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- 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
25. 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