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- Creator:
- Stiles Hanlon, Anna
- Description:
- College athletics are the most popular extracurricular activity across American community colleges, with approximately 80,000 students participating each year. California has the highest rate of participation, with over 24,000 student-athletes annually. While California Community College student-athletes generally outperform their non-athlete peers academically, there is still a disproportionate impact for male student-athletes of color. However, there is little empirical evidence related to the educational experiences of student-athletes, making it difficult to know how institutions can best serve them. This quantitative study investigated and identified institutional factors that were significant to California Community College student-athletes’ academic success, highlighting differences related to sports participation, gender, and race/ethnicity. Using data collected with the Community College Success Measures (CCSM), this study explored student-athletes’ college experiences in terms of campus ethos––students’ sense of belonging, personal relationships with faculty, faculty/staff validation, student engagement, and welcomeness inside and outside of the classroom––and non-cognitive factors important to academic success. Analysis included independent t-tests, ANOVAs, and linear regressions. Results indicated that student-athletes’ experiences in college (campus ethos) were significant predictors of their non-cognitive factors, explaining 32.4% of the variance in non-cognitive composite for all student-athletes and 42.9% of variance for Black male student-athletes. Results also indicated that male student-athletes felt less welcomed by faculty inside and outside of the classroom than did male non-athletes, and that for male student-athletes of color, feeling welcome inside and outside of the class was the most significant predictor of their non-cognitive factors. Male student-athletes also reported significantly lower levels in their sense of belonging than did male non-athletes. While student-athlete reported greater frequency of student engagement, it was not clear if the motivation for student engagement was internal or external, or if the type of motivation changed the effect of the engagement. There were no significant findings for females. These findings indicate that male California Community College student-athletes of color are not receiving the college experiences that are meaningful to their development as scholars. This research also points to the importance of gender specific studies for community college student-athletes, as the findings for females were generally not significant.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Sims, Andrea Fejeran
- Description:
- The purpose of this research journey (qualitative narrative study) was to explore the cultural philosophies and beliefs of manmaga’håga (high-ranked Indigenous Pacific women in higher education), give voice to culturally competent leadership practices, and to understand the interests of career aspirations. This research journey used storytelling, an indigenous research methodology, to understand individual experiences and amplify the collective voices of the manmaga’håga. The indigenous leadership model (Minthorn & Chavez, 2015) grounded the storytelling (semi-structured interview protocol). The collective voices of eight Indigenous Pacific women resulted in six emergent themes. The first theme, cultural heritage cultivates the leader included the three subthemes of natibu (indigeneity), minagåhetna (authenticity), and fuestan famalao’an (female empowerment). The second theme, relationships are central to leadership, contained the three sub-themes of inadahi (care), na’i aturidåt (empower), and chenchule’ (reciprocity). The third theme, community inspires wisdom and strength, produced the two sub-themes of inafa’maolek (collective responsibility) and famai’che’cho’ (resilience). The fourth theme, lessons instill growth and purpose, revealed experiences in higher education that increased skillsets and intrinsic motivations. The fifth theme, mentors are significant along the journey, was derived from the examples of fafa’nå’gue (teachers), family members, and mentors who served as teachers and navigators in their lives and careers. Theme six, advancement is about legacy, not title, revealed that the aspirations along the journey focused on creating pathways to leave a legacy for others. This study offers higher educational leaders, institutions, and professional associations, insights into the innate leadership capacities of Indigenous Pacific women, their ability to be culturally competent leaders and their commitment to advancing the success of their communities. Implications for policy suggest examination of employment and retention policies and an emphasis on data disaggregation. Implications for theory suggest transforming leadership paradigms, praxis, and pedagogies to include more Indigenous ways of knowing, being, and learning in curriculum and professional development spaces. Finally, implications for practice include development of an Indigenous Pacific in higher education genealogy project, the sisters of Oceania network, and a leadership pipeline that uses storytelling as a method of cultivating leaders.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Hoover, Karelyn
- Description:
- The purpose of this phenomenological study was to understand the leadership strategies and processes that California community college presidents employed as they made the decision to participate in the pilot baccalaureate degree program and the subsequent implementation of the pilot program at their institutions. Presidents were selected because of their unique position in the organization to lead change initiatives. In this study, eight presidents in the California Community College Baccalaureate (CCB) pilot programs, who were in their positions when the decision was made to apply for the CCB and remained in their positions through their implementation of the program, were interviewed. Their responses were analyzed using the framework of Kotter’s (1995, 2012) change model. Responses were also analyzed in the context of Fullan’s (2001) model for leading in a culture of change. Implications for community college leadership were identified: 1. Lead with a moral purpose. Presidents should lead change with the intent to make a positive impact on the lives of students, staff, and members of the community. 2. Rather than try to change the culture with a change initiative, cultivate an environment where change can occur. 3. Establish a team and empower the team to act on the president’s behalf is critical. 4. Be prepared to do whatever it takes to make it work. 5. Effective communication is critical. 6. Leading change initiatives can be hampered by the politics of the change. This study was unique in that all the presidents in the study were leading the change, becoming a baccalaureate-granting institution, at the same time, and for the first time in California. Based on the data and analysis from this study three recommendations were made for leading change: (a) create an institutional culture that supports change, (b) lead with a moral purpose, and (c) be prepared to do whatever it takes.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- 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
- 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:
- 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:
- 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:
- 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:
- 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:
- 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
11. 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:
- 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
- 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:
- 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
- Creator:
- Meil, Andrew James
- Description:
- Professional sports organizations have been utilizing data-based approaches when selecting potential athletes increasingly over the past couple of decades, as depicted in Moneyball. the National Football League (NFL) conducts a yearly Scouting Combine in an attempt to examine top prospects’ physical characteristics and attributes that are typically sought after in the game of football. the current study focuses on whether an athlete’s performance at the Combine can predict future success at the professional level. the study examined 917 athletes that participated in the Combine from 2004 to 2009. These athletes were categorized into eight different position groups across the National Football League. Measures for the study included six physical ability tests from the Combine, height, weight, and three unique success variables. Correlations and multiple regressions were conducted to examine the impact of Combine performance on future success. Only four of the eight position groups had statistically significant predictions in the study. However, the primary finding of whether a player’s performance at the Combine was able to predict future success in the NFL based on their position is deemed questionable at best. Thus, the study suggests that NFL executives and personnel influence a statistical approach, in combination with professional judgment to account for intangibles and unquantifiable measurements, in order to select an athlete that has the most potential to be a successful player in the National Football League.
- Resource Type:
- Dissertation
- Identifier:
- 9780438055827
- Campus Tesim:
- Fullerton
- Department:
- Department of Psychology
- 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:
- 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:
- 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:
- 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:
- 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
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