Education Electronic Theses and Dissertations (UMKC)
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The items in this collection are the theses and dissertations written by students of the School of Education. Some items may be viewed only by members of the University of Missouri System and/or University of Missouri-Kansas City. Click on one of the browse buttons above for a complete listing of the works.
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Item Examining Generation Z Jewish undergraduate student sense of belonging in U.S. higher education(2025) Kushner, Kimberley Ann; Riggers-Piehl, TiffaniThis study examined Jewish student sense of belonging (SOB) in U.S. higher education. Using SOB as the dependent variable, the study focused on variables associated with Generation Z Jewish undergraduate student SOB in U.S. 4-year institutions. To investigate this relationship, the study explored five research questions to determine the extent to which student background characteristics, academic and nonacademic environments, and campus climate experiences predicted SOB for Jewish college students. This study employed a critical quantitative paradigm, using Strayhorn’s (2019) SOB framework, Astin’s (1993) input–environment–outcome (I-E-O) model, and Weidman and DeAngelo’s (2020) revised socialization model of higher education (RSMHE) as models and frameworks. Applying nonprobability sampling and a newly developed instrument, the sample included 408 respondents with data collected between February and March 2024. Data analysis included descriptive and multivariate methods, with SOB as the dependent variable and independent variables linked to the research questions.Results indicated that significant student background characteristics included political leaning, sexual orientation, socioeconomic status (SES), Jewish denomination/movement, and Jewish parent/family involvement. Academic variables that significantly enhanced SOB included positive relationships with faculty/staff, satisfaction with academic opportunities, availability of academic resources, and positive peer interactions; in contrast, academic class level/year significantly negatively predicted SOB. Nonacademic variables that significantly positively predicted SOB included active participation in student clubs/organizations, attendance at Jewish holiday observances or celebrations, and involvement in campus traditions. Greek-letter organization membership, attendance at activities sponsored by Chabad, and number of Jewish friends significantly negatively predicted SOB. Two campus climate factors significantly positively predicted SOB for academic and nonacademic experiences. Theoretical implications include expanded use of established models and frameworks. Practical implications involve acknowledging Jewish identity diversity, educating campus constituents about Jewish identity and antisemitism, and collaborating with Jewish organizations to support SOB. Policy implications include strengthening reporting frameworks, adopting clear definitions of antisemitism and anti-Jewish discrimination, establishing campus climate and SOB task forces, and enhancing accommodations policies. Directions for future research include expanding quantitative methods, investigating unexpected findings, challenging assumptions around Jewish identity, examining institutional contexts, and building on this research agenda.Item High school teachers' stories of experiences with disciplinary literacy in their content area(2025) Nolte, Shannon Wane; Caruthers, Loyce Ellenor, 1947-The study of rigor and equity in an urban school district where multiple high school students receive literacy instruction can be explored through the narrative stories of teachers and their experience with disciplinary literacy instruction in their content area. The narrative, constructivist grounded theory approach to this research sought to make meaning of the instructional planning and implementation of literacy techniques in various content areas across three high schools in a Midwestern school district with urban characteristics. Through initial questionnaires regarding knowledge and experience with disciplinary or content area literacy, open-ended semi-structured interviews, and lesson plan and classroom artifact analysis, this research constructed an understanding of literacy instruction as teachers define and deliver instruction in this urban emergent (Milner, 2012) school district. The problem explored in this study was the potential for educators to unintentionally create wider student achievement gaps through lack of focus on the equity and the purposeful structuring of curriculum and instruction that allows for rigor and equity. In an urban setting with multiple high schools, that potential could be a serious disadvantage for some students. The opportunities for students to critique texts, compare various perspectives or theories, and even view themselves as a part of the learning process leads to culturally relevant and critical literacy learning that can disrupt the deficit thinking and position that students could find themselves in if those opportunities do not exist. Educators should strive to lead learners to grow as readers, thinkers, and members of a classroom, school, and community in which they live. By understanding the impact of disciplinary literacy on raising the expectations of literacy instruction across many disciplines, it may be possible to decrease performance gaps and eliminate deficit thinking in urban districts.Item Exploring the evolution of social work faculty : insights into faculty characteristics, functions, and professional mobilitySimmons, Amy Rachelle; Riggers-Piehl, TiffaniThis dissertation, comprised of three distinct but interrelated studies, analyzes the changing landscape of social work faculty over a fifteen-year period (2008-2022). Utilizing data from the Council on Social Work Education (CSWE) annual reports and a sample of 150 faculty CVs, the research explores the evolution of social work faculty characteristics, functions, and professional mobility. The first study examines shifts in institutional, professional, and personal attributes among social work faculty, highlighting trends in faculty demographics, academic qualifications, and employment patterns. The second study investigates the relationship between social work faculty academic preparation and professional practice experience with aspects of their faculty role, particularly in scholarship, teaching, and service. Drawing upon professional identity development as a theoretical framework, the research analyzes how the highest degree earned and years of practice experience influence faculty contributions and roles within academia. The third study focuses on social work faculty mobility patterns, examining the influence of institutional prestige and individual career aspirations on faculty movement between institutions. The research investigates the influence of mobility on faculty professional profiles, including scholarly output, teaching load, and faculty rank. The dissertation concludes with an integrated analysis of findings from the three studies, providing insights into the dynamics of social work education, the evolving roles and responsibilities of faculty, and recommendations for supporting faculty development and institutional growth. Keywords: Social Work Faculty, Higher Education, Faculty Characteristics, Faculty Functions, Professional MobilityItem Belonging and community: a heuristic narrative study on the counter stories of African American and Black undergraduates' experiences at predominately White institutions(University of Missouri--Kansas City, 2025) Dees-Burnett, Keichanda Inger; Riggers-Piehl, TiffaniThe intent of this qualitative, heuristic study was to illuminate the counter stories of Black and African American undergraduate students to explore their lived experiences with sense of belonging at predominantly White institutions (PWIs). Historically, because of race-based admissions, African American and Black students have faced challenges with belonging at PWIs, which can negatively impact retention. This study aimed to center the voices of these students to understand how they navigate their experiences and explore what they say contributes to their sense of belonging and persistence. Existing research often focuses on common barriers such as racism, intersectionality, and financial challenges but rarely centers on the personal stories of the students to help inform and reveal both the challenges and successes that contribute to their sense of belonging and community. The seven participants selected for the study met the following inclusion criteria: 1) identify as Black and/or African American, 2) undergraduate student currently enrolled at the University of Missouri-Kansas City with a minimum of 12 credit hours completed, and 3) at least 18 years or older. Utilizing the heuristic analysis process to explore the essence of their lived experiences, the following central research question and sub-questions were used to guide this study: To what do African American students attribute their sense of belonging at the University of Missouri-Kansas City (UMKC)? Sub-question 1: What counter stories do African American students tell about their academic lives and sense of belonging? Sub-question 2: What counter stories do African American students tell about their social and cultural lives and sense of belonging? The findings provided insight into the academic environment’s role in fostering or hindering sense of belonging, the role of campus involvement, friends, and campus resources in creating connections, and how one’s background helps shape their college experience. The study’s findings will provide deeper meanings behind the experiences of African American and Black students, and practical recommendations are offered for institutions, faculty, higher education practitioners, admissions teams, and beyond to create more supportive environments and assist in the persistence and sense of belonging for this student population.Item LETRS® impact on teacher self-efficacy and student achievement(University of Missouri--Kansas City, 2025) Smith, Anjanette; Camburn, Eric M.In an era marked by declining national and state reading achievement, the search to identify the most effective and scientifically grounded methods for teaching reading has sparked significant debate and interest. The purpose of this quasi-experimental study was to analyze the association between participation in LETRS® professional development and student achievement. An additional purpose of this study was to determine the relationship between the independent variable, LETRS® professional development, and its association with participants’ self-efficacy. The researcher hopes this study will provide useful data regarding students’ achievement and teacher self-efficacy when participating in LETRS® professional development.