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Filtering by: Campus Fullerton Department Department of Educational Leadership

1. Participating Teachers' Perceptions of Btsa on Instructional Practices for English Learners

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

2. Innovative Leadership Study of an Online School Implementation Within a Public School District Program.

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

3. Educators' Orientations to Teaching and Learning Within Changing Educational Paradigms: A Mixed Methods Study.

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

4. The Decision-making Process of Adult Learners Who Are Nearing Completion of their Institution's Noncredit Esl Sequence

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

5. The Impact of an Online Disability Awareness Program on College Faculty Knowledge, Attitudes, and Applications: A Mixed Methods Study

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

6. Teacher Perceptions of their Preparation in Teaching English Language Learners: A Mixed Methods Study.

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

7. Immigrant Nigerian Women and Formal Education: Exploring their Narratives in American Higher Education Institutions.

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

8. It Cuts Both Ways: Supporting the Success of College Students with Mental Health Challenges. a Grounded Theory Analysis

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

9. Middle School Math Intervention in the Local Unified School District: Using Constructivist Strategies to Support Struggling Learners

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

10. The Social and Emotional Supports Within Response to Intervention and their Effect on Middle School Student Achievement: A Case Study Evaluation.

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

11. Career Perspectives: African American Community College Presidents' Leadership Development through Grow-your-own (gyo) Leadership Programs.

Creator:: Robinson, Kenneth I.
Description:: Community colleges throughout the United States are facing an impending leadership gap and a critical shortage of experienced administrators. This is primarily due to the imminent retirement of college presidents, senior administrators, and faculty within the next 10 years (Shultz, 2001; Tekle, 2012; Vaughn, 2001). As community colleges nationwide face the impending leadership gap, research suggests that these retirements could possibly have a disproportionate impact on the number of African American presidents and CEOs (Boggs, 2003). Findings of the American Association of Community Colleges (AACC) 2013 report suggest that Grow-Your-Own (GYO) leadership programs have emerged as a valuable and effective strategy to address the shortage of pipeline candidates for future leadership positions. While a robust body of literature describes the need for GYO leadership programs (Benard, 2012; Focht, 2010; Jeandron, 2006; Scott & Sanders-McBryde, 2012), few studies have comprehensively examined how African American college presidents and CEOs who have participated in a GYO leadership program describe (a) their career advancement, (b) the aspects of a GYO program which contributed most to their career success, (c) the impact of GYO program participation had on their iv leadership practices, and (d) the leadership competencies presidents and CEOs feel were most crucial to their career success. The purpose of this exploratory descriptive study was to identify why and how African American presidents were successful and what aspects of a GYO program contributed most to their career success.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

12. Dream Keepers: Faculty and Staff Validation, a Key to Creating Academic Achievement for Black Males At Community Colleges.

Creator:: King, Tina M.
Description:: Black males have faced animosity in society, causing them to feel little sense of belonging. Our educational systems are microcosms of the unjust social practices these men have faced. The impetus for this study arose from a desire to explore the important role that faculty and staff attitudes and practices play in fostering a sense of belonging for Black males at community colleges. This study also sought to identify whether faculty and staff validation, faculty-student engagement, and the sense of belonging predicted academic success in terms of increased GPA rates and credits/units earned for these men. This study’s goal was to help community college educators play an integral role in helping Black males keep their dream alive by creating a blueprint, or framework that promote, support, and institutionalize their educational attainment. The study used a portion of the 2013-2015 Community College Survey of Men (CCSM) data (N = 590) collected by The Minority Male Community College Collaborative (M2C3) research center. A hierarchical linear regression was performed to test the path analysis model in the study. The path analysis identified the influence of faculty and staff validation and faculty-student engagement on the sense of belonging, while controlling for background characteristics. This study proposed to measure three variables—faculty and staff validation, faculty-student engagement, and sense of belonging—as independent variables to determine the significance of their impact on academic success outcomes, GPA rates, and credits/units iv earned. “Sense of belonging” did not have a linear relationship with credits/units earned, therefore it was removed from the second part of the study’s analyses. To summarize the findings, faculty and staff validation and faculty and student engagement impacted the sense of belonging for Black males at community colleges. Faculty and staff validation was the strongest predictor of credits/units earned. The findings suggest that Black male sense of belonging and an increase in credits/units earned are significantly influenced by the validation received from college faculty and staff. It is in this role, taking these specific actions, that faculty and staff at community colleges can help keep the dreams, goals, and aspirations of Black males a priority.
Resource Type:: Masters Thesis
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

13. Adt Cohorts-what Keeps Them from Working: a Mixed Methods Approach.

Creator:: Jones, Nancy S.
Description:: The purpose of this explanatory parallel mixed methods study was to identify the perceived barriers and success strategies that students experience when pursuing a California associate degree for transfer (ADT). Quantitative data about students enrolled in the ADT cohort was retrieved from the district data management system and the qualitative information was gathered through focus group discussions. Findings of this study highlighted success strategies that students identified as important. These included counseling (education plans), help with registration, staff that helps to keep them engaged, guaranteed classes, cohorts, and a sense of community. The barriers they identified were lack of services, such as timely access to a counselor; the scarcity of innovative teaching strategies, and the ability of the institution to accommodate students who needed to step out of the strict educational plan pathway either to take a remedial or prerequisite class or for personal reasons. For students who had left the program, 50% had to take a remedial or prerequisite class and could not rejoin the cohort group after completing that class. When the students did reengage in their education, they continued with the educational plan developed as part of the cohort and were making progress towards graduation. As a result of the findings, four recommendations were made, including: reviewing and updating the Master Plan of Higher Education in California (1960), iv creating a college-wide cohort learning community for all disciplines; developing a pathway for non-traditional students who may be working, attending colleges on a part-time basis, or who need additional refresher or remedial course work; and a call for further research into policies, practices, and procedures to transform the culture of colleges into an environment that fosters success at every level.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

14. Let Them Sing: Responsive Resiliency and Performing Arts Participation in a Southern California Junior High

Creator:: Smith, Kathleen L.
Description:: This mixed methods study asked junior high students enrolled in performing arts electives, as well as those not enrolled in performing arts, to selfreport gains in overall resiliency levels through both quantitative and qualitative measures. Questions on both Likert surveys and interviews were aimed at addressing targeted resiliency related skills and/or characteristics including: independence, insight, initiative, and relationship building. In total, 137 students completed surveys at the beginning and end of a semester at the Southern California junior high school. In addition, nine students participated in interviews during the last 2 weeks of the semester. Though variances in pre- and postintervention surveys were insignificant, interview transcripts revealed common themes amongst students. These findings support the notion that participation in performing arts may be a protective factor and may provide some defense against those influences that negatively impact student success. Bolstering student resiliency at the junior high level may make students better able to cope with adversity throughout high school and beyond.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

15. Student Success: A Mixed Methods Study of Noncredit to Credit Transitions

Creator:: Hubbard, Vaniethia
Description:: The essential focus of community colleges is to produce highly skilled workers to compete globally, but this goal cannot be accomplished with a singular emphasis on credit instruction. Although noncredit courses and certificates create a pathway to credit instruction, the role of noncredit instruction as a conduit for student success is often the neglected part of the community college mission. Therefore, the purpose of this mixed methods study was to determine (a) the extent to which noncredit instruction contributed to degree and certificate attainment for California community college students and (b) in what ways noncredit instruction affected student progress toward educational goals. Using a convergent mixed method design, this study examined whether California community college students who began in noncredit programs and transitioned to credit courses reached their academic goals and thereby contributed to certificate and degree completion rates. The quantitative findings revealed the student characteristics by gender, ethnicity, language, enrollment in credit, and completion of credit certificate or degree. The findings further revealed that 23.5% of the noncredit transition students enrolled in one of the credit campuses within the district, while far fewer noncredit students (1.3%) completed a certificate or degree. Analysis of the qualitative data obtained through a focus group interview with 10 students revealed that participants were generally pleased with their noncredit educational iv experience, describing noncredit education as a flexible, active learning community. Qualitative results identified several emerging themes in relation to noncredit students who transitioned to credit institutions, including that noncredit instruction creates a pathway to credit opportunities, builds confidence, provides a climate of support, and improves academic skills. The mixed method analysis identified effective noncredit strategies that support noncredit students’ successful transition to credit instruction. Interpretations of the findings were discussed, followed by implications pertaining to policy, practice, and future research, and finally recommendations.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

16. Quantitative Study Examining Santa Ana College's Impact on Academic Achievement in Relation to the Redesign of the Developmental Math Pathway

Creator:: Kennedy, James
Description:: This quantitative study conducted an evaluation of the effectiveness of the redesign of the Santa Ana College developmental math pathway. Student performance in developmental math has been less than satisfactory, and most students who start the developmental math pathway do not complete it. Improving developmental math completion rates is an important area of study that could lead to significant societal benefits. The Santa Ana College math redesign model (RD model) accelerated the curriculum by creating two pathways that combined two courses into one course, with computer-aided instruction and directed educational planning. One pathway was designed specifically for business, science, technology, engineering, and math (BSTEM) majors, and a separate pathway was created for social science and liberal arts majors (SLAM). This study documented that students who went through RD model developmental pathways were 52% (for BSTEM) and 66% (for SLAM) more likely to complete the developmental math pathway in one year. The study also showed that students who went through the RD model performed 33% better in transfer math course completion than students who went through the traditional model. The study found that the RD model led to significant improvement for Hispanic students in these same factors. These results were derived using SPSS software to run chi-square, one-way ANOVA, and independent samples t test statistical processes to provide significant findings at the .05 confidence level. iv Based upon the literature review and the documented success of the Santa Ana College redesign effort, this study concluded by making the following three recommendations for policy and practice. First, developmental education requires dedicated funding streams that support the faculty in the development of the redesign curriculum and support students as they work through developmental education pathways. Second, redesign should be based on student data from the local institution, community need, and demographic trends, and any institution that has not gone through this process for its developmental math pathway should embark on this effort immediately. Third, institutions that have redesigned pathways should assess pathways for disproportionate outcomes and address any gaps that are found.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

17. Exploring the Pathways Females Take to Technology Management in K-12 Public School Districts.

Creator:: Paulson, Patricia
Description:: The problem addressed by this qualitative multiple case study was the underrepresentation of women in information technology (IT) management positions, referred to as technology director, in public school districts. Literature in the research review in educational leadership, female career choice in IT, and women working in IT revealed factors impacting female career choice and career progression in IT, as well as in education management. The theoretical framework in this study was based on the individual differences theory of gender and IT as defined by Trauth (2012). Emergent themes in findings were family responsibilities impacting career decisions, experiences that developed passions about using technology to improve learning, educational leadership interests, self-identification as a techie or an educator, early experiences that shaped career choices, communication abilities contributing to success, networking and being asked to apply helping career progression, and challenges of working in a male-dominated environment. This study found commonalities among seven women who successfully pursued the technology director role in a public school district. Key work experiences leading to the technology director position included technology management, education management, teacher training, and technical support. Further research on female technology directors is needed to broaden the perspective on the unique challenges of the position and to further define a career path to the position.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

18. Chinese Study-abroad Students' Perceptions of Prior English-learning Experiences

Creator:: Shen, Xiaoxu Vivienne
Description:: Internationalization in higher education has enabled an increasing number of Chinese students to study abroad in English-speaking countries. Although these students and their families invested heavily in study-abroad opportunities, limited English proficiency may restrict students from taking full advantage of their study-abroad experience. This study employed a qualitative research method to examine Chinese study-abroad students’ perceptions of their prior English-learning experience in China and how it contributed to or limited their study-abroad experience. Ten Chinese international students studying at California State University, Fullerton were interviewed to share their perceptions of their English-learning experience in China. Findings suggested that Chinese students who participated in this study commonly perceived English education they received in China as test-oriented education. The learning strategies they used served the purpose of preparing them to pass tests but not to use the language in a study-abroad setting. Students sought additional English-learning opportunities on their own to bridge the gap between language skills they learned in school and those they later needed for study-abroad. The background and skills of English teachers were other influential factors that students identified. In addition, English exposure was believed to be very beneficial for future study-abroad students, but resources on language iv exposure in current schools were limited. In general, the test-oriented English education model in Chinese schools equipped students with language comprehension skills, but the communication skills that are crucial for studyabroad students were lacking in most regular K-12 classrooms in China, according to the respondents in this study
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

19. The Influence of Progress Monitoring Data Presentations on Educators' Decision-making during the Rti Process

Creator:: Mercado, Anthony D.
Description:: The quantitative study will address the problem related to the use of progress monitoring (PM) data during the Response to Intervention process. Specifically, how the presentation of PM data can influence decision-making when referring a student for special education evaluations. The researcher hypothesizes that how data are presented to educators, in a graph or table, will influence the decision and confidence when making referrals for special education evaluations. An experimental design was created via an online survey to investigate the researcher’s hypotheses. Findings indicate significant differences in decision-making between presentations of PM tables and graphs. Participants were less likely to refer responding students for a special education evaluation when presented with a graph of PM data versus a table representation. Additionally, differences in confidence in decisions were not found when presented with a graph or table of the responder and nonresponder conditions. Furthermore, exposure to PM graphs or tables and gender were predictors in the likelihood for educators to refer. The current study was used as an evaluation of need for educational communities. Professional development and professional learning communities were recommended to support implementation and sustainability of using graphical presentations of PM data when making decisions to refer a student for a special education evaluation.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

20. Effect of Culturally Relevant Pedagogy on Latino Students' Engagement and Content Mastery on States of Matter Unit in Physical Science.

Creator:: Cao, Jennifer
Description:: This research, in response to the lack of empirical evidence of the impact of culturally relevant pedagogy (CRP) on Latino students in science education, examined the effect CRP on Latino students’ engagement and content mastery. Quantitative research was conducted with a treatment group that received an intervention unit on states of matter with CRP approaches and a comparison group that did not receive the intervention. The sample comprised approximately 189 eighth-grade students from a Southern Californian middle school. The research findings reveal that CRP approaches had a statistically significant positive effect on student engagement of all ethnic groups in this study, particularly Latino students, while CRP approaches had a statistically significant negative effect on Latino students’ content mastery. Three recommendations result from this study, including professional development of CRP for educators, professional development of CRP for educational leaders, and using CRP to address multiculturalism.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

21. A Quantitative Study of the Student Transfer Achievement Reform Act in California and Its Effect on Student Success

Creator:: Hackbarth, Joseph
Description:: The purpose of this study was to identify whether the Student Transfer Achievement Reform Act enacted through Senate Bill 1440 had a positive influence on transfer students at a California State University campus. It compared and contrasted the similarities and differences among students admitted to the university as both traditional transfer students and those admitted under the Student Transfer Achievement Reform Act (SB1440). A traditional transfer student, for the purposes of this study. was defined as any upper division student transferring with a minimum of 60 units who did not earn an associate degree for transfer (ADT). This study closely followed Thomas’ (2012) research on bachelor’s degree completion and the Associate of Applied Science (A.A.S). Similar to the ADT in California, the A.A.S. was an alternative transfer pathway into the public university system in Iowa. While the A.A.S. study had the benefit of data from a mature transfer pathway, this was not the case with the California ADT. The effectiveness of the California program has not yet been determined up to this point. The guiding question that drove this study was whether the ADT pathway was a viable method for achieving higher levels of student admissions and, ultimately, degree completion. Two distinct groups of transfer students derived from the data examined included: traditional transfer (non-ADT) and transfers iv with the ADT. The ADT, through quantitative analysis, has shown promise in terms of shortening the time to graduate, increasing graduation means, and narrowing the achievement gaps between student groups.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

22. Dance and Lead: An Artistic Journey to Leadership

Creator:: Green, Chanel S.
Description:: The purpose of this qualitative phenomenological study is to understand how dance, dramaturgy, aesthetic, and somatic practices are manifested in the daily work of educational leaders in dance. The study explored the art of leadership by investigating the experiences of dance educational leaders. It examined how dance, dramaturgy, somatic practices, and aesthetic knowledge influenced their leadership development. The participants for the study have five or more years in educational leadership in dance, affiliation at a university, or affiliation with a leadership organization, and at least ten years of professional dance experience. Participants shared their experience through one-on-one semi-structured interviews. Observations of each of the participants were also conducted that demonstrated how dance, dramaturgy, aesthetics, or somatic practices could be applied to leadership. The findings indicated that leadership skills can be developed from dance experience. Based on the data from the interviews and observations, leadership is an art and knowledge and experience in dance can be applied to leadership and leadership education. Findings also revealed the importance of somatic practices and the importance of leaders being in touch with their bodies and practicing somatic or embodied practices. Dance forms and artistic methods are beneficial to leadership.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

23. How Do Chinese K-12 Principals' Understanding of Instructional Leadership Change After Participation in a Professional Development Program in the U.s.

Creator:: Tan, Ying Candy
Description:: This study will explore the shifting of Chinese K-12 principals’ understanding of instructional leadership after participating in a professional development (PD) program at an American university. China’s recent educational reform requires school principals to further develop their instructional leadership skills in order to better implement new policies. A qualitative research method has been used in this study. Pre-program interviews and post-program interviews provided the comparison between participants’ baseline understanding and new understanding of instructional leadership. This research is important and will make a significant contribution to educational leadership because there is minimal research that examines PD programs for international participants. This study fills a gap in the literature by exploring Chinese principals’ understanding of instructional leadership before and after attending the PD program hosted by an American university. Thus, it will provide suggestions for both Chinese K-12 principals and American universities in terms of the improvement of future PD programs.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

24. Hip-hop Culture and Critically Conscious Non-collegian Black Men: A Phenomenological Study Based in Urban Los Angeles, California

Creator:: Carter, Dione M.
Description:: This study looks at different drug arrest patterns. While extensive research has been done on crime and drug mapping, very little has been done on drug arrests as a whole and even less has been done on specific drug types. This study addresses the following questions: are all drugs arrests located in the same part of the city? Has there been a spatial and or temporal trend in each type of drug arrest? In addition, this study will explore several different spatial statistical methods to determine if any one method is more appropriate for each type of drug, and if there are any temporal trends that might be apparent for each drug. San Francisco was picked as a case study city because of its cultural association with drugs, its dramatic economic change over the past 15 years and its accessibility of crime data. The results indicate that most drug arrests happen at the same times and in the same place in the city with little variation. Marijuana is the only drug that has a significantly different spatial pattern. Each test used produced the same results and it is appropriate to use each in further analysis. Further research is needed to determine what some of the causes might be and what methods could possibly best measure the factors that influence drug activity in the city of San Francisco.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

25. Response to intervention: A personnel problem

Creator:: Brown, Megan Elsten
Description:: The purpose of this study was to examine whether the key personnel are in place for effective implementation of the core components of Response to Intervention in a prototypical elementary school. This is a qualitative study using responsive interviews and artifact collection. The key findings were that two sites were fully implementing RtI and two were implementing some of the core components of RtI. The sites with full implementation had support teachers and extensive professional development on RtI. The key findings concluded that three key factors relating to complete implementation at the sites include adequate staffing of support teachers, access to time to collaboratively engage in data-based decision making, and high-quality on-going professional development.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

26. Leaving So Soon? the Attrition of Asian Pacific Islander Entry-level Student Affairs Professionals

Creator:: Nguyen, Julie Phuong
Description:: This qualitative phenomenological study explored the attrition of 12 Asian Pacific Islander (API) entry-level student affairs professionals and how they made the decision to exit the field. the participants worked between two to five years full-time in an entry-level student affairs position and had a master’s degree in higher education or related field. on average, the participants worked three and a half years in the field of student affairs. Two participants identified as male, and ten participants identified as female. They ranged in age from 26 to 40 years old and varied in API ethnicity as well as generation status. Using the surprise and sense making theory (Louis, 1980) as the theoretical and conceptual framework, the study uncovered how the participants navigated the changes, contrasts, and surprises in their entry-level student affairs positions and made sense of their job experiences. the participants stated long hours, unsupportive supervisors, and unchallenging work as factors contributing to attrition, which have also been found in scholarly literature. Moreover, some participants shared that they left the field due to their family roles and obligations, which adds to the current literature. the participants stated how the API cultural values of familial piety, respect for elders, and harmony influenced their decision of leaving the field. No prior attrition studies focused specifically on the experiences of API entry-level professionals and how API cultural values can influence the decision-making process of leaving the student affairs profession. the attrition of API entry-level student affairs professionals should be seen as an important issue especially among supervisors of API entry-level student affairs professionals, graduate program administrators and faculty, and student affairs professionals. Recommendations include education for supervisors, graduate program curricula, and professional development opportunities. This study provided insight on the attrition of API entry-level student affairs professionals. the participants shared the changes, contrasts, and surprises they faced in their job positions and how they utilized their API cultural values to make sense of the experiences and determine their actions and behaviors. Over time, the participants felt that working in student affairs was no longer a good fit.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

27. The Impact of Participation in Theatre Arts on the Social Skills Development of Students with Significant Cognitive Disabilties

Creator:: Rivas, Rachael A.
Description:: The purpose of this qualitative study was to explore the possible impact of participation in theatre arts on the social skills development of students with significant cognitive disabilities. The research found that participation in theatre arts had a positive impact on students with significant cognitive disabilities. The research looked at the close peer-to-peer interactions that take place in a theatre arts classroom that provided modeling for social skills development. The study found that students improved in the areas of general social skills development and in the area of social interactions. Finally, this study hopes to emphasize the importance of providing students with significant cognitive disabilities opportunities to interact with their typically-developing peers on a daily basis in an effort to improve their quality of life.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

28. Beyond the Cell: Former Incarceration and First Year College Success

Creator:: Turner-odom, Sabrena
Description:: Mass incarceration in America is likely responsible for the scarcity of men of color on community college campuses across the country. Incarceration rates in the U.S. have drastically increased over the past 30 years and a disproportionate number of inmates are men of color. When formerly incarcerated students arrive on community college campuses, their futures are at the mercy of institutions that at times have no knowledge of their previous experiences on the “school to prison pipeline” and their incarceration. This study illuminates the strengths and assets that formerly incarcerated men of color bring with them to community college campuses and highlights how their perceived strengths support college success. The emergent themes discovered in the data analysis were inner strength, adaptability, rebirth, and peer influence and each are embedded with a crisis of trust and a desire for vulnerability that is interwoven throughout their stories. The data was collected from 27 formerly incarcerated men of color who have completed their first year of community college successfully in spite of their experiences on the school to prison pipeline that negatively impacted their ability to succeed at anything.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

29. A Phenomenological Study: African American Male Undergraduate Stem Majors

Creator:: Shields, Robert C.
Description:: The purpose of this phenomenological study was to understand and describe the experience of the undergraduate African American male STEM major at four-year higher education institutions where they are considered to be minority members of the student body. Critical race theory, Albert Bandura’s social learning theory, and John Ogbu’s theory of academic disengagement served as the theoretical foundation for the study. Findings from the study reveal that (a) parental influence and support has a significant impact on the experience of the African American male STEM major, (b) African American male STEM majors value connections with other Blacks, (c) African American male STEM majors endure racially unfair treatment both on and off-campus, and (d) African American male STEM majors place a high value on studying and socializing with students of different cultures. This study advocates for systems of support that will help to retain and successfully graduate African American males who are enrolled in STEM academic programs at U.S. colleges and universities. The study is also intended to impact higher education, at both the community college and university levels, and to provide insights that will help institutions develop policies and practices that will lead to increased academic success for underrepresented minority STEM majors in general and African American male STEM majors in particular.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

30. Aspiration to Attainment: Understanding African American Community College Students Pathway to Successful Transfer Readiness

Creator:: Dowd, Tyffany Y.
Description:: President Obama charged community colleges with a significant role in moving forward the nation’s college degree completion agenda. Community colleges offer a pathway to degree completion, which is transfer readiness. This qualitative study explored African American community college students’ perceptions of factors that contributed to transfer readiness. A strength-based approach was used for this study focusing upon capital, assets, institutional, and environmental best practices. Transformative–pragmatic philosophical perspectives and the theoretical underpinnings of Schlossberg, Waters and Goodman (1995) transition theory provided the framework for this study. The methodology consisted of an exploratory-descriptive design including student archival data, pre-questionnaire, and semi-structured interviews with 20 transfer ready African-American students (10 women and 10 men) enrolled at Santa Monica College during Fall 2015. Furthermore, the study sought to identify inclusive and equitable practices that support transfer readiness for African American community college students. Major findings included three non-cognitive strengths that AfricanAmerican community college students practiced, which included self-discipline “do or die mentality,” help seeking “investigative” skills, and self-motivation “resiliency.” Institutional agents, also known as transfer agents, such as instructional faculty and intrusive counseling faculty were critical to successful iv transfer preparation. Environmental influences were comprised of student lifelines-family support, peer support, high-touch ethnic base transfer program, Black Collegians, and Santa Monica College’s prestigious transfer culture, and diverse learning environment.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

31. Ab 540: Tuition Waiver Policy in California. How Student Affairs Professionals Influence Access for Undocumented Students

Creator:: Wang, Lynn Ji-lin
Description:: This study was an exploratory qualitative study examining the experiences of front-line student affairs professionals in admissions, financial aid, and Dream Resource Centers and their dilemmas in interpreting and implementing AB 540/AB 2000. Study participants shared their narratives on how they navigated through difficult conversations, irate students, institutional polices, and state legislation. Many times, front-line professionals in admissions, financial aid, and Dream Resource Centers are the first and only people who interact with undocumented students prior to the first day of class. Front-line professionals may be the make-it or break-it persons for undocumented students to realize their dreams of attaining post-secondary education. These professionals utilized their knowledge, resources, and networks to help students navigate the collegegoing process; however, campus policies and state and federal laws, departmental silos, lack of professional development, resources, guidance, personal experiences, and knowledge of the Dreamers population dictated the capacity to which they could help. With the delay in receiving guidance from management and institutions and the demand to serve a large number of students, front-line admissions and financial aid professionals found it difficult to exercise self-discretion, which resulted in diminished levels of care and attention.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

32. What Do Employers Want: A Mixed Methods Analysis of Workplace Communication Skills in Middle-skill Level Employees

Creator:: Griffin, April
Description:: The purpose of this sequential exploratory mixed methods study was to assist employers, the local economies, and California Community Colleges in identifying and defining what communication skills are necessary to be successful in a middle-skill level position. a Likert-type scale survey and focus group responses were used to determine what skills are important to middle-skill level employers, managers, and/or supervisors. Participants identified (a) communicating information effectively, (b) listening thoughtfully and carefully, and (c) communicating effectively in stressful situations as most important to job success. Focus group responses provided comprehensive definitions including the types of communication used, the nonverbal components, and the organizational influence on communication. the definitions can be used to assist in the creation and revision of communication course curriculum to better reflect the needs of a student population who may not necessarily complete a degree. Further, these findings will help California Community Colleges meet the needs of the local economy in regard to communication skills. These findings reinforce the mission and vision of California Community Colleges. Additionally, these findings argue that community colleges should look beyond completion as a measurement for success and instead look back to the California Master Plan to meet the needs of all students entering the California Community Colleges.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

33. Equity in Transfer for Career and Technical Education Students in the California Commnunity College System

Creator:: Wolzinger, Renah
Description:: The purpose of this quantitative study was to examine the Associate Degree for Transfer (ADT) program in CTE areas, and identify the ways a CTE pathway contributes to transfer readiness in the California community colleges. the study sought to inform practitioners on student equity associated with ADTs in a CTE area, and the impact to CTE students in their ability to transfer in their area of interest. to see whether underrepresented students are proportionally enrolled in pathways that lead to transfer readiness and that lead to timely transfer readiness, a chi-square analysis was conducted. the pathways in order of strongest effect of underrepresented students enrolling at a higher rate than expected were Public and Protective Services, Engineering and Industrial Technology, Family and Consumer Science, and Education. the pathways in order of strongest effect of underrepresented students enrolling at a lower rate than expected were Business Management, Health, Information Technology, and Agriculture. the study found that underrepresented students are overrepresented in pathways that do not lead to transfer readiness. There is a lack of adequate pathways for CTE students to prepare for transfer to the California State University system. the CTE pathways include a high number of underrepresented students, compounding the problem of equity in current transfer policy.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

34. The Impact of Instructional Coaching Paired with Implementation of Professional Learning Communities on Preschool Teacher Efficacy

Creator:: Ehrle, Diane
Description:: Quality early education and kindergarten readiness are now nationally recognized as indicators of future success. A growing body of research links quality preschool education to lifelong benefits, including greater likelihood of high school graduation, higher educational attainment, greater contribution to the community at large, and lower impact on social services, government healthcare programs, and the justice system. In order to equitably prepare preschool students for 21st-century learning at the elementary level and beyond, preschool teachers must be provided with highly effective, continuous, professional learning opportunities. Research related to what constitutes highly effective in-service professional supports for preschool educators is very limited. Preschool programs now have state and federal funds available to support research-based in-service professional learning, but educational leaders struggle with the decision of which professional learning supports will most effectively impact instructional quality. The problem that this mixed methods study addressed was identifying an effective approach to support preschool teachers in meeting increased demand for content knowledge and instructional expertise to enhance the quality of the preschool experience for our youngest learners. Quantitative and qualitative results showed that the professional learning system approach implemented in Orange County, California, which included instructional coaching coupled with Professional Learning Community implementation over the course of the 2015–2016 school year statistically increased teacher efficacy in instructional strategies and classroom management and the ability of teachers to engage students. A teachers’ self-efficacy survey and interview results indicated that, as a result of participating in the professional learning system, teachers demonstrate a greater ability to provide instructional and behavior supports to struggling students, to accurately assess and use data to drive student learning, and to provide individualized learning opportunities.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

35. The Impact of a Middle School Principal's Leadership on School Culture: A Case Study

Creator:: Lopez, George
Description:: The purpose of this qualitative case study was to analyze the impact of a middle school principal’s leadership on school culture. Working within an emerging conceptual framework, this study was grounded in four broad concepts: (a) school culture, (b) principal’s impact, (c) impacts of school culture; and (d) subcultures within school culture. the study took place at one middle school located in Southern California that was deemed negative based on teachers’, students’, and parents’ experiences. the study illuminated that the principal’s leadership was not the sole responsibility in the transformation of a negative school culture to a positive school culture. Data collection and analysis of interviews, observations, and document reviews yields other emerging themes, such as the role of teachers, parents, students, and subcultures contributing factors that either stifled or allowed the transformation of a negative school culture to a positive school culture. the study offers insight and foresight for practitioners, policymakers, doctoral students, and future researchers to learn how to transform a negative school culture to a positive school culture.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

36. Distributed Leadership in Elementary Schools: An Exploratory Multiple Case Study

Creator:: Valdez, Vidal
Description:: The purpose of this study was to explore distributed leadership and how leadership practices are actualized in three selected schools in Southern California. This qualitative, multiple case study used survey research and interviews to assess how distributed leadership was practiced in three selected elementary schools located within one school district in Southern California. The major findings of this study are (a) teacher leadership emerges from principal leadership and influences the way distributed leadership is practiced and experienced, (b) teachers view their school as a decentralized model as opposed to a distributed model, and (c) teacher leadership is the outcome of multiple leaders needed. I collected survey data and interview data to explore, analyze, and triangulate, and my research method consisted of open coding, specifically breaking concepts, the interview data, and the survey data into categories, pieces, chunks, and dimensions to create “building blocks of theory” to lead to the major themes. The findings from this study can guide educational leaders to increase, spread, and develop leadership systems at the elementary school level.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

37. Women in Stem At a California Community College: A Case Study

Creator:: Whelan, Garrett C.
Description:: Women are underrepresented in the fields of Science, Technology, Engineering and Mathematics (STEM) from high school to college and into employment. as these are the fastest growing and highest paying fields of the economy this means women are missing the large economic benefits. While there has been a great deal of research into female STEM students at university, there has been almost none examining female STEM students at community colleges. the purpose of this qualitative case study explored the perceptions, experiences, and values of students, staff, and faculty involved in a program to improve the success and retention of female students in STEM at a community college in southern California. for this study one administrator, 5 faculty members, 1 staff member, and 13 students involved with the Women in Technology program at El Camino College participated in hour long, semi-structured interviews. the following five thematic categories emerged from those interviews: (a) choosing STEM, (b) peers and community, (c) barriers to success, (d) cultural issues, (e) the challenge of STEM, and (f) what a successful program looks like. the dissertation includes recommendations for policy, practice, and future research based upon the themes within those categories.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

38. Women Elementary Principals' Perceptions of Work-life Balance Within their Organizational and Personal Contexts

Creator:: Yang, Joyce Lee
Description:: Work-life balance is a challenge for principals to navigate as the ever-increasing responsibilities of the role as principal requires more time. Because time is limited, achieving balance between principals’ workloads and home responsibilities can cause a significant amount of stress. Often, women principals face additional challenges because of childcare and household responsibilities. to support principals in their practice and encourage them to enter and persist in the role, better policies and practices should be implemented at the district level. by providing more site level staffing support, fostering a culture where WLB is valued, releasing principals from non-essential meetings and obligations, and training principals to prioritize tasks, districts can help mitigate the stress and conflict principals experience due to the challenges of WLB.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

39. Alternative Educators' Perceptions of Teaching Multigrade Classes and their Views on Students Social Development

Creator:: Jones, Gabriella
Description:: Juveniles who commit offences in the U.S. may be mandated to attend school in alternative correctional facilities. Although there are mixed findings in research focusing on general educators’ perceptions of teaching multigrade classes, research on alternative educators’ perceptions is scarce. This dissertation captured alternative educators’ perceptions of multigrade teaching in alternative and correctional educational programs in Southern California. the researcher is grounded in the transformative worldview advocating for the marginalized and for change as needed. an online survey was the quantitative method used to collect data from 60 full-time, alternative educators. Overall, the findings indicate that educators are focused on academic performance and have positive perceptions of multigrade teaching. However, the findings demonstrate that educators 50 years of age and older have less positive perceptions than their counterparts who are 49 and under. the findings also indicate that there is a correlation between the educators’ perceptions of multigrade teaching and their views of student social development. Although safety and security is a major concern in alternative schools, educators have positive views related to cooperation and other forms of prosocial behavior. the educators view older students’ helpfulness and leadership skills as an asset in multigrade classrooms. It is recommended that additional districts be included in a similar study and that the sample be evenly distributed with regard to age and gender. Obtaining the perceptions of correctional administers should also be included to gain a more holistic view of the system. It is also recommended that a change be made in credential programs to include training in teaching multigrade classes and that additional support staff be provided in classes with more than two grade levels.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

40. Dual Enrollment: Bridging the Agendas of College Completion and Equity

Creator:: Hoffman, Simon B.
Description:: This quantitative study examined the student records of a California community college recognized as a dual enrollment leader in the state. the purpose of the study was to evaluate the influence of demographic and academic variables on college persistence for underserved students that participated in dual enrollment programs. Chi-Square analyses were conducted using data collected from the research site to determine if there was a difference in college persistence between students that participated in dual enrollment and those that did not. the results of the analyses reflected that a greater than expected number of dually enrolled students persisted in college and a lesser than expected number of non-dually enrolled students persisted in college. Put differently, there was a significant positive difference in college persistence between students that participated in dual enrollment and those that did not. in addition, logistic regression analysis was performed to determine if a dual enrollment math, English, or career and technical education course taken by underserved students predicted college persistence. Dual enrollment math and CTE courses were found to be significant predictors of college persistence. This study also discovered that, in general, a disproportionately lower percentage of African American and male students persisted in college.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

41. The Experiences of First Year Community College Students on Academic Probation

Creator:: Hernandez, Angel C.
Description:: The purpose of this study was to examine the experiences of first year community college students on academic probation. a mixed methods, two-phase sequential explanatory research design was implemented to carry out this study. the quantitative first phase utilized a multiple logistical regression to examine if age, gender, race and ethnicity, Board of Governors Fee Waiver (BOG) status, hours worked weekly, and units attempted predicted a higher likelihood of academic probation status for first year community college students. the quantitative first phase analyzed student data across five academic years. the first phase’s results informed the purposeful sampling that identified the participants for the qualitative second phase. the first phase’s results also informed a portion of the semi-structured interview protocol, which also included other questions specifically designed for this study and questions adapted from Duffy (2010). the ethnic identification of Latina/o and Race other, 20–29 hours worked weekly, male, BOG recipient, and units attempted predicted a higher likelihood of academic probation status during the first year of community college. Age was not found to predict a higher likelihood of academic probation status. the following eight emergent themes were produced when participants were asked about their perceptions of being first year students on academic probation: wake up call, underestimated college, life outside of school, time management, isolation, seeking community, wanting intrusiveness, and potential to succeed. Varying perceptions of the relationship between academic probation status and being Latina/o, 20–29 hours worked weekly, male, BOG recipients, and units were described. Implications for practice are also presented.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

42. Cultivating Chicanx/latinx Student Success through Parental Engagement in Higher Education: A Qualitative Study

Creator:: Marquez, Lorena
Description:: Much of the literature related to the role of parents supports the importance of parental involvement during a student’s elementary and secondary educational placement. However, very little research follows through with this parent involvement support factor at the college and university level. Often, Chicanx/Latinx students enter an unfamiliar territory, left alone to navigate the system of higher education. This study looked into Chicanx/Latinx college students’ perceptions of their parents’ involvement and engagement during their college experience in order to understand ways that they contribute to Chicanx/Latinx college student’s retention, persistence and progress towards graduation. through my research, students shared what I developed as core concepts in cultivating Chicanx/Latinx student success. My core concept includes naming the untapped cultural and familial assets Chicanx/Latinx parents provide, which are not being utilized by both student and the institution. Value must be placed on the shared stories of these student participants. They revealed the following core concepts: 1. Consejos are untapped by institution and student, as the students describe the importance of consejos 2. Unrecognized value of what familias offer to students: parental support by any means necessary 3. Unexpressed gratitude and appreciation 4. Untapped potential of parents as partners, with the students expressing desire for their parents to belong. This study sought to develop an understanding of students’ perceptions of their parent’s engagement in higher education and found that they indeed have an integral role to play in Chicanx/Latinx student success. Recommendations are made to support Chicanx/Latinx parent programming rooted in culturally relevant efforts. Parents must be seen as partners, and institutions of higher education must begin to incorporate parent engagement early and develop pathways to engage the entire familia in the higher education experience. Institutional agents must begin to explicitly ask about Chicanx/Latinx student’s parents and their impact, through programming, policies, and long-term engagement using familial capital, assets, and a strengths-based approach.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

43. Supporting Upper Elementary School Students with Mild to Moderate Disabilities in the Areas of Reading and Writing in the Age of Common Core: A Qualitative Study

Creator:: Cortez, Nasser A.
Description:: This qualitative study explored how teachers of upper elementary school students with mild to moderate disabilities navigate the potentially competing demands of CCSS expectations and best practices for supporting students with learning disabilities in the areas of reading and writing. In total, 6 teachers participated in the study, 3 SDC and 3 RSP teachers. The methods used included interviews and observations. Observation notes and interview transcriptions helped unearth important findings. Key findings include that teachers viewed instructional level teaching as a best practice, time constraints and lack of resources and PD were viewed as challenges, there are more similarities in teachers’ perceived best practices compared to their perceived CCSS practices, and some teachers identified areas where CCSS practices and best practices align.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

44. Common Core Implementation: A Quantitative Study Measuring the Change of Instructional Practices Due to Common Core

Creator:: Berg, John Sonje
Description:: The philosophy behind the Common Core State Standards (CCSS) and its tenets of critical thought, creativity, and application of knowledge require a shift from a focus on content knowledge to how that knowledge is applied across the curriculum and why it forms the foundation of education. The problem now facing educators is that CCSS has changed expectations for students without providing adequate professional development (PD) to ensure the proper adjustment to instructional strategies to meet its requirements. The purpose of this quantitative study is to determine how teachers have adjusted their application of instructional strategies to target Common Core learning objectives in high school classrooms and to provide recommendations on how site and district administrators can better structure PD to facilitate teacher needs as they shift their instructional practices. Through quantitative survey data from high school teachers and administrators, the study was able to determine that, while education has seen a shift since the adoption of the CCSS, it has not necessarily translated into a shift of instruction throughout all classrooms. In addition, the majority of teachers indicate that the current structure of professional development they receive within their district, at their site, or from out-of-district training has had only limited impact on their instruction to meet the needs of the CCSS. This research indicates that teachers want to professionally learn from teacher-experts in a collaborative setting. To adjust instruction, teachers must first be knowledgeable about what they are being asked to teach, so they can design strategies for students to learn. Almost 97% of the teachers in this study claimed to have at least some knowledge of the CCSS; however, of the 97% almost 40% did not feel they had a good grasp of those standards, let alone expertise. There is a need, as indicated by the results of this study, to focus on both increasing the knowledge base of teachers and administrators on the CCSS and structuring PD in such a way that teachers can continue to grow as learners, meeting the needs of their students by adjusting instruction to meet the demands of the 21st century.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

45. To Go or Not to Go to College: The Meaning of Education for Stopped-out Students: A Qualitative Study

Creator:: Moldoveanu, Minodora M.
Description:: This qualitative study explored the meaning of education for stopped-out students. There has been no exploration of the meaning of education for students who have stopped out of college. Stopping out of college is defined as leaving college for a period of time and then returning. the problem this study addressed is the lack of knowledge of the meaning of education for stopped-out students. the purpose of this study was to understand the differences in the meaning of education for students who stopped out of college starting from the moment they first enrolled in college, to when they stopped out, to when they returned to school, and at the time of the interview. the study relied on personal interviews with 20 participants. the study used Viktor Frankl’s (2006) logotherapy as the main lens to study stopped-out students’ meaning of education. the results indicated that when first enrolling in higher education, students viewed education as a societal expectation and an obstacle to other priorities but also as an opportunity to gain more freedom. When leaving higher education, students described education as an obstacle to other priorities, an additional source of stress, and as worthless. by the time students were returning to college, they viewed education as a means to gain freedom, as meaningful in helping others, and as a badge of honor. At the time of the interview, students described education as a source of freedom, as meaningful in helping others, and as a source of self-improvement. Based on the themes that emerged, students are more likely to persist in higher education when they give education positive meanings.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

46. Teacher Attitudes & Beliefs toward Inclusion of Students with Disabilities in Early Childhood Programs: Impacts on Assessment Outcomes

Creator:: Maiorca-nunez, Jessica
Description:: Evidence suggests preschool age students with disabilities (SWD) benefit from inclusive settings. Inclusive education has positive impacts on students’ social–emotional, language, and cognitive skills. Yet, preschool age SWD continue to have limited access to inclusive education, and research suggests numerous reasons, including teacher practice. the setting of this study, a K-12 school district in Southern California, had not met expectations related to the percentage of children participating in inclusive settings and the percentage of children demonstrating improved developmental growth. Relevant literature suggests that teacher attitudes and beliefs are the most frequently reported barriers to inclusion of preschool age SWD. to this end, this study examined the differences between early childhood education and early childhood special education teachers’ attitudes and beliefs and student growth outcomes across the special education program continuum, and it investigated whether teachers’ attitudes and beliefs about inclusion impact the social–emotional, language, and cognitive outcomes of their students. for this study, 39 teachers completed a survey that investigated their attitudes and beliefs related to social–emotional benefits, academic benefits, outcomes of inclusive practices, and implementation of inclusion. in addition to teacher surveys, student assessment data (using the Desired Results Developmental Profile, 2015) of 182 students were analyzed to determine student growth in one year. Mean comparisons and multilevel modeling were used to determine if teacher attitudes and beliefs influenced student assessment outcomes. the analysis revealed that early childhood special education teachers had more positive attitudes toward the social–emotional benefits of inclusion of SWD than did early childhood education teachers. They also had more positive attitudes toward the implementation of inclusive practices. SWD participating in coteaching, inclusive models demonstrated higher social–emotional, literacy and language, and cognitive development growth outcomes than SWD participating in self-contained models. There was a correlation between teachers’ attitudes and beliefs related to the social–emotional benefits and academic benefits of inclusion. Student participation in inclusion was a marginally significant predictor of higher social–emotional growth, and inclusion of students with speech and language impairments was a marginally significant predictor of higher cognitive growth.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

47. First-generation College Students' Guilt and Its Influences on Social Capital

Creator:: Reyes-osorio, Osmara
Description:: This qualitative dissertation looks at how first-generation college students (FGCS) experience the emotion of guilt as it relates to social capital within higher education. This study included 21 FGCS enrolled at two community colleges in Los Angeles County, California. the study found that guilt, along with other variables influence first-generation college students’ access to social capital. Themes included: positive experiences associated with being a FGCS, parental support, FGCS not working, guilt (associated with familial responsibilities), pride, resiliency through positive self-talk, and challenges accessing social capital. Implications for policy, practice, theory, and future research are discussed.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

48. A Write to Know: Using Autoehnographic Writing to Explore Marginalization and Sense of Belonging in Community College Students

Creator:: Bracamontes, Brent Ignacio
Description:: This dissertation used qualitative, interpretive methods to explore African American and Latino/a community college students’ use of autoethnographic writing to express experiences of marginalization and sense of belonging on their college campus. Using postmodernism and critical race theory as theoretical frameworks, I investigated how students had experienced marginalization and a sense of belonging on their community college campus, as well as the reported epistemological (meaning-making) functions of the autoethnographic writing process. Participants in the study were introduced to the major constructs (marginalization, sense of belonging, and autoethnography), wrote autoethnographic essays about their experiences, and completed phenomenological interviews about the writing process. Participants reported feelings of marginalization based on factors such as their age, perceptions of academic under-preparedness, lack of familiarity with college structures and processes, perceived social identity, linguistic insecurities, and out-of-school experiences. Participants reported a sense of belonging as stemming from personal networks, programs, and mentors, and identified the epistemological functions of the writing process, including elements such as creating new avenues for expression, developing ideas and strengthening recollection, grappling with cognitions and emotions, sharing experiences, creating solutions to problems, and personalizing the constructs of marginalization and belonging.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

49. Career and College Readiness: Building 21st Century Competencies in Our Students through Regional Occupational Programs

Creator:: Williams, Sigrid
Description:: Economic conditions require a workforce of lifelong learners. Regional Occupational Programs (ROP) provide career technical education that engage every student in high-quality, rigorous and relevant education to help students become career and college ready. the purpose of this mixed methods study was to gather both quantitative and qualitative data to explore the extent to which students perceived that 21st century skills were being taught in their educational programs and their experiences in learning the necessary skills to become career and college ready after taking an ROP class. This study’s key findings included that, as a result of their ROP classes, students believed that they (a) are knowledgeable about their college and/or career plans, (b) understand the necessity of learning critical thinking skills to succeed in the workforce and post-secondary education, (c) have learned to independently study to seek answers about their career choices, (d) have learned the necessary skills to get a job, and (e) are prepared to be successful in the workforce and college. They also believe that ROP classes need to be offered in the high school in order for students to become career and college ready.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

50. Effects of Coaching on Instructional Practices: A Comparative Case Study

Creator:: Carlson, Rosie M.
Description:: This comparative case study analyzed two styles of coaching, team and individual, and the perceived impact each style has on instructional practices. This study was conducted in two elementary schools that are part of the same charter organization in California. The study identified the challenges and benefits of each style through interviews with the teachers, observations of the coaching sessions, and follow-up questionnaires. Some of the benefits reported were time for collaboration, feedback on instructional practices, and opportunities for self-reflection. Some of the challenges were that relationships and personalities of people who were not working well together made collaboration more difficult and less effective. Overall, the data showed that there were more benefits than challenges in both styles of coaching and this was triangulated between all three forms of data collection. When rating the impact of coaching on instructional practices, participants reported a direct link between coaching and their instructional practices. Individual coaching earned an average rating of 3.5 out of 5 and team coaching averaged a 4.8 out of 5 rating when participants were asked how coaching impacted their instructional practices. As stated so well by one participant, which was echoed by all, “Coaching is necessary to improve your practice. Because when it doesn’t happen nothing changes in your classroom.”
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

51. Walk Right In, Sit Right Down: Seating in the College English Literature Classroom

Creator:: Eiland, Thomas T.
Description:: Seating arrangements in college English Literature courses can have an impact on the learning experience for the student. Students who had completed at least one college-level English literature course at a community college were asked about their experiences in four seating arrangements: traditional rows of seats, Socratic circle/seminar style, clusters/small table groups, and computer lab. Based on student responses to their experiences in transfer-level college English literature analysis courses, the results indicated that students by and large have had a very limited experience in terms of variety of seating arrangements, not only within a given classroom, but from course to course. Indeed, many students reported having experienced only a single type of seating arrangement in English courses. Furthermore, students were well aware of the triangular zone of interaction that is created at the front and center of a traditional rows classroom, as well as the zones of exclusion that also exist in that arrangement. Students indicated that the Socratic/seminar and the cluster/small table groups arrangements were most conducive to class-wide interaction, as well as small group interaction. Students asked for more interaction with the professor and between students, and they reported that in-class participation results in more overall engagement and that collaborative seating environments resulted in better grades.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

52. Faculty Perceptions of Academic Accommodation Provision to Students with Invisible Disabilities

Creator:: Bahraini, Kaveh C.
Description:: This study investigated the lived experiences of community college faculty within the California Community College system. It adds to existing literature that aims to understand the factors that influence faculty perceptions of academic accommodations to students who have invisible disabilities. Using phenomenological methods, 10 faculty members from two California community colleges were interviewed to explore their perceptions and attitudes in providing academic accommodations, and their view of their responsibilities, challenges, rewards, and relevant training. the findings of this study provide insight on how community college faculty respond to the provision of academic accommodations and gives voice to their experiences by raising awareness about ways in which faculty training may be developed to validate their needs. as a result, the educational experiences and outcomes for students with invisible disabilities can be improved.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

53. Local Control Accountability Plans and Adequacy: Document Analysis of Stakeholder Engagement and Improved Services for English Learners

Creator:: Bhattacharya, Preetom
Description:: The Local Control Accountability Plan (LCAP) process and the Local Control Funding Formula (LCFF) are relatively new policies school districts across the state are learning to implement. the intention of these policies is to simplify the California school finance system, better align school district expenditures to local goals, and support the needs of English Learner (EL) students. This study addresses the extent to which the implementation of LCFF has simplified district budget development to meet community-determined goals and the degree to which the state’s goal of serving ELs with additional resources and services has been achieved. to that end, the research questions are as follows: 1) to what degree is input received from local stakeholders included in the final district LCAP and reflected in use of LCFF funds? 2) to what degree has the LCAP addressed the additional needs of ELs as intended by the state? the research questions are answered through a document analysis that includes stakeholder input, the district's final LCAP document, and feedback documents provided to the district from the County Office of Education (COE). the extent to which stakeholders were able to inform the district’s LCAP can be examined through document analysis evaluating how feedback is incorporated. Moreover, the supervisory role of the COEs can be examined to determine the extent to which local goals are impacted to ensure compliance and approval of the district’s LCAP in order to receive funding from the state. Results of the document analysis indicate stakeholder input is included to a strong degree and the needs of EL students are included to a moderate degree. Moreover, opportunities for in-depth engagement were inadequate and the needs of EL students were discussed rarely. on this basis, it is recommended that COEs provide districts with additional support and consider evaluating the LCAP process itself rather than the district’s final document. Further recommendations include supporting stakeholder groups to provide meaningful input, examining the funding model to make adjustments that consider additional demographic data points, and advocating for increased innovation for students requiring supplemental services.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

54. Teachers with Grit: Identity Traits of Teachers Who Share their Stories of Perseverance: A Qualitative Multiple Case Study

Creator:: Mayfield, Christine A.
Description:: This multiple case study used observations and participant interviews to determine if teachers who share their stories of perseverance can influence their students’ ability to persevere through their own challenging situations and if these teachers share common identity traits. Data analyses resulted in two major findings: Teachers who share stories of persevering through life-challenging experiences with their students have more effective classrooms, and they build stronger rapport with their students. Additional findings suggest that teachers who share stories of persevering through life-challenging experiences with their students share two common identity traits: perseverance and confidence. Findings also revealed the types of sharing as anecdotal or formal and whether the sharing was solicited by students or initiated by the teacher. This study found that participants unanimously reported that the most noteworthy benefit of sharing their stories of perseverance with their students was the strengthened rapport between themselves and their students, allowing for effective instruction.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

55. Teacher Observation for Evaluation as Instructional Leadership

Creator:: Ollila, Jennifer Michelle
Description:: This study considers how administrators work to provide excellent educational experiences for all students through supporting teacher practice within teacher observation for evaluation (TOFE) systems. Qualitative methodology was used for this research, specifically interviews of participants. the study took place during the Fall of 2017 at three separate settings, all of which were high-performing secondary schools located in Southern California. Interviewees were administrators who performed TOFEs and the teachers they observed, for a total of thirteen participants. This study addresses three factors that influence the outcome of the TOFE: The instructional leadership capacity of the administrators, teacher perceptions of administrator instructional leadership capacity, and the relationship between the administrator and the teacher being observed. Findings show that administrators deemphasize rigid elements of TOFE systems and instead focus on creating collaborative relationships with teachers through engaging in reflection and dialogue. Administrators utilize soft skills of instructional leadership and relationship building to increase teacher capacity through relationships focused on mutual professionalism and mutual trust.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

56. Analysis of Mentoring Provided to New Principals

Creator:: Muniz, Jacob C.
Description:: This qualitative study explored the criteria for success of mentoring, as well as the differences in the success of mentoring provided by internal and external mentors to new principals. In total, 11 administrators participated in the study, one superintendent, one assistant superintendent, two external mentors (retired administrators), and seven sitting principals. Interview transcriptions, memos and notable quotes helped reveal important findings. Key findings include that mentoring led to the empowerment of the mentee, advancement of their career, and school growth. with respect to internal mentors, collaboration and relationships were instrumental to success. Finally, external mentoring offered a broad lens and wide perspective that benefited mentees.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

57. Online Teaching Strategies and Best Practices from the Perspectives of Effective Community College Online Instructors: A Phenomenological Study

Creator:: Hulett, Marie Thérèse
Description:: This phenomenological research examined the perceptions of eleven online instructors at one community college regarding their experiences teaching online courses. the instructors were invited to participate because their students’ academic course outcomes matched or exceeded the student academic outcomes of the same courses taught in a face-to-face environment. Though prior academic research has evaluated best practices for teaching online, few have focused on the experiences of online instructors in the community college. Study participants were engaged in one-on-one interviews, which were the primary tools of data collection. Data was analyzed using phenomenological methods after which six themes emerged: (a) the time commitment for teaching online versus teaching face-to-face is greater; (b) it is important to use high quality course content, and there are challenges to do so; (c) online instructors should possess a passion for teaching, learning, and technology; (d) institutional decisions and culture affect online teaching; (e) students should possess intrinsic motivation to succeed in online courses but may face equity challenges that are amplified online; and (f) instructors should create an environment of inclusion and community and skillfully incorporate meaningful discussion boards. This study made recommendations based on the findings to help inform future policies and practices regarding online teaching and learning in higher education.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

58. Transition from High School to College for Students with High-functioning Autism Spectrum Disorder: A Qualitative Study

Creator:: Lazer, Deborah J
Description:: As growing numbers of young adults with high-functioning autism disorder (HFASD) make the transition to college, the need for effective high school transition programs is increasing. Due to inherent deficits in social skills and executive functioning skills, individuals with HFASD face significant obstacles when making the transition from high school to postsecondary educational environments. This qualitative study chronicled and analyzed the experiences and perceptions on the transition from high school to college through the lens of 10 young adults with HFASD who received explicit social skills and executive functioning training and instruction within the high school setting. the study examines participants’ perspectives on the adequacy of such supports and investigates the gaps in transition preparation described by participants. Study findings centered on participants’ social relationships and social functioning, the management of academic responsibilities, and the use of supports and accommodations in the college setting. Some participants also reported inadequate high school instruction in social skills, executive functioning, and self-advocacy, as well as insufficient general college advisement. Results from the study support the development of integrated, high school-based transition programs that incorporate the teaching and learning of social and executive functioning skills, as well as self-advocacy skills throughout the curriculum using a variety of evidence-based practices.
Resource Type:: Dissertation
Identifier:: 9780438054516
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

59. Transgender Community College Students' Perceptions of Campus Climate and Inclusiveness

Creator:: Samoff, Sheryl A.
Description:: Transgender students are underrepresented and underserved at community colleges. This study explored the lived experiences of transgender students and their perceptions of inclusiveness with regard to the campus climate. I conducted first and follow-up individual, semi-structured interviews with a total of eight transgender students from three community colleges, followed by a focus group with five of my interviewees. Findings indicated that a lack of inclusiveness of transgender students persists at community colleges, including exclusionary practices such as misgendering, lack of gender-inclusive facilities, and lack of recognition in course curriculum and campus services and events. in addition, transgender community college students face additional challenges such as lack of family support and the emotional labor of presentation of gender identity in various circumstances and the labor of educating others who are unfamiliar with the transgender community, all of which impede academic progress. Findings indicated that community colleges lack inclusive and supportive policies and practices for transgender students, and student participants shared recommendations for a more inclusive campus climate.
Resource Type:: Dissertation
Identifier:: 9780438061200
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

60. Exploring Transfer Student Perceptions of Web-enhanced Learning as a Result of Using Mobile Learning Technology: A Qualitative Study

Creator:: Lin, David T.
Description:: This qualitative case study evaluated a group of first-year transfer students' web-enhanced learning system engagement experiences. Research has established that authentic and meaningful e-learning engagement leads to positive learning outcomes. as transfer students make up a significant proportion of the student body in four-year public colleges and universities, administrators and educational practitioners should not overlook the first-year transfer students’ retention and success in alignment with institutional goals. Web-enhanced learning systems that support a transfer student-centered paradigm will facilitate accessible and equitable learning experiences for transfer students that meet their learning needs within their own sets of circumstances and their daily activity patterns. Focus group interviews were conducted to collect first-year transfer students’ perspectives on factors influencing their effective learning engagement through a mobile learning platform and their online e-learning platform experiences. Recommendations based on the study results include mobile e-learning platforms integration and provision, instructor training and development, and institutional support for web-based e-learning systems.
Resource Type:: Dissertation
Identifier:: 9780438053724
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

61. University-school Partnerships to Support the Teaching of Science

Creator:: Case, Kimberly K.
Description:: This quasi-experimental study explores the effects of participation in a university–school partnership on preservice teacher candidates' self-efficacy in teaching science, their instructional and pedagogical practices in science, and the frequency and intensity of their science instruction. Latent class analysis was used to analyze data collected from the Science Teaching Efficacy Belief Instrument (STEBI-B) and the Science Instructional Practices Survey (SIPS). ANOVAs and repeated measures were used to analyze data pertaining to frequency and intensity of science instruction gathered using a science log. Findings in this study provide empirical support related to the positive effects of university–school partnerships on preservice teacher candidate (N = 243) preparation to teach science. This study provides further support to the body of evidence supporting teacher preparation through partnerships with K-12 settings.
Resource Type:: Dissertation
Identifier:: 9780438053175
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

62. The Process of Mentoring Iranian American Youth to Become Global Citizens: A Qualitative Approach

Creator:: Bolourieh, Fariba
Description:: This study was designed to develop a deeper understanding of the challenges that Iranian American Youth face in becoming global citizens. in order to pave the way for the younger generation the researcher studied the strategies taken by the older generations of Iranian American women who are global citizens to transfer the knowledge to the younger generations who are still missing a sense of purpose in finding their place in the United States like their mothers and grandmothers. This study aimed to: (a) discuss how mentors and mentees define the concept of global citizenship and those elements that lead to the success of older generations of Iranian American women including their goals as well as characteristics that lead them to become global citizens; (b) explore approaches sought by them, over time, in order to overcome social, economic, and cultural obstacles, and (c) discover and provide the knowledge that is left unexplained to the Iranian American younger generations for achieving similar roles as global citizens.
Resource Type:: Dissertation
Identifier:: 9780355780437
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

63. Parent Perceptions of Trauma-informed Assessments: A Quantitative Study

Creator:: Mora, Camille M.
Description:: This dissertation looks at complex developmental trauma (CDT) and the impact it has on the developing child’s brain. This study focuses on two research questions: Do trauma-informed assessments offer students with a history of CDT more accurate assessment results when compared to traditional assessments completed by local school districts, as perceived by parents? Do trauma-informed assessments affect a parent’s belief that their child has more appropriate classroom interventions as a result of having completed a trauma-informed assessment? the implications of this study are that parents feel neuropsychological assessments provide their children with a trauma-informed experience, and they believe that private neuropsychologists are providing more accurate assessments and that those same assessments, conducted by neuropsychologists, lead to recommendations that more accurately match what their children need. Participating parents felt that having neuropsychological assessments, or both the neuropsychological assessment and the school/district assessment, meant their children received more appropriate interventions, increased educational opportunities, and more appropriate classroom interventions, when compared to the perceptions of parents whose children only received a school/district assessment.
Resource Type:: Dissertation
Identifier:: 9780438379619
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

64. The Effectiveness of Imagine Learning as a Tier Ii Intervention

Creator:: Russo, Matthew
Description:: For students performing below grade level, additional support may be required beyond the general classroom instruction. Response to Intervention is a three-tiered process that enables schools to support students performing below grade level. Individuals that need more support are placed in either Tier II or III for intervention support (McDaniel, Albritton, & Roach, 2013). the Every Student Succeeds Act (ESSA) of 2015 requires that all interventions be evidenced based in order to provide the proper assistance. Each individual school is tasked with finding the most appropriate intervention to support the student population. Imagine Learning is an evidenced-based intervention designed to support student literacy ( www.imaginelearning.com). in this study, Imagine Learning was used as a potential Tier II intervention in the experiment group. the control group consisted of a range of Tier II interventions that excluded Imagine Learning for similarly performing students. a randomized control trial design was used to isolate the impact of Imagine Learning. Results from this study showed that students in the control group achieved a DORA literacy growth of 1.10 during the course of the school year. Students using Imagine Learning experienced a growth of 1.07, which was not statistically significant. All students were divided into high-, medium-, and low-implementation groups, reflecting differences in hours spent using the program. After controlling for demographic factors, the results were only statistically significant in the low-implementation group in favor of the control group. a hierarchical linear model also displayed a statistically significant difference in the low-implementation group in favor of the control group. the results show that students in both the control group and experiment group experienced similar literacy growth. More research should be done on potential Tier II interventions, including Imagine Learning.
Resource Type:: Dissertation
Identifier:: 9780438379589
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

65. Preschool Inclusion: A Quantitative Study of the Relationships of Teacher-held Mental Models and Organizational Characteristics Towards Recommendations for Regular Early Childhood Programs

Creator:: Turner, Scott Joseph
Description:: This study examines the relationships of teacher-held mental models and organizational characteristics towards recommendations for regular early childhood programs for preschool students with disabilities. the researcher conducted quantitative survey research of 65 early childhood special education (ECSE) teachers throughout California utilizing a modified Scales of Teachers’ Attitudes Towards Inclusive Classrooms (STATIC). the STATIC was accompanied with demographic information, including personal and organizational characteristic items. This research into the relationship of teacher-held mental models towards recommendations for regular programs found that mild/moderate ECSE teachers who perceived psychological benefits of inclusion were more likely to recommend regular early childhood programs for preschool students with disabilities. Additionally, mild/moderate ECSE teachers who disagreed with the statements that students with disabilities are best served with other students with disabilities or students with disabilities have higher self-esteem in special education classrooms, were statistically more likely to recommend regular early childhood programs. This research into the relationships of organizational characteristics found that teachers from larger local educational agencies were more likely to recommend regular programs for preschool students with disabilities. Similarly, teachers with larger caseloads were more likely to successfully recommend regular early childhood programs. in addition, teachers who had experienced increased barriers to recommending regular programs were more likely to find success in recommending the programs over time. Finally, teachers who reported not having the availability of related services in regular programs were less likely to make recommendations.
Resource Type:: Dissertation
Identifier:: 9780438379626
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

66. Mental Health in Elementary Schools: Teachers' and Counselors' Perceptions on How Principals Support their Work with Students' Mental Health

Creator:: Mendoza, Reanna M.
Description:: This phenomenological study explores the perceptions of educators around student mental health (SMH) needs, and sought to uncover teacher, counselor, and principal perceptions around SMH needs at the elementary school level. Bronfenbrenner’s ecological systems theory and Fullan and Quinn’s coherence framework provided the theoretical framework for this study. The intent of the study was to gain deeper insight into how counselors and teachers are supported by principals to address SMH needs. This research validates the idea that SMH needs must be addressed in the school setting. The data derived from the study provides a glimpse of how one elementary school district supports SMH needs. through the lens of the theoretical framework, the narrative unfolds to reveal a strong need for principals to provide systems of support and structures for collaboration, as well as build trust and capacity in assisting teachers and counselors in addressing SMH needs. The study concludes with recommendations for future leaders to consider when creating plans to support students.
Resource Type:: Dissertation
Identifier:: 9780438379879
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

67. Technology and Leadership: Building a Learning Culture to Integrate Technology

Creator:: Sanchez Vandenburg, Alicia
Description:: This phenomenological study explored the perceptions and experiences of teachers and administrators at Innovation Academy (IA), a K-5 elementary school, as they transformed into a 1:1 technology academy. This study aimed to examine the role of leadership and applied strategies by the two administrators who accomplished a successful technology integration program at IA. Senge’s learning organization theory was utilized as the leadership framework for this study and data was analyzed to either confirm or disconfirm whether there was evidence of the five disciplines—shared vision, mental models, personal mastery, team learning, and systems thinking—and if those disciplines contributed to IA’s success. This research found that there was strong evidence of the disciplines, and it validates Senge's five disciplines as a potential leadership framework that can support administrators in the implementation of technology. through the lens of the theoretical framework, the narrative unfolds to reveal a strong need for administrators to rely upon a leadership framework when implementing technology at the site level. the study concludes with recommendations for future leaders to consider when implementing technology or any other initiative at the site level.
Resource Type:: Dissertation
Identifier:: 9780438379756
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

68. Concussion and Academics: A Hermeneutical Phenomenlogical Exploration of the Lived Experiences of Community College Student-athletes

Creator:: Luna, Mercedes
Description:: This hermeneutical phenomenological qualitative study seeks to understand the lived experiences of concussed community college student-athletes as they reintegrated back into the classroom after their injury. This study included 12 student-athletes enrolled at three community colleges in the Los Angeles and Orange County areas. Findings indicated that student-athletes are experiencing difficulty in the classroom after their concussive injury as a result of cognitive symptoms and lack of academic accommodations. Themes included: the concussion experience of community college student-athletes, impact on social identity, identified institutional support, and perceptions about academic accommodations. Implications for policy, practice, and future research are discussed.
Resource Type:: Dissertation
Identifier:: 9780438380059
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

69. Maintaining One's Consciousness: An Exploratory Study of Upper-level Black Community College Administrators as Racially Conscious Leaders

Creator:: Kirkwood, Alisia Monique
Description:: The purpose of this study was to explore the experiences of Black community college administrators who have transitioned to upper-level management, while maintaining their own race consciousness. A race conscious mindset is defined as: (a) acknowledgement of racialized self as Black; (b) normative emphasis on racial group membership as part of overall self-concept; (c) a comprehensive understanding of racialized self within racial and social context; (d) an in-depth understanding of the complexities of racism and systemic oppression; and (e) proactive engagement in work aiming to disrupt institutional marginalization. This study also examined how Black administrators, who serve or have served as chancellor, vice-chancellor, president, or vice-president navigate leadership expectations of the California Community College system, while maintaining the saliency of their own consciousness. The following questions guided this exploratory study: 1. How do racially conscious Black community college administrators describe their preparation for upper-level institutional leadership? 2. What perceptions do upper-level Black administrators have of critical consciousness and its impact on their ability to effectively persist in higher education leadership? 3. What impact, if any, does racial consciousness have on the ability to persist in higher education leadership for Black community college administrators? Critical race Theory and an existential lens, along with an historical foundation focused of racism and education, provided the conceptual framework that allowed race and the effects of racism to remain central throughout the various phases of data collection and analysis. Using a qualitative, constructivist grounded theory design undergirded by semi-structured interviews, data exploring upbringing, academic and professional preparation, approach to leadership, perceptions of race and racism, and advantages and disadvantages to being a Black administrator were collected. Based on analysis of findings the following themes emerged: (a) race continues to be a factor with deep roots and far reaching implications for Black educational leaders and learners; (b) preparation beyond traditional and universal requirements is essential to career advancement; (c) there are clear generational variances in regards to understanding of and approach to critically conscious leadership; and (d) the necessary characteristics and dispositions for upper-level administration.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

70. Leading Change: A Phenomenological Study of Presidents Leading Community College Baccalaureate Degree Pilot Programs

Creator:: Hoover, Karelyn
Description:: The purpose of this phenomenological study was to understand the leadership strategies and processes that California community college presidents employed as they made the decision to participate in the pilot baccalaureate degree program and the subsequent implementation of the pilot program at their institutions. Presidents were selected because of their unique position in the organization to lead change initiatives. In this study, eight presidents in the California Community College Baccalaureate (CCB) pilot programs, who were in their positions when the decision was made to apply for the CCB and remained in their positions through their implementation of the program, were interviewed. Their responses were analyzed using the framework of Kotter’s (1995, 2012) change model. Responses were also analyzed in the context of Fullan’s (2001) model for leading in a culture of change. Implications for community college leadership were identified: 1. Lead with a moral purpose. Presidents should lead change with the intent to make a positive impact on the lives of students, staff, and members of the community. 2. Rather than try to change the culture with a change initiative, cultivate an environment where change can occur. 3. Establish a team and empower the team to act on the president’s behalf is critical. 4. Be prepared to do whatever it takes to make it work. 5. Effective communication is critical. 6. Leading change initiatives can be hampered by the politics of the change. This study was unique in that all the presidents in the study were leading the change, becoming a baccalaureate-granting institution, at the same time, and for the first time in California. Based on the data and analysis from this study three recommendations were made for leading change: (a) create an institutional culture that supports change, (b) lead with a moral purpose, and (c) be prepared to do whatever it takes.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

71. Manmaga'håga: The Journey to Fulfill a Legacy of Leadership for Indigenous Pacific Women in Higher Education

Creator:: Sims, Andrea Fejeran
Description:: The purpose of this research journey (qualitative narrative study) was to explore the cultural philosophies and beliefs of manmaga’håga (high-ranked Indigenous Pacific women in higher education), give voice to culturally competent leadership practices, and to understand the interests of career aspirations. This research journey used storytelling, an indigenous research methodology, to understand individual experiences and amplify the collective voices of the manmaga’håga. The indigenous leadership model (Minthorn & Chavez, 2015) grounded the storytelling (semi-structured interview protocol). The collective voices of eight Indigenous Pacific women resulted in six emergent themes. The first theme, cultural heritage cultivates the leader included the three subthemes of natibu (indigeneity), minagåhetna (authenticity), and fuestan famalao’an (female empowerment). The second theme, relationships are central to leadership, contained the three sub-themes of inadahi (care), na’i aturidåt (empower), and chenchule’ (reciprocity). The third theme, community inspires wisdom and strength, produced the two sub-themes of inafa’maolek (collective responsibility) and famai’che’cho’ (resilience). The fourth theme, lessons instill growth and purpose, revealed experiences in higher education that increased skillsets and intrinsic motivations. The fifth theme, mentors are significant along the journey, was derived from the examples of fafa’nå’gue (teachers), family members, and mentors who served as teachers and navigators in their lives and careers. Theme six, advancement is about legacy, not title, revealed that the aspirations along the journey focused on creating pathways to leave a legacy for others. This study offers higher educational leaders, institutions, and professional associations, insights into the innate leadership capacities of Indigenous Pacific women, their ability to be culturally competent leaders and their commitment to advancing the success of their communities. Implications for policy suggest examination of employment and retention policies and an emphasis on data disaggregation. Implications for theory suggest transforming leadership paradigms, praxis, and pedagogies to include more Indigenous ways of knowing, being, and learning in curriculum and professional development spaces. Finally, implications for practice include development of an Indigenous Pacific in higher education genealogy project, the sisters of Oceania network, and a leadership pipeline that uses storytelling as a method of cultivating leaders.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

72. Athletes to Scholars: Campus Ethos and Non-cognitive Factors that Matter to Student-athletes at California Community Colleges

Creator:: Stiles Hanlon, Anna
Description:: College athletics are the most popular extracurricular activity across American community colleges, with approximately 80,000 students participating each year. California has the highest rate of participation, with over 24,000 student-athletes annually. While California Community College student-athletes generally outperform their non-athlete peers academically, there is still a disproportionate impact for male student-athletes of color. However, there is little empirical evidence related to the educational experiences of student-athletes, making it difficult to know how institutions can best serve them. This quantitative study investigated and identified institutional factors that were significant to California Community College student-athletes’ academic success, highlighting differences related to sports participation, gender, and race/ethnicity. Using data collected with the Community College Success Measures (CCSM), this study explored student-athletes’ college experiences in terms of campus ethos––students’ sense of belonging, personal relationships with faculty, faculty/staff validation, student engagement, and welcomeness inside and outside of the classroom––and non-cognitive factors important to academic success. Analysis included independent t-tests, ANOVAs, and linear regressions. Results indicated that student-athletes’ experiences in college (campus ethos) were significant predictors of their non-cognitive factors, explaining 32.4% of the variance in non-cognitive composite for all student-athletes and 42.9% of variance for Black male student-athletes. Results also indicated that male student-athletes felt less welcomed by faculty inside and outside of the classroom than did male non-athletes, and that for male student-athletes of color, feeling welcome inside and outside of the class was the most significant predictor of their non-cognitive factors. Male student-athletes also reported significantly lower levels in their sense of belonging than did male non-athletes. While student-athlete reported greater frequency of student engagement, it was not clear if the motivation for student engagement was internal or external, or if the type of motivation changed the effect of the engagement. There were no significant findings for females. These findings indicate that male California Community College student-athletes of color are not receiving the college experiences that are meaningful to their development as scholars. This research also points to the importance of gender specific studies for community college student-athletes, as the findings for females were generally not significant.
Resource Type:: Dissertation
Campus Tesim:: Fullerton
Department:: Department of Educational Leadership

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72. Athletes to Scholars: Campus Ethos and Non-cognitive Factors that Matter to Student-athletes at California Community Colleges