EDD, Kent State University, 2023, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This study aimed to identify student perceptions of readiness to practice based on the self-assessment and preceptor scores, as well as post-graduation feedback in relation to their achievement goal orientation and evaluation scores of clinical skills and professional and personal skills. Post-graduation feedback, obtained through open-ended survey questions related to student educational experiences, allowed for an understanding of students' transition into professional practice. A mixed-methods approach was used. The Achievement Goal Questionnaire-Revised (AGQ-R) was used to determine student achievement goal orientation. Assessment scores from students and preceptors were obtained through the ATrackTM system, and student perceptions of their educational experiences were received from open-ended survey questions. Analysis of the quantitative data demonstrated that there was no significance between student self-evaluations and preceptor evaluation scores collectively or categorically. Additionally, there were no significant relationships between student self-evaluations and achievement goal orientations collectively or categorically. Qualitatively, participants found that the pandemic of COVID-19, and the shortage of opportunities for real-life experiences resulted in a lack of exposure to authentic situations and hands-on practice limiting them for professional practice. Conversely, many of the participants felt the diverse clinical rotations and clinical practice and competencies led them to feel prepared for their transition to professional practice as certified athletic trainers.

Committee: Kimberly Peer (Committee Chair); Jacob Barkley (Committee Member); Hannah Harnar (Committee Member) Subjects: Education; Health Care; Health Education; Health Sciences

Master of Arts, The Ohio State University, 2015, Educational Studies

This case study examines a public, early-college, STEM-focused (science, technology, engineer, and math) secondary school that has implemented a school-wide system to support mastery achievement goals among students. Interviews were conducted with volunteer administrators (n = 3), teachers (n = 4) and students (n = 15) to determine how the mastery system at STEM School is envisioned by the school leadership, practiced by the teaching staff, and perceived by the students. Further, this case study employed pattern matching techniques of qualitative inquiry (Trochim, ) to determine in what ways these vision, practice, and perceptions align with Goal Orientation Theory (GOT), from which the concept of mastery goals is derived. Within GOT, TARGETS is an acronym used to represent the dimensions of a classroom that support student motivation: tasks, authority, recognition, grouping, evaluation, time, and social supports (Ames, 1992a; Patrick, Anderman, Ryan, Edelin, & Midgely, 2001). Data were coded for these components, as well as mastery and performance goal structures. Some codes, such as self-regulation, emerged from the data. Results indicate that many of the components can reinforce student perceptions of the mastery goal structures in their environment (e.g. social supports), but the use of threshold practices (e.g. criterion-based evaluations) can undermine these perceptions.

Committee: Lynley Anderman (Advisor); Eric Anderman (Committee Member) Subjects: Educational Psychology