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Identifying Effective Professional Development to Meet Teachers’ Needs When Instructing English Learner Students
Full text linkAN ABSTRACT OF THE DISSERTATION OF
Erika Brazee for the degree of Doctor of Education
Presented on February 19, 2024
Title: Identifying Effective Professional Development to Meet Teachers’ Needs When Instructing English Learner Students.
Abstract approved: _______________________________________________________________
Scott Mantie, Ph.D., Dissertation Committee Chair
This phenomenological study explored elementary educators' identified needs for effective professional development, focused on the instruction and assessment of English Learners (EL) in schools with low EL incidence. Addressing teacher preparation through effective professional development was guided by Bruner’s (1960) constructivist theory and Knowles andragogy theory, specifically adult learning theory. The purposeful sampling for the individual semi-structured interviews included eight elementary Kindergarten through fifth-grade educators who had previously had an EL student. The teachers participated in a 45-minute Zoom interview. The responses were coded using descriptive focused analysis and In Vivo coding while anchoring. Three common themes were identified from an in-depth analysis of the transcribed interviews after multiple readings from anchor one and five from anchor two. Anchor one addresses the design and delivery of an effective PD, and anchor two reports on teachers’ identified needs for instructing and assessing EL students. Anchor one included the presentation of material: workshop, in-person, visuals, is of sustained duration, two half days, two times a year; Role of the learner: active learner; Role of the facilitator: supports collaboration, offers
feedback and coaching, and use of models of effective practice and identified resources. Anchor two included math instruction, reading comprehension instruction, assessments, using technology, and understanding EL proficiency levels to provide evidence-based instruction. The researcher then developed a PD template using the data from this study and research on effective PD and best practices for instructing and assessing EL students in low-EL incidence areas
The Heart of Giving: The Relationship Between Alumni Engagement and Philanthropy
Full text linkAN ABSTRACT OF THE DISSERTATION OF
Veronica L. Rosa for the degree of Doctor of Learning, Leadership, and Community
presented on March 10, 2023.
Title: The Heart of Giving: The Relationship Between Alumni Engagement and
Philanthropy
Abstract approved:
Roxana Wright 2/17/2023
Dr. Roxana Wright
Dissertation Committee Chair
This study examines alumni motivations for engagement and philanthropic contributions
at one small, public, liberal arts college struggling with low alumni participation. In an
electronic survey, three categories of alumni (donors, inconsistent donors, and non-
donors) responded to 28 multiple choice questions and two open-ended questions. The
groups were developed using Blackbaud’s Raisers Edge database. The criteria included
fiscal years 2018 through 2022 and excluded alumni who graduated after 2012. Rates of
response were donors at 23%, inconsistent donors at 8%, and non-donors at 3%. The
research revealed alumni engagement opportunities and their relationship to donations
and institutional priorities. The incentive and involvement theories were selected to
support research of both engagement and motivations of giving. The results of the survey
indicate that alumni are most interested in donating to funding priorities that directly
benefit students, i.e., scholarships, internships, and experiential learning. The survey
results showed the engagement tools that yielded the highest return on investment
included the alumni magazine, digital newsletter, and events. Results suggest that this
survey instrument and approach are transferable to other institutions
Preparing School Principals: How Leadership Qualities Have Evolved Based on the Educational Landscape
Full text linkABSTRACT
An abstract of the dissertation of Kathleen Murphy for the degree of Doctor of Education
in Learning, Leadership and Community
Presented on: March 7, 2023
Title: Preparing School Principals: How Leadership Qualities Have Evolved Based on the
Educational Landscape
Abstract Approved:
____________________________________________________________
Name: Dr. Annette Holba
Dissertation Chair
Abstract: The purpose of this study was to determine if the changing needs in the
landscape of public schools necessitate a change in the preparation of school leaders. The
researcher sought to impact programs that prepare and support school principals, in the
state of New Hampshire, by gaining an understanding of the critical skills and qualities
needed today to lead schools effectively. The research was conducted with active public-
school principals who have been in the field for at least five years in the state of New
Hampshire. A multiple case-study format was utilized by the researcher and included
document reviews and semi-structured interviews. Analysis by the researcher involved
coding data for themes, individually and across cases. Major themes that emerged from
the semi-structured interviews included responding to adult and student mental health
needs, building relationships with stakeholders, and a lack of preparedness to tackle all
the responsibilities of the role. The researcher also analyzed the school principal
preparation programs attended by the participants and determined that limited if any
coursework presently exists in understanding external influences on the role of the school
principal and responding to student and staff mental health needs. The researcher used the
findings to suggest that a greater emphasis should be placed on coursework and training
that focuses on responding to student and staff mental health needs and external factors
that can better prepare a principal to lead more effectively in the 21st century environment
Microbursts and Null Events Near Cape Canaveral, FL
No full textAbstract
MASTER OF SCIENCE IN APPLIED METEOROLOGY
By
Danielle White
Plymouth State University, May, 2023
Microbursts are thunderstorm downdrafts that produce localized damaging wind,
no larger than 4 km in diameter (Bringi et al. 1996). These storms, which typically contain
hail in the early stages of development may not produce rain and can occur in any
geographic region (Amiot et al. 2019). In Florida, wet microbursts commonly pose a major
risk to operations at Cape Canaveral Air Force Base. To improve forecasting microbursts,
six variables were derived from sounding data provided by the University of Wyoming,
valid no more than 4 hours before thunderstorm formation, and including CAPE, KI, TT,
∆! , mid-level relative humidity, and sub-cloud humidity. Peak wind speeds provided by
Kennedy Space Center were recorded where the reflectivity is at least 45 dBZ occurring
above the freezing level. Comparisons of null and microburst events with this data were
used in analysis to determine how well each of the six variables do in microburst detection.
The relative humidity variables proved to be the best indicators. Ideal humidity values may
vary based on location but should be low enough for hail to melt and evaporate to induce
negative buoyancy, but not so low that the thunderstorm begins to lose moisture and
structure. A similar explanation can be applied to the ∆! , which was also found to be
helpful in forecasting microbursts. New thresholds for each variable were determined to
maximize the performance of forecasting guidance
Perceptions of Belonging in Secondary Independent School: A Retrospective Case Study Comparing Experiences of Former Scholarship and Non-Scholarship Students
Full text linkDaniel W. Love
Abstract Doctoral Defense
An abstract of the dissertation of Daniel W. Love for the degree of Doctor of Education
in Leadership, Learning, and Community
Presented on Date: November 15, 2022
Title: Perceptions of Belonging in Secondary Independent School: A Retrospective
Case Study Comparing Experiences of Former Scholarship and Non-Scholarship
Students
Abstract approved:
Name: Suzanne Gaulocher
Dissertation Committee Chair
The purpose of this study was to determine the sense of belonging between low-income
scholarship students and non-scholarship students in the independent school setting by
examining stories of their lived experience. This study builds on previous research in
higher education that examined students’ struggles to belong, which are particularly
reported by minorities and other historically marginalized groups. The study aimed to
reveal assets and barriers related to equity and access at secondary private schools
through personal stories of students’ experiences. Recently matriculated participants
aged 18-21 from the same independent school in central New Hampshire were recruited
through a snowball sampling method. Through this recruitment approach, 26 individuals
participated. Participants recounted their experiences during their time at the secondary
independent school. Using a narrative inquiry approach with semi-structured interviews,
data were analyzed through an ongoing and iterative process. All data were aggregated
and analyzed using hand coding by transcribing each interview, coding the data, and
determining interrelated themes for each of the different groups of codes. Findings from
this study confirm four integrated concepts: competencies, opportunities, motivations,
and perceptions. Each of these concepts may impact an individual’s ability to feel
accepted, respected, included, and supported by others in the school social environment.
Results address a gap in the literature, specifically how students perceive a sense of
belonging compared between low-income scholarship students and non-scholarship
independent school students. In contrast to previous research, results from this study
indicate that a sense of belonging, as determined by the individual storyteller, was not
significantly different between the two groups of students. Results from this study
determine this was due to a concerted effort on behalf of the secondary independent
school to promote a sense of community. Findings from this study have the potential to
inform independent schools’ equitable practices, especially among diverse groups
DOWNWARD TRENDS OF SULFUR DIOXIDE (SO 2 ) EMISSIONS IN THE NORTHEAST DUE TO THE CLEAN AIR ACT: A CLIMATOLOGY OF THE REDUCTION OF ACID RAIN
Full text linkABSTRACT
DOWNWARD TRENDS OF SULFUR DIOXIDE (SO2 ) EMISSIONS IN
THE NORTHEAST DUE TO THE CLEAN AIR ACT:
A CLIMATOLOGY OF THE REDUCTION OF ACID RAIN
by
Brittany C. Connelly
M.S. in Applied Meteorology, Plymouth State University, August 2023
Anthropogenic emissions of sulfur dioxide (SO2 ) are primarily caused the by burning of
sulfur containing fossil fuels at power plants for heat and power generation. Emitted SO2 reacts
with oxygen (O2 ) in the atmosphere to form the secondary pollutant sulfate (SO4 ). Acid rain
formation is the result of a change in atmospheric chemistry when SO4 combines with water
vapor (H2 O) in the air to form sulfuric acid (H2 SO4 ).
The Clean Air Act (CAA) was federally implemented by the United States
Environmental Protection Agency (EPA) to regulate hazardous air emissions which initiated the
creation of National Ambient Air Quality Standards (NAAQS) to protect public health and the
environment. Individual states are required to work with the Environmental Protection Agency
(EPA) to create state implementation plans (SIPs) in order to comply with NAAQS which, help
regulate and decrease air pollution.
This study contains a meteorological background of the transport of SO2 emissions from
power plants from the Midwest to the Northeast. There are three main components to this study:
a 10-year analysis of the trends in hourly SO2 concentrations in the Northeast compared to wind
direction, a case study comparing SO4 concentrations to two days that have different
meteorological conditions that impact winds, and a 35-year climatological analysis in acid rain
trends throughout the Northeast. Environmental and human health impacts of SO2 as a primary
air pollutant, in addition to the secondary air pollutants that result from SO2 emissions such as
SO4 and acid rain, are discussed, indicating the importance in SO2 emission regulations of the
CAA.
Annual hourly SO2 concentrations at two Interagency Monitoring of Protected Visual
Environments (IMPROVE) sites at Lawrenceville, PA and Londonderry, NH show a gradual
decrease from 2012 to 2021. Higher SO2 concentrations were measured when winds were from
the south or southwest with exception of Lawrenceville, PA site that had the greatest SO2
concentrations from the northwest which is influenced by surrounding topography. The case
study for this study analyzes daily SO4 concentrations from different wind directions on two days
in the summer of 2022 at the same two IMPROVE sites that were analyzed for SO2
concentrations. When winds were from the north on 1 July 2022, the measured SO4
concentrations were 1.838 μg/m 3 at the Lawrenceville, PA site and 1.508 μg/m 3 at the
Londonderry, NH site. When winds were from the southwest on 12 August 2022, the measured
SO4 concentrations were 0.188 μg/m 3 at the Lawrenceville, PA site and 0.315 μg/m 3 at the
Londonderry, NH site. Lastly, the acid rain climatological analysis of 19 National Trends
Network (NTN) sites throughout the Northeast show an increase in precipitation pH and a
decrease in SO4 concentrations between 1985 and 2020 at all 19 sites.Lourdes B. Aviles
Julia A. Stuart
Tiffany L. Medle
A Statistical Analysis of Radar and MRMS QPE in the Northern Plains and Mid-Atlantic
Full text linkABSTRACT
A Statistical Analysis of Radar and MRMS QPE in the Northern Plains and Mid-Atlantic
by
Matthew C. Steen
Plymouth State University, May, 2023
Over the last 40 years weather radar has provided an immense amount of data
across the United States. Radar precipitation estimates provide a much higher spatial and
temporal density of observations than ground-based measurements. In recent years, dual-
polarization capabilities introduced to NEXRAD WSR-88Ds provided improvements to
precipitation estimations allowing for more accurate forecasts and warnings. Also, the
Multi-Radar/Multi-Sensor System (MRMS) has developed a set of hydrometeorological
based algorithms which take in data from radars, satellites, surface and upper air
observations, models, and lightning detection systems to create a wide array of products
that assist in decision-making and provide improved weather forecasting tools. The
MRMS and Dual-pol radar Quantitative Precipitation Estimations (QPEs) are being used
more by analysts in place of the previous radar precipitation estimation algorithm, the
Precipitation Processing System (PPS). The goal of this research is to compare the Sioux
Falls, SD (KFSD) and Dover, DE (KDOX) WSR-88Ds dual-polarized radar rainfall
estimates and MRMS radar-only rainfall product estimates to rain gauge measurements
for precipitation events in these regions. KFSD was selected because there have been few
radar QPE studies in the Northern Plains. KDOX was selected for similar reasons (few
studies in the mid-Atlantic) along with providing a perspective from a different climatic
xi
regime within the United States. Hourly rain-gauge precipitation estimates within 100 km
of KFSD for events with at least one hour of observed rainfall greater than or equal to
five millimeters were analyzed. These observed values were compared with high and low
resolution dual-polarization QPE and MRMS radar-only estimates.
Results demonstrate that the MRMS radar-only product produced better
precipitation estimates than both high and low resolution dual-polarized estimates at both
KFSD and KDOX. The mean absolute error (MAE) for MRMS was lower than both
radar products at KFSD while the high-resolution radar product produced a similar MAE
at KDOX. The differences in MAE between the low resolution dual-pol QPE and the
MRMS and the high resolution dual-pol QPEs were determined to be statistically
significant at both stations. The average bias of the MRMS was lower than both radar
products for both radars, with a larger difference between the MRMS and low resolution
dual-pol QPE than high resolution estimates. Like MAE, the difference between the low
resolution dual-pol QPE and the MRMS and the high resolution dual-pol QPEs were
determined to be statistically significant at both stations. Based on the results of this
study, forecasters may be more inclined to favor the estimations of MRMS-based
products for the forecasting of rainfall and issuing of rainfall related watches and
warnings
"Canning" Social Capital: Rural Literacy, Community Resilience, and Solving the Rural Schools Problem
No full textAN ABSTRACT OF THE DISSERTATION OF
Sean R. Robinson for the degree of Doctor of Education Presented on November 30, 2023
Title: "Canning" Social Capital: Rural Literacy, Community Resilience, and Solving the Rural Schools Prpblem
Abstract Approved: November 29, 2023
Scott Mantie, Ph.D., Dissertation Committee Chair
Over the last fifty years, populations in the northern and western counties of New Hampshire have decreased. As part of a nationwide phenomenon that has been under study for decades, the concern for learning in rural communities has been of national interest for much longer.
Literature in the fields of rural education, rural literacy, and community resilience suggests a link between rural educational practices and social capital-the intangible attachments that link, bridge, and bond people, communities, and the government and allows communities to face socioeconomic challenges. This study investigated the relationship was between educational practices in public high schools in the rural counties of New Hampshire and the social capital of the communities that support them. A convergent mixed-methods study was designed to identify curriculum and learning in public high schools inside the study area, and to identify the level of social capital of each school district. Qualitative methodology including questionnaires, semi structured interviews, and document analysis were used to identify ways in which schools developed social capital. Quantitative methodology used the Social Capital Index to use publicly available census data to identify social capital for each district. The study found that while school districts provided a variety of opportunities for students to develop social capital, schools who worked with their communities as sites of learning had communities with higher social capital than those who viewed their communities predominantly as funding sources.Scott Mantie
Daniel Aldrich
Kimberly Donehower
Nathaniel Bowditc
Factors that Influence College Completion for Students Living With Autism Spectrum Disorders
Full text linkAN ABSTRACT OF THE DISSERTATION OF:Sarah F. Parsons for the degree of Doctor of Education in Leadership, Learning, and CommunityPresented on March 3, 2023Title: Factors that Influence College Completion for Students Living With Autism Spectrum DisordersAbstract Approved: Gail Mears, Psy.D., Dissertation Committee ChairThe purpose of this study was to understand the factors which are influencing the low number of students living with autism spectrum disorders who graduate from four-year, degree-granting colleges and universities within six years of enrollment. This instrumental case study investigated the higher education experience for 13 students who self-identified as autistic. The students’ responses to eight semi-structuredinterview questions served as the primary data source. The data were analyzed and interpreted through the lens of college readiness and disability theory. The students’ findings were validated with interview data from the disability resource personnel (DRP) at the colleges where the students were enrolled, and a 44-item survey completed by the students which was used to establish the students’ college readiness. The student data found that with significant support from the DRPs, the students are academically capable of doing college-level work but that the attributes of autism often createdsignificant barriers to success. Most of these barriers are the by-productof the mismatch between the autistic students’ attributes and the expectations of the college environment. The findings point to the use of an interactionist model of disability rather than a functional limitation model to
make the accommodations needed by autistic students more effective in facilitating college success