Theses and Dissertations from UMD
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New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
More information is available at Theses and Dissertations at University of Maryland Libraries.
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Item TEACHING HIGH SCHOOL STUDENTS THE BEST CHORAL REPERTOIRE FROM THE GREAT COMPOSERS: MASTERWORKS AVAILABLE FOR IMMEDIATE, FREE ACCESS FROM THE CHORAL PUBLIC DOMAIN LIBRARY(2015) Bauchspies, Cynthia; Maclary, Edward; Music; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Studying the choral works of the great composers of the past is always a worthy endeavor. For those aspiring to create an excellent high school choral program, it is critical to a student's musical foundation and heritage. Choral educators who teach high school are often bombarded with the most recently published new choral works, when they have a trove of excellent pieces right at their fingertips through websites like the Choral Public Domain Library (CPDL), all available at no cost. This project will explore the pedagogical reasons why this canon of public domain choral music should be taught at the high school level. A thorough guide to CPDL and an anthology of 200 works available on CPDL will provide the conductor with resources for programming this music. Though choral music in the public domain is free to all, publishers still publish this music and adhere copyright claims. This can create mistrust of legitimate editions on CPDL; why are they available at no cost when publishers are claiming copyright on similar editions? These issues will be thoroughly discussed in this project. For any given work on CPDL, there may be multiple editions available on the site. Choosing the right edition requires knowledge about basic editorial principles, especially for works written during the Renaissance period. A detailed discussion of these principles will provide the conductor with the tools needed to choose the best edition for his or her ensemble.Item AN ARTS HIGH SCHOOL EXPERIENCE AND ITS RELATIONSHIP TO COLLEGE READINESS(2014) Hovermale, Robert Blake; Strein, William; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to determine if a positive relationship exists between college readiness and a high school for the arts experience. This research focused on one arts high school in order to determine graduate perspectives on the overall importance of such an education and whether or not this style of learning was valuable preparation for college. This study used a mixed-method approach through the use of a quantitative survey with multiple rating items and qualitative open-ended questions and interviews. Influenced by the work of Daniel Pink, Elliot Eisner, Howard Gardner, and Eric Jensen concerning knowledge and skill transfer, and benefits of the arts, this study seeks to provide an understanding of graduates' ongoing perspectives on the value of an arts-rich education (Pink, 2005; Gardner, 2006; Jensen 2001). Of specific importance is how these experiences have influenced the formation of their well-being, education, and preparation for college. Is the arts high school experience a beneficial and realistic pathway to college preparedness? Ultimately, the study offers valuable suggestions moving forward as the individual school grows and data to guide in the development of other unique schools.Item The Relationship Between Research-Based Leadership Practices and Emotional Intelligence of High School Principals(2014) Hanlin, Donna Carey; Kivlighan, Dennis; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Abstract Dissertation title: THE RELATIONSHIP BETWEEN RESEARCH-BASED LEADERSHIP PRACTICES AND EMOTIONAL INTELLIGENCE OF HIGH SCHOOL PRINCIPALS Donna C. Hanlin Doctor of Education, 2014 Dissertation directed by: Dr. Dennis Kivlighan Chair, Department of Counseling and Personnel Services The complexity of the role of school principal in today's era of high accountability is often overwhelming. For decades, policy makers and business leaders have voiced concerns about the ability of the public school system in the United States to keep pace with other nations. Many continue to believe that our graduates cannot compete in today's global economy. Those who express such concerns have encouraged the adoption of accountability systems that put pressure on teachers and administrators to produce highly successful students. As pressure increases, fewer principals are entering this stress-filled career; and those who do, are unprepared for the demands that lie ahead. Educators are continuously grasping for the answer to how to best prepare and how to select the best principals in today's world of accountability. Looking to the business arena for guidance, research shows that emotional intelligence is a critical quality in organizational leadership. In education, while research has linked certain leadership practices and qualities of principals to increases in student achievement, there is very little mention of the emotional intelligence of principals. This study was designed to determine if a relationship exists between emotional intelligence and effective school leadership practices; and which proven leadership practices have the strongest correlation to the competencies of emotional intelligence. Data were collected with a validated two part questionnaire using a Likert scale to determine to what extent participants practice specific leadership behaviors (part I) and also possess emotional intelligence competencies (part II). The survey was designed based upon Marzano's 21 areas of leadership responsibility (Waters, Marzano, & and McNulty, 2003) and Goleman's four domains of emotional intelligence (2002). The research was approached through quantitative, correlational analysis. A strong positive correlation (r= 0.74) was found between high school principals' research-based leadership practices and their emotional intelligence, and 55% of the variance in principals' leadership practices could be explained by their emotional intelligence. Therefore, a focus on emotional intelligence should be encouraged as part of education reform; from university curriculum and coursework, to principal hiring practices, to professional development for aspiring and practicing principals. School principals equipped with emotional intelligence competencies will be much more effective in successfully leading meaningful school reform. Educators have been reluctant to embrace this notion in the midst of a standardized test-ridden and data-driven world; however, after decades of unsuccessful reform initiatives in the United States, it is indeed time for a paradigm shift.Item MULTICULTURAL PEDAGOGIES: THREE TEACHERS' UNDERSTANDING AND IMPLEMENTATION OF MULTICULTURAL EDUCATION(2012) Prell, Vanessa Sylvie Calvo; Croninger, Robert; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)While multicultural curriculum is widely used, little is known about how teachers conceive of this curriculum. The purpose of this thesis is to explore teachers' understanding and implementation of multicultural curriculum, including the factors that affect, their beliefs about and practices of multicultural education. My study identifies two pedagogies of multicultural education: student centered and curriculum centered. These pedagogies are shaped by the teachers' view of student engagement, teacher authority, curriculum flexibility, and critical thinking. Teachers' motivations to include multicultural curriculum derived from personal experiences with race and culture. However, teachers struggled with organizational barriers such as limited time, incomplete multicultural knowledge, unachievable curriculum standards, and incompatible mandated texts. This research opens avenues for increased reflection upon and use of multicultural curriculum.Item An Investigation of School Counselors' Role in Promoting College-Going Culture in High Schools(2012) Ostvik-de Wilde, Marte Erin; Lee, Courtland C; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)High school students face numerous challenges on the path to college, including aspirational barriers, and obstacles related to application and enrollment. College-going culture, which is essential for all students' success, is conceptualized in this study as consisting of the following components: beliefs and expectations of key stakeholders, specific activities and programs that exist in the schools, and measurable outcomes that exist across and amongst student populations. This study utilizes data from the High School Longitudinal Study (2009) to examine the relationship between school counselors' beliefs and behaviors, and how they relate to certain elements of college-going culture in high schools. Results from conducting Logistic Regression Analyses and Multiple Regression Analyses suggest that as school counselors' perceptions of principals' expectations of students increases, the likelihood is that counselors' expectations of students will increase. Results also indicated that school counselors' high expectations for students were a significant predictor of a college access program in schools. Furthermore, school counselors who placed top priority on assisting students with postsecondary schooling preparation were more likely to spend a greater percentage of time engaged in college readiness activities.Item High School Choral Students' Perceptions of Choral Music Experience(2011) Hairston, Amy Theodosia; Montgomery, Janet M.; Carter, Bruce A.; Music; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study is to explore high school students' perceptions of their choral experiences, providing an understanding of students' ongoing perspectives of choral experience. Specifically, how have these experiences influenced the formation of their musical identities as members of a choral ensemble? The researcher collected data from the three participants during a full school year. The participants were current students in the researcher's advanced choral ensemble. Through axial coding, three themes emerged: musical interpretation, attitude, and group efficacy. The study revealed that experienced choral students have well-informed musical perspectives that influence their choral experiences. Implications for music education include using students' perspectives for creating rehearsal strategies, planning and programming performances, and fostering a nurturing learning atmosphere. Suggestions for further research include comparing experienced students to non-experienced students, comparing ensembles with student-chosen repertoire to those with director-chosen repertoire, and further examining the impact of choral experience on musical identity.Item AN INVESTIGATION OF ASSESSMENT AND IEP DEVELOPMENT IN THE FUNCTIONING AREAS OF SOCIAL, BEHAVIORAL, AND COMMUNICATION OF HIGH SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDERS(2011) Sigerseth, Susan Carol; Kohl, Frances L; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Autism Spectrum Disorders (ASD) are life-long disabilities which manifest impairments in social skills, communication skills, and restricted, repetitive behaviors (DSM-IV, 1994). The purpose of this study was to investigate assessment and Individualized Education Program (IEP) development among high school students with an ASD, focusing on the assessment of social, behavioral, and communication skills. The design of this study was descriptive utilizing structured record reviews. Assessment selections and outcomes leading to IEP development were documented for 16 high school students with an ASD during the 2009-2010 school year. The assessment records of each participant were examined to determine what assessment domains had been requested and assessed, extracting information on social, behavioral, and communication skills, and which assessment instruments were used. Additionally, the IEP was examined to determine what instructional goals and objectives were written in the areas of social, behavioral, and communication. Variability among student records made retrieving assessment data difficult. Assessments that had been requested were not always given and assessments were given that had not been requested. Assessment domains did not yield basic information they were intended to provide. Although on average half of the students' IEPs contained goals that were social, behavioral, and/or communication, these goals and objectives were neither rigorous enough for the academic level of the student nor lead to independence to be successful, productive adults.Item The Relationships between High School Sports Participation, High School Completion, and College Enrollment for African-American Males(2009) Harris, Paul Christopher; Lee, Courtland; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study is to explore the direct, indirect, and total effects of high school sports participation on high school completion and college enrollment for African-American males using a large, nationally representative, longitudinal database (ELS:2002). The lens through which this phenomenon is viewed in this study is the sports-impedes-mobility hypothesis (Braddock, 1981). A path analysis procedure for determining underlying causal relationships between variables was presented for six different sports participation models. The only sports participation variable to have a significant effect on either high school completion or college attendance was that of junior varsity sports participation significantly influencing (totally) high school completion and (indirectly) college attendance for African-American males. The effect was positive. While the implications of the results of this study are relevant for all who work with this population, school counselors are specifically highlighted.