WorldCat Identities

Wall, Timothy J. 1972-

Overview
Works: 14 works in 14 publications in 1 language and 150 library holdings
Genres: Academic theses  Examinations 
Roles: Thesis advisor, Author
Publication Timeline
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Most widely held works by Timothy J Wall
Election timing as a predictor of electoral outcomes in public school bond elections in Missouri by Shiloh D Dutton( )

1 edition published in 2018 in English and held by 46 WorldCat member libraries worldwide

This quantitative study sought to investigate the differences in the electoral outcomes of school bond elections in Missouri from 2009-2016 based on election timing. The researcher utilized election timing theory as a framework for the study. Data from Missouri school bond elections was compiled from online databases, the Missouri State Auditor's office, and archived newspaper reports. Results suggest that differences exist in electoral outcomes for school bond issues based on election timing. The study concludes with recommendations for Missouri school administrators, designed to aid in the successful passage of school bond issues
A quantitative analysis of economic disparities of 2011-2013 rural Missouri public school districts and English 1 examination scores by John C Rinehart( )

1 edition published in 2016 in English and held by 46 WorldCat member libraries worldwide

The purpose of the study is to examine the impact of economic disparity, (using assessed valuation per student, household income, and free and reduced lunch percentage) upon the percentage of students who scored proficient and advanced on the English 1 end-of-course assessment in rural Missouri school districts. Missouri schools classified as rural and that administered the English 1 exam through the years 2011-2013 were included. Regression and ANOVA tests were employed to determine relationships between economic measures and student achievement. Regression analysis indicates a significant relationship between free and reduced lunch percentage and percentage of proficient and advanced scorers on the English 1 exam. ANOVA indicates significant and small effects exist between assessed valuation and household income upon English 1 scores. ANOVA reveals a significant and large effect between free and reduced lunch percentage and English 1 scores. Clear relationships between economic measures and student achievement in rural Missouri public schools were found
Establishing the validity and reliability of the survey of higher education instructional practices in the Millennial Age by Cynthia Wells( )

1 edition published in 2013 in English and held by 46 WorldCat member libraries worldwide

The primary purpose of this study was to design a valid and reliable survey instrument gauging three concepts; (a) utilization of technology-enhanced instructional practices, (b) perceptions of Missouri higher education faculty concerning self-reported instructor role and (c) perceptions of millennial students' preferred learning styles. The secondary purpose of this study was to identify differences and similarities among various subsets of the data, examined by investigated concepts, as well as disaggregated by each demographic for individual survey items. The six independent variables included type of institution, size of institution (based on Carnegie Size Classification), department, rank, gender and age range. The study also included 34 dependent variables divided into three sections. First were 8 items (items 7-14), designed to discern the HE faculty's self-reported utilization of technology-enhanced instruction in their classroom. Next were 10 items (items 15-24), focusing on faculty perceptions of their instructional role in the classroom. Following were 16 items (items 25-40) asking for self-reported faculty perceptions concerning the learning preferences of higher education students. The population for this study included 2,978 faculty at a randomly selected group of 15 two-year and four-year, public and private Missouri higher education institutions based on a listing of Missouri higher education institutions provided by the Missouri Department of Higher Education (MDHE). The survey was completed by 249 of these faculty members. Cronbach's alpha and a pilot survey were conducted to determine validity and reliability. Univariate analyses, including cross tabulations and graphs showing frequency counts and percentages and measures of central tendency and dispersion, consisting of mean, median, mode, standard deviation and variance, were employed to determine utilization of technology-enhanced instruction by Missouri HE faculty as well as perceptions concerning instructional roles and millennial students' learning characteristics as identified by research. Finally, Chi-square analysis and cross tabulations showing frequency numbers and percentages of each survey item were generated for each of the six demographic items. The findings confirmed that the Survey of Higher Education Instructional Practices (SHEIP) was a valid and reliable instrument for collecting information concerning utilization of technology-enhanced instruction as well as perceptions of instructor role and students' preferred learning styles. It was also shown a majority of Missouri higher education faculty are employing technology-enhanced instruction. Findings also indicated percentages of faculty using traditional and contemporary instructor roles were nearly equal. A small percentage more faculty did report using more contemporary instructor roles, but this is a point that could be explored in further research. Furthermore, outcomes indicated that a majority of faculty did agree with the manners which current research indicated millennial students prefer to learn. The theory of disruptive innovation indicated manners in which higher education can implement the change needed to "disrupt" the current system in academia. Research indicates change is needed if higher education is going to prosper in the rapidly changing academic world
Evaluation of the impact of participation in the T.E.S.T. examination preparation program on elementary education teacher candidate C-BASE and PRAXIS-II performance by Timothy J Wall( )

1 edition published in 2008 in English and held by 2 WorldCat member libraries worldwide

This study evaluated the impact of participation in an examination preparation program for elementary education teacher candidates attempting teacher licensure. Measurements included scores on the ACT, C-BASE, and PRAXIS-II exams. Research methodology employing MANCOVA investigated the impact of three variables: (a) participation level in the T.E.S.T. (translate, eliminate, solve, avoid tricks) examination preparation program (b) teacher candidate qualification status and (c) ACT scores. Statistical analysis and MANCOVA revealed teacher candidate qualifiers for admittance to teacher education outscored non-qualifiers on the ACT, C-BASE and PRAXIS-II. PRAXIS-II scores for elementary teacher candidates at the institution studied improved from 1995-2007, but MANCOVA analyses determined participation in the T.E.S.T. examination preparation program, although statistically significant, had low practicality and effect size. Utilizing MANCOVA with ACT as covariate, analyses determined main effects for independent variables were statistically significant with good power. Effect size was small for main effects with low practicality. Strong correlations were found among ACT, C-BASE, and PRAXIS-II. There were no significant interaction effects. At the institution studied, elementary education teacher candidate T.E.S.T. program non-participants outscored participants on C-BASE and PRAXIS-II examinations when utilizing ACT scores as a covariate
Social and cognitive influences on a teacher candidate's choice to pursue math education by Rebecca Callaway( )

1 edition published in 2018 in English and held by 1 WorldCat member library worldwide

There is a crisis across the United States as schools are seeing a shortage of mathematics teachers. While school districts are working on new ways to recruit teacher candidates, the heart of the problem lies in the decline in students entering secondary mathematics teacher preparation programs. This study evaluates the social and cognitive influences on a student's choice to pursue a degree in secondary mathematics education. An electronic survey was given to 63 students across the state of Missouri in the first three years of a math teacher preparation program. In the survey, students ranked the level of social influences (teacher encouragement, family support, and peer influences) and the level of cognitive influences (self-efficacy, growth mindset, and outcome expectations). Self-efficacy was the largest influence by a statistically significant difference. Teacher encouragement was significantly found to be the largest social influence. This is important because it implies that schools have the largest opportunity to increase the number of secondary math teachers
A comparison from 2008-2015 between Missouri public school student computer-based and paper-and-pencil based high stakes assessments by race and socio-economic status by Joshua A Peters( )

1 edition published in 2016 in English and held by 1 WorldCat member library worldwide

There is a lack of knowledge in whether there is a difference in results for students on paper and pencil high stakes assessments and computer-based high stakes assessments when considering race and/or free and reduced lunch status. The purpose of this study was to add new knowledge to this field of study by determining whether there is a difference in results for students on paper and pencil high stakes assessments and computer-based high stakes assessments when considering race and/or free and reduced lunch status. The measurements in this study included 8th grade Missouri Assessment Program mathematics exam results data, Algebra I Missouri End-of-Course Exam results data, and the math portion of the ACT results data. The research design used a static-group comparison design that utilized a quantitative, non-experimental correlational methodology. By contributing further to the existing research, the findings of this study provide educators and policy makers additional information to make decisions that inform future policy discussions regarding the use of computer based testing for high stakes assessments within the K-12 public education setting
Intern and congregant perceptions of the impact of a United Methodist ministry internship program in rural Missouri by Travis Dimmitt( )

1 edition published in 2018 in English and held by 1 WorldCat member library worldwide

This qualitative study examines a ministry internship program at a rural regional university in Missouri. The study sought to determine the impact of the internship on both interns in the program and on congregants in churches served by the program. Guided by the lens of self-efficacy as identified originally by Bandura (1977), the researcher conducted interviews, focus groups, and examined archival data to ascertain impact. Completed research helped identify eight areas of impact. The internship allowed for support and transformation of both interns and congregants throughout its duration. Interns were able to gain a realistic understanding of the ministry field. Interns were able to reflect on their practice through differential outcomes. Interns were able to ascertain a potential calling to vocational ministry. Congregants reported an influx of new ideas into their churches. Rural churches were able to stay open. Many interns went on to become young vocational ministers within the United Methodist Church. Both congregants and interns reported the internship allowed them to come closer to God
Examining the digital divide : the impact of school district technology resources on high school student, online, 2010-2011 end-of-course exam performance in Missouri by Kevin R Whaley( )

1 edition published in 2015 in English and held by 1 WorldCat member library worldwide

The purpose of this study was to examine the digital divide by determining the main effects and interaction effects between Missouri school district technology variables and student End-of-Course exam performance. A secondary purpose was to attempt to construct a predictive model for Missouri End-of-Course exam performance at or above the state average based on school district technology variables. The measurements used in the study included school district responses to the Missouri Census of Technology and district level Missouri Algebra I and Communications Arts I End-of-Course exam assessment data. A research methodology employing statistical analysis, correlation analysis, and Multivariate Analysis of Covariance (MANCOVA) was used to investigate the impact of Missouri school district technology variables on End-of-Course exam performance
Teachers' beliefs about ability to engage African-American students and identify for advanced placement through the lens of the Ohio State Teacher Efficacy Survey and the Rand Measure by Eric C Greely( )

1 edition published in 2017 in English and held by 1 WorldCat member library worldwide

A fundamental right of American children is to have equal opportunities to obtain a quality education regardless of race, class, or economic status. College graduates are less likely to live in poverty and more likely to have greater earning potential. High school students enrolling in rigorous coursework, like Advanced Placement classes, are better prepared for college. Using the instruments of the Ohio Teacher Efficacy Survey and the Rand Measure, this study found that having a rigorous curriculum and avoiding deficit thinking matters in recommending African-American students' to Advanced Placement classes. Race and ethnicity should not be used as a limitation. Educators must recognize the diversity that each student contributes to the classroom. Additionally, this research revealed that what high school teachers believe about their students' capabilities does influence the success of the students. Teachers who teach Advanced Placement courses have to believe all students can learn, regardless of condition, status, race or economic opportunities
Culture factor differences between Missouri's high poverty Gold Star and high poverty non-Gold Star Schools as determined by the Missouri Advanced Questionnaire by Brian D Shindorf( )

1 edition published in 2015 in English and held by 1 WorldCat member library worldwide

This study sought to identify if differences existed in the responses collected from Missouri's Advanced Questionnaire survey between high achieving and low-achieving schools across Missouri. Both groups of schools were identified as schools with greater than 50% of students on free or reduced lunch. In total, survey responses were collected from 1,645 faculty members between 2007-2012. A t-test analysis was conducted to determine if there were significant differences in the responses collected from the 2 groups of schools. Conclusions indicate the instrument was reliable and valid. The study revealed location characteristics with high poverty Gold Star Schools. Further, Survey response analysis yielded 3 of 4 components of culture that correlate with student achievement levels in high poverty schools across Missouri
Differences of instructor presence levels in predominately online versus predominately not online courses within the community college setting by Marcie M Cutsinger( )

1 edition published in 2018 in English and held by 1 WorldCat member library worldwide

The purpose of this study was to gain insight into the level of instructor presence in the predominately online versus the predominately not online course. The increase in both the number of students enrolling on online courses and the number of courses/programs offered magnifies the need to address instructor presence. This case study considers students' perception of instructor presence in a predominately online and predominately not online course. Instructor presence was examined using the Community of Inquiry framework. The Community of Inquiry is a framework used to examine social, teaching and cognitive presence and the impact of such. Data was gathered from two courses in the different learning modalities. Students were enrolled in the courses at the same time with the same instructor. Statistical analysis utilized in this study included the Mann Whitney U, Spearman's rho and Kendall tau. A significance level of P<(.05) was used for all tests. This research found no statistically significant difference in the levels of instructor presence in a predominately online course when compared to a predominately not online course. The two significant results in relation to instructor presence and course satisfaction were mixed. Course outcome and instructor presence are addressed with discussion and recommendations for further research included. This study contributes to the research by providing further data regarding students' perception of and the significance of instructor presence
The relationship between 2013-2015 Missouri public school district student performance and district expenditures and statistics by Larry D Linthacum( )

1 edition published in 2016 in English and held by 1 WorldCat member library worldwide

The purpose of this quantitative study was to create a predictive model to account for the variance in student performance based upon school district categorical expenditures. The study analyzed seven independent variables, which accounted for 16.1% of the variance in student performance of Missouri schools. The study indicated total instructional resources and schools' free and reduced levels to be the significant variables in predicting student performance from the seven variables. Furthermore, the researcher determined at least a 95% chance that a true relationship exists between total instructional resources and student performance along with schools' free and reduced levels and student performance. While Ravitch (2016) believes states are spending hundreds of millions on accountability with little to show for it, Darling-Hammond (1994) and Koedel (2011) believe accountability in itself is not enough. The study is consistent with Hanushek (1997), who believes more money for schools does not necessarily increase student performance but how the current resources are spent to have the greatest impact on student learning. Through the lens of accountability, this study will help school leaders consider policy changes based upon the impact of school spending on student learning. Additionally, accounting for the variance in student performance will help improve school leader training programs for future leaders and future research recommendations will be considered
Impact of freshman-year alcohol violations on retention at a regional, Midwestern, 4-year, public higher education institution by Kori T Hoffman( )

1 edition published in 2015 in English and held by 1 WorldCat member library worldwide

This quantitative study examined over 7,000 freshmen at a regional, Midwestern, 4-year, public higher education institution. The participants were separated as either having a freshman-year alcohol violation or not having a freshman-year alcohol violation and then analyzed. The results of the study found that there was not a significant difference in retention for those with a freshman-year alcohol violation compared to those without a freshman-year violation. However, when looking only at those participants with a freshman-year alcohol violation, a logistic regression analysis showed that high school GPA, minority racial status, amount of financial aid disbursed, not receiving loans, and not being Pell-eligible were all significant factors indicating a participant was more likely to return to school. However, this model only accounted for 18% of the variance in retention and future studies will need to include more variables to account for more variance in retention
Quantitative analysis of elementary pre-service teacher and educator preparation program performance on the Missouri Content Assessments by race, ethnicity, gender, program selectivity and minority-serving institution status by Michael A McBride( )

1 edition published in 2016 in English and held by 1 WorldCat member library worldwide

This study investigated whether differences existed in Missouri teacher certification assessment scores based on Elementary Pre-Service Teacher race, ethnicity and gender, as well as the selectivity level or Minority-Serving Institution status of Educator Preparation Program attended by the Elementary Pre-Service Teacher. These assessment scores were used as accountability measures in Missouri. Elementary Pre-Service Teachers were certified to teach in Missouri based partially on their certification assessment scores. These scores were also used to determine which Educator Preparation Programs maintain state accreditation. The researcher focused on one of the Missouri teacher certification assessments, the Elementary Education Multi-Content Assessment. This assessment was required for any Elementary Pre-Service Teacher seeking elementary education teacher certification in Missouri. The Multi-Content Assessment includes four subtests covering subject matter in: English; mathematics; science; and social studies. This study concluded that there were significant differences in scores based on: race and ethnicity; gender; preparation program selectivity level; and preparation program status as a Minority-Serving Institution. Furthermore, the study found that modifying mandated cut scores could mitigate race/ethnicity-based differences for three of the four subtests. The study also indicated that Pre-Service Teachers who identified as African American or Hispanic were more likely to fail at least one subtest and therefore fail to be recommended for teacher certification. The researcher recommended these assessments, their cut scores and accompanying accountability policies be reviewed
 
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English (14)