This hybrid program combines classroom and online course work to prepare professional teachers to enhance their content and instructional expertise thereby strengthening their ability to improve student learning. Research and dissertation designed to address authentic, school-based problems.
Degree Highlights:
- Content-based in four areas: Chemistry, English, Mathematics, and Social Studies
- Combines best practices of face-2-face and online delivery.
- A total of 66-hour course of study (30 hr EDS followed by 36 hr EdD)
- All degrees are approved for certificate upgrades by the Georgia PSC
- Focus on learner-centered curriculum and instruction in the content areas.
- Small class size, small cohort, focus on individual.
- Ed.S. Degree embedded, certificate upgrade upon completion of 4 semesters of courses.
Dissertations from 2022
TEACHERS’ BELIEFS AND EFFECTIVE USE OF FORMATIVE ASSESSMENT IN SECONDARY SCHOOL MATHEMATICS CLASSROOM, ABEDA BANU
The Flipped Model Classroom Experience for 8th Grade Students Enrolled in Algebra 1: A Case Study, Mary Colclasure
The Personal & Social Impact of Publishing Personal Writing in the Secondary English Classroom, Amanda Farist
Improving Differentiated Digital Game-Based Learning, Alex Marsh
Adopting a Critical Culture Stance Towards Literature to Engage Multiply-Marginalized Students Within Nontraditional Settings, Monica Morall-Baker
The Association between Productive Struggle and Student Achievement in the International Baccalaureate Mathematics Classroom, Melissa Paurowski
Investigating Students’ Application of Generalizations to Solve Non-Routine Problems, Marco Romanelli
Dissertations from 2021
Secondary Teachers Use of Web 2.0 Technology to Instruct English Learners in Mathematics: A Qualitative Case Study, Laura Alevy
Vocational Identity: What Makes a Teacher and Why Do They Teach? A Qualitative Narrative Study, Michael Bennett
Metacognition and Modeling in Chemistry Instruction, Meri Cain
Effects of a Computer-Assisted Instruction Program on Mathematics Achievement Growth at Urban Title I Middle Schools, Miranda Colbert
Promoting the Academic and Critical Literacies of African American Secondary Students: A Case Study of English Language Arts Teachers' Beliefs and Practices, Lakina C. Freeman
A Phenomenography of Teachers’ Perceptions of Instructional Coaching in Urban Schools, Nayasha Owens
ESOL teachers’ perceptions and experiences framing pedagogical approaches in the multicultural classroom, Erica Rozier
Dissertations from 2020
Rural High School Chemistry Teachers’ Views and Implementation of Inquiry-Based Laboratory Instruction as Set Forth in the Georgia Standards of Excellence, Robert D. Bice Jr.
Making Sense of Practices: Professional Development, Inquiry, and Science and Engineering Practices, Alecia Hagberg
The Relationship Between School Belongingness, Self-Harm, Suicidal Ideation, and Suicide Attempts Among Adolescents, Marybeth Meadows
Comparing Inquiry-Based and Explicit Instruction in High School Geometry, Rodney Sizemore
Predicting Graduate School Success: A Critical Race Analysis of the Graduate Record Examination, Raeshanda Wilson
Measuring the Effect of Argument-Driven Inquiry on High School Chemistry Students’ Process-Oriented Motivation Utilizing the Newly Developed Process-Oriented Motivation Instrument, Martel Vern Wisdom
Dissertations from 2019
Can Games Work for You? - Teacher Perceptions of Gamification in Mathematics Grades 6-8, Joseph Brigham
Television Lies: A Phenomenological Study of Television’s Influence on Students’ Expectations of High School Chemistry, Sarah Holcomb
A Study of Secondary Teachers' Perception of the TKES Evaluation System, Kevin C. Trobaugh
The Effect of Experiential Learning on Students’ Conceptual Understanding of Functions in Algebra 1, Jeremiah Veillon
Dissertations from 2018
Writing, Collaborating, and Cultivating: Building Writing Self-efficacy and Skills Through a Student-centric, Student-led Writing Center, Heather Barton
STEM Integration: Making Connections in Mathematics and Science by Teaching Logarithms Conceptually, Andrew Smith
Self-Regulation & Student Achievement in Mathematics, DeAnne Young
Dissertations from 2017
The Pop-Up Museum: How Students Exhibit Critical Literacy Practices Through Project-Based Learning, Deborah L. Aughey
Beyond Dichotomies: Acknowledging and Disrupting the Social Worlds of Tracked Schooling through Identity-Focused Literacy Practices, Krista M. Bowen
The Effectiveness of Model-Based Instruction on Student Achievement and Student Metacognition in Advanced Chemistry Classes, Amanda Edwards
Zine Culture: Identity & Agency Trajectories in an ELA Classroom, William K. Jones
Students’ Experience of Flow in a Critical Literacy Unit in a 6th Grade English/Language Arts Classroom, Barbara E. McClure
Why Do English Teachers Stay in High-Needs High Schools?: An Exploratory Study of Factors Promoting Retention of Teachers in High-Needs Schools, Corrie A. Tuttle
Dissertations from 2016
Implementing Document-based Lessons in High School Classrooms: A Case Study of World History Teachers' Perspectives and Practices, Laura B. Astorian
Development and Validation of the Mathematical Problem-solving Dispositions and Beliefs Scale, Laura L. Barrett
Development of a School Network Accessibility for Parents (SNAP) Scale: An Exploratory Factor Analysis, Lea M. Campos
An Analysis of Pre-Service Elementary Teachers’ Understanding of Mathematical Number Sense as Tested on the TIMSS Assessment, Monica J. Doriney
Culturally Relevant Pedagogy in the English Language Arts Classroom, Kimberly R. Foster
Personality, Interests, Self-Efficacy, and Anxiety of Female STEM Majors: A Description, Comparison, and Prediction of Female STEM Majors, Jennifer L. McKinney
Theses/Dissertations from 2014
Writing to the Edge: Motivating Reluctant Rural Adolescent Male Learners, Marcia Scott Wright