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

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Now showing 1 - 8 of 8
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    TEACHER RETENTION AS A PREDICTOR OF STUDENT PERCEPTIONS OF SCHOOL CLIMATE
    (2024) Miller, Julie Elizabeth; Brantlinger, Andrew; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This dissertation examines the relationship between teacher retention and student perceptions of school climate in an urban school district, both in individual school years and across multiple school years. This secondary analysis uses a school-level measure of teacher retention from New York City (NYC) public schools and measures of school climate constructed from the student version of the NYC School Surveys for 2014-2015 through 2018-2019. Specifically, I constructed an overall measure of school climate that was a school-level, unweighted mean and I used exploratory factor analysis which resulted in three factors (Teacher Support, Classroom Behavior, and School Safety). Using linear regression for individual school years, I found teacher retention rates collected in the fall were a significant, positive predictor of school-wide averages of student school climate survey scores collected in the spring. Using a fixed effects regression model of repeated measures I also found a significant, positive relationship between teacher retention and student perceptions of school climate over the five-year period. Teacher retention was a significant positive predictor of the Teacher Support factor in the fixed effects regression of repeated measures for 2015-2016 through 2018-2019 and also in three of the five individual school years. Teacher retention had a significant, positive relationship with the Classroom Behavior factor in each individual school year but was not significantly related in the multi-year model. Teacher retention was not significantly related to the School Safety factor in any individual school year nor in the multi-year model.
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    ASSESSING THE VALUE OF THIRD SPACE FOR AFRICAN AMERICAN DOCTORAL STUDENTS IN STEM DEGREE PROGRAMS
    (2023) Aparakakankanange, Erika; Elby, Andrew; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The study examined how the NSF-funded, Maryland PROMISE AGEP program, theSummer Success Institute, functions as what is known as a third space. Ten African American doctoral students in STEM disciplines shared their perceptions of the benefits of being in a third space. The study hypothesized that SSI operates as a third space, promotes persistence, and combats social isolation in graduate school. The study expands on current work exploring the need for a program like the Maryland PROMISE AGEP’s Summer Success Institute to provide critical mass and its intended outcomes of producing diverse doctoral graduates who pursue faculty positions. This paper includes the works of Oldenburg, Bhabha, Yosso, and Lovitts’ research to frame the role of SSI as a third space. These approaches provide administrators, faculty, students, and institutions with theories that can be applied to efforts highlighting the positive aspects of graduate education and supporting African American graduate student persistence.
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    HYDRAULIC COMPATIBILITY OF GEOTEXTILE-COMPOST SYSTEMS IN LANDFILL COVERS
    (2019) Ryoo, Sung Chun; Aydilek, Ahmet H; Civil Engineering; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    As annual generation of municipal solid waste increases every year, sustainable practices must be promoted in landfill construction. Landfill covers are required by federal regulation to cap the municipal solid waste and to prevent leachate formation. The use of compost as the vegetative layer in landfill final covers is one way to improve the sustainability of landfills. Current literature on compost shows it to be a superior vegetative facilitation material compared to the traditional topsoil material. In order to successfully use compost in landfill cover applications, hydraulic compatibility of the compost and underlying geotextile filters must be adequate. The hydraulic compatibility of various compost, topsoil, and geotextiles have been explored by performing long-term filtration (LTF) tests. Upon completion of the LTF tests, particle size analysis, permittivity tests, piping measurements, and image analysis were conducted to determine clogging and retention performances. When the clogging ratios and piping measurements were considered, every compost-geotextile and topsoil-geotextile combinations yielded acceptable clogging and retention performance. A parametric study was conducted to determine if different characteristic pore size and grain sizes influenced the laboratory observed clogging ratios; currently, no relationships exist. Existing filter selection criteria successfully predicted retention behavior and failed to predict clogging behavior. Conducting more soil-geotextile compatibility tests will be needed to propose a new filter criterion for clogging. Based on limited LTF data, compost is not likely to promote clogging in geotextiles; however, additional leaching and geotechnical tests are required to assess the nutrient leaching and shear behavior of compost layers on landfill cover slopes.
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    A Qualitative Analysis Of Middle School Principal Retention In An Urban School District
    (2018) Cyrus, Barry S.; Imig, David; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The issue of principal retention remains a challenge for many school districts across the United States. Several studies have revealed alarming statistics regarding principal turnover and attrition and the negative effects these issues have on schools (Browne-Ferrigno & Johnson-Fusarelli, 2005; Clark et al., 2009; Partlow & Ridenour, 2008; Stoelinga et al., 2008; Walker & Qian, 2006; Whittal, 2002). Data show that the annual financial burden principal replacement places on these school districts is enormous (School Leaders Network, 2014); not to mention the tremendous effect that principal turnover has on school operations. Consistent school leadership is essential to the successful operation of schools. Evidence indicates that principals are the most importance catalysts for change in the school building—they spark academic success among students, improve working conditions, and encourage teacher retention (Beteille et al., 2012; Burkhauser, 2015; Johnson, 2006; Leithwood et al., 2006; McIver et al., 2009). This qualitative study examined the unique sociocultural, pedagogical, and personal factors that influence middle school principals’ decision to remain within a given school. Data were gathered from interviews with ten middle school principals with an average of 7.1 years in their position at the time of the study and a range of 2-14 years of experience as school leaders. Their tenure in the principalship far exceeded that of many middle school principals today. The study revealed that the participants’ decision to remain in their positions at the same schools for a prolonged period was influenced by several factors, including the socio-economic, racial, and ethnic composition of the student bodies; positive relationships with students, parents, and direct supervisors. Contrary to findings in other studies, the principals who participated in this inquiry truly enjoyed working with traditionally underserved populations. Additionally, most respondents viewed their work through an altruistic lens; genuinely valued their relationships with students, parents, and teachers; and approached each day with the perspective that each of these groups deserved the very best that the principals had to offer. Moreover, the participants consciously viewed students and their parents as a unit, and saw the family unit as a valuable stakeholder in the school building.
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    HETEROSEXIST HARASSMENT AND SOCIAL COGNITIVE VARIABLES AS PREDICTORS OF SEXUAL MINORITY COLLEGE STUDENTS’ ACADEMIC SATISFACTION AND PERSISTENCE INTENTIONS
    (2017) Morris, Taylor Robin; Lent, Robert W; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Sexual minorities face experiences of heterosexist harassment in the college environment, which may contribute to decreased academic well-being. Thus, the present study investigated whether social cognitive variables and heterosexist harassment predict sexual minority college students’ academic satisfaction and intentions to persist. The sample consisted of 731 undergraduate students who completed an online survey. Social cognitive variables were hypothesized to predict academic satisfaction, as specified by the social cognitive model of academic satisfaction, with heterosexist harassment operating as a barrier. Results suggested that the social cognitive model provided good fit to the data. Heterosexist harassment was found to be associated indirectly with academic satisfaction via perceptions of lower environmental support and it was found to negatively predict intentions to persist. Implications of the results are that heterosexism may play a role in sexual minority students’ academic development and that social cognitive career theory may offer a useful framework for interventions.
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    An Analysis of Principal Attrition in a Large Urban School District
    (2016) Anthony, Douglas W; McLauglin, Margaret J; Norris, John; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Principal attrition is a national problem particularly in large urban school districts. Research confirms that schools that serve high proportions of children living in poverty have the most difficulty attracting and retaining competent school leaders. Principals who are at the helm of high poverty schools have a higher turnover rate than the national average of three to four years and higher rates of teacher attrition. This leadership turnover has a fiscal impact on districts and negatively affects student achievement. Research identifies a myriad of reasons why administrators leave the role of principal: some leave the position for retirement; some exit based on difficulty of the role and lack of support; and some simply leave for other opportunities within and outside of the profession altogether. As expectations for both teacher and learner performance drive the national education agenda, understanding how to keep effective principals in their jobs is critical. This study examined the factors that principals in a large urban district identified as potentially affecting their decisions to stay in the position. The study utilized a multi-dimensional, web-based questionnaire to examine principals’ perceptions regarding contributing factors that impact tenure. Results indicated that: • having a quality teaching staff and establishing a positive work-life balance were important stay factors for principals; • having an effective supervisor and collegial support from other principals, were helpful supports; and • having adequate resources, time for long-term planning, and teacher support and resources were critical working conditions. Taken together, these indicators were the most frequently cited factors that would keep principals in their positions. The results were used to create a framework that may serve as a potential guide for addressing principal retention.
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    THE RELATIONSHIP OF SOCIOECONOMIC STATUS AND RELIGIOUS FAITH AFFILIATION TO BLACK STUDENT RETENTION AT A PREDOMINANTLY WHITE INSTITUTION
    (2004-07-06) Holmes, Ryan Clevis; Stewart, Greig M; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study was conducted to examine the relationships, if any, between socioeconomic status (SES), religious faith affiliation, and retention of Black students in a predominantly White institution. The 2002 University New Student Census, a questionnaire given to all students during summer orientation, was used to secure a sample of Black students. Students who selected the "Black, African American, Negro" option ONLY were considered for the study. Socioeconomic Status was separated into three groups: Father's level of education; Mother's level of education; and total parental income. A student was considered retained if they returned for the Fall 2003 semester. Also, participants' religious preference was self-reported using the choices offered in the survey. The study used chi-square analyses, because the nature of the data is categorical. The data suggest that there were no statistically significant findings using SES, religious faith affiliation, and retention; yet there were trends that further research could explain.
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    A Comparative Study of Cognitive and Non-cognitive Factors Relationship to Academic Success For Foreign Master's Students
    (2004-04-30) Stephenson, Lisa Ann; Schmidtlein, Frank; Education Policy, and Leadership
    This study examined ways to improve the predictability of academic success in the selection and admission procedures for foreign students, compared to U.S. citizens and permanent residents. The population consisted of students who enrolled in master's degree programs in the fall semesters of 1995, 1996 and 1997 at the University of Maryland, College Park. Of the 3,275 students, 595 were considered to be foreign students, 118 were permanent residents and 2,544 were U.S. citizens. The study examined literature dealing with academic success to determine the degree to which selected cognitive and noncognitive variables were related to academic success for foreign students. Ten predictor variables were selected to determine their relationship to four measures of academic success. The measures of academic success were graduate grade point average, total number of semesters taken to complete the degree, total number of credits completed by graduation, and the likelihood of completing the master's degree. Data were obtained from the Office of Institutional Research and Planning. This study did not find a relationship between the GMAT and GRE scores and foreign student academic success. There also appeared to be no significant relationship between TOEFL total mean scores and academic success. There was a significant relationship between gender and academic success. Age did not appear to have a significant effect on academic success of foreign students, but there was a relationship between age and academic success for U.S. citizens and permanent residents. A number of differences were found in academic success related to field of study. There appeared to be relationships between students' country of origin and their academic achievement. In addition, a significantly positive effect was found between financial support from the University and academic success. Full-time enrollment also had a positive effect on academic success for permanent residents and U.S. citizens, but no effect on academic success for foreign students. No significant relationship was found between changing majors and academic success. Additional studies are suggested to confirm the findings, and the research methodology should be expanded to include a qualitative approach to further understand factors contributing to foreign student academic success.