The Ed.D. in Secondary Education is designed for candidates who possess a clear renewable (or comparable) T-5 certificate and hold a master’s degree in a Georgia Professional Standards Commission recognized area of certification. Through this program candidates develop the knowledge, skills and dispositions to serve as learner-centered specialists engaging in scholarly inquiry and research. Through the cognate and electives they deepen their expertise in a chosen area of study. This program of study thus provides the skills necessary to synthesize theory and practice through further examination of theoretically based curriculum development, understanding of global education issues, and inquiry into making education equitable, democratic, humane, and socially just. The Ed.S. in Secondary Education is fully embedded in the Ed.D. program. Those students who complete the Ed.S. in Secondary Education at Kennesaw State may apply their entire program of study to the Ed.D. Those students who have completed their Ed.S. at another institution will be eligible to have their transcripts analyzed and can possibly receive up to 21 hours credit toward the Ed.D.
Dissertations from 2023
Effects of adaptive learning technologies on mathematics achievement in low SES settings, William Roberts
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
Dissertations from 2021
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
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
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
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