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Patricia Waire Harlan – ProQuest LLC, 2022
This phenomenological study addressed the factors of an institutionalized peer to peer mentoring program that fostered academic success and persistence among Black male students graduating from a predominantly White four-year public university in Tennessee through the lens of the critical race theory. Data was gathered through face-to-face,…
Descriptors: Mentors, Peer Influence, Achievement Gap, Academic Persistence
Kimetrice Cox – ProQuest LLC, 2020
This study examined the ramifications of the skill gap and the ways in which it can be mitigated. It touches upon numerous facets of employability, such as the skills needed and the strength or weakness of a university's curriculum. The stark differences between how employers perceive recent graduates and the ways in which graduates perceive their…
Descriptors: College Graduates, Employment Qualifications, Job Skills, Outcomes of Education
Erika Seasoltz; Xavier Shackelford; Clint Wilson – ProQuest LLC, 2024
The purpose of this mixed-methods study was to examine principals' perspectives on the impact of Tennessee Teacher Residency (TTR) residents on their school's culture and student achievement. The researchers explored TTR program residents' perspectives of teacher self-efficacy, culturally responsive classroom management self-efficacy, mentoring,…
Descriptors: Principals, Administrator Attitudes, Teacher Interns, Graduate Study
Clinton Wilson; Erika Seasoltz; Xavier Shackelford – ProQuest LLC, 2024
The purpose of this mixed-methods study was to examine principals' perspectives on the impact of Tennessee Teacher Residency (TTR) residents on their school's culture and student achievement. The researchers explored TTR program residents' perspectives of teacher self-efficacy, culturally responsive classroom management self-efficacy, mentoring,…
Descriptors: Principals, Administrator Attitudes, Teacher Interns, Graduate Study
Xavier Shackelford; Erika Seasoltz; Clint Wilson – ProQuest LLC, 2024
The purpose of this mixed-methods study was to examine principals' perspectives on the impact of Tennessee Teacher Residency (TTR) residents on their school's culture and student achievement. The researchers explored TTR program residents' perspectives of teacher self-efficacy, culturally responsive classroom management self-efficacy, mentoring,…
Descriptors: Principals, Administrator Attitudes, Teacher Interns, Graduate Study
Coker, Lindsay; Brehm, Wendy; Rhim, Lauren Morando – Center for Learner Equity, 2021
Students with disabilities across the united states are not achieving at the same rate as their non-disabled peers. With their flexibility and capacity for innovation, charter schools offer an opportunity to improve these outcomes. However, data from the Civil Rights Data Collection (CRDC), parent focus groups and surveys, and research on schools'…
Descriptors: Students with Disabilities, Equal Education, Charter Schools, Leadership Qualities
Hopkins, Julie A. – ProQuest LLC, 2017
The purpose of this study was to determine the impact of the continuous improvement of the leadership program on the outcome of graduate students. The study compared the SLLA Praxis scores obtained prior to the redesign of the 31 leadership competencies of the leadership program to the data retrieved after the program design. The practices of the…
Descriptors: Comparative Analysis, Alignment (Education), Leadership Qualities, Church Related Colleges
Barnett, Elizabeth A.; Chavarín, Octaviano; Griffin, Sarah – Community College Research Center, Teachers College, Columbia University, 2018
Increasingly, state departments of education, school districts, and high schools are recognizing that many students graduate from high school underprepared for college-level coursework in mathematics. Many are referred to remedial education when they arrive at college. To help students become better prepared for college and avoid remedial courses…
Descriptors: College Readiness, High School Students, High School Graduates, Remedial Mathematics
McConnell, Mary Susan – ProQuest LLC, 2019
Individuals with severe disabilities often face significant challenges after high school. During the last years of secondary school, transition teams develop plans for individuals who are receiving special education services. Little is known about the outcomes of those efforts. In this qualitative multiple case study, the researcher examined the…
Descriptors: Severe Disabilities, Students with Disabilities, Transitional Programs, Multiple Disabilities
Fleming-May, Rachel A.; Mays, Regina; Radom, Rachel – portal: Libraries and the Academy, 2015
Most academic library instruction is limited to one class period, despite empirical evidence that this approach is likely less effective than more sustained instruction. To determine if additional sessions would boost student learning and reduce library anxiety, the authors collaborated with representatives from a program for at-risk…
Descriptors: Academic Libraries, Library Instruction, At Risk Students, Undergraduate Students
Kramer, Jenna W. – AERA Open, 2020
Technology-facilitated interventions following high school graduation have shown promise for increasing the likelihood of college matriculation, but we know little about how to fine-tune these tools. I conducted an experiment in which college-intending Tennessee high school graduates received informational messages in distinct behavioral frames:…
Descriptors: College Bound Students, Males, First Generation College Students, African American Students
von Arnim, Albrecht G.; Missra, Anamika – CBE - Life Sciences Education, 2017
Leading voices in the biological sciences have called for a transformation in graduate education leading to the PhD degree. One area commonly singled out for growth and innovation is cross-training in computational science. In 1998, the University of Tennessee (UT) founded an intercollegiate graduate program called the UT-ORNL Graduate School of…
Descriptors: Graduate Students, Science Education, Biology, Computation
Lamm, Kevan W.; Carter, Hannah S.; Lamm, Alexa J. – Journal of Agricultural Education, 2016
The ability to evaluate and accurately articulate the outcomes associated with leadership development programs is critical to their continued financial and administrative support. With calls for outcome-based accountability, the need for rigorous evaluation is particularly relevant for those programs administered through the Cooperative Extension…
Descriptors: Leadership Training, Agricultural Education, Extension Education, Program Effectiveness
Waugh, Michael L.; Su, Jian – Journal of Interactive Online Learning, 2016
This paper shares the perceptions of a group of 11 successful online students regarding the value of the collaborative learning community that developed as part of their participation in the first cohort of the WebIT online Master of Science Degree in Instructional Technology program, at The University of Tennessee at Knoxville during 2008-2010.…
Descriptors: Student Attitudes, Online Courses, Communities of Practice, Masters Programs
Ronfeldt, Matthew; Campbell, Shanyce L. – Educational Evaluation and Policy Analysis, 2016
Despite growing calls for more accountability of teacher education programs (TEPs), there is little consensus about how to evaluate them. This study investigates the potential for using observational ratings of program completers to evaluate TEPs. Drawing on statewide data on almost 9,500 program completers, representing 44 providers (183…
Descriptors: Teacher Education Programs, Program Effectiveness, Program Evaluation, Observation
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