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Department of Educational Leadership
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- Creator:
- Lin, David T.
- Description:
- This qualitative case study evaluated a group of first-year transfer students' web-enhanced learning system engagement experiences. Research has established that authentic and meaningful e-learning engagement leads to positive learning outcomes. as transfer students make up a significant proportion of the student body in four-year public colleges and universities, administrators and educational practitioners should not overlook the first-year transfer students’ retention and success in alignment with institutional goals. Web-enhanced learning systems that support a transfer student-centered paradigm will facilitate accessible and equitable learning experiences for transfer students that meet their learning needs within their own sets of circumstances and their daily activity patterns. Focus group interviews were conducted to collect first-year transfer students’ perspectives on factors influencing their effective learning engagement through a mobile learning platform and their online e-learning platform experiences. Recommendations based on the study results include mobile e-learning platforms integration and provision, instructor training and development, and institutional support for web-based e-learning systems.
- Resource Type:
- Dissertation
- Identifier:
- 9780438053724
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Case, Kimberly K.
- Description:
- This quasi-experimental study explores the effects of participation in a university–school partnership on preservice teacher candidates' self-efficacy in teaching science, their instructional and pedagogical practices in science, and the frequency and intensity of their science instruction. Latent class analysis was used to analyze data collected from the Science Teaching Efficacy Belief Instrument (STEBI-B) and the Science Instructional Practices Survey (SIPS). ANOVAs and repeated measures were used to analyze data pertaining to frequency and intensity of science instruction gathered using a science log. Findings in this study provide empirical support related to the positive effects of university–school partnerships on preservice teacher candidate (N = 243) preparation to teach science. This study provides further support to the body of evidence supporting teacher preparation through partnerships with K-12 settings.
- Resource Type:
- Dissertation
- Identifier:
- 9780438053175
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
63. The Process of Mentoring Iranian American Youth to Become Global Citizens: A Qualitative Approach
- Creator:
- Bolourieh, Fariba
- Description:
- This study was designed to develop a deeper understanding of the challenges that Iranian American Youth face in becoming global citizens. in order to pave the way for the younger generation the researcher studied the strategies taken by the older generations of Iranian American women who are global citizens to transfer the knowledge to the younger generations who are still missing a sense of purpose in finding their place in the United States like their mothers and grandmothers. This study aimed to: (a) discuss how mentors and mentees define the concept of global citizenship and those elements that lead to the success of older generations of Iranian American women including their goals as well as characteristics that lead them to become global citizens; (b) explore approaches sought by them, over time, in order to overcome social, economic, and cultural obstacles, and (c) discover and provide the knowledge that is left unexplained to the Iranian American younger generations for achieving similar roles as global citizens.
- Resource Type:
- Dissertation
- Identifier:
- 9780355780437
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Mora, Camille M.
- Description:
- This dissertation looks at complex developmental trauma (CDT) and the impact it has on the developing child’s brain. This study focuses on two research questions: Do trauma-informed assessments offer students with a history of CDT more accurate assessment results when compared to traditional assessments completed by local school districts, as perceived by parents? Do trauma-informed assessments affect a parent’s belief that their child has more appropriate classroom interventions as a result of having completed a trauma-informed assessment? the implications of this study are that parents feel neuropsychological assessments provide their children with a trauma-informed experience, and they believe that private neuropsychologists are providing more accurate assessments and that those same assessments, conducted by neuropsychologists, lead to recommendations that more accurately match what their children need. Participating parents felt that having neuropsychological assessments, or both the neuropsychological assessment and the school/district assessment, meant their children received more appropriate interventions, increased educational opportunities, and more appropriate classroom interventions, when compared to the perceptions of parents whose children only received a school/district assessment.
- Resource Type:
- Dissertation
- Identifier:
- 9780438379619
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Russo, Matthew
- Description:
- For students performing below grade level, additional support may be required beyond the general classroom instruction. Response to Intervention is a three-tiered process that enables schools to support students performing below grade level. Individuals that need more support are placed in either Tier II or III for intervention support (McDaniel, Albritton, & Roach, 2013). the Every Student Succeeds Act (ESSA) of 2015 requires that all interventions be evidenced based in order to provide the proper assistance. Each individual school is tasked with finding the most appropriate intervention to support the student population. Imagine Learning is an evidenced-based intervention designed to support student literacy ( www.imaginelearning.com). in this study, Imagine Learning was used as a potential Tier II intervention in the experiment group. the control group consisted of a range of Tier II interventions that excluded Imagine Learning for similarly performing students. a randomized control trial design was used to isolate the impact of Imagine Learning. Results from this study showed that students in the control group achieved a DORA literacy growth of 1.10 during the course of the school year. Students using Imagine Learning experienced a growth of 1.07, which was not statistically significant. All students were divided into high-, medium-, and low-implementation groups, reflecting differences in hours spent using the program. After controlling for demographic factors, the results were only statistically significant in the low-implementation group in favor of the control group. a hierarchical linear model also displayed a statistically significant difference in the low-implementation group in favor of the control group. the results show that students in both the control group and experiment group experienced similar literacy growth. More research should be done on potential Tier II interventions, including Imagine Learning.
- Resource Type:
- Dissertation
- Identifier:
- 9780438379589
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Turner, Scott Joseph
- Description:
- This study examines the relationships of teacher-held mental models and organizational characteristics towards recommendations for regular early childhood programs for preschool students with disabilities. the researcher conducted quantitative survey research of 65 early childhood special education (ECSE) teachers throughout California utilizing a modified Scales of Teachers’ Attitudes Towards Inclusive Classrooms (STATIC). the STATIC was accompanied with demographic information, including personal and organizational characteristic items. This research into the relationship of teacher-held mental models towards recommendations for regular programs found that mild/moderate ECSE teachers who perceived psychological benefits of inclusion were more likely to recommend regular early childhood programs for preschool students with disabilities. Additionally, mild/moderate ECSE teachers who disagreed with the statements that students with disabilities are best served with other students with disabilities or students with disabilities have higher self-esteem in special education classrooms, were statistically more likely to recommend regular early childhood programs. This research into the relationships of organizational characteristics found that teachers from larger local educational agencies were more likely to recommend regular programs for preschool students with disabilities. Similarly, teachers with larger caseloads were more likely to successfully recommend regular early childhood programs. in addition, teachers who had experienced increased barriers to recommending regular programs were more likely to find success in recommending the programs over time. Finally, teachers who reported not having the availability of related services in regular programs were less likely to make recommendations.
- Resource Type:
- Dissertation
- Identifier:
- 9780438379626
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Mendoza, Reanna M.
- Description:
- This phenomenological study explores the perceptions of educators around student mental health (SMH) needs, and sought to uncover teacher, counselor, and principal perceptions around SMH needs at the elementary school level. Bronfenbrenner’s ecological systems theory and Fullan and Quinn’s coherence framework provided the theoretical framework for this study. The intent of the study was to gain deeper insight into how counselors and teachers are supported by principals to address SMH needs. This research validates the idea that SMH needs must be addressed in the school setting. The data derived from the study provides a glimpse of how one elementary school district supports SMH needs. through the lens of the theoretical framework, the narrative unfolds to reveal a strong need for principals to provide systems of support and structures for collaboration, as well as build trust and capacity in assisting teachers and counselors in addressing SMH needs. The study concludes with recommendations for future leaders to consider when creating plans to support students.
- Resource Type:
- Dissertation
- Identifier:
- 9780438379879
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Sanchez Vandenburg, Alicia
- Description:
- This phenomenological study explored the perceptions and experiences of teachers and administrators at Innovation Academy (IA), a K-5 elementary school, as they transformed into a 1:1 technology academy. This study aimed to examine the role of leadership and applied strategies by the two administrators who accomplished a successful technology integration program at IA. Senge’s learning organization theory was utilized as the leadership framework for this study and data was analyzed to either confirm or disconfirm whether there was evidence of the five disciplines—shared vision, mental models, personal mastery, team learning, and systems thinking—and if those disciplines contributed to IA’s success. This research found that there was strong evidence of the disciplines, and it validates Senge's five disciplines as a potential leadership framework that can support administrators in the implementation of technology. through the lens of the theoretical framework, the narrative unfolds to reveal a strong need for administrators to rely upon a leadership framework when implementing technology at the site level. the study concludes with recommendations for future leaders to consider when implementing technology or any other initiative at the site level.
- Resource Type:
- Dissertation
- Identifier:
- 9780438379756
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Luna, Mercedes
- Description:
- This hermeneutical phenomenological qualitative study seeks to understand the lived experiences of concussed community college student-athletes as they reintegrated back into the classroom after their injury. This study included 12 student-athletes enrolled at three community colleges in the Los Angeles and Orange County areas. Findings indicated that student-athletes are experiencing difficulty in the classroom after their concussive injury as a result of cognitive symptoms and lack of academic accommodations. Themes included: the concussion experience of community college student-athletes, impact on social identity, identified institutional support, and perceptions about academic accommodations. Implications for policy, practice, and future research are discussed.
- Resource Type:
- Dissertation
- Identifier:
- 9780438380059
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Kirkwood, Alisia Monique
- Description:
- The purpose of this study was to explore the experiences of Black community college administrators who have transitioned to upper-level management, while maintaining their own race consciousness. A race conscious mindset is defined as: (a) acknowledgement of racialized self as Black; (b) normative emphasis on racial group membership as part of overall self-concept; (c) a comprehensive understanding of racialized self within racial and social context; (d) an in-depth understanding of the complexities of racism and systemic oppression; and (e) proactive engagement in work aiming to disrupt institutional marginalization. This study also examined how Black administrators, who serve or have served as chancellor, vice-chancellor, president, or vice-president navigate leadership expectations of the California Community College system, while maintaining the saliency of their own consciousness. The following questions guided this exploratory study: 1. How do racially conscious Black community college administrators describe their preparation for upper-level institutional leadership? 2. What perceptions do upper-level Black administrators have of critical consciousness and its impact on their ability to effectively persist in higher education leadership? 3. What impact, if any, does racial consciousness have on the ability to persist in higher education leadership for Black community college administrators? Critical race Theory and an existential lens, along with an historical foundation focused of racism and education, provided the conceptual framework that allowed race and the effects of racism to remain central throughout the various phases of data collection and analysis. Using a qualitative, constructivist grounded theory design undergirded by semi-structured interviews, data exploring upbringing, academic and professional preparation, approach to leadership, perceptions of race and racism, and advantages and disadvantages to being a Black administrator were collected. Based on analysis of findings the following themes emerged: (a) race continues to be a factor with deep roots and far reaching implications for Black educational leaders and learners; (b) preparation beyond traditional and universal requirements is essential to career advancement; (c) there are clear generational variances in regards to understanding of and approach to critically conscious leadership; and (d) the necessary characteristics and dispositions for upper-level administration.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership