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Fullerton
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Department of Educational Leadership
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- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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