Doctoral Dissertations
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ItemIMPLICATION OF THE ALIGNMENT OF GRADE LEVEL STANDARDS TO INTERVENTION: FROM THE PERSPECTIVE OF THE INTERVENTIONIST(Middle Tennessee State University, 2024)Qualifying a student for a learning disability can be difficult to know if they truly are learning disabled or is something else going on. Due to the IQ discrepancy model, to qualify a student with a learning disability, you must have an average IQ, but you are performing below grade level in achievement (Willis, 2019). However, there could be a number of reasons a student’s IQ is average, but their achievement is low. They could lack proper instruction in the general education classroom or proper intervention. Response to Intervention (RTI) was introduced in in the 1960s in an effort to move away from student unnecessarily qualifying for a learning disability (Preston et al., 2016). Unfortunately, there are several intervention programs that are not run effectively which leads to students still getting unnecessarily referred to special education. To make students’ time in intervention more effective, the author of this study decided to try a method of aligning grade level standards to intervention instruction. This qualitative study is about the perceptions interventionists have about aligning grade level standards to intervention. The study found that aligning grade level standards to intervention impacted how RTI was ran, the work of the interventionists, and impacted students in various ways.
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ItemConnecting Anticipation to Noticing in Technology-Enhanced Mathematical Tasks: A Comparison of Preservice and In-Service Secondary Mathematics Teachers(Middle Tennessee State University, 2024)This study explored the potential connections between secondary in-service (ISTs) and preservice (PSTs) mathematics teachers’ anticipations and their noticing of student thinking in technology-mediated learning environments, a topic with limited prior research. Specifically, the study examined how teachers (ISTs and PSTs) anticipate student thinking while engaging with technology-enhanced mathematical tasks and notice student thinking while students are engaging with the same tasks, with the aim to describe their knowledge for teaching mathematics with technology—Technological Pedagogical Content Knowledge (TPACK). Using a descriptive embedded multiple-case study design, the study involved two groups of participants: ISTs (N=3) and PSTs (N=2), who had completed a technology-focused methods class. Using statistics and algebra task, data were collected through video-recorded task-based interviews focusing on how teachers anticipate and accompanying written noticing assessments focusing on how they notice student thinking. Key findings revealed that neither group initially anticipated student challenges before being prompted. When they did, the ISTs focused more on task-related difficulties, whereas the PSTs considered potential difficulties related to both task representation and underlying concepts. The ISTs and PSTs also exhibited differences in how they engaged with tasks and anticipated student thinking. The ISTs tended to explore tasks sequentially, separating their exploration from anticipation, while the PSTs simultaneously engaged in both processes. When noticing student thinking, the ISTs attended more to students’ verbal and written responses, while the PSTs attended more to students’ technology engagement. When interpreting, both groups showed similar patterns: On the statistics task, they interpreted the students’ understanding but also interpreted what students did not yet understand regarding the concept. On the algebra task, they interpreted the students’ current understanding by focusing only on the aspects with evidence in the students’ work. When deciding how to respond, both groups aligned their questioning strategies with performance goals and prioritized learning goals in their next task decisions. Additionally, the examination of potential connections between the teachers’ anticipations and noticing revealed that they possibly leveraged their anticipations when noticing key aspects of student thinking, with ISTs relying more on their anticipations. This study addresses gaps in the literature regarding teachers’ anticipation and noticing practices in technology-enhanced tasks, offering insight into how these practices develop in both PSTs and ISTs. The findings may contribute to teacher education by informing the design of programs that support teachers in developing the knowledge and skills necessary to effectively teach mathematics with technology.
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ItemTeacher Perceptions of Instructional Coach Support(Middle Tennessee State University, 2024)This action research investigates the perceptions of teachers regarding the supports provided by instructional coaches within the context of Dan Alko Middle School. Recognizing that effective instructional coaching is crucial for teacher development, the study explores the challenges coaches face, including teacher resistance to change, scheduling conflicts, misalignments between coaching styles and teachers’ learning preferences, trust issues, and inconsistent implementation of coaching strategies. The research emphasizes the importance of individualized, context-specific support, drawing on teacher learning theories and the effectiveness of Jim Knight’s Impact Cycle. Through qualitative methods—interviews, coaching cycles, and surveys—the study examines the impact these supports on teacher preparedness and instructional practices. Findings reveal distinct experiences among participating teachers, with one demonstrating growth through collaborative engagement, while the other exhibited reluctance to fully embrace the coaching process. The study underscores the necessity for adaptive coaching strategies and ongoing support to foster productive teacher-coach relationships, ultimately contributing to enhanced instructional effectiveness and professional growth. The insights gained aim to inform future practices in instructional coaching, promoting a culture of continuous improvement within educational settings.
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ItemPREDICTING STUDENT SUCCESS IN A MAGNET SCHOOL SETTING THROUGH INTELLIGENCE AND NON-COGNITIVE FACTORS(Middle Tennessee State University, 2024)PREDICTING STUDENT SUCCESS IN A MAGNET SCHOOL SETTING THROUGH INTELLIGENCE AND NON-COGNITIVE FACTORS ABSTRACT Magnet schools have been a main tool or innovation in urban education settings in the United States, originating in the early 1970’s and expanding into most large urban districts today (Blank, 1989). While some magnet schools do not rely on a specific criterion to determine entry, many do. This study focuses on such a setting where students must demonstrate advanced cognitive abilities to be admitted in early grades via a screening tool designed to measure levels of intelligence. The study seeks to gauge the reliability and validity of the utilization of such a screener to identify children best suited for the magnet school presented. The results could potentially be valuable in providing important information to researchers and other magnet school officials who seek to determine effective and accurate methods to measure intelligence and identify children with the potential for high academic performance. This quantitative study examined results from the Kauffman Brief Intelligence Test (KBIT), Second Edition, which was utilized by the school in the study for determining entry eligibility for incoming kindergarten and first-grade students. These results were compared with other student assessments administered throughout elementary school grades, culminating with fourth grade. Associations were sought between the screener and state-administered summative assessments to determine the reliability of the entry screener at identifying students best suited for inclusion in a setting with high academic expectations. Additionally, data from a non-cognitive measurement tool was compared with those same state assessment scores to determine the usefulness of such a measure and its association with high levels of academic achievement. Three research questions were addressed to, 1) determine variances among student demographic groups on all assessments in the study, 2) analyze associations between student entry screening scores and other assessment data, and 3) analyze associations between student non-cognitive measurement scores and other assessment data. The study seeks to determine the most accurate and effective method for determining student ability for successful participation in the magnet school setting provided.
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ItemRanesa's Journey-From Adversity To Empowerment As An African American Woman In Educational Leadership: A Reflective Self-Study(Middle Tennessee State University, 2024)My dissertation, "A Journey: From Adversity to Empowerment in Education as an African American Women in Educational Leadership: A Reflective Self-Study," reflects my personal and professional experiences as an African American woman in educational leadership. Through a self-study approach, I explore the challenges I’ve faced, particularly in navigating non-inclusive work environments and confronting the stereotypes often applied to African American women, such as the Mammy, Sapphire, and Jezebel archetypes. This research also delves into the psychological and physical impacts of racial battle fatigue and microaggressions, and how these experiences have shaped my understanding of myself and my role as a leader. The purpose of this study is to reflect on my journey and empower other African American women in leadership by sharing strategies for overcoming systemic barriers, fostering inclusion, and building strong support systems. By critically examining both my personal experiences and the shared experiences of my Critical Friends Group, I aim to contribute to the broader conversation about diversity, equity, and inclusion in educational institutions. Through this work, I hope to offer insight into the resilience and tools that African American women can develop to thrive in environments that have historically excluded them. My goal is to highlight the importance of allyship, self-reflection, and mental strategies for success while advocating for a shift toward more inclusive and supportive professional environments. Ultimately, this dissertation is my contribution to the ongoing efforts to create educational institutions where diversity is celebrated and where African American women can lead with confidence and authenticity.