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Assessment of the Impact of Senate Bill 18(2007) on High School Dropout in New Hampshire: A Theory of Change
Full text linkAN ABSTRACT OF THE DISSERTATION OF
Amy E. Gall for the degree of Doctor of Education
Presented on July 26, 2023
Title: Assessment of the Impact of Senate Bill 18(2007) on High School Dropout
in New Hampshire: A Theory of Change
Abstract approved:
July 31, 2023
Annette M. Holba, PhD, Dissertation Chair
There are extensive negative generationally perpetuating consequences related to high
school dropout including economic, health, relationship, parenting, criminal justice,
community engagement, tax revenue, and public welfare effects which disproportionately
impact minority groups. In 2007 the New Hampshire legislature enacted Senate Bill 18,
a statewide dropout prevention measure which effectively raised the compulsory school
attendance age from 16 to 18 and created alternative learning plans for students who
would otherwise drop out. The purpose of this study was to explore the efficacy of that
policy change, using a Theory of Change to compare measurable outcomes with the
intentions of policymakers who worked to enact the change. Empirical evidence indicated
that raising the compulsory school attendance age had mixed and sometimes ambiguous
results that could lead to either increasing or decreasing dropout rates. This study found
that raising the compulsory school attendance age in New Hampshire did not have much
effect on dropout and completion rates, as state data reports demonstrated these rates
were already improving before passage and implementation of SB18(2007) and
continued to do so at analogous rates afterward. A survey of school districts revealed that
many districts are offering a wide range of dropout prevention services and programs.Annette M. Holba
Stephanie Halter
Arthur Ellison
Nathaniel Bowditc
Understanding The Relationship Between Student Identity Centrality And Academic Outcomes For College Students From Families With Low Income and Students Who Are First In Their Families to Attend College
Full text linkAN ABSTRACT OF THE DISSERTATION OF
Kristin Sweeney for the degree of Doctor of Education in Education, Learning, Leadership &
Community
Presented on July 27, 2022
Title: Understanding The Relationship Between Student Identity Centrality And Academic
Outcomes For College Students From Families With Low Income and Students Who Are First In
Their Families to Attend College
Abstract Approved:
Christie Sweeney, Ed.D., Dissertation Committee Chair
Too many students graduate high school and start and then stall in college before degree
completion. The college persistence and graduation rates for students who come from families
with low incomes (LI) and students who are the first in their families to attend college (first
generation, FG) are in stark contrast to those of their peers. The researcher’s intention in
conducting this research was to better understand and potentially improve persistence and
graduation inequities for LI and FG students. The purpose of this study was to discover the
influence of identity on persistence in college for students from LI and FG backgrounds. Past
research successfully posited that students who see themselves in college and possess a strong
identity as a college student, known as student identity centrality (Bowman & Felix, 2017), are
committed to the goal of persisting. This researcher hypothesized that there is a relationship
between first-year Keene State College students from LI and FG backgrounds with high student
identity measures and academic outcomes associated with persistence. The research design
consisted of a cross sectional collection of quantitative data from one point in time during the fall
of students’ first year in college. Using Holmes, Bowman, Murphy, and Carter’s (2019) student
identity scale instrumentation, data was collected. Statistical tests were used to compare the
identity measure against achieved academic outcomes. The research findings suggest that there is
a positive relationship between identity and academic outcomes related to persistence in college.
The results revealed that for the LI and FG students who had a high student identity centrality
RELATIONSHIP BETWEEN STUDENT IDENTITY CENTRALITY AND ACADEMIC OUTCOMES iii
measure, they attempted and completed a higher percent of credits their first semester than their
peers with lower identity measures
Persistence of Low-Income First-Generation College Students from Rural Communities.
Full text linkAn Abstract of the Dissertation of Melissa Goyait
Melissa Goyait for the degree of Doctor of Education in Higher Education
Presented on Date: March 21, 2022
Title: Persistence of Low-Income First-Generation College Students from Rural
Communities
Abstract approved:
Name: Marcel Lebrun, Pd.D.
Dissertation Committee Chair
The purpose of this mixed methods study was to determine how protective
factors, specifically sense of belonging and self-efficacy, impacted persistence of low income first-generation college students from rural communities (LIFGRS). Furthermore,
analysis from these data were compared to previous research studies to examine how
institutional practice might foster self-efficacy and sense of belonging among LIFGRS to
help them persist beyond the first year of college. Analysis from these data were
compared to previous research studies to unveil how institutional practice can foster self efficacy and sense of belonging among LIFGRS to help them persist beyond the first year
of college. This research study found that a combination of internal (sense of belonging
and self-efficacy) and external (resources) protective factors operated in unison to enable
LIFGRS to persist beyond their first year of college despite the barriers they have faced
Building Connections Between School Staff and Families with Mobile Friendly Digital Tools
Full text linkAn abstract of the dissertation of Kathleen DeCamp for the degree of Doctor of
Education in Leadership, Learning, and Community
Presented on Date: June 28, 2022
Title: Building Connections Between School Staff and Families with Mobile Friendly
Digital Tools
Abstract approved:
Name: Marcel Lebrun
Dissertation Committee Chair
The purpose of this study was to determine if mobile-friendly digital tools have an impact
in K-2 classrooms in rural New Hampshire Schools. The research questions on which this
study focused were: Does a digital tool improve adult-support involvement in a K-2
classroom? What features of digital tools are important to K-2 teachers and adult supports at home? The survey participants for this study consisted of 31 principals, 19
teachers and 34 parent/adult supports of kindergarten-second grade students. This totaled
84 participants from 23 different rural New Hampshire schools. Results from this
research study found that families preferred communication that was accessible via
cellular devices and through applications that were easy to use. Survey results also
showed that digital communications can be successfully used for two- way
communication as well. 84 % of families felt they could easily respond and communicate
back digitally to the school. Teachers and families also had positive responses to using
mobile-friendly digital tools for communication. 68% of teachers, families and principals
believe that the digital tool they use makes it easier to communicate between home and
school
Navigating Controversial Topics: A Qualitative Study of High School English Teachers in the Live Free or Die State
Full text linkAN ABSTRACT OF THE DISSERTATION OF
Heather A. Gigliello for the degree of Doctor of Education
Presented on March 14, 2022
Title: Navigating Controversial Topics: A Qualitative Study of High School English
Teachers in the Live Free or Die State
Abstract approved:
_______________________________________________________
Suzanne Gaulocher, Ph.D., Dissertation Committee Chair
The purpose of this study was to understand the influence the Right to Freedom
from Discrimination in Public Workplaces and Education (Right to Freedom) law has had
on New Hampshire public high school English teachers. This study explores how the
onset of this law may cause teachers to avoid diverse and multicultural literature in their
curriculum and leave out discussing topics such as racism and sexism. In order to hear
directly from New Hampshire’s teachers, a phenomenological qualitative research study
was conducted. A theoretical framework based on constructivist and engagement theories
was developed to help understand the role controversial, contemporary, and young adult literature play in English curricula. Key informant interviews were conducted with 18
participants, each from different public school districts across the five regions of New
Hampshire. Using a grounded theory approach, codes were created through analysis
resulting in seven themes. The results from this study showed that although the Right to
Freedom law did influence nearly every participant’s attitude, the extent of that influence
varied, sometimes drastically. Further, the degree to which the law influenced instruction
and curriculum choices and alterations were even more varied in terms of what texts and
discussions were omitted. Findings from this study have the potential to inform school
districts and communities about the impact the Right to Freedom law has on instruction,
curriculum, and teacher attitudes in the state of New Hampshire and other states with
similar divisive concepts laws
Beliefs Matter: School Counselor Self-Assessment of Perceived Advocacy, Collaboration, and Leadership Mindset
Full text linkAn Abstract of the Dissertation of Autumn Dolan
Autumn Dolan for the degree of Doctor of Education in Leadership, Learning and
Community presented on Date: August 9, 2022
Title: Beliefs Matter: School counselor self-assessment of perceived advocacy,
collaboration, and leadership mindset.
Dr. Marcel Lebrun, Dissertation Committee Chair
The purpose of this study was to examine self-perceived advocacy, collaboration,
and leadership skills of school counselors and the ways in which they demonstrate the
American School Counseling Association (ASCA), recommended mindsets. ASCA
recommends that counselors self-assess their own mindsets and behaviors and formulate
an appropriate professional development plan yet little guidance is given on how this
should be done. School counselors can adopt a leadership posture that is consistent with
the needs of schools and learners by using social-emotional insights and behaviors. A key
common competency in both social emotional leadership and the ASCA professional
standards requires counselors to be competent in self-awareness and be able to self-assess
their own mindsets and beliefs. This mixed methods study was created to give school
counselors within a single school district the opportunity for in-depth reflection to self assess skills and beliefs so that they can advocate, collaborate, and lead effectvel
Perspectives of Students with Disabilities in Courses using Open Educational Resources
No full textAN ABSTRACT OF THE DISSERTATION OF
Hannah L. Davidson for the degree of Doctor of Education in Leadership, Learning, and
Community
Presented on March 30, 2022
Title: Accessing Open: Perspectives of College Students with Disabilities in Courses
using OpenEducational Resources
Abstract approved:
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Kathleen Norris, Ed.D., Dissertation Committee Chair
The purpose of this study was to explore college students with disabilities’ (SWDs)
experiences in courses that use Open Educational Resources (OER). Specifically,
students at Plymouth State University who have enrolled in the first-year required course,
Tackling a Wicked Problem (TWP). A qualitative study informed by Critical Disability
Studies was used to capture the participants’ voices and lived experiences. Key informant
interviews were conducted with 8 participants. The results from this study showed that
while using OER may promote initial access to course materials, their use was not
sufficient nor central to a positive classroom experience for the participants. Rather, they
cited these conditions needed to feel successful in school: positive relationships,
engagement, and self-esteem. When these three areas are integrated into the design of a
course, SWDs describe a sense of care and comfort that allows them to feel less othered
than traditional classroom environments. Findings from this study may be used to inform
the design of future iterations of TWP and the General Education program for which it is
a cornerstone. Beyond Plymouth State, these findings might encourage stakeholders to
embed Care and Comfort into their programmatic design to ensure equity for students
from marginalized population
A friendly introduction to abstract algebra
Full text linkModified from Dr. W. Edwin Clark’s OER text “Elementary Abstract Algebra,” this abstract algebra textbook also features contributions from Plymouth State University students. Additional versions are available for download
The Impact of Gender on Student Evaluations of Teaching for Women STEM Professors.
Full text linkAN ABSTRACT OF THE DISSERTATION OF
Gina T. Chace for the degree of Doctor of Education in Learning, Leadership and
Community
Presented on April 1, 2022
Title: The Impact of Gender on Student Evaluations of Teaching for Women STEM
Professors
Abstract approved:
____________________________________________________
Suzanne Gaulocher, Ph.D., MPH Dissertation Committee Chair
Student evaluations of teaching (SETs) represent a widespread method of evaluating
effective teaching by colleges and universities. Literature suggests SETs are biased against
women and members of underrepresented groups, and their validity and reliability have
been called into question. Some evidence suggests student gender, as well as instructor
gender, may influence SETs. This mixed methods study examined 2,001 SET ratings for
294 STEM professors from seven gender-selective institutions using
RateMyProfessors.com. Quantitative data were analyzed using univariate and multivariate
general linear regression models. Qualitative data were coded to identify emergent themes
based upon student and instructor gender. While the overall ratings suggested that
similarity or dissimilarity between student gender and instructor gender was minimally
influential on SETs, subtle and nuanced differences were revealed. Statistically significant
findings suggested female students rated female instructors as more difficult while
simultaneously rating the quality of their instruction lower. Additional recommendations
for advocacy, and avenues for future research are presented
Toward a Common Understanding of CBE Implementation
Full text linkAN ABSTRACT OF THE DISSERTATION OF
Mark T. MacLean for the degree of Doctor of Education
Presented on February 23, 2022.
Title: Toward a Common Understanding of CBE Implementation
Abstract approved:
__________________________________________________________________
Christie Sweeney, Ed.D.
Dissertation Committee Chair
New Hampshire public high schools are required to implement competency-based
education (CBE) models; however, no comprehensive research describes the CBE models
implemented across the state. Knowledge of implementation is a necessary precursor to
determining the impact of CBE on student outcomes. The purpose of this quantitative study
was to describe the extent New Hampshire’s public educational leaders have integrated the
five essential CBE characteristics in the CBE models implemented at their high schools.
Data were collected via a quantitative instrument distributed to New Hampshire public high
school and district administrators. Data were analyzed using descriptive and inferential
algorithms. Results indicated that a majority of participants agreed that their CBE model
included explicitly stated and measured outcomes, varied and authentic assessments,
timely interventions, and a focus on learner mindsets. New Hampshire public high school
CBE models have yet to fully implement flexible student advancement. Teacher values and
beliefs was the most significant local force impacting the implementation of each of the
five CBE characteristics