Doctoral Dissertations and Projects

21st Century Evangelism and Church Growth Approach to Reach Urban Professionals in North America Metropolises

Ralph Baeza — Mon, 13 May 2013 13:14:55 PDT

The call of Christ, as He stated in Matthew 28:18-20, Mark 16:15, Luke 24:7-9, John 20:21 and Acts 1:8, is to be a continuous command to follow, in order to reach the different peoples group of the world including the urban professionals in North America metropolises. Based on surveys sent to Christian leaders in church congregations and professionals in the secular workplace along with the associated research in the subject, this thesis project reviews the Great Commission call to pursue urban professionals in metropolises, examining their lifestyle environment, past and current trends to reach them, biblical principles that can turn into methods to be used in their outreach and the practical implication analysis. The South Florida metropolises of Miami, Fort Lauderdale, and West Palm Beach are the pilot project location for this thesis work intended to be spread to other metropolises in North America and beyond.

Survey of College Entrance Exam Preparation Methods

Robin Donaldson — Fri, 10 May 2013 07:05:07 PDT

This study surveyed college freshman to determine which types of preparation if any they had before taking either the SAT and/or ACT to decide if a certain type of preparation increased their scores. Students indicated whether they used online resources, self-help resources, school workshops and/or private tutoring before taking either test. The ACT scores were converted to SAT scores so that the data would be uniform. The mean SAT score was computed for those who used preparation and those who did not and comparisons were made. Each individual type of preparation was compared to no preparation. Finally, a correlation was computed between SAT scores and high school grade point averages. The research did not show that students who used preparation performed better than those who did not.

A Grounded Theory Study Investigating How Parents' Adolescent Experiences Influence Their Attitudes and Behaviors Toward Their Children's Middle School Education

Brenda Williams — Mon, 06 May 2013 06:44:56 PDT

The purpose of this qualitative grounded theory study was to explore ways in which parents' past school experiences as adolescents influence their attitudes and behaviors toward their children's education. Three research questions related to parents' past experiences, current attitudes, and participation guided the study. Hope County School system (pseudonym), a suburban school system in the southeastern United States, was the setting for the study. Participants included 12 middle school parents. Three instruments were used for data collection: interviews, surveys, and reflective booklets. Data analysis was conducted using the grounded theory process of open coding, axial coding, and selective coding. From the results of data analysis, I generated a theoretical model of Identifying Influences. Stabilizing and Destabilizing influences, as well as Communicating influences, were identified as causal conditions that impact adolescents and their attitudes as adults. Findings related to strategies parents employ on a continuum of continuity and discontinuity were addressed. Results from this study contribute to the body of knowledge regarding school-family relationships. Implications for practice include using information from this study to more effectively communicate with parents and provide solid programs for students. The use of strategies such as peer review, pseudonyms, member checking, memoing, and an audit trail contributed to the trustworthiness of the study.

Secrets of Their Success: A Multiple Case Study of Mathematically Proficient Homeschool Graduates

Betty Cardinale — Fri, 03 May 2013 07:17:40 PDT

The purpose of this multiple case study was to explain how mathematically proficient homeschool graduates acquired their proficiency. Bronfenbrenner's (1979, 1999) ecological and Process-Person-Context-Time (PPCT) models were used as theoretical frameworks to analyze the development of the graduates in the homeschool environment. The National Research Council's (NRC) Five Strands of Mathematical Proficiency (Kilpatrick, Swafford, & Findell, 2001) was used as a conceptual framework. I collected four types of data: (a) surveys; (b) National Assessment of Educational Progress; (c) Mathematical Self-Efficacy Scale scores; and (d) interviews. These data items were analyzed with explanation building, a special case of pattern-matching logic. Many themes emerged from this research: strong nuclear families, direct teaching, self-study or self-directed education, mastery learning, purposive conversations, and challenging curriculum (Saxon). As they matured, these graduates built upon the foundation set by their parent educators and took ownership of their studies.

Can Preservice Teachers be Taught to Become Reflective Thinkers During Their First Internship Experience?

Stephanie Weber — Thu, 02 May 2013 06:19:07 PDT

Reflective thinking is a developmental process that progresses over time from a technical, routine level to a critical, self-evaluating level. Preservice teachers, who tend to stay in the technical, routine level of critical thinking without guidance, need to be taught how to become reflective thinkers so that they are able to identify and analyze their own personal teaching practices, connect theory with practice, and understand why they are teaching. By learning to be more critically reflective in their thinking, preservice teachers will become more effective teachers, thus having a positive impact on student achievement. This dissertation research study quantitatively evaluated the written reflections of first semester preservice teachers during their first semester internship experience to determine if, after receiving explicit instruction about reflective practices, their reflective thinking abilities improved over the course of the semester. The findings in this study determined that after receiving explicit instruction on reflective thinking over the semester, 66% of the preservice teachers showed an increase in their total score suggesting that reflective thinking skills can, in fact, be taught. Although this study wasexplored through one specific teacher preparation program, the findings and suggestions are relevant to other programs and other state education standards.

Social Mathworking: The Effects of Online Reflection on Algebra I Students' Sense of Community and Perceived Learning

Patricia Allanson — Thu, 02 May 2013 06:19:05 PDT

The purpose of this study was to determine if online reflections through social networking affect students' sense of community and levels of perceived conceptual learning in Algebra I courses. Social constructivism, connectivism, and computer-mediated communication in relation to reflective practices form the theoretical and practical framework for the use of Web 2.0 technologies in this investigation. A quasi-experimental nonequivalent control group design was used to examine Algebra I students' sense of community as measured by the Sense of Classroom Community Index, and perceived learning as measured by Perceived Learning Instrument. The sample consisted of 27 Algebra I students at a Central Florida middle school. There were 14 participants in the experimental group and 13 students in the control group. Both groups completed pre and posttest survey instruments for the independent variables of sense of community and perceived learning. The tests were separated by four weeks of instruction on Algebra 1 course content and participation in discourse through face-to-face and discussion board formats. Independent t-tests were employed in data analysis. The results of the study revealed no significant differences between experimental and control groups in relation to students' sense of community and perceived learning. However, the findings support curriculum design targeted to those concepts Algebra I students have the most difficulty with, and advance the understanding of students' cognitive development and feelings regarding comfort when communicating their mathematical thinking through Web 2.0 technologies.

Certified Public Accountant Education and Ethical Decision-Making Preparedness: A Phenomenological Study Exploring the Connection

Vicki Bealman — Wed, 01 May 2013 07:41:39 PDT

The purpose of this phenomenological study was not to evaluate efficacy of ethical training for current accounting programs, but to understand the perceptions of Certified Public Accountants (CPAs) for the influence of accounting ethical education requirements on their ethical decision-making preparedness. The study used pre-interview surveys, face-to-face interviews, and timeline drawings to acquire data in four principle areas: CPA ethical decision-making preparedness, accounting program ethics educational requirements, accounting program ethics learning activities, and CPA perceptions of necessary changes to accounting program ethics requirements. Results from Virginia CPA perceptions indicate the definition of ethical decision-making as doing the right thing at all times, ethical decision-making preparedness as the education and experience to determine the right course of action, case studies as most effective ethics learning activities, lack of required ethics education in accounting programs, as well as increased stand-alone ethics courses and ethics incorporated in all accounting courses as necessary changes to current accounting programs. Other emergent themes from Virginia CPA perceptions include CPA reluctance to participate in context-based research, CPA Firm efforts to encourage CPAs to violate guidelines, and CPAs walking away from the industry to avoid pressure to violate guidelines.

Academic College Readiness Indicators of Seniors Enrolled in University-Model Schools® and Traditional, Comprehensive Christian Schools

Sharon Brobst — Wed, 01 May 2013 07:41:35 PDT

This correlational study examined the relationship between type of high school a senior attends (University-Model School® (UMS®) or traditional, comprehensive Christian) and academic college readiness, when controlling for prior academic achievement and gender. The study compared archival data from Christian school graduates from six schools located near Dallas, TX. Each took the Stanford-10 in their seventh, eighth, or ninth-grade years, which controlled for prior academic achievement. SAT and ACT scores measured academic college readiness. Results of three sequential multiple regressions, controlling for confounding, showed that prior academic achievement was significant in predicting SAT Composite, SAT Writing, and ACT Composite scores. Prior academic achievement and gender were statistically significant for the same three predictions. Gender was found to be a predictor of academic college readiness for SAT Writing. School type was found to be a statistically significant predictor for SAT Composite. The model that includes school type, while controlling for gender and prior academic achievement, was found to be significant for predicting academic college readiness for all three exams. The unstandardized regression coefficient for the SAT Composite yielded statistically significant results showing that UMS® seniors averaged higher scores on the SAT Composite exam than traditional, comprehensive Christian school seniors; however, the standardized regression coefficient did not find practical significance for the relationship between school type and academic college readiness.

Loving Your Neighbor: A Guide To Developing And Sustaining Community Service Projects

Rickey Houston — Tue, 30 Apr 2013 05:44:54 PDT

A current ministry concern is mobilizing and engaging the congregation in service projects throughout the immediate and surrounding communities to spread the love of Christ and build the kingdom of God. The purpose of this project is to examine and shed light on an approach or approaches to effectively transform service beyond the walls of the congregation to intentional, appropriate, and relevant service within the community. This subject matter has the potential of transforming congregations from a predominant notion of interaction with self to interaction with organizations and individuals who are part of the church's mission field. In addition, there is the potential for greater and stronger neighborhoods and churches. Research of books, journals, articles, biblical passages, and data from surveys and questionnaires will be utilized in establishing past and present tendencies and in offering guidance for future movement.

Key Strategies in Effective Pastoral Leadership in the Africa Gospel Church, Kenya: Biblical Foundations for Leadership and Healthy Church Growth

Philip Ngasura — Tue, 30 Apr 2013 05:44:50 PDT

The purpose of this Thesis Project is to understand the strategies for effective pastoral leadership based on Biblical foundations necessary for leadership and healthy church growth in the Africa Gospel Church-Kenya. Research will be conducted through questionnaires and surveys of 15-20 Christian Leaders analyzing and evaluating the status of urban churches, rural churches, mission fields, and institutions of the Africa Gospel Church-Kenya. The main objective is to provide key principles for effective pastoral leadership and healthy church growth in terms of spiritual life, leadership, staff development, services, finances, and ministry potentials. Lastly, this project will suggest and outline strategic approaches for healthy church growth and applicable Biblical principles for developing, numerical expansion, and methods for planting more than 100 new Africa Gospel Church-Kenya churches within the next decade.

More Than Just a Good Book: Employing U.S. Department of Education Guidelines to Teach Character Education Using Literature

Suzy Besson-Martilotta — Tue, 30 Apr 2013 05:44:45 PDT

The purpose of this research study, which was conducted as a qualitative content analysis, was to discover to what extent children's literature from a popular anthology could be used to teach the tenets of character education according to U.S. Department of Education (2005) guidelines in a pre-Kindergarten through second grade setting. A team of participant-coders, which consisted of experienced early childhood educators, evaluated and analyzed each of the 44 complete books contained in the 320 page anthology, The 20th Century Children's Book Treasury: Celebrated Picture Books and Stories to Read Aloud (Schulman, 2005), in order to investigate opportunities to explore with students the 10 values identified by U.S. Department of Education guidelines. Data collection consisted of: (a) ratings in a codebook, (b) narrative notes, and (c) discussions with participant-coders. In the report of research findings, a summary for each book was provided to determine the applicability of the themes to character education. Based on the content analysis of the 44 books in the anthology, The 20th Century Children's Book Treasury: Celebrated Picture Books and Stories to Read Aloud, it was determined that 26 (59%) of the stories in it contained at least 1 of the character traits suggested by the U.S. Department of Education.

A Phenomenological Study of the Impact of Pre-Service and In-Service Training Regarding the Integration of Twenty-First Century Technologies into Selected Teachers' Instruction

Christopher Clark — Tue, 30 Apr 2013 05:44:41 PDT

The purpose of this transcendental phenomenological study is to understand how in-service teachers with three to five years of experience perceive their pre-service and in-service training regarding the integration of twenty-first century technology into their instruction. Twenty participants from a rural public school system in southeast North Carolina participated. This study attempted to describe the following: (1) How do third through fifth year teachers in one public school district in North Carolina feel about their technological awareness and ability to integrate twenty-first century technologies into their instruction? (2) How do third through fifth year teachers in one public school district in North Carolina describe their college experiences with training them to integrate twenty-first century technology into their instruction? (3) How do third through fifth year teachers in one public school district in North Carolina describe the staff development initiatives aimed at training them to integrate twenty-first century technology into their instruction? Through interviews, a focus group, and the use of the Computer User Self-Efficacy (CUSE) survey, themes were identified that described participant perceptions of the phenomena of twenty-first century technology integration training. Participant reported themes were: (a) high level of confidence and skill when selecting twenty-first century technologies, (b) integration must be planned for, (c) college professors rarely integrated technologies, (d) twenty-first century technology assignments were neither purposeful nor rigorous, (e) integration confidence/competence began during field placements, (f) staff development exposed participants to a wealth of technologies, and (g) staff development lacked focus and purpose. In turn these themes were used in developing a list of best practices as articulated by the participants. The implications are discussed and further recommendations are made for college of education programs and staff development coordinators along with suggestions for future research.

Effects of Gender on North Carolina Community College Boards of Trustees' Perceptions of Community College Presidents

Cynthia Dean — Tue, 30 Apr 2013 05:44:37 PDT

The purpose of this causal-comparative study was to compare the effects of gender on the perceptions that members of the boards of trustees of community colleges have of community college presidents. This study was guided by two research questions; the first one comparing the participants' perceptions of the male and female leader with the leader's gender acting as the sole independent variable; the second one examining the interaction effect of the participant's gender and the leader's gender on the participant's perception of the leader. Twelve boards of trustees within the North Carolina Community College System self-selected to participate. Participants read a brief vignette depicting a community college president exhibiting a transformational leadership style then evaluated that leader using the three Outcomes of Leadership subscales of the MLQ - 5X Short: extra effort (EE), effectiveness (EFF), and satisfaction (SAT). Half the boards of trustees received a vignette and survey depicting a male leader and half received a vignette and survey depicting a female leader. One hundred forty-seven surveys were distributed. Ninety-four surveys were returned. Data analyzed using MANOVAs and ANOVA revealed that, while both male and female participants rated the female president lower than the male president on all three subscales, the difference was not statistically significant; resulting in a failure to reject all null hypotheses.

Impact of Looping on Middle School Science Standardized Achievement Tests

Tammy Barger — Tue, 30 Apr 2013 05:44:33 PDT

Looping may be defined as a teacher remaining with a group of students for multiple academic years. In this quantitative study, looping was examined as a factor on science achievement. State-wide eighth grade school level 2010 Pennsylvania System of School Assessment (PSSA) data were used. By responding to a mailing, school administrators indicated if 2010 eighth grade students had or had not been looped. The schools' percentage of advanced and proficient Science PSSA data were used to determine if the independent variable had a significant impact on science achievement. The results of the independent t-test analysis suggest that looping does not contribute to science achievement for this study sample.

Bridging the Divide: A Case Study Investigating Digitally-Wise Teacher Perceptions of Middle School Cyberbullying

Tiffany Graves — Tue, 30 Apr 2013 05:44:28 PDT

The purpose of this qualitative case study was to explore the perceptions of middle school, technologically proficient, or digitally-wise teachers, regarding how they defined, prevented, recognized, and handled incidences of cyberbullying in four middle schools located in Southern Virginia. Data was collected using an open-ended questionnaire, archival data, including school public records and lesson plans, and interviews. Data for this study were triangulated and synthesized following Stake's data analysis procedures to create naturalistic generalizations for the readers. All data was coded and 10 emergent themes developed. Digitally-wise middle school teachers voiced confidence about their ability to define cyberbullying; they shared that they utilized multiple strategies to prevent cyberbullying, and they relied on their students' self-reporting to recognize cyberbullying cases, yet voiced that they were unsure of the exact prevalence of cases in their school environment. The participants shared that when handling cyberbullying they relied on their past experiences, felt empowered by Hilltop County rules, but would like further training on how to effectively handle cyberbullying. Implications of the study were to provide cyberbullying faculty training, conduct a school-wide survey to further explore stakeholder knowledge of cyberbullying, and provide an online method for teachers to have access to cyberbullying school data and resources.

Factors Influencing the Completion of the GED in a Federal Correctional Setting: A Multiple Regression Correlation-Predictive Study

Kimberly Akers — Mon, 29 Apr 2013 05:50:12 PDT

Correctional education's primary goal is to reduce recidivism and increase employment among ex-offenders. The Bureau of Prison's practical goal in its mandatory GED program is to maximize the number of inmates obtaining the GED in a given time period. The purpose of this research is to model the number of instructional hours an inmate requires to obtain the GED as a regression on socio-demographic and Bureau of Prison policy variables related to inmate conduct in education programs. This quantitative research uses multiple regression to produce and analyze the model. An archival random sample of GED graduates in a large federal correctional complex is selected, the model fit and diagnosed, and a hold-out sample tested for predictive reliability. Any conclusions regarding policy alternatives for the Bureau of Prisons will then be drawn. Such alternatives may lead to improvements in general criminal justice and in correctional education in particular.

Nuestra Voz: A Critical Ethnographic Study of Latina School Leaders

Angelica Ramsey — Fri, 26 Apr 2013 06:30:41 PDT

The population of Latina/o students in public school across the United States is ever-increasing. This fast-growing population suffers from high dropout rates and academic underachievement. This epidemic of underachievement is alarming, as today's Latina/o student will be tomorrow's workforce. There is no time like the present to increase the number of Latina principals in high schools throughout the United States. The purpose of this critical ethnographic study was to understand the experiences of Latina principals in both established and burgeoning Latina/o communities in raising Latina/o achievement. Key findings included: (a) strong ethnic ties and identity, (b) similar stories of ascending to the principalship, (c) their desire to make a difference in the lives of the children they served, (d) internal and external obstacles faced, (e) experiences of discrimination, and (f) championing the causes of equity and student success for all with a social justice agenda. The skill set that made Latinas particularly effective campus principals included: (a) being bilingual, (b) serving as role models, and (c) a desire to serve underserved populations.

An Effective Prayer Training Model for Church Growth: Centered on Wangsung Presbyterian Church in South Korea

GeunBae Hwang — Thu, 25 Apr 2013 05:57:47 PDT

The purpose of this project is to investigate biblical church growth, specifically studying South Korean pastors roles concerning the healthy church and spiritual reinforcement, with a limited focus and application to WangSung Presbyterian Church and other churches in South Korea. This project primarily utilizes the New Testament, as well as literature on church growth and healthy spirituality. In addition, references specifically regarding church growth and statistical information from Korean church ministries will also be used. This project shares a new alternative way for the growth of churches: A prayer-training model as the most effective method for church growth. A healthy and true growth can only be achieved through prayer. The definition and concept of prayer will be examined in depth. It is the intention of this project to provide new insight to pastors who are longing for church growth and desiring to constantly transmit truth to other believers regarding the subjects of spirituality, prayer, and the role of the pastor within the Christian community.

The Impact of Service-Learning on Community Involvement Attitude in Career and Technical Education Students

Christopher Daniel — Thu, 25 Apr 2013 05:57:45 PDT

Service-Learning is a teaching methodology, which incorporates community service and classroom learning. Students take the skills and techniques gained in the classroom into the community to address real world problems. The basis for this methodology comes from the theories of John Dewey and more recently the Experiential Education Theory of D.A. Kolb. The three phases of preparation, action, and reflection move service-learning beyond other models of experiential education to build a reciprocally beneficial model for all stakeholders. This quantitative study examines the effect service-learning has on attitudes toward community involvement among community college, career and technical education students of eastern Kentucky. This study uses a non-equivalent control group design. During the spring 2012 semester, the 25 students in the experimental group completed the pretest, treatment, and posttest. The control group, consists of 19 new students enrolled in the same programs and they completed the pretest and posttest during the fall 2012 semester. The study explored the student's awareness of community issues and their feelings of responsibility to become involved in community service. The ANCOVA analysis shows a significant difference between the groups. The results suggest the value of service-learning activities as a contributor to both awareness and responsibility toward community involvement.

The Effect of Online Collaborative Learning on Middle School Student Science Literacy and Sense of Community

Jillian Wendt — Thu, 25 Apr 2013 05:57:43 PDT

This study examines the effects of online collaborative learning on middle school students' science literacy and sense of community. A quantitative, quasi-experimental pretest/posttest control group design was used. Following IRB approval and district superintendent approval, students at a public middle school in central Virginia completed a pretest consisting of the Misconceptions-Oriented Standards-Based Assessment Resources for Teachers (MOSART) Physical Science assessment and the Classroom Community Scale. Students in the control group received in-class assignments that were completed collaboratively in a face-to-face manner. Students in the experimental group received in-class assignments that were completed online collaboratively through the Edmodo educational platform. Both groups were members of intact, traditional face-to-face classrooms. The students were then post tested. Results pertaining to the MOSART assessment were statistically analyzed through ANCOVA analysis while results pertaining to the Classroom Community Scale were analyzed through MANOVA analysis. Results are reported and suggestions for future research are provided.