Teachers
Scroll below to select research from the following scholars
Dr. Kanteasa Rowell @rowell_dr
Title: Special Programs at Wake County Schools
Research Topic: Implementation and Evaluation of a School-Based Retention Program for Exceptional Student Education Teachers.
Institution: Nova Southeastern University, Fischler School of Education and Human Services
Committee: Chair: Dr. Linda Mallison and Dr. Linda Gaughan
Abstract: The purpose of this applied dissertation was to gain an in-depth understanding of the factors that lead to retention of exceptional student education (ESE) teachers and what role leaders play at the school level in influencing quality teachers to remain in the field of education. The attrition rate of ESE teachers nationwide grows as school officials attempt to fill vacant ESE instructional positions. The site school, which was located in a school district in Florida, was no exception. Specifically, the project explored factors related to the attrition rate of ESE teachers in general as well as specifically at the site school. It explored effective retention programs and detailed the design of a long-term support-retention program that was implemented at the site school to retain ESE teachers. The researcher selected action research to carry out the project. Qualitative action research allowed the researcher to discover patterns that have led to the high level of teacher attrition at the site school as well as other schools. The analysis took on a logico-inductive process.
The evaluation of the retention program revealed that the training and supportive services were beneficial. Participants also recommended that the retention program be implemented at the beginning of each school year.
Click the link below to read Dr. Kanteasa Rowells' study!
Title: Special Programs at Wake County Schools
Research Topic: Implementation and Evaluation of a School-Based Retention Program for Exceptional Student Education Teachers.
Institution: Nova Southeastern University, Fischler School of Education and Human Services
Committee: Chair: Dr. Linda Mallison and Dr. Linda Gaughan
Abstract: The purpose of this applied dissertation was to gain an in-depth understanding of the factors that lead to retention of exceptional student education (ESE) teachers and what role leaders play at the school level in influencing quality teachers to remain in the field of education. The attrition rate of ESE teachers nationwide grows as school officials attempt to fill vacant ESE instructional positions. The site school, which was located in a school district in Florida, was no exception. Specifically, the project explored factors related to the attrition rate of ESE teachers in general as well as specifically at the site school. It explored effective retention programs and detailed the design of a long-term support-retention program that was implemented at the site school to retain ESE teachers. The researcher selected action research to carry out the project. Qualitative action research allowed the researcher to discover patterns that have led to the high level of teacher attrition at the site school as well as other schools. The analysis took on a logico-inductive process.
The evaluation of the retention program revealed that the training and supportive services were beneficial. Participants also recommended that the retention program be implemented at the beginning of each school year.
Click the link below to read Dr. Kanteasa Rowells' study!
kanteasa_rowell_dissertation__1_.pdf | |
File Size: | 550 kb |
File Type: |
Dr. Annette Lyons @DrLyonsEdD@DrLyonsEdD
Title: Teacher, Atlanta Public School System
Research Topic: Perceptions of Retired Teachers on Workplace Bullying: Impact of School Administrators’ Bullying Behaviors on Teachers
Institution: Argosy University
Committee Chair: Marian Andrea Orr, PhD
Abstract: The purpose of this phenomenological study was to understand the meaning and core of the perceptions of retired elementary-school teachers’ lived experiences of workplace bullying and the impact of school administrators bullying behaviors on elementary-school teachers. Workplace bullying in educational institution in the United States has been an overlooked topic, yet a widespread concern. In the last 10 years, workplace bullying among adult has become prevalent in the U.S. workplace. This qualitative study used a phenomenological design to generate a topic about the perceptions of retired teachers on workplace bullying, the impact of school administrators’ bullying behaviors on retired elementary-school teachers. The stance was on understanding and identifying the experiences of retired teachers of elementary-school teachers who had been targets of workplace bullying. A vital element in this study was to uncover what impact the bullying behaviors had on these retired teachers. Additionally, this research explored whether or not the organizational culture in these schools influenced the bullying behaviors. Targets of workplace bullying often times experience psychological and physical illnesses, anxiety, and stress as a result. Targets of workplace bullying and abuse do not have a voice or chance to recover from these malicious conducts because there are no processes set in place to ensure this does not happen in the workplace. The participants in this study recommended some avenues and processes that can take place in educational organizations that can assist in lessening the abuse in schools.
Click the link below to read Dr. Annette Lyons' study!
Title: Teacher, Atlanta Public School System
Research Topic: Perceptions of Retired Teachers on Workplace Bullying: Impact of School Administrators’ Bullying Behaviors on Teachers
Institution: Argosy University
Committee Chair: Marian Andrea Orr, PhD
Abstract: The purpose of this phenomenological study was to understand the meaning and core of the perceptions of retired elementary-school teachers’ lived experiences of workplace bullying and the impact of school administrators bullying behaviors on elementary-school teachers. Workplace bullying in educational institution in the United States has been an overlooked topic, yet a widespread concern. In the last 10 years, workplace bullying among adult has become prevalent in the U.S. workplace. This qualitative study used a phenomenological design to generate a topic about the perceptions of retired teachers on workplace bullying, the impact of school administrators’ bullying behaviors on retired elementary-school teachers. The stance was on understanding and identifying the experiences of retired teachers of elementary-school teachers who had been targets of workplace bullying. A vital element in this study was to uncover what impact the bullying behaviors had on these retired teachers. Additionally, this research explored whether or not the organizational culture in these schools influenced the bullying behaviors. Targets of workplace bullying often times experience psychological and physical illnesses, anxiety, and stress as a result. Targets of workplace bullying and abuse do not have a voice or chance to recover from these malicious conducts because there are no processes set in place to ensure this does not happen in the workplace. The participants in this study recommended some avenues and processes that can take place in educational organizations that can assist in lessening the abuse in schools.
Click the link below to read Dr. Annette Lyons' study!
annette_lyons_dissertation_final__2_.pdf | |
File Size: | 897 kb |
File Type: |
Dr. Nickole Marie Cottrill @NickoleCottrill
Title: Founder and CEO, Dissertation Mentoring & Editing Services
Research Topic: Mediating Effect of Academic Self-Efficacy Between Teachers' Attitudes and Achievement of Low-Income High School Students
Institution: Walden University
Committee Chair: Dr. Arcella Trimble
Abstract: Researchers have found that low-income students have greatly suffered academically, yet there have been no advancements causing the academic achievement gap to close for any length of time. Using Bandura’s social cognitive, self-efficacy, and academic selfefficacy theories as the foundation, this study explored the mediating effect of academic self-efficacy in the relationship between perceived teacher attitudes and perceived academic achievement in low-income high school students. Data were collected from 145 low-income high school students via an online survey geared towards their parents to ensure full parental consent. The survey included demographic questions, a perceived academic achievement question, the Classroom Teacher-Student Relationship subscale, and the Academic Self-Efficacy subscale. Multiple regression analysis revealed significant findings in that academic self-efficacy mediated the relationship between perceived teacher’s attitudes and perceived academic achievement. However, due to cross-over suppression, gender differences were found to be a confounding variable. Further, it was found that girls were predicted to have higher perceived academic achievements than boys. This research is significant as the implications for social change include using the results as the foundation for future programs to improve teachers’ attitudes towards low-income students to increase academic self-efficacy in low-income high school students. If these improvements are made, low-income high school students’ academic achievement levels may also increase. This, in turn, could cause the academic achievement gap to close between low and high-income high school students.
Click the link below to read Dr. Nickole Marie Cottrill's study!
Title: Founder and CEO, Dissertation Mentoring & Editing Services
Research Topic: Mediating Effect of Academic Self-Efficacy Between Teachers' Attitudes and Achievement of Low-Income High School Students
Institution: Walden University
Committee Chair: Dr. Arcella Trimble
Abstract: Researchers have found that low-income students have greatly suffered academically, yet there have been no advancements causing the academic achievement gap to close for any length of time. Using Bandura’s social cognitive, self-efficacy, and academic selfefficacy theories as the foundation, this study explored the mediating effect of academic self-efficacy in the relationship between perceived teacher attitudes and perceived academic achievement in low-income high school students. Data were collected from 145 low-income high school students via an online survey geared towards their parents to ensure full parental consent. The survey included demographic questions, a perceived academic achievement question, the Classroom Teacher-Student Relationship subscale, and the Academic Self-Efficacy subscale. Multiple regression analysis revealed significant findings in that academic self-efficacy mediated the relationship between perceived teacher’s attitudes and perceived academic achievement. However, due to cross-over suppression, gender differences were found to be a confounding variable. Further, it was found that girls were predicted to have higher perceived academic achievements than boys. This research is significant as the implications for social change include using the results as the foundation for future programs to improve teachers’ attitudes towards low-income students to increase academic self-efficacy in low-income high school students. If these improvements are made, low-income high school students’ academic achievement levels may also increase. This, in turn, could cause the academic achievement gap to close between low and high-income high school students.
Click the link below to read Dr. Nickole Marie Cottrill's study!
nickolecottrill.pdf | |
File Size: | 999 kb |
File Type: |