An examination of the matriculation outcomes of the Geier mandated pre-university programs

Witherow, Laurie B Tennessee State University 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This study examined the effectiveness of the Geier pre-university program in achieving the stated goal of increasing the matriculation of African-American high school students to the historically white Tennessee Board of Regents schools. The researcher examined the matriculation records of 161 African-American students who attended the pre-university programs at Austin Peay State University, Middle Tennessee State University, and Tennessee Technological University. The Geier case was first filed in federal court in 1968. After more than ten years of litigation, in 1979, the United States Court of Appeals for the Sixth Circuit ordered that the University of Tennessee Nashville and Tennessee State University merge their institutions. Since the federal court's decision to merge Tennessee State University and the University of Tennessee Nashville, the state of Tennessee has been under the guidelines of Geier v. Sundquist and its many court-ordered stipulations to eradicate all vestiges of de jure segregation. The 2001 Consent Decree for the Geier case mandated the creation of summer enrichment programs for African American high school students. The programs were to be held at the historically White Tennessee Board of Regents institutions. All statistical analyses were conducted at the p > .05 level of significance. The researcher found that the participants in the summer enrichment programs had significantly higher rates of matriculation than the rate for Tennessee African-American high school graduates though rates were not consistent across the programs. Neither gender nor grade level completed at the time of program attendance had an effect on matriculation rates. Continued study of the participants in the program should be conducted to determine if differences can be found in the matriculation of students who attend the Geier pre-university program earlier in their high school careers.

An investigation of the level of financial aid knowledge and degree of satisfaction among students at Tennessee State University

Allgood, Terri L Tennessee State University 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

In higher education, the opportunity to persist is problematic for many reasons but for most students, affordability poses the greatest challenge. Given that a majority of today's students are either uninformed about the financial aid process or misinformed about the financial aid process, the animus of this study was to determine the level of financial aid knowledge of Tennessee State University students. Noting that another potential threat to post-secondary scholarship is lack of motivation, the study also sought to ascertain the level of motivation to persist for students at Tennessee State University. Last, the study gauged the degree of satisfaction students had with the Financial Aid Office at Tennessee State University. At the .05 level of significance, nine null research hypotheses were tested to answer these questions: Are students knowledgeable of financial aid? Do they have a financial game plan? Are they motivated to persist? Are they satisfied with the campus Financial Aid Office? Through perpetual observation of Tennessee State University students' lack of literacy and unpreparedness in financial aid matters, coupled with their continual complaints about the Financial Aid Office, this study was thus fueled by the researcher. Using a qualitative, descriptive research model, data was collated from subjects completing the Tennessee State University Financial Aid Survey - Fall/Spring 2003--2004 . This 18-question instrument was administered to a sample of 404 students of all enrollment levels, all receiving federal financial aid, during the fall and spring terms of 2003--2004. Summary findings and conclusions of the research revealed that Tennessee State University students had some knowledge of financial aid, although minimal; they were late planners, although motivated to complete FAFSAs themselves; and finally, they were most dissatisfied with the length of the process, current office structure, office personnel, and levels of service. Remembering that the mission of Tennessee State University is to educate and serve, we must develop students who are responsible in citizenship and leadership and this can begin with the Financial Aid Office.

Undergraduate faculty members' perception of their role in increasing student success and retention

Hood, David S Tennessee State University 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This study examined the relationship between faculty perception of their role in increasing student retention and actual interaction with students at Tennessee State University. The primary purpose of this study was to determine if undergraduate faculty perception of their role in increasing student success and retention is related to their actual level of interaction with students outside of the regular classroom setting. In addition, faculty interaction with students was examined based on gender, age, ethnicity, marital status, institutional origin, rank, faculty appointment, and status. The sample for this study consisted of 151 undergraduate faculty from Tennessee State University that were currently employed by the university. A self-developed perception survey was used to gather the data to complete the study. Hood's Faculty Perception Survey consisted of 36 response items, eight of which provided demographic information and the remaining 28 were content-related. The content validity of the self-developed survey was determined by several experts in the area of study. A peer review panel of six experts in the field reviewed the instrument to establish content validity. This panel included an interim assistant dean, a dean of students, a department chair, a university recruiter, a former university administrator and a current university faculty member. There were three research questions, nine research hypotheses, and nine null hypotheses used to determine if there was a correlation between undergraduate faculty members perceived roles and actual level of involvement, and to determine if significant differences existed based on gender, age, ethnicity, marital status, institutional origin, rank, faculty appointment and status. Findings of this study were: (1) There was a significant correlation between undergraduate faculty perception of their role in increasing students, success and retention and actual interaction with students outside of the regular classroom; (2) There was not a statistically significant difference in the actual level of interaction with students based on the gender, age, ethnicity, marital status, rank, faculty appointment, and status; (3) A statistically significant difference was found for participants' actual level of interaction with students outside of the classroom based on the institutional origin of the participants; (4) Expectation, faculty roles, knowledge of current retention rate at TSU, age, rank, and status could account for 37% of the variance in faculty interaction.

A comparison of hazing attitudes in Student Affairs professionals at select historically Black institutions of higher education in Tennessee

Arnold, William E., Jr Tennessee State University 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The purpose of this study was to quantitatively compare the attitudes of Student Affairs professionals in four historically Black institutions of higher education in Tennessee as they relate to hazing. Furthermore, the objectives of this study were to: (1) Determine if Student Affairs professionals have attitudes that reflect low levels of training and awareness in the area of hazing; (2) Enable historically Black institutions of higher education in Tennessee to assess the preparedness of their Student Affairs professionals to identify and deal with hazing issues; (3) To learn if there were certain groups of Student Affairs professionals at historically Black institutions of higher education in Tennessee who may have more extreme attitudes toward hazing than others; (4) Examine the hazing-related attitudes of Student Affairs professionals at historically Black institutions of higher education in Tennessee in order to better initiate effective educational activities and increase awareness about hazing. The population for this study consisted of Tennessee State University, Fisk University, LeMoyne-Owen College, and Lane College, four 4-year historically Black institutions of higher education in the state of Tennessee. The study sample consisted of 76 individuals from the previously listed institutions. Included were deans of students, student conduct officers and student activities and Greek Life staff, athletic directors and coaches. Dr. Jay Goodner granted permission to use his 1992 instrument, with minor modifications. The survey instrument consisted of 20 questions concerning participants' attitudes on hazing. There were four research questions and four null hypotheses, used to determine differences as analyzed by institution origin, gender, hazing occurrences, and group membership. Findings of the study were: (a) no statistically significant difference in the mean attitudes of participants on hazing based whether the institution was public or private in origin, (b) no statistically significant difference in the mean attitudes of participants on hazing based on gender, (c) no statistically significant difference in the mean attitudes of participants on hazing based on membership in an organization normally associated with hazing, and (d) no statistically significant difference in the mean attitudes of participants on hazing based on hazing occurrences on their campuses in the last 5 years.

Relationship of physical activity, self-esteem, and percent body-fat to grade point average in higher education students

Lewis, Lisa O Tennessee State University 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This study examined the relationship of physical activity, self-esteem, and percent body-fat to grade point average of students at Middle Tennessee State University. Demographics and characteristics of the participants included age, gender, ethnicity, major, and school status. The NASA/Johnson Space Center Physical Activity Rating (Jackson, et al., 1990) was used to determine maximum oxygen uptake by self-reported activity levels. The Rosenberg Self-Esteem Scale (Rosenberg, 1965) was used to determine level of self-esteem and a three site skin-fold measurement was used to determined percent body-fat. The study sample consisted of 266 sophomores, juniors, and seniors from Middle Tennessee State University. Forty-nine percent were females and 51% were males with varied majors. The data was analyzed using descriptive and inferential statistics at the .05 level of significance. A positive significant relationship existed between body-fat and grade point average and a negative significant relationship existed between physical activity and grade point average. A significant relationship was not found between self-esteem and grade point average. A significant negative relationship was found between physical activity and percent body-fat. A significant relationship was not found between physical activity and self-esteem and self-esteem and percent body-fat. Males had overall higher levels of self-esteem, higher percentage participated in enough physical activity to improve maximal oxygen uptake, and was less than one percent overweight. Females had higher grade point average and 44% were considered overweight. The researcher concluded that higher grade point averages were not related to lower body-fat, high self-esteem, and high levels of physical activity. However, the more physical activity that was performed by the students, the lower the student's percent body-fat. Females tended to be more overweight and participated less in physical activity. Further research is needed to understand why females do not participate in physical activity.

The associations between the scores on the ACT test and Tennessee's Value-Added Assessment in 281 Tennessee high schools

Webb, Paul B East Tennessee State University 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The purpose of this study was to explore the relationships between and among various demographic and test score data with American College Testing (ACT) scores in 281 Tennessee high schools. This study also addressed which high school characteristics were related to the number of students meeting the ACT requirement for Tennessee lottery scholarships. In addition, this study examined Tennessee Value Added Assessment System's (TVAAS) assessment of ACT scores and its distribution of grades to Tennessee's high schools based upon its Value-Added analysis. The researcher performed correlations and multivariable linear regressions using socioeconomic status, ethnicity, dropout rate, graduation rate, attendance, average daily membership, per-pupil expenditure, teacher salary, Gateway exams, English I scores, and math foundations scores as independent variables and ACT scores as the dependent variable. The strengths of the correlations were examined and the best combination of independent variables was used to predict future ACT scores. Schools were divided into quartiles, based upon average daily membership and attendance rates, in order to analyze the differences in r2 values among the quartiles when running regressions to predict ACT scores. Quartiles, based upon the percentage of students qualifying for free/reduced meals, ethnicity, and average daily membership were used to study the difference in TVAAS' grade distribution based upon its assessment of ACT scores. The findings indicated that English I and II scores are most strongly associated with ACT composite scores including the four ACT subtests: math, English, reading, and science. English scores were found to be more strongly associated with ACT math scores than Algebra I scores and more strongly associated with ACT science scores than biology scores. It was found that the 21 composite ACT score requirements of Tennessee's lottery scholarships predominantly favored Caucasian students who did not qualify for free/reduced-priced meals. It was also discovered that TVAAS' ACT grades were unevenly distributed when schools were divided into quartiles based upon the percentage of students qualifying for free/reduced-priced meals, ethnicity, and average daily membership. In fact, only one school, in the quartile containing the schools with the highest percentage of students qualifying for free/reduced-priced meals, scored above the state's average gain in the reading section of the ACT test.

The effectiveness of accountability policy in higher education: The perspectives of higher education leaders

Tanner, Sharon J The University of Tennessee 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The purpose of this study was to describe Tennessee higher education leaders' perceptions of accountability policies and programs. Perspectives of fifteen higher education leaders from six public colleges and universities throughout Tennessee were collected in one-on-one personal interviews over a three-month period. Both presidents and chief academic officers from three universities and three community colleges were included in the study. While the leaders concurred that accountability is an essential and premier policy within the higher education structure, there was a general dissatisfaction expressed with current accountability policies and programs. Findings revealed that almost all of the leaders interviewed were particularly discontented with the state performance funding program, heralded by many authors as an example of Tennessee's pioneering efforts in the assessment and accountability arenas. Leaders also expressed concerns related to other accountability policies including program reviews, report cards, and specialty accreditation. Recommendations for revision and revamping of several policies were shared by those interviewed. There was a general sense of optimism about ongoing work within the state related to new accountability policies and also related to upcoming regional accreditation changes. Recommendations for further study are provided. This study was one of three concurrent studies designed to examine the perspectives of key stakeholder groups within Tennessee.

A comparison of academic achievement and value-added grades on the state report cards in Tennessee, 2001--2003

Evans, Kyle A East Tennessee State University 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This study uses the state report cards published by the Tennessee Department of Education to compare the academic achievement grades to the value-added grades to determine if there is a relationship between the two grading systems. The data used for this study are from the 2001, 2002, and the 2003 state report cards published for each school using the five subject areas of reading, language, math, science, and social studies. One thousand sixty schools in the state of Tennessee were for this study. The socioeconomic status (SES) of the schools was used as a covariate to determine if the socioeconomic status of the school has an effect on the relationship between achievement grades and value-added grades on the state report card. Schools were grouped into one of three categories. Schools with 0--33% of their students eligible for free/reduced meals were categorized as an upper SES school. Schools with 34--66% of their students eligible for free/reduced meals were categorized as a middle SES school, and schools with 67--100% of their students eligible for free/reduced meals were categorized as a lower SES school. The data used to determine the grades on the report card are based upon the results of the state mandated achievement tests given in the state of Tennessee. The cumulative three year averages of the normal curve equivalent scores (NCEs) are used to determine the achievement grades while the cumulative three-year value-added percentages are used to determine the value-added grades on the state report cards. There was a statistically significant relationship between academic achievement grades and value-added grades in math, language, and social studies on the 2001, 2002, and 2003 state report cards. In reading, the 2002 state report card did not show a significant relationship between the grades while the 2001 and 2003 report cards did indicate a significant relationship. In science, the 2001 and 2003 report cards did not indicate a significant relationship between achievement and value-added grades while the 2002 report card did indicate a significant relationship between the grades.

Teacher burnout factors: A study of teachers in the Maury County, Tennessee, school system

Mabry, Ricky D., Sr Tennessee State University 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This study examines the factors that play a significant role in teacher burnout among 356 elementary, middle, and high school teachers in the Maury County School System in Tennessee. Participants responded to 20 questions on The Teacher Burnout Scale (Richmond, Wrench, & Gorham, 2001), which measures teacher burnout, and a Teacher Background Survey, which addressed salary satisfaction, teaching experience, principal support, class size, highest degree obtained by teacher, student behavior, gender of teacher, school type, ethnicity of teacher, age of teacher, school level, grade level taught, teacher participation in decision making, and student population. This research used a causal comparative design. The results of the data analysis showed 60.4 percent had no evidence of burnout whereas 39.6 percent showed evidence of burnout. The teacher background page in relationship to The Teacher Burnout Scale showed the following: Teachers who felt their salaries were adequate had the highest level of burnout. Likewise teachers who felt unsupported by the principal or were neutral had the highest level of burnout. Also, teachers who rated students as not being well behaved had the highest level of burnout. The teachers who experienced the highest level of teacher burnout were teachers who taught the 10th, third, and second grades, respectively. The teachers who experienced the highest level of teacher burnout as a result of teacher participation in decision-making were those who did not feel their principal allowed teacher participation. The teachers who experienced the highest level of teacher burnout were those who responded neutrally or who felt unprepared. The teachers who experienced the highest level of teacher burnout taught in schools with student populations between 301--500. There was no statistically significant difference between teacher burnout and gender, school location, ethnicity, teacher age, school level, years of teaching experience, class size, or highest degree obtained by the teachers. Recommendations as a result of this study include a comprehensive study of two or more school systems concentrating on the variables of grade taught; teacher participation; principal support; and teacher participation in decision making, teacher preparedness, and student population. Professional development is recommended for teachers at risk for burnout.

Pre-service teachers' perceptions of factors that contribute to ethnic and gender differences in academic achievement

Mullins, Barbara Smith Tennessee State University 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This study examined pre-service teachers' perceptions of factors that contributed to ethnic and gender differences in academic achievement. The sample consisted of 48 pre-service teachers enrolled in the teacher education program at Tennessee State University. The study utilized a descriptive research design. The survey instrument consisted of two open-ended questions used to assess pre-service teachers' perceptions. The data were analyzed using both descriptive and inferential methods. Results of this study revealed age, gender, ethnicity, and program area had no significant effect on pre-service teachers' perceptions of ethnic and gender differences in academic achievement. Other results of the study indicated pre-service teachers recognized school as a contributing factor to ethnic differences in academic achievement. Pre-service teachers lacked in-depth knowledge of factors that contributed to ethnic and gender differences in academic achievement. Their responses were short, simplistic, and lacked little description. A few pre-service teachers believed genetics was a contributing factor to gender differences in academic achievement. Findings of the study indicated a need for teacher education programs to develop curricula that focus on ethnic and gender disparities in academic achievement. In addition, teacher education programs should focus on creating positive attitudes in pre-service teachers and eliminating stereotypical beliefs about ethnic and gender differences in achievement.