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