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- Creator:
- Dennis, Robert C.
- Description:
- The following research study assessed the behavioral and emotional effects of postbaccalaureate students, specifically graduates, relationship with on-campus residence halls at one suburban Southern California Hispanic-Serving Institution (HSI). The cross-sectional study employed the theoretical framework known as Campus Ecology, designed by C. Carney Strange and James H. Banning (2001; 2015), for a convergent parallel mixed-methodology comprising both quantitative and qualitative data analysis. The study employed a modified version of Campus Ecology’s Campus Design Matrix for environmental and behavioral survey assessment. Additionally, to add descriptive testimony a modified version of Kurt Lewin’s (1936) Field Theory equation B=f (P, E) such that behavior (B), is a function f), of the person/organism (P), in their environment (E) for the one-on-one interview. Ultimately, the study sought to provide credible information and psychological insight into graduate students, specifically within six post-baccalaureate programs, the perceived need for current/future on-campus housing options, at said institution, by identifying any environmental design features in need of purpose redesign and institutional action. Keywords: post-baccalaureate, graduate student(s), residence hall(s), Campus Ecology, Lewin’s Field Theory, Campus Design Matrix, behavior(s), perception(s), need(s), programmatic success.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Channel Islands
- Department:
- Education
- Creator:
- Selig, Blake
- Description:
- This study analyzes the evolution of supplementary aids and services in special education policy from 1975 to present. Of specific interest are (a) how, and through what institutional processes has the supplementary aids and services interpretation evolved over time? And (b) how are supplementary aids and services integrated into individual education plans across the United States? Drawing on coded individual education plans from states in 11 circuit court areas and through examinations of federal law, reauthorizations, regulations, and court decisions, the major findings reveal that special education policy making is both messy and nonlinear. The study contributes to policy making theories in that special education is an incremental sum of decisions from multiple institutions, and that there is regional variation in implementation which raises questions for equity. The implications for practice and policy are discussed.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Channel Islands
- Department:
- Education
- Creator:
- McManus, Lora
- Description:
- This phenomenological qualitative study employed interviews to gain an understanding of the lived experiences of twelve (n=12) of the forty-nine women of color currently serving in independent school headships. Guided by the research question, “What are the lived experiences of women of color Heads of Independent Schools as it pertains to race and gender?,” particular attention was paid to how they perceived race and gender to impact their interactions with stakeholders, including students, faculty, staff, parents, and the Board of Trustees. Five key themes emerged: I. Women of Color Heads of School: A Rare Dinosaur—it can be a lonely experience requiring self-advocacy. II. You’re so amazing...for a woman of color”: Interplay with White Constituents—micro- invalidations are prevalent in interactions with White constituents. III. Be Presidential — women of color Heads of Schools must also calibrate themselves to be pleasing to (White male) constituents. IV. Earning a Seat at the Table to Turn the Tables—pride and joyfulness results from being a trailblazer as the first, or one of a few, women of color in their respective schools and positions. V. A Mirror in a School of Windows — families of color hold their female Head of color in highest esteem, and in turn, Heads feel a particular obligation to be role models for students of color. Concluding recommendations from current women of color Heads of School for future leaders of color call for solidarity, steadfast determination, and personal integrity. Women of color in independent school Headships have powerful implications for future generations of children.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Channel Islands
- Department:
- Education
- Creator:
- Rodriguez, Ana, Kinsey, Gary, and Babb, Michael
- Description:
- The purpose of my project is to increase parental involvement by providing information about the English Language Development (ELD) Program in the Santa Paula Elementary School District, discussing different techniques to help young children develop language, and demonstrating different techniques that parents can use at home to help young children develop number sense. I hope that my project will help parents gain an understanding of the ELD program and learn skills so they can provide a rich home environment where language development is facilitated by daily family interaction. In addition, I hope to guide parents on the acquisition of simple mathematical techniques which they can use to support their children's development of number sense. The following questions will guide me in the development of two workshops for parents: 1. What is parental involvement, and what is its significance according to educational researchers? 2. What sections of the Intensive English ELD program can parents use at home to help their children develop language? 3. What are some techniques or exercises which parents can practice at home with their kindergarten or first grade children to develop number sense?
- Resource Type:
- Thesis
- Campus Tesim:
- Channel Islands
- Department:
- Education
- Creator:
- Davidson, Euan, Kinsey, Gary, and Martinez, James
- Description:
- On any given school day, about seven thousand students drop out of school in the United States. That calculates to be approximately 1 point 3 million students a year that fail to get a high school diploma, thus condemning them to a life that in most instances, promises them lower salaries and a higher incarceration risk ("High School Dropouts in America," n. d.). Each drop out case has its own conditions and circumstances that caused the given individual to drop out of school. Teen pregnancy, marriage, poor grades, a conflicting teacher relationship, and poverty, are all common reasons why students make the decision to leave school early ("The School Dropout Crisis", 2006). Studies show that by middle school, poor academic performance and a lack of motivation, challenges, and engagement are strong predictors of whether or not a student will drop out of high school in the future (Kennelly and Monrad, 2007). For some, being an English Language Learner can also be seen as a predictor. A 2011 California Department of Education News Release cited a 56 point 3 percent graduation rate of English language learners in 2010. That equates to just under half of the potential English language learner graduates dropping out of school. As an educator, I find this drop- out rate among English language learners to be very disturbing, so drastic action needs to be taken to prevent further youth from following the trend. The purpose of this study is to document the effects of Kagan cooperative learning activities on the engagement and academic achievement of English learners of different language proficiency levels, in an elementary school setting.
- Resource Type:
- Thesis
- Campus Tesim:
- Channel Islands
- Department:
- Education