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- Creator:
- Wu, Loan
- Description:
- In the state of California, new teachers have two years to complete Beginning Teacher Support and Assessment (BTSA) through a university or a school district. Many districts opt to run their own BTSA program because it gives them more power to insert the district’s vision and mission into the program. There are three BTSA mentoring models from which a district can choose to use in order to fulfill the state induction requirements. In the XYZ school district, they use full-time released teachers to serve as support providers to participating teachers. This case study researched to what degree participating teachers felt BTSA resources influenced their instructional practices for English learners (ELs). It is evident, based upon this study’s survey and interviews, that the 2012- 2013 teacher cohort in the XYZ school district felt the greatest impact BTSA had on their instructional strategies was attributable to their support provider. Additionally, they also felt that BTSA expectations, which included structured lessons, observations, reflections, and data gathering, influenced their instructional strategies regarding ELs. This research is important because it provides research that can be used to improve the EL resources provided for new teachers in the teacher induction program in XYZ District. District leaders can utilize the results to analyze ways to improve teacher induction programs to ensure teachers are being provided effective professional development to meet the needs of XYZ District’s large EL population.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Dorsey, Steven A.
- Description:
- The growth of online school programs has continued at a staggering rate in recent years as schools and districts try to offer a more personalized educational experience to meet the needs of their diverse student populations. The need for administrators to lead these unique environments is growing in concert. Research in the area of online school programs is in its infancy, and further study is needed. The purpose of this case study was to explore the unique nature of the online learning environment in a public school district and the leadership qualities needed to navigate the ever-changing landscape. This single case study of an online school program run by a Southern California public school district as a dependent charter was the basis of the investigation. There were three prevalent themes to arise from the research. The first was the need for innovative leadership skills in the environment. The second theme was that of the varied demands from local districts and an expanding range of responsibilities. The third theme addressed the culture and flexibility fostered in the online environment Several areas were identified as possible subjects for further research. First, the teacher evaluation system needs to be addressed, as the current evaluation system focuses on teachers in brick-and-mortar learning environments. The next potential subject is the exploration of innovation and of changing responsibilities to ensure a successful implementation of online learning programs. Finally, research into the challenges of administrative credentialing will help to ensure we are preparing young administrators to handle leadership in an online and blended learning environment.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Vorhies, Cara
- Description:
- This mixed methods study analyzes the emergence of a recent learning theory—heutagogy—and studies its relevance to classroom teachers in terms of 21st-century skills and the Common Core State Standards (CCSS). There is a lack of understanding within the field of P-12 education of the use of heutagogy as an educational orientation. Therefore, this study represents the perspectives of high school teachers regarding their educational orientation toward learning and teaching, and it attempts to explain the use, or lack of use, of heutagogical techniques by teachers in public, comprehensive high schools. In this explanatory sequential research study, survey data (N = 34) were first collected in a Southern California school district to explore educators’ educational orientations and then analyzed using descriptive statistics. Second, purposeful sampling from the survey data was used to write case profiles of three teachers with self-reported orientations consistent with each of three learning theories: pedagogy, andragogy, and heutagogy. The use of semistructured interviews and document review further enhanced the researcher’s understanding of teachers’ use of learning theories in their own classrooms and how educators perceived their readiness and execution of the CCSS. Overall, the quantitative research found that teachers in the district under study generally fell within the spectrum of high pedagogy to high andragogy; no teacher was found to be primarily linked with heutagogy. Teachers within the school district were found to be comparable in terms of educational theories, mostly aligning within the range of andragogy. Qualitative results indicate a need for the school district to encourage and support teacher efforts; recognize educators as learners and as professionals; adopt long-term professional development, especially in 21st century skills; and legitimize new learning theories to avoid fixed habits in administrators and educators. Although the limited sample size prevented forming conclusions about all teachers in the district, the findings suggest a progressive direction for the district. Educators reported relative alignment with andragogy and movement toward heutagogical practice, which may have a positive impact on the execution of the CCSS, possibly resulting in higher levels of student achievement and equitable student outcomes.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Nakagawa, Futoshi
- Description:
- The purpose of this study was to understand the experiences of students who were nearing completion of the noncredit ESL class sequence offered at their institutions and to examine how and if their experiences influenced their decision-making process regarding their goals for the future. This exploratory qualitative study used tenets of constructivist grounded theory in the data analysis process. The effect on family weighs heavily on the decision-making process was the overarching theme found in this study. In addition, the four themes that interacted with this overarching theme were: (a) enrollment in classes stems from situations participants face that require improved language skills in the target language; (b) a family element exists within decisions surrounding employment; (c) family obligations supersede the decision to enroll in classes: class schedules are a key factor; (d) participants recalibrate their educational and life aspirations through classroom experiences. This study offers insights for educational leaders by examining the similar undercurrents that exist among adult learners and their decision-making process. This information can help inform new ways in which classrooms provide an environment that not only delivers language instruction but also offers support for challenges and circumstances that adult learners encounter in their day-to-day lives.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Wynants, Shelli A.
- Description:
- In higher education, the population of students with disabilities has more than tripled in the last three decades; however, they continue to have low rates of persistence, retention, and degree completion (National Council of Disability, 2003; Wagner, Newman, Cameto, Levine, & Garza, 2006). Faculty play a critical role in the success of students with disabilities but many lack an understanding of these students’ needs and of inclusive instructional strategies to enhance their success (Burgstahler & Moore, 2009). The purpose of this mixed methods study was to investigate the impact of an online disability awareness program on college faculty’s knowledge, attitudes, and application. The four research questions that guided the study investigated (a) the differences in participants’ knowledge of and attitudes toward students with disabilities prior to and after completion of the online program; (b) how participants’ pretest and posttest knowledge and attitudes toward students with disabilities differ by faculty demographics; (c) how faculty describe their experience in the program, including their intentions to incorporate their learning into their teaching practices and interactions with students; and (d) how the themes that emerge from the qualitative data can provide a deeper understanding of the quantitative knowledge and attitude impact of the program on faculty. The study followed a sequential, transformative mixed methods design consisting of three phases. In the first phase, 38 faculty members completed a survey measuring attitudes toward and knowledge of students with disabilities, both before and after completing an online disability awareness program. Quantitative results indicated both attitudes and knowledge significantly improved from pretest to posttest. In the second qualitative phase, 10 faculty participants were interviewed. Analysis of the qualitative findings led to the identification of three themes in regard to the impact of the program on faculty pedagogy and two themes related to practical issues of online professional development. The third meta-analysis phase of the study found four convergences supporting the overall positive impact of the program and two divergences related to faculty demographic characteristics. Interpretations of these findings along with their implications for policy, theory, practice, and future research are discussed.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Geddes, Amanda C.
- Description:
- Newcomers to America bring with them unique cultures, values, customs, and languages. Although accepted and welcomed, these newcomers are expected to assimilate into the American way of life, and learning English is part of that assimilation. The effects of this continued flow of newcomers to America on public education are broadly evident. With increasing numbers of newcomers comes the need to adjust laws and teacher expectations for instructing students in English. California Senate Bill 2042 (SB 2042) is one example of a shift in policy with a goal of better preparing teachers to instruct English Language Learners (ELLs). Passed in 1998, SB 2042 mandated the Crosscultural, Language, and Academic Development Certificate be embedded in the base credential. This resulted in teachers credentialed in1998 and later being trained in effective English language development (ELD) strategies prior to entering the classroom. This mixed methods dissertation investigates teachers’ perceptions of their preparation for teaching ELLs by comparing pre- and post-SB 2042 credentialed teachers’ perceptions of their adequacy in using effective ELD strategies for teaching ELLs. In the past, preservice teachers primarily received subject matter instruction and direct teaching in classroom management (McDonald et al., 2011). The focus on ELL support was lacking and, in some cases, absent completely. Because of the passage of SB 2042, instruction in the effective use of ELD strategies for teaching ELLs is increasingly promoted and mandated in teacher preparatory programs. In response to the growing ELL population, teacher preparatory programs continue offering ELD strategies in their coursework. Although some studies have addressed the infusion of ELD strategies in teacher preparatory programs, gaps still remain in the current literature pertaining to teacher perceptions of their own preparation for teaching ELLs. The problem this study addressed was the variation in training that teachers receive in effective ELD strategies for teaching ELLs.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Adebayo-ige, Morenike V.
- Description:
- Many immigrant Nigerian women make the life changing decision to study in American higher education institutions in order to empower and improve their socio-economic status (Ojo, 2009). However, there is a paucity of research on immigrant African women and even more lacking are studies on immigrant Nigerian women. The few available studies on immigrant African women homogenized immigrant African women by painting them as a monolithic group, thereby overlooking the uniqueness of specific women from diverse African groups (Belenky, Clinchy, Goldberger and Tarule’s, 1986; Ogundipe-Leslie, 1994). As a result, the voices of immigrant Nigerian women are absent. Thus, the aim of this study was to fill a gap in literature concerning immigrant to project the voices of Nigerian women by exploring their experiences in American higher education institutions. This study examined factors that influenced participants’ educational success, the effects of higher education attainment on their lives, and the coping strategies they employed in navigating their pathways through American colleges and universities. Utilizing a narrative approach and Ogundipe-Leslie’s (1994) African feminism and Social Transformation Including Women in Africa (STIWA) as a framework, the findings revealed that immigrant Nigerian women’s success was influenced by support from families, peers, church (spirituality), and their self-determination. In addition, findings showed that participation in higher education resulted in financial stability and increased self-esteem/voice and a positive influence on others, as well as confrontation with discrimination. Participants cultivated various coping strategies, such as faith in God and focusing on their educational goal. The study concludes with recommendations for policy makers, educational leaders and faculty to embrace diversity by being more culturally sensitive to the needs of immigrant students and to hire more faculty of color to create a more equitable and inclusive teaching and learning environments (Bensimon, 2007; Jones & Jones, 2008; Turner, Gonzalez and Wood, 2008).
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Yocum Gaffney, Deann
- Description:
- Few qualitative studies exist about college students with mental health challenges and how they succeed and persist in college. Previous studies of college students with mental health challenges have largely been conducted using quantitative measures. To respond to this gap in the literature, this qualitative study explored how college juniors and seniors with a previously diagnosed mental disorder were able to persist and succeed toward degree completion. This research makes available an increased understanding of the common experiences of academically successful college students with mental health challenges and an emergent theory about their success. This qualitative inquiry, which referenced constructivism and pragmatism as its underpinnings, used grounded theory methodology to develop a deeper understanding of the participants’ experiences. Twenty-four participants were identified through convenience and purposive sampling. Each participant was enrolled in an undergraduate program at a private university in the Western United States, self-identified as having been diagnosed with a mental health challenge, had completed at least 60 academic units, and had maintained a G.P.A. of 2.0. Participants were challenged by varied mental health diagnoses, including anxiety, depression, bi-polar disorder, obsessive compulsive disorder, post-traumatic stress disorder, addiction, autism spectrum disorder, attention deficit disorder, traumatic brain injury, and eating disorders. Participants submitted responses to an on-line survey, were interviewed in person, and were invited to submit post interview journals. The data were collected through all the methods described but predominately through semi-structured interviews. Data analysis generated six themes, which formed an emergent theory that explored the lived experiences of college students with mental health challenges. The six themes were: the common experiences of students with mental health challenge, the role of relationships, campus integration, mental health identity, the role of campus services, and self-care. The grounded theory that emerged from this inquiry offers a model for understanding how college students with mental health challenges are able to persist and succeed. The findings suggest key information about the persistence of college students with mental health challenges and provides vital recommendations for students, faculty, and staff about how to best support student success and create of more inclusive educational communities.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Briggerman, Robert Starwalt
- Description:
- This study explored the effectiveness of a unique math intervention program in a local school district in Orange County, California in terms of academic achievement and student perceptions about their math abilities as a result of their experiences in the program. As the predominate instructional approach, the program provided students with constructivist learning strategies to align with the Common Core State Standards and to strengthen their conceptual understanding of mathematics content. Two summative, end of course exams were given to this group and to a comparable group at another middle school that received a more traditional instructional approach as their primary instructional focus. The second group received instruction with emphasis on algorithmic problem solving steps and memorization of rules and mathematical procedures. Exams were administered mid way through the year and at the end of the year. Results were compared between the groups at each admission and on their overall growth from one administration to the next. Results between the groups were non-significant, perhaps due to the small sample size and uneven comparison groups. Although somewhat close, non-parametric measurements did not reveal significant findings. In a second, qualitative phase of the study, six students, three from each program, completed a rich interview protocol. The purpose was to gather student perceptual changes regarding their math ability as a result of the two different intervention programs. Themed responses in the areas of math anxiety, math self-concept, and math self- efficacy revealed improvements in overall student perceptions about their math ability in both intervention programs. A study with a larger, more even sample size might lead to significant findings. Practitioners, researchers, and policy makers might use the findings of this study to explore and implement additional intervention strategies for struggling math students.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Nieto, David
- Description:
- Middle school student academic achievement is interconnected with social and emotional developmental and learning. Social and emotional development and learning center on academic and social skills, such as managing emotions, goal setting, establishing positive peer and adult relationships, and solving interpersonal problems. The American education system has progressively become more standardized. The problem this study addresses is the challenge middle schools face in meeting adolescent social–emotional developmental needs while meeting federal, state, and local mandated achievement benchmarks. The purpose of this case study evaluation research was to provide a formative evaluation on the social and emotional learning strategies within Response to Intervention (RtI) and their impact on student achievement as measured by (a) standardized assessments, (b) school climate, (c) attendance rates, and (d) discipline rates at one middle school in Los Angeles County, California. Primary data sets are from school years 2010–2015. Data demonstrated that academic achievement rose steadily throughout the implementation of RtI. The results of this study are encouraging for educational professionals and those interested in the effects of social and emotional learning strategies on student achievement. The recommendations serve to strength the RtI structure and iv practices. The recommendations identify best practices in the implementation and improvements to the delivery model. RtI will continue to be a delivery structure that provides students with supports and intervention where all students can be successful.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership