-Lewis
Evaluation Of An Orientation Program For Graduate Nurses Transitioning Into Professional Practice, Kristy Patrick-Lewis
Walden Dissertations and Doctoral Studies
The transition from student nurse to practicing professional is extremely challenging. The local organization experienced increases in turnover among new graduate hires and determined that adjustments to their orientation program to better meet the needs of new graduates were warranted. The problem that this doctoral project addressed is the lack of evaluation of the effectiveness of the new orientation program. The practice-focused question examined the effectiveness of the new orientation program at reducing turnover and improving satisfaction with the quality of the orientation program among new graduate nurses. The framework used to guide this study was Patricia Benner’s novice to …
Identifying What Transformational Leadership Elements Principals Are Utilizing To Retain Kindergarten To High School Teachers, Johnny Ray Vahalik
Identifying What Transformational Leadership Elements Principals Are Utilizing To Retain Kindergarten To High School Teachers, Johnny Ray Vahalik
Walden Dissertations and Doctoral Studies
Teacher turnover in a large urban school district exceeded the state average annually from 2016 to 2020. Previous studies and local evidence indicate a gap in practice might currently exist, consisting of principals not making the best use of the most effective transformational leadership elements to consolidate and increase teacher retention. While many researchers agree that principal leadership has had the most significant influence on teachers’ decisions to stay in or leave their schools, there is a gap in the literature on what principal leadership practices influence teachers’ decisions to stay or leave. The research question that guided this study …
Novice Middle School Teachers’ And School Leaders’ Perceptions Of Motivators And Supports That Enhance Teacher Retention, Carl Cleveland Williams
Novice Middle School Teachers’ And School Leaders’ Perceptions Of Motivators And Supports That Enhance Teacher Retention, Carl Cleveland Williams
Walden Dissertations and Doctoral Studies
Motivators and supports can be a crucial part of the growth of a new teacher. However, capturing the most effective motivators and means of supports for novice teachers can be a daunting task as the needs can be ever-changing. The purpose of this basic qualitative study was to explore the perceptions of novice middle school teachers’ and school leaders of the supports and motivators needed to enhance teacher retention. Herzberg’s motivator-hygiene theory was the conceptual framework for the study. Ten novice teachers and 10 school leaders from eight middle schools, serving Grades 6-8, in a school district located in a …
Nonacademic Factors Affecting Retention And Academic Success At Historically Black Colleges And Universities, Charlene Denise Mallory
Nonacademic Factors Affecting Retention And Academic Success At Historically Black Colleges And Universities, Charlene Denise Mallory
Walden Dissertations and Doctoral Studies
AbstractRetention rates for African American students attending historically Black colleges and universities (HBCUs) have been low compared to rates of predominantly White institutions. The problem investigated was the retention rates of African American students enrolled at degree-granting Title IV HBCUs. The absence of research focused on African American students and retention at HBCUs leaves more to be learned about how institutions can improve retention rates for this population. The purpose of this correlational study was to examine the association between nonacademic factors (enrollment status, residency status, SES, and family income) and retention rate (full-time and part-time) for African American full-time, …
Elementary School Principals’ Perspectives On Teacher Retention And Effective Leadership, Tiffany Antrez Jones
Elementary School Principals’ Perspectives On Teacher Retention And Effective Leadership, Tiffany Antrez Jones
Walden Dissertations and Doctoral Studies
Low teacher retention negatively influences overall school culture, community, and student achievement. More specifics about what principals are doing to enhance teacher retention are needed. The purpose of this qualitative case study was to understand how elementary school principals address challenges when trying to retain teachers and the leadership practices principals believe encourage teachers to remain in the profession. The conceptual framework included Burns’ transformational leadership theory and Fullan and Quinn’s coherence model. Ten experienced elementary principals with higher retention rates within a suburban school district in the southern United States participated in semistructured interviews in which they were asked …
Retention And Employability Of Native American And Alaskan Native Undergraduates In Public Universities, Dottie Hines Chicquelo
Retention And Employability Of Native American And Alaskan Native Undergraduates In Public Universities, Dottie Hines Chicquelo
Walden Dissertations and Doctoral Studies
Scholars have called for generalized academic and social change for the United States Native American and Alaskan Native students (the U.S. NA/AN) and the need for reform continues. The purpose of this qualitative phenomenological study was to explore strategies used at the U.S. public universities to support U.S. NA/AN students and identify strategies to improved students’ employment pathways after graduation. The management problem was the lack of retention strategies used to support the U.S. NA/AN student engagement within communities after graduation. The general management problem looked at how the lack of retention strategies affected the U.S. NA/AN student employability after …
Retention Strategies To Ensure Financial Sustainability In Community Colleges, Claudia Yvette Provost
Retention Strategies To Ensure Financial Sustainability In Community Colleges, Claudia Yvette Provost
Walden Dissertations and Doctoral Studies
AbstractA rapid decline in student retention among community colleges reduces revenue and jeopardizes financial sustainability, meaning leaders of community colleges who lack strategies to retain students have lower revenue and financial sustainability. Grounded in the advocacy and participatory worldview conceptual framework, the purpose of this qualitative, single case study was to explore strategies leaders of community colleges used to increase student retention and revenues for achieving financial sustainability. A purposeful sampling of five leaders from a community college in Louisiana who successfully used strategies to increase student retention participated in this study. Data were collected from semistructured interviews and institutional …
Urban School District Principals’ Perceptions Of Job Satisfaction, Darcy Lynn Woodcock
Urban School District Principals’ Perceptions Of Job Satisfaction, Darcy Lynn Woodcock
Walden Dissertations and Doctoral Studies
Principals in urban school districts directly and indirectly affect school communitiesthrough student achievement, teacher retention, and school climate. When a high-quality school principal leaves a school, it can negatively affect these areas due to the interruption of progress toward school improvement goals to increase student achievement. Seeking to address this issue, the purpose of this qualitative case study was to investigate the perceptions of job satisfaction among urban school district principals. The conceptual framework was Herzberg’s motivation-hygiene theory. The key research question concerned investigating the perceptions of job satisfaction among urban school district principals. Qualitative data were collected via virtual, …
College Students' Decision Making And Experiences In Changing Their Stem Major And Their Career Choice, Rachel Ann De Los Reyes
College Students' Decision Making And Experiences In Changing Their Stem Major And Their Career Choice, Rachel Ann De Los Reyes
Walden Dissertations and Doctoral Studies
Science, technology, engineering, and mathematics (STEM) education continues to be a priority to the United States. A large body of research exists around the topic of STEM education and retention in STEM majors in higher education, yet there continues to be a low retention rate in STEM fields and a shortage of STEM workers in the United States. The U.S. Bureau of Labor Statistics projected that even with the current focus on the nation’s STEM retention, the demand for STEM professionals will outpace the number of qualified people. There is a limited body of knowledge regarding the college students’ experiences …
Lived Experiences Of African American Nursing Students In An Associate Degree Nursing Program, Monique Renee Merritt
Lived Experiences Of African American Nursing Students In An Associate Degree Nursing Program, Monique Renee Merritt
Walden Dissertations and Doctoral Studies
Despite recognition of the barriers that African American nursing students encounter while pursuing nursing education, leaders of U.S. nursing programs continue to struggle to retain these students and promote their degree completion. Poor retention and lack of completion contributes to the unequal representation of African American nurses in the U.S. healthcare workforce compared to the overall population. The purpose of this qualitative study was to examine the experiences that helped to promote African American nursing students’ success or served as barriers to successful completion of an Associate Degree Nursing program. Tinto’s integration model was used as the theoretical framework. Semistructured …
Influence Of Summer Bridge Programs On First-Generation Latino Students' Academic Success, Amber Dawn Gutzwiler
Influence Of Summer Bridge Programs On First-Generation Latino Students' Academic Success, Amber Dawn Gutzwiler
Walden Dissertations and Doctoral Studies
Colleges and universities have used programs like the summer bridge program (SBP) to improve academic abilities and retention. The research on the effectiveness of SBPs is inconclusive. With a focus those on who required remediation in writing, the purpose of this quantitative quasi-experimental study was to evaluate the influence of a SBP on first-generation Latino students' weighted grade point average (GPA) and retention. Tinto's theory of student retention was used as the framework. To determine the effectiveness of the SBP on first-generation Latino students, this study focused on comparing the variables between those who took the SBP versus a remedial …
African American College Students’ Perspectives Of Academic Challenges To Graduation, Bobby Calvin Luckett
African American College Students’ Perspectives Of Academic Challenges To Graduation, Bobby Calvin Luckett
Walden Dissertations and Doctoral Studies
Even though the enrollment numbers of African American students are comparable to other racial/ethnic groups at a university in the midwestern United States, the problem investigated through this study was that African American students were graduating at a slower rate compared to other groups. The purpose of this study was to explore the perceptions of African American university students about the academic challenges they faced as they worked towards graduation as well as their experiences with and suggestions to improve institutional support to meet these challenges. The study was based on Tinto’s retention theory. For this basic qualitative study, data …
Perceptions Of Urban School Principals On Urban Teacher Retention, Latonya Stredic
Perceptions Of Urban School Principals On Urban Teacher Retention, Latonya Stredic
Walden Dissertations and Doctoral Studies
Researchers have indicated that principals can play a crucial role in motivating teachers to stay or leave. The purpose of this qualitative study was to examine the perceptions of principals who work in urban schools as related to overcoming the high attrition of teachers in their schools. Using transformational leadership theory as a framework to address research questions, data were collected from semistructured interviews with 12 principals. Using a 7-question interview protocol, this study sought perspectives on the causality of urban teachersâ attrition, including leadership practices that help with hiring, sustaining, and retaining teachers on urban school campuses. Interviews were …
Newly Hired Teachers' Perspectives On Factors That Influence Their Attrition Or Retention, Deaneth A. Brown Taylor
Newly Hired Teachers' Perspectives On Factors That Influence Their Attrition Or Retention, Deaneth A. Brown Taylor
Walden Dissertations and Doctoral Studies
Newly hired teacher attrition has increased across the nation and is one of the main contributors to the current teacher shortage. This study specifically addressed a suburban school district located in the Mid-Atlantic region that had experienced a high rate of attrition of newly hired teachers (NHTs). This issue is important because NHT attrition affects school budgets and student achievement. The purpose of this qualitative case study was to explore the professional experiences of NHTs, and how those experiences contributed to their decisions to leave or remain employed. The conceptual framework that grounded this study was Ingersoll’s concept of teacher …