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- Creator:
- Vang, Kong Meng
- Description:
- The purpose of the study was to explore factors that impacted school connectedness for high school (grades 9 to 12) students identified as Emotionally Disturbed (ED). The study utilized a mixed methods design. The study highlighted the narratives and experiences of students identified as ED and how those narratives and experiences impacted their sense of school connectedness. The inclusion of student experiences and narratives provides a platform for dialogue between policymakers and its primary stakeholders: the students. Further, the study included surveys that examined the relationships between variables of interest. There were 20 participants who were interviewed and 33 participants who completed the surveys. Through qualitative analysis, the study found that students identified as ED valued school connectedness. There were four positive themes that promoted school connectedness and four negative themes that hindered school connectedness. The positive themes were positive teacher relationship, supportive and caring friends, participation in school activities, and a supportive school community. Emergent negative themes that contributed to poor school connectedness were social isolation, stigma, bullying, and negative teacher relationships. Quantitative analysis revealed a significant positive relationship between school connectedness and behavioral engagement, student participation in the decision making process and behavioral engagement, cognitive engagement and student participation in the decision making process, stereotype threat and cognitive engagement, and resiliency and stereotype threat. Overall, results from the study aligned with previous studies involving school connectedness with unique considerations for students identified as ED. Implications for policymakers and educational leaders are discussed.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Lucyga, Susan J. T.
- Description:
- The purpose of this qualitative research study is to explore the classroom experiences of Black community college students and White community college faculty to possibly uncover barriers and provide suggestions to achieve a transformative learning environment. This research centers Black student narratives and then compares the findings with the classroom experiences of White faculty. This study hopes to increase the body of knowledge about inherent and unnoticed barriers in the classroom that impede the academic success of Black community college students. Critical Race Theory and Black Critical Theory are the study’s two theoretical frameworks. Based on the findings, I have proposed a model titled Positionality Consciousness: Working toward Creating a Transformative Classroom. The model is made up of four components: denial, acceptance, personal awareness, and humility and love. This model offers a perspective whereby educators can continually interrogate their practices and positionality. Only by continual self-reflection and subsequent action can there be any hope of achieving justice and equity in the classroom for all students.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Tabrizi, Setareh Haddad
- Description:
- The topic of this study was multiliteracy competencies and multiliteracy centers on California State University (CSU) campuses. In this study, multiliteracies were defined as WORDS: writing, oral, reading, digital and social competencies. The purpose of this research is first, to determine California State University (CSU) students’ perceptions of multiliteracy competencies and what services they recommend would benefit them. Second, to determine what are significant predictors that lead to strong writing, oral, reading, digital and social literacies for students. Third, to evaluate CSU writing center coordinators’ perceptions of expanding writing center services to include multiliteracy support for students. There are four total research questions that drive this study, three qualitative and one quantitative. This study utilized a concurrent triangulation mixed methods approach. This meant that both qualitative and quantitative data was collected simultaneously from participants and the results were triangulated with the theoretical frameworks and the literature review to demonstrate a well-rounded viewpoint of the topic (Boudah, 2011; Creswell & Plano Clark, 2011). Two surveys were created, one distributed to CSU students and the other distributed to CSU writing center coordinators. The students’ survey contained both qualitative and quantitative questions while the coordinators’ survey contained only qualitative questions. There were four research question for this study, three qualitative and one quantitative, regarding students’ multiliteracy attitudes, recommended services and what variables can predict strong competencies in writing, oral, reading, digital and social literacies. The final research question explored writing center coordinators’ perceptions regarding a writing center expansion to include multiliteracy assistance and what obstacles they could potentially face with this expansion. The results indicated that many students felt positive and negative regarding their multiliteracy competencies and felt they would benefit from increased resources, workshops, classes and tutoring. Practice and instruction in the classroom and from a tutor were significant predictors that led to strong multiliteracy competencies in the five focus areas. Writing center coordinators revealed that they already provide some multiliteracy assistance with tutoring and workshops but they are not explicitly offering multiliteracy tutoring yet. Finally, their responses revealed that without proper resources, funding and institutional support they will not likely expand services despite the fact that they felt positive regarding a multiliteracy center expansion. A total of seven recommendations for action emerged from this study. Five from the qualitative findings and two recommendations emerged from the quantitative findings. These recommendations included: Instructional support, faculty professional development, multiliteracy center tutoring, increased communication between faculty and mental health services, increased funding and institutional support as well as multiliteracy practice and instruction in the classroom and finally, with a tutor. It is up to instructors, writing center coordinators and administration to execute these recommendations and implement them on CSU campuses for students. Although many themes emerged from the findings, not all of them fit within the scope of this study and therefore are potential suggested areas of future research. Educators could explore training and Multiliteracy Across the Curriculum (MAC) professional development, examine CSU Channel Islands as a multiliteracy center within the CSU system. Additionally, a set alone study that examines faculty and administrations’ attitudes towards multiliteracy instruction and support, a study of students’ anxiety factors in the classroom as well as examining students’ multiliteracy competencies by using pre- and post-tests to determine at what frequency and duration students need to receive multiliteracy practice and instruction in order to improve their competencies.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Yang, Wyler
- Description:
- Under a Critical Race Theory with a class analysis (Dumas, 2013; Leonardo, 2012), this phenomenology explored the lived experiences of Mong college undergraduate students who rely on Federal Pell Grants and investigated how they negotiated economic challenges while pursuing a college degree. This research utilized Giorgi’s (2009) Descriptive Phenomenological Method to explore the experiences of undergraduate Mong college students. This research utilized Giorgi’s (2009) Descriptive Phenomenology Method to explore the experiences of undergraduate Mong college students by focusing on three research questions. 1. How do Mong undergraduate college students describe their experience utilizing their Federal Pell Grants? 2. What other streams of financial support do low-income Mong undergraduate college students have available while pursuing their degree? 3. What do Mong undergraduate college students express as necessary measures to improve their current economic condition? A general structure emerged for each research question that described the experiences of undergraduate Mong students who are recipients of Federal Pell Grants. This study recommends higher education institutions, policymakers, and administrators to be critical in their assessment of the needs and assistance of Mong college students.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- DeVere, Daniel J.
- Description:
- This qualitative study critically examines the academic, cultural, and social experiences of Punjabi Sikh American students in a Northern California community college to identify factors that promote or inhibit their progress and success. The theoretical framework guiding the research included AsianCrit, a variant of Critical Race Theory, and Model Minority Theory. Employing a phenomenological approach, individual, face-to-face, in-depth interviews of ninety minutes in length were conducted with a purposeful sample of twelve Sikh college students that included students of both genders. Thematic analysis was conducted on interview transcripts. Four themes describe academic factors that affect Sikh students' progress and success: A lack of college readiness; Language and culturally-embedded curricular content challenges; Sources of academic support; and Interactions with instructors. Cultural factors affecting Sikh college students' progress and success are of four types: Assumptions related to Model Minority Theory; Parental expectations and influence; Significant cultural values, including familial connection, respect, and financial security; and Cultural accommodations and adaptations. Student narratives concerning social factors that affect them yielded two themes: Social relationships and Racism/Concern for Personal and Family Safety. Findings demonstrate that microaggressions against Sikh students occur in all three aspects of their lives explored in this study, a factor that inhibits their academic progress. A Critical Race Theory lens reveals that Sikh students routinely experience discrimination from instructors, counselors, and other students. Applying AsianCrit specifically identifies microaggressions based on Model Minority Theory assumptions. Sikh students draw strength from their close-knit familial and cultural connections. Their parents are a significant source of support. For some, cultural pride and a sense of belonging within the family and the culture are a platform from which they operate. These factors promote their progress and success.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
6. Learning transfer in a public agency : a context for situational leadership and situated learning
- Creator:
- Hayes, Roderick Jay
- Description:
- The purpose of this study was twofold: a) to understand learning transfer relative to teamwork competency among supervisors who have participated in a professional development program; and, b) to evaluate the relationship between the professional development curriculum and supervisors’ decision-making. The phenomenon of learning transfer is an “active process” whereby employees apply what is learned in training situations, to new situations and to learn related information more quickly (Bransford, et al., p. 17). “It is estimated that only 10% to 13% of learned skills from staff training programs are transferred to the work environment (Austin & Hopkins, 2004, p. 191).” Six supervisors and eight social workers described their experiences of teamwork and professional development within a public human services agency (PHHS). Using a phenomenological methodology to collect and analyze data, four focus groups and one interview were conducted in order for the supervisors and social workers to describe their experiences separately. Data analysis entailed categorizing into codes and then identifying salient themes from the data. Four themes emerged in this study: (1) Precedent, (2) Opportunity, (3) Initiative, and (4) Reward. The theme of Precedent indicated that the PHHS management do not consider teamwork and professional development priority topics. The theme of Opportunity indicated that supervisors and social workers agree that more professional development opportunities need to be made available. The theme of initiative indicated that supervisors and social workers are not creating their own teamwork or professional development activities. The theme of Reward indicated that supervisors and social workers expect job promotion as a natural outcome to their work. The study concluded with recommendations to the public human services agency for enhancing their professional development program. One recommendation is the revision of the professional development curriculum with more emphasis on leadership literature. Another recommendation calls for the introduction of the science of learning and teaching into the professional development curriculum.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Spencer, Delmy Gabriela
- Description:
- The purpose of this qualitative study is to shed light on the experiences of six Latina California Community Colleges (CCC) administrators and the factors that contributed to their success. More specifically, the study examines how the elements of overt discrimination and covert discrimination (microaggressions) in the administrators’ work environment impacted their leadership development and career advancement. It also looks at the strategies of resilience that help Latina administrators succeed in their leadership positions despite their underrepresentation. The qualitative research design for this study captured the women’s stories and descriptions of racial microaggressions in their work environment. This study used a phenomenological approach because it focuses on “how people describe things and experience them through their senses” (Patton, 2002, p. 105). This particular approach helped describe the meaning behind research participants’ lived experiences of a phenomenon (Creswell, 2005). The researcher used critical race theory (CRT) and Latino critical race theory (LatCrit) as frameworks to analyze the impact of microaggressions on the Latina California community college administrators. Narratives were used as the primary method to gather data that address the relationship between racial microaggressions and work environment climate. A narrative is a methodological tool used to give a voice to a subordinate group (Aguirre, 2000). Research participants were given the opportunity to discuss their lived experiences by telling the stories of the subtle forms of racism or discrimination they experience.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Pimentel, Katrina K.
- Description:
- Sexual violence is a pervasive problem on colleges that affects 20% of college women (Burnett et al., 2009). Moreover, the Rape Abuse Incest National Network (RAINN) (2011) reported that 90% of the rapes against college women are committed by just 3-7% of college men. To continue in the tradition of feminist scholars, the purpose of this study was to assess the influence of a male-dominated culture on the lived experience of college students and its relationship to rape culture (androcentric society) in order to facilitate in the transformation of society from one that condones rape to one that dismantles it by raising conscientização (critical consciousness) (Freire, 1970; 1993). This study is framed by Muted Group Theory and Five Faces of Oppression which together form a meta-theory, and used phenomenological research methods (interviews and the administration of an online survey), and focused on eight (N=8) interview participants, and (N=108) survey participants. The findings resulted in the emergence offive themes and 20 assertions. The first theme Gender Identity and Social Positioning centers on how college students are both positioned within society as a result of their gender and navigate the tensions between their own desired identity and societal expectations. The second theme Socialization and Sexual Violence and centers on the factors which influence college students’ attitudes towards sexual violence and victims of sexual assault. The third theme The Experience of Sexual Violence centers on the college students personal experiences of sexual violence and the impact that it has had on their identity and college experiences. The fourth theme Consent & Policy Literacy centers on how college students’ define consent and understand SB 967 (Yes-Means-Yes policy), and how efficacious they perceive it to be. The fifth Transforming a College Rape Culture centers on college students’ bystander attitudes and their demand for early rape prevention education with an explicit focus on consent. These findings have policy, curricular, and leadership implications. The contribution that makes this study provides is the utility of three meta-models, two for problematizing the problem of muting and oppression (Faces of Women’s Oppression and Androcentric Oppression) and one for problem-posing (Dismantlement of Androcentric Oppression). What makes these models unique is their invitation for researchers to continue theorizing about the problem of sexual violence and strengthen the opportunities for dismantling the cultural ideologies that maintain it as a silent epidemic.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Rochford, Lisa Marie
- Description:
- This study concentrates on the factors of classroom climate that produce a learning environment in which community college students are engaged. By defining and disaggregating the impactful factors of classroom climate, this study explores the individual nature of classroom climate and it’s components. This study offers community college educators a tool to improve classroom climate so that community college students can learn in an environment that fosters engagement and thus the completion of educational goals.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Monical, Sally Kay
- Description:
- This study is a quantitative and qualitative evaluation of two high school physical activity curriculums in relation to student physical fitness outcomes providing insight into factors that promote inactivity. The purpose of this study was to evaluate JROTC and PE physical activity curriculums in relation to physical fitness outcomes to answer questions of effectiveness and differences. The problem is the low physical activity in high school student and early onset of sedentary lifestyle related disease. The methodology applied was a Concurrent-Triangulation Mixed Method approach (Creswell & Plano, 2011) using Pearson r correlation coefficients, Independent-Sample t-Tests, evaluation of instructor voice and narrative. Data was collected by survey, interview, and CDE public data bases. Findings implicated practice, leadership, and policy change recommendations, considerations for future research, and discoveries of new ideas. The quantitative and qualitative corroboration suggest that JROTC instructors are more effective for favorable student physical fitness outcomes, use different methodologies and ideologies, while the PE instructors were experiencing many more barriers to effective physical activity curriculum delivery.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Carnero, Mark Andrew
- Description:
- This phenomenological study examined the narratives of seven high school critical social justice educators in Northern California. The study explored each educator’s social justice paradigm development, curricula choices, pedagogical approach, strategies for student self-empowerment, processes for challenging traditional schooling, and their future outlook on public education during “the 45 era.” Critical Theory (Horkheimer, 1982) and Critical Pedagogy (Duncan-Andrade and Morrell, 2008; Freire, 1972; Giroux, 2001; 2010; 2011) served as the main theoretical framework of this research. Rich qualitative data was taken from in-depth interviews and multiple classroom observations with each educator. The research concluded with the discovery of seven important findings: 1) Each critical social justice educator’s paradigm has been shaped, influenced, and informed by critical mentors, politicized past experiences, and interactions with their own students 2) The educators navigated three types of curricula in providing a critical social justice education: the institutionalized standards, the counter-curricula, and the protective curricula, 3) building strong relationships with students and fostering environments that built critical consciousness and opportunities for critical praxis were key pedagogical strategies for these educators 4) critical social justice educators alter the physical environment of the classroom, affirm student voice and identity, and offer invaluable tools for the future to aid their students in self-empowerment 5) these educators combat traditional schooling by embodying and promoting the critical social justice educator paradigm 6) the advancement of a critical social justice educator paradigm has forced these educators to experience distinct forms of alienation, stigmatization, and discrimination at their school sites 6) these educators acknowledge that the 45 era has created a troubling socio-political landscape for many communities and has prompted an aggressive degradation of public education; however, they offer words of critical hope, challenging all educators to stay grounded in their resistance work towards social justice.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Mostafa, Nazia
- Description:
- The purpose of this study was to assess the experiences of remedial students who successfully completed one or two years of community college. The study aimed to offer educational leaders, administrators, and faculty valuable insights to assist them in creating and providing better programs and services to first- and second-year remedial students. Furthermore, the study aimed to gain knowledge of how institutions can improve practices and policies in relation to remediation. Specifically, this study aimed to gain knowledge of ways in which academic, personal/emotional, and institutional factors impact remedial college students through the students’ lived experiences. This study is unique in its nature because existing research on remedial students who completed one or two years of community college is dismal. This study will contribute to literature since this topic needed to be developed and more work is required in this particular area of research. This mixed methods study used concurrent strategy approach. Quantitative and qualitative data were collected simultaneously. The quantitative data of this study were used to inform qualitative process. The qualitative data served to surpass the limitations of quantitative research designs. The overall qualitative findings showed that students had a positive experience of interacting with faculty, counselors, family, friends, and utilizing on-campus resources. On the other hand, participants also indicated having negative experience of interacting with faculty and counselors. They stated feeling overwhelmed and stressed due to familial obligations and financial issues. Some of them also indicated facing a dire experience of utilizing such on-campus resources as tutoring, Math Activities Center, and financial aid. The quantitative findings showed that the relationship between faculty and counselors, family and friends, and library and tutoring regarding the experiences of first- and second-year remedial college students was either medium or medium to high. This shows that if students interact with faculty they are also likely to interact with counselors, if they interact with family they are also likely to interact with friends, and if they utilize library services they are also likely to utilize tutoring services. The quantitative findings also showed that there was not a significant difference between first- and second-year remedial students regarding their experiences of interacting with faculty, counselors, family, friends, and satisfaction with tutoring, financial aid, and counseling. Furthermore, the results showed that first-year remedial students on average are less likely to be satisfied with library services than second-year remedial students.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Hollinside, Malika Melesse
- Description:
- Black K12 teachers leave the profession at faster rates than any other ethnic group. This exacerbates the disproportion of Black educators in the American teaching force. This study on the experiences of Black K12 teachers can inform the American school system of the workplace conditions that perpetuate their high turnover rates. The purpose of this study was to examine the workplace factors that positively and negatively impact Black K12 teacher retention. This study utilized a mixed-method approach to examine the qualitative and quantitative data. Qualitative data was collected through the interviews of ten Black K12 teachers in Northern California. The interview data was analyzed through open coding to identify existing and emerging themes. The findings confirmed existing research on Black teacher retention and found several common positive themes including: connections with Black/Brown students, advocacy for Black students. resistance, and Black teacher magic. The negative themes that were found included: administrative issues, overt/covert racism, professional barriers, cultural incongruity, and disenchantment. Quantitative data was generated from a 48 question Likert scale survey sent by email to Black teachers throughout the nation. An analysis of 98 teacher surveys found numerous positive and negative themes that impact Black teachers’ desire to remain in the field. The survey data was analyzed through a Multiple Regression to see which workplace factors, if any, predicted Black teacher retention. The quantitative data identified several workplace factors that have significant correlations with Black teacher retention including: Administrative Characteristics, Decision Making Influence, Racial Issues, Upward Mobility, Cultural Competency, Safety, and Resources. The regression found the workplace factor Administration Characteristics to be most influential predictor of Black teacher retention. K12 administrators who are liberatory, transformative, supportive, respectful, and culturally responsive are more likely to retain their Black teacher populations. On the other hand, too many K12 school administrators do not support Black teachers professionally and culturally. K12 administrators who are oppressive, unsupportive, and culturally incompetent are more likely to drive Black teachers out of their schools. Recommendations were made to inform the nation’s educational leaders of the federal, state, district, and school level transformations that can benefit Black K12 teacher retention.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
14. The fifty-three percent: examining the successful academic journey of Black male student athletes
- Creator:
- Roberson, Steven Travis
- Description:
- The purpose of the following study was to provide insights into the successful academic journey of BMSAs and how they are overcoming barriers within post-secondary institutions. The factors that contributed to the attainment of a Baccalaureate degree by BMSAs within California State University Sacramento (CSUS) was examined, along with an analysis of the relationship between their persistence and institutional/societal factors was investigated. A mixed methods approach was utilized to collect the data for the study; surveys were distributed to for BMSAs that graduated from CSUS with a Baccalaureate degree between the years of 2000 and 2016. The quantitative data was analyzed to determine if there were significant relationships between their persistence and several institutional and societal factors. Interviews were conducted with former BMSAs to identify common themes pertaining to the factors that contributed to them attaining a Baccalaureate degree from CSUS. From an analysis of the data, the researcher identified six themes (self-imposed pressure, handling business, like-minded people, family support, knowing that they care, and the SARC) that were major factors in BMSAs that qualified for this study achieving academic success and graduating with a Baccalaureate degree from CSUS. Additionally, the researcher was able to reveal that there was a significant relationship between the persistence of BMSAs in achieving a post-secondary degree and the following variables: the academic support from coaching staff; the academic support from athletic department personnel; and the interactions with faculty.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Johnson, Robert Swan
- Description:
- The purpose of this study was to identify faculty attributes that contribute to VocEd student success and to reveal potential strategies for the better integration of a growing specialized workforce segment within the California Community College system. System growth has come with institutional mission expansion and the proliferation of programs designed to prepare students for direct entry into both vocational and paraprofessional fields. Staffing these programs has driven demand for highly specialized faculty who teach part-time while remaining professionally active in their field. Despite elevated levels of practical experience, instructor-practitioners can enter the field of instruction inadequately trained in pedagogy. Management of specialized curriculum and student access can also be compromised with faculty less integrated into institutional culture. Research focused on faculty attributes, staffing practices, and the potential impact of improved integration of CCC VocEd instructor-practitioners. Research was approached through inquiry into the perspectives of stakeholders from areas of industry whose personnel fulfilment needs may be addressed by students served. The study relied on a mixed-methods design with participants responding both to fixed-response survey questions and open-ended areas of inquiry in a focus group setting. Quantitative and qualitative findings were analyzed concurrently to produce an aggregate findings package. Findings suggested that 1) among VocEd faculty in particular, relevance and currency of instructor skillsets and levels of field experience were vital, 2) delivery of curricular content was more important than faculty attributes, and 3) both traditional VocEd faculty and part-time instructor practitioners brought valuable attributes to the table.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Verigin, Hannah E.
- Description:
- Topic: For centuries African American male students have been underserved in America’s Public School System. Current research suggests public school experiences are still negative for African American males. Background: In 2014, Governor Jerry Brown signed Assembly Bill 420, prohibiting the suspension of students from kindergarten through third grade for defiance and disruption, a catchall suspension category dominated largely by African American males and a large contribution to the discipline gap. Today, the California (CA) State Department of Education reports that this bill has helped reduce the number of suspensions of African American males from the classroom. Research: This study analyzes the implementation effects of Assembly Bill 420 and possible implications that ground level policy may have on the discipline gap. The purpose and significance of this study is to gather information, adding to a hole in research literature about policy implementation analysis of elementary school law. Literary Framework: Research and current government reports have correlated the disproportionate suspension of African American male students to the increased likelihood this population will not complete high school and is likely to enter the prison system before the age of twenty-five. Theoretical Perspective: Street Level Bureaucracy (SLB) Theory and Critical Race Theory (CRT) are the two theories that frame this study. The foundational elements of Critical Race Theory (i.e. equity, education law, justice) provide a lens to analyze and discuss the study’s findings (Secada, 1989). Michael Lipsky’s theory of Street Level Bureaucracy builds upon the foundation CRT establishes to provide a policy implementation theory relevant to the hypothesis and research questions. Methodology: This study uses a basic qualitative method. Teacher interviews are used to help address the research questions, seeking themes and patterns to better understand the effects of this policy. Discussion & Analysis: This body of research contributes to the former studies conducted around the discipline gap. The final discussion narrates the findings of data pre- and post AB 420, using thematic coding patterns of teacher interviews and how both theories contribute to a better understanding about the implementation effects of policy AB 420. A solution or conclusive answer to the study’s research questions is not the intended outcome of the study. Keywords: African-American boys, discipline, California Assembly Bill 420, Critical Race Theory, Street Level Bureaucracy, Amendment 14, disruption, defiance, Education Code 48900
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Benmira, Bouchaib
- Description:
- Educators have long used scales to identify gifted students to provide them with an enriched education that matches their needs. It dates to the pioneering studies conducted by Lewis Terman and his development of the Stanford Binet test in 1916. His inclusion of a single score known as “Intelligence Quotient” or IQ, allowed the scale to become widely used. Since the early 1950s, researchers in the area of giftedness shifted the paradigm of discussion from a unitary concept based on IQ measurement to a multidimensional concept (Braggett, 1994). They also used this multidimensional concept to develop various instruments of measure. For example, Renzulli’s (1976) three concept of giftedness defines this multidimensional concept as the intersection of above average ability, creativity and task commitment. Renzulli (2010) used this conceptual framework to develop four Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS). The four scales are used to identify and assess students’ ability, creativity and interest in four specific content area-namely mathematics, science, technology and reading. The mathematics scale contains 10 survey questions (also called items), the science scale contains seven items, the reading scale contains six items, and the technology scale contains seven items. The development of the four new scales also emphasizes the importance of identifying and encouraging gifted students to pursue careers in the field of Science, Technology, Engineering and Mathematics (STEM). Unfortunately, most gifted programs continue to use identification instruments that focus on measuring intellectual abilities and provide little information about other characteristics of giftedness (Johnson, 1986). Hoge (1986) points out that as the definition of giftedness expands to include various characteristics of cognitive and non-intellective competencies, the giftedness identification process becomes more difficult and complex. Thus, educators managing gifted programs often resort to instruments that are widely known and easy to use, whether or not those instruments capture various characteristics of giftedness. The purpose of my study is to bridge that gap and provide teachers in the area of STEM gifted education with well researched instruments of measure that identify students’ giftedness beyond the academic classroom abilities. More specifically, I use the SRBCSS mathematics, science and reading as my survey scales. I also use the 49ers STEM project and San Juan Unified School District International Baccalaureate (IB) program as the source of my data. I used my analysis of the data to establish the reliability and validity of the science, mathematics and reading scales. Teachers were not able to survey students using the SRBCSS technology scale because none of the two programs offered a dedicated technology classroom instruction. The results of my study helped me accomplish the three objectives of my study: 1) Testing the validity and reliability of the current SRBCSS mathematics and science scales. 2)Exploring the criteria used to identify and admit students to both programs. I will then compare those criteria to the variables contained in the SRBCSS mathematics, reading and science scales. 3) Using SRBCSS mathematics and science scales to assess students who attended the 49ers STEM program for one year and continue to develop their STEM giftedness within the program. Four teachers from both programs used the mathematics, reading and science scales to rate 180 students on a Likert scale. The scales contained ordinal values ranging from one (indicating that the student never exhibits the underlined characteristic of giftedness) to six (indicating that the student always exhibits the underlined characteristic of giftedness). Two mathematics teachers rated 90 students using the mathematics scale, one science teacher rated 30 students using the science scale, and one English teacher rated 60 students using the reading scale. I compute the total score of each student by adding the values of all items on the scale. I used the IBM Statistical Package for the Social Sciences (SPSS) to generate my statistical results. Objective 1: I evaluated Cronbach Alpha to establish the reliability of each scale. I evaluated the inter-item correlation and item/total score correlation to establish the internal consistency of each scale. I evaluated the correlation between students’ score on a specific scale and their corresponding classroom grades to establish the scales concurrent validity. Finally, to establish the discriminative validity of the scales, I used the t-test for independent means to compare the SRBCSS mean scores of students enrolled in gifted programs and students enrolled in regular classroom instruction. All three scales are reliable and valid. Objective 2: I used the archived data provided by the 49ers STEM project to explore and assess the criteria used by the program to identify and enroll students for enriched education. I then compared those criteria to the variables contained in the SRBCSS scales. The program relies heavily on academic performance (GPA) as the main criterion for student identification. Other criteria such student self-rating, student interview and parent commitment to the program are also used. In comparison to the SRBCSS variables, the program does not use creative and perseverance (grit) abilities as additional criteria for identification. Objective 3: I used the SRBCSS survey results as a diagnosis information to assess student enrolled in the 49ers STEM program to spent one year receiving enriched education. I also used the t-test for independent means to compare the SRBCSS mean scores of students in the upper 25th percentile and students in the lower 25th percentile. Overall, Students performed well in questions that emphasize academic and motivation abilities. However, most students scored lower in questions that emphasize leadership and communication abilities. The t-test evaluation revealed that the upper 25th percentile of students scored significantly higher than the lower 25th percentile of students. My study of the 49ers STEM project revealed the importance of a mutually beneficial partnership between resources strapped K-12 gifted programs and private institutions. My study also highlighted two challenges that the 49ers STEM program encountered since their inauguration in 2014: a lack of diversity in their student enrollment and students’ wavering commitment to the 6-year program. At the completion of my research, I intend to advise private institutions in the Sacramento Area and help promote partnerships like the 49ers STEM model. Gifted programs partnerships can greatly benefit from the best practices of such models. But there is room for improvement concerning the identification of gifted students. The results of my study established the reliability and validity of three SRBCSS scales and their ability to diagnose students as they receive enriched instructions and develop their talents.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Rowland, Corinne Cheryl
- Description:
- This study explored the perceptions of distance education teachers certified by the @ONE online teaching certification program. The researcher conducted a mixed methods study to explore the self-perceptions of participants who completed the @ONE online teaching certificate program with regard to their motivation, learning, and the program’s psychological needs supports during the training. Data was collected from a survey sent to participants after they completed the entire @ONE online teaching program. Self-determination theory (SDT) was used as the framework to survey the participants as well as interpret the results. The SDT Basic Psychological Needs Scale (BPNS) survey was administered to participants to explore the theorized innate human psychological needs supports of autonomy, competency and relatedness. The BPNS scores were statistically correlated with the participant’s scores of the CAP Perceived Learning Scale that measured the participants self-perceived overall learning as well as sub components of cognitive, affective, psychomotor learning after reflecting on the program. Results from the correlation analysis determined a significant relationship between the participants’ perceived competency with the psychomotor learning as well as the overall perceived learning. The results also concluded that the prior experience inversely affected the participants affective learning score which measured attitudes and motivation toward the professional development. Recommendations for further study on the motivation of online students, requirements for online teacher certification policy, and leadership concluded this study.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Hattingh, Esther Aletta
- Description:
- The aim of this qualitative narrative is to discover the leadership processes of an educational leader who inspires, empowers, and collaborates with the sole focus to create a place for leaders of learning to develop their human, social, and cultural capital (Elmore R., 2014; Wheelan, 2010). This narrative inquiry is from a democratic constructivist frame to discover trustworthiness and authenticity through a hermeneutic lens utilizing a Creative Analysis Process (Denzin & Lincoln, 2005; Gadamer, 1960; Føllesdal, 1979, 2001). This study includes Theory Y, ethotic leadership, equity theory, and tipping points (Torne, Wattman, and Branham 2015; Gladwell, 2002; Hargreaves & Fink, 2000; Adams, 1963; McGregor, 1960). The research findings highlighted four themes of sustainable leadership practices. The first theme is to validate all stakeholders to grow trusting relationship. The second is to include all stakeholders to cultivate sustainable learning environments. The third is to collaborate with stakeholders and empower them so they can contribute efficiently according to their strengths. The fourth is to be transparent to share gen in an inspirational manner for educational, social, and community value.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
20. Is writing a self-perception problem : self-efficacy and student success in first-year composition
- Creator:
- Ryan, Parvati
- Description:
- This study focused on the factors that affect student perception and their success in a first-year composition course at a community college. The purpose of this study was to uncover the factors that led to successful writers with a focus in self-efficacy and collegiate writing, namely introductory college composition. Subsequently, recommendations were made in order to improve the pedagogical practices within the community college institution to help students improve their writing. The study used a purely quantitative research method to analyze the two research questions. Quantitative data was collected from one college using a seven-point Likert scale and dichotomous variables. Research Question 1 was answered with a statistically significant Pearson Correlation Coefficient at the 0.01 level, while Research Question 2 was answered using descriptive statistics. The research showed that a student’s self perception in their ability to succeed in introductory composition was a factor in the student’s self-efficacy in introductory college composition.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Mrizek, Jeffrey Allen
- Description:
- The purpose of this study is to examine, discuss, and assess the phenomenon of Collective Impact; an emergent and holistic form of systemic organizational behavior, as an approach to devise synergistic competency based career pathway solutions to the skills gap in California’s civil service workforce. The intention is to provide community college and public agency leaders, educators, policy makers, and researchers a greater understanding of current public agency's workforce needs and challenges of aligning and articulating career technical pathways. The objective of the research was to open dialogue and catalyze the design of curriculum, comprehensive policy, and innovative practice to meet the workforce needs of the 21st Century Government Worker while directly supporting community college student learning outcomes. This exploratory study deployed mixed methods approach to “facilitate exploration of phenomenon within its context using a variety of data sources (Baxter & Jack, 2008, p. 544).” As action research, the exploratory approach will ix provide grounding for further explanatory research to develop the literature around system alignments, career pathways, competency based talent management and competency-based education. In summary, it was found that Collective Impact was not mature, the interlocutors held shared multiple meanings of competencies, community college students have interest in civil service careers, and “competency as data” was an emergent intersubjective meaning of the interlocutors. Achieving a shared meaning of “career readiness” through policy and curriculum alignment is still needed to form competency- based career pathways as a strategy to overcome the growing skills gap due to the rising tide of the “silver tsunami”
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Sanders, Stephan
- Description:
- A macro-level solution to closing the Achievement Gap for African American students has evaded district administrators and state officials for decades. There have been new curriculums introduced, new educational settings such as charter schools developed, and a surplus of money injected into existing ineffective programs. The aforementioned endeavors have only produced short-term minimal gains for African American students and currently academic gains remain stagnant as the Achievement Gap has plateaued. Moreover, there has not been a large-scale initiative to equip teachers, the variables with the most influence on student gains, with more culturally relevant pedagogical skills with which to make African American students more successful. In addition, there has been a void in a teacher observation protocol tool from which teachers will have the impetus to enact strategies in the classroom that are the most efficacious for African American students. With Critical Race Theory and its tenets as the foundation in the rationalization for reforms in policy, teacher preparation programs, teaching practices, and teacher evaluation, this study introduces the Equitable Learning Environment (ELE) Theory and its progeny the ELE Rubric as a tool to inject Culturally Responsive Pedagogy (CRP) on a macro-level. This is a phenomenological study in which the researcher sought to uncover the shared essence that effective teachers of African American students encompassed. The findings serve to encapsulate the “essence” as a paradigm to which educational leaders can write policy and professional development curriculum around this contemporary shift in ideology, beliefs, and practice. The researcher created a rubric containing elements of both common Eurocentric pedagogy and CRP centered by the domains of 1) Emotional Support, 2) Classroom Continuity, and 3) Instructional Support, a five-week direct observation of five teachers in their own classrooms, followed by an interview with each, aided the researcher in defining the essence uncovered as a paradigm. The findings served to revise and perfect the ELE Rubric into a working tool that any elementary teacher could be trained to use, be evaluated on, and effectively serve all student populations in their classroom The following questions were answered in this study: (a) what measurable indicators of effective teaching and culturally responsive pedagogy do successful teachers of African American students in Grades K-5 employ in the classroom to make them academically successful? And (b) what do teachers believe a proposed teaching rubric used to asses both effective teaching and culturally responsive teaching techniques should encompass? The findings indicate that although Culturally Responsive Pedagogy covers a wide range of strategies, beliefs, and ideologies, there are seven measurable indicators effective teachers of African American students’ employ in the classroom. The findings also suggest the aforementioned significant seven measurable elements should be included on any teaching rubric or observation protocol if it is to be equitable for African American students. Although the study included a small number of participants, the methodology of completing multiple observations over several weeks, an interview with each participant, and the triangulation of the results within the review of literature give the findings a credibility anchored in quality of research. Upon completion of triangulation the seven major, measurable indicators found to be significant were (a) Creating connections to personal or cultural experiences; (b) Rigor, regardless of current academic levels; (c) Using literature in the classroom so students see themselves in the characters or their experiences played out in the literature; (d) Teachers must have a steadfast belief that African American students can achieve on grade level and beyond academically; (e) Teachers must master the skill of being a “warm demander,” being seen as someone students can trust but also firm in his or her expectations of students; (f) Teachers must create a connection with students’ families and learn important information about the communities in which they serve; and (g) Teachers must be intentional in creating relational trust with students before students will allow themselves to take risks and affirm the direct instruction of the teacher.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Williams, Joseph Michael
- Description:
- This study on skills for leading change in California’s public school system can serve to validate current literature on leadership and the change process. The purpose of this study was to examine the leadership training gaps of California Superintendents and the skills for district-wide change that more consistently advance student success. Subsequently, recommendations were made to inform policy leaders of changes that must be made to better prepare California school leaders in order to engage the change process and advance student success. This study utilized a mixed-method approach in order to examine the quantitative and qualitative data. Quantitative data were collected and analyzed using a Likert scale from superintendent surveys and a Pearson correlation. Qualitative data were collected from three open-ended written responses on a superintendent survey, in addition to follow-up interviews with eight superintendents. Qualitative data was analyzed using a coding process and a constant comparative method was used in order to explore any theme that emerged from or that was grounded in the data. The analysis of both the quantitative and qualitative data examined the leadership training gaps of California Superintendents and the necessary skills for district-wide change that advances student success. The researcher found that there were significant correlations between leadership, the nature of the superintendency, and the change process. More specifically, quantitative analysis indicated that there were significant correlations between creating strategic plans, holding individuals accountable, building coalitions, effective communication, increasing effectiveness, embracing conflict, encouraging collaboration and shared decision making process. Additionally, there were significant correlations between creating strategic plans, communicating a shared vision, holding individuals accountable, building coalitions, recognizing the necessity of fostering change, monitoring the change process, developing strategic plans, determining which changes are critical and assessing each stage of the change process. Qualitative analysis of written responses and transcribed interviews indicated a lack of training in the following areas: budgeting and school finance, board relationships, mentoring and networking, educational training and professional development, curriculum and instruction, and technology. Additional themes that emerged regarding the leadership nature of the superintendency when advancing student success were: collaboration, vision, communication, building positive relationships, acquiring knowledge and experience, navigating politics, and listening and reflecting.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Cypher, Rachelle Yvonne
- Description:
- The achievement gap between English learners and non-English learners is wide in California; something must be done to close the gap. Research suggests university training of mainstream teachers in areas more specific to the needs of English learners may be helpful. However, there is limited research that follows graduates for one year after earning their teaching credential to explore if they believe they were provided adequate university training. My dissertation aimed to fill that gap. More specifically, I analyzed extensive survey data from teachers at their time of graduation from a California State University campus and one year later, after being in their own classroom. I focused on how well teachers feel their university prepared them to instruct English learners in their classrooms, using different quantitative approaches to analyze this topic. A paired samples t-Test indicated teachers felt less confident in their university preparation in all aspects related to teaching English learners one year after teaching compared to when they graduated. I also found that teachers felt more prepared to instruct English learners in their classrooms if they felt prepared in areas of classroom management, able to meet the needs of diverse students, able to meet the needs of special learners, capable of differentiating academic instruction, able to develop academic language for English learners, capable of teaching English learners by building on their prior abilities, were familiar with outside resources, and able to analyze a variety of evidence when assessing students. Deans of Education will get a better sense of a realistic feeling of teacher preparedness if they use survey data from one year after teaching to inform changes in their teacher education program. Beginning at the top level, university professors should take advantage of professional development opportunities that focus on teaching aspects that correlate to a preparation to teach English learners so they can create updated lesson plans for their teaching credential candidates. Teachers already employed at the school level would benefit from effective professional development training in areas that focus on instructing English learners. Further research would help ensure teachers’ feeling of preparedness translates to improved student achievement.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Sumilhig, Jason Alejandro
- Description:
- The purpose of this mixed-methods study was to examine the successes and setbacks of first-generation and low income transfer students who completed their bachelor’s degree within two years upon transferring to the university. This study involved eight logistic regression models using 4,211 student records and 384 surveys as well as identified salient themes and sub-themes using qualitative methodology and analysis of the same 384 surveys and sixteen individual interviews. The three research questions were: 1. What factors are associated with completion of a bachelor’s degree within two years of transferring to a 4-year university, for first-generation college students from low income backgrounds? 2. What unique setbacks and successes did first-generation and low income transfer students who graduated within two years experience in comparison to other transfer students? 3. What recommendations do transfer students have to increase graduation rates and reduce time to degree? The researcher used three conceptual frameworks that include social capital, resilience, and academic resilience as the lenses to explore the successes and setbacks of first-generation and low income transfer students who graduated within two years upon transferring. The quantitative results of this study concluded that the following factors were statistically significant and were associated with two-year degree completion for first-generation and low income transfer students: (a) pre-transfer units (p<.05), the units that transfer students entered NCU with, (b) term 1 GPA (p<.05), the first term GPA, (c) term 1 enrolled units (p<.01), the amount of units enrolled in first term, (d) enrollment in winter courses (p<.05), taking NCU courses over winter break, (e) internships (p<.05), formal opportunities for professional development, and (f) senior writing course (p<.05), a writing course usually taken during final year. The qualitative results regarding unique successes of first-generation and low income transfer students graduating within two years were: (a) believing the degree will lead to upward mobility/better career, (b) engaging in exercise/activities that promote health/wellness, (c) concern for social justice, and (d) the helpfulness of financial aid. The unique setbacks of first-generation and low income transfer student graduating in two years were: (a) balancing family commitments and (b) challenges adjusting to university academics. The recommendations that transfer students had to increase transfer student graduation rates and reduce time to degree were: (a) stressing the importance of planning and being organized among students, (b) developing students’ social capital by facilitating the inspiration/motivation/support they receive from others, (c) meeting the need to provide transfer students with support during their first-semester, and (d) reassessment of university logistics especially class availability. The researcher’s overall recommendations for action were: (a) to provide better communication with students prior to transferring, (b) develop a program, office, or service that aims at facilitating a positive and successful first-semester transfer student experience, (c) conduct a thorough assessment of university logistics and resources in relation to student enrollment and demand, and (d) facilitate a culture of inclusion and belonging across campus and beyond.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Vang, Chao
- Description:
- This phenomenological study was conducted to bring together a better understanding of the socio-cultural aspects regarding the home, school and community to the Hmong student experience. Two core theories, Bronfenbrenner's Ecological Systems Theory of Development (1977, 1979) and Critical Race Theory (Delgado & Stefancic, 2001) woven together provided the conceptual framework to explore the contextual factors that contributed to six first-generation Hmong undergraduate students’ post-secondary experience, with a particular interest in examining six Hmong parents' perception of the role they play in their students' educational journey. This study concludes that the college experience for first-generation Hmong undergraduate students may not be just one way to go about creating habitus transformation, but the only way. Thus, getting Hmong students into college could be arguably not just necessary for economic growth but for realizing America’s promise where people can come and co-exist fruitfully and peacefully.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Knisely, Christopher Michael
- Description:
- Higher education institution counselors are experiencing a significant transition. Their students are showing evidence of a higher service-need, both in terms of frequency and severity. Students are exhibiting more physical violence/aggression, sexual violence and coercion, and self-harm, including suicide. At the same time, these counseling centers are experiencing an increase in legal responsibility for their students’ behavioral health along with policy that limits coordination of care and the gathering of essential collateral information. Despite this increase in service-need, higher education institution counseling centers are providing less and less service, using budget-friendly models of therapy that provide less one-on-one psychotherapy. Collectively, this downsizing limits the ability for students with high acute behavioral health symptoms to manage their symptoms and impacts their relationships and their ability to function, including academically. Through the lens of systems theory, this qualitative study examines the narratives of six behavioral health clinicians practicing at higher education institutions, using a phenomenological approach. The participants’ stories can support findings that assist in developing ideas related to counseling practices and the relationships between counselor and student, counselor and leadership, and counseling department and the larger campus. Insights from the findings include a current view of the services provided to higher education institution students with high acute behavioral health symptoms and the potential gap in service to students experiencing a crisis or behavioral health episode. These insights led to the development of a model that may offer a fuller, more comprehensive view of higher education institution counseling practices.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
28. The evolution of zero tolerance policies: a case study of four high schools in the Silicon Valley
- Creator:
- Marron, Jesus Jr.
- Description:
- This qualitative study examines the implementation of Assembly Bill 1729 in four high schools in the Silicon Valley. The study assesses the impact of this bill in reducing the suspension disparity amongst African American and Latino students in the four high schools. The study was guided by the following four research questions: Is there a pattern of disparity between high schools regarding the impact of AB1729 on student suspensions, expulsions, and academic performance? What are former adult high student’s perceptions of their high school experience with school discipline? What are high school teachers’ perceptions regarding the impact of AB1729 on their classroom experiences with student discipline and school safety? What are school site administrators’ perceptions of AB1729 and the impact on their leadership practices on student discipline and maintaining a safe school? The researcher used Critical Race Theory, General Systems Theory and Multiple Ethical Paradigm as the main theoretical frameworks in examining the study. The three theories were used through out the study, as there were three participant sample groups, which involved former high school students, teachers and school site administrators. Due to the findings of the participant interviews the data was framed into mediating themes and meta themes, this further provided a chain of evidence that formed a model of six frames under the concepts, of Culture and Pedagogy. Marron’s Circularity of Culture Interdependency Model was framed as a codependent framework that is necessary in order for schools to be effective. The study revealed through Critical Race Theory that attitudinal, ideological, individual and institutional racism hinder our schools and educators. As the study exposed that African American and Latino students are still disproportionally suspended more then other student groups. Special education students are still blatantly suspended in schools. Moreover, the study revealed that Title-one schools suspend more students then non-Title 1 schools. This outcome reaffirms that schools continue to discipline students who need the most assistance. The researcher concludes with making recommendations. For example, professional development and education in Culturally Responsive Pedagogy, where teachers and school site administrators need to cultivate a culturally diverse knowledge of the students and community they serve. In addition, schools need to implement and practice culturally relevant instructional and curriculum. School site leaders and teachers need to practice data driven decision making when addressing issues. School site leaders and teachers need to practice strategic planning in order to understand data more profoundly in addressing student and school concerns.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Isch, Cassidy Skylar
- Description:
- This qualitative study examines the perceptions of educational leaders working at secondary schools around the world and seeks to understand the support systems in place for Missionary Kids (MKs). The purpose is to add to the body of knowledge surrounding challenges for MKs as well as highlight model structures being used to address those defined challenges. A qualitative survey sampled fourteen secondary schools administrators from nine different countries. A psychosocial development framework was utilized to understand the unique challenges for adolescents. Furthermore, social cognitive theory and retention theory were used to comprehend how students learn and what keeps students in school systems. Findings add to the current practices in place to support MKs at secondary schools. Teachers, counselors, and administrators said that systems must be in place for leaving MKs to understand and talk about the challenges that they will face when re-entering their home country. These forums ranged from workshops, retreats, classes, and seminars. Additionally, parents and younger students were valuable populations to target for encompassing the larger scope of support systems. Lastly, multiple research participants commented on the need for incorporating alumni into the teaching process to share valuable information with current MKs.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Conkle, Nathan Matthew
- Description:
- This ethnographic case study examines faculty’s perceptions of basic skills instruction as well as the efficacy of an I-Search curriculum implemented in a basic skills English class. I synthesized Macrorie’s (1988) popular I-Search assignment with Freire’s (2011) problem posing pedagogy to create a three unit sequence: in unit 1, students define a core belief and/or value; in unit 2, students define a problem with storytelling and engage in research to understand the nature of the problem; and in unit 3, students conclude their I-Search paper by writing about solution(s) to their problem. The purpose of this study is to propose an alternative to the traditional basic skills English curriculum. Prior research suggests that too many instructors cling to a behavioralist pedagogy in which instructors break complex literacy acts into sub-skills and present these sub-skills in decontextualized exercises and prescriptive processes (Grubb & Gabriner, 2013). The traditional pedagogy has been found to lead to a stagnation of success where less than 50% of basic skills English students achieve their educational goals (California Community College Student Success Task Force, 2011; California Community College Chancellor’s Office, 2014a). Since the literature suggests that I-Search can present students with a genuine, authentic need that can contextualize instruction, this study—which includes surveys and interviews of basic skills English instructors, ten weeks of observation, and survey and interviews of a case study class instructor and students—examines students’ perceptions of instruction and how those perceptions can foster development. The findings draw heavily upon Bronfenbrenner’s (1979, 1993, 1995) Ecological Model of Human Development to suggest that I-Search presents students with an ecologically rich learning environment. With I-Search instruction, the instructor supported students’ autonomy by allowing students to pick any topic they like, and students responded by choosing a relevant and impactful topic along the mesosystem (or other environments with which students interact); these mesosystem connections led students to positively perceive the classroom and experience a genuine and authentic need for instruction. Students’ positive perception of the classroom then led to greater student engagement and the formation of “a tight, cohesive community.” Another recurring theme in the case study classroom was validation, both the instructor and students validating each other considerably throughout the course. Validation in the case study classroom may have accounted for students’ increase in competence, or the reported belief that students can exert the effort to successfully write academic essays (Ryan & Deci, 2000). All these instances of engagement led students to perceive more of an overlap between students’ home and academic cultures and begin the formation of what de Anda (1984) calls bi- or multicultural identities. The findings culminate in an additional model, the Ecological Model of Student Engagement. While Bronfenbrenner’s (1979, 1993, 1995) model has been used to describe students’ college experience, there is a research gap about how his model can be applied to college instruction. The Ecological Model of Student Engagement not only accounted for engagement in the case study classroom but can also be used as a heuristic to help practitioners make their classrooms ecologically rich. This study also posits that I-Search instruction can be an alternative to traditional basic skills English curriculum, especially how I-Search provides natural scaffolding to help students understand the dialogic nature of academic discourse and write research papers.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Escobar, Sylvia L.
- Description:
- Preceded by the many suicides in the LGBT youth community, along with alarming trends in assault and bullying of this population, The FAIR Education Act was passed into law in 2012. The purpose of this law was to mandate the inclusion of LGBT history into the K-12 curriculum of our public schools with the intent of creating safer school climates. This study considers the implementation of California’s curriculum inclusion law in a sampling of California high schools. With a focus on teachers as implementers the goal was to discover if teachers were implementing and if so, explore supports and barriers for teachers as well as a path forward towards fuller implementation. Using a mixed methods sequential approach, an initial survey was sent to gather data from social studies and history teachers in a sampling of high schools, to which 83 districts across Northern California responded. In-depth interviews further explored the process of implementation as it was found. Using the implementation model of James A. Banks (1990) implementation levels were assessed in both the survey and the interviews. Ernest House’s (1998) framework, borrowing from Transaction Cost Economics, was used as a means for measuring likely success of SB 48 and for looking at barriers to implementation from the teacher’s perspective. Finally, the lens of Sociotransformative Constructivism, a nascent theory blending Multicultural Education and Crtitical Pedagogy, was used as a social justice lens to create a path forward towards fuller inclusion and safer schools for LGBT youth. Results from this study add to the knowledge of not only why educational reforms often fail to create the intended change, but how we can create the necessary supports for teachers who are currently self-supporting their own implementation. A multiple regression analysis was performed which identified six independent variables that could account for 39% of the variance for the dependent variable Currently Implementing. Further findings point to shared characteristics of teachers implementing at all four levels, as well as primary barriers to be found in lack of time, resources and general knowledge. This study strongly suggests that while much of the responsibility for implementing this policy is within the responsibility of teachers, leadership will need to play a key role if this policy is to create the change as intended in school climates for LGBT youth.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Repa, Melissa Jayne
- Description:
- This study explored how various campus leaders support implementation of an accessible technology initiative in a multi-campus university system. The researcher conducted a mixed methods study to explore leadership approaches to accessible technology policy implementation, perceived factors that facilitate and barriers that inhibit success of accessible technology initiatives and associated culture change. Data were collected from a document review and surveys sent to stakeholders from throughout the university system. The Critical Transformative Leadership, Diffusion of Innovations, and Emergent Change theoretical frameworks were useful in understanding the results. The democratic, bureaucratic, and political leadership approaches were found to be significantly correlated with reported accessible technology initiative implementation levels. Policy type, campus climate, familiarity with Section 508, and campus size also had significant correlations with reported accessible technology initiative implementation levels. Several overall themes emerged from the study, including critical support, critical relationships, leadership capacity, institutional barriers, and cultural inclusion, and a new model emerged: the Critical Collaborative Innovation for Accessibility (CCIA) model. Recommendations for policy and leadership and further study concluded the study.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Momeni, Persis
- Description:
- This dissertation is a mixed methods study using pre-existing high school cumulative GPA scores to examine if significant difference in student success over the course of three years exists after full service community school implementation within District X. Analysis of qualitative data, in the form of open ended surveys gave insight into the perceptions of administrators, teachers, counselors and other full service community staff members within the two high schools studied. Qualitative patterns emerged showing some success of the full service model within the district as perceived by staff. Analysis through the use of SPSS and a paired samples t-Test indicated that significant difference in student success existed between year two and year three of program implementation as measured by high school cumulative GPA scores. Using an Independent samples t-Test it was revealed that no significant difference in student success existed among Hispanic verse non-Hispanic students.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Sala, Alina Avila
- Description:
- The purpose of the study was to examine factors identified as significant in preparing individuals who fall on the autism spectrum and have intellectual disabilities for postsecondary experiences. The study was exploratory in nature and designed to identify perceived critical program elements needed to create successful postsecondary transition programs for students with an autism spectrum disorder (ASD) or an Intellectual Disability (ID). This study utilized a qualitative comparative study interview methodology to explore the transitional pathways to postsecondary education and first-year postsecondary educational experiences of eight students with Autism Spectrum Disorders (ASD) and/or Intellectual Disabilities (ID). More than likely, due to an overall increase in the prevalence of ASDs, many more students with ASD and/or ID will be attending a postsecondary educational setting in the near future. Understanding expectations and particular challenges faced by students with an ASD and/or ID will be necessary if colleges are to meet the unique needs of this population. This research explored the ecological factors that impacted the students’ first-year postsecondary experiences through analyzing the students’ perspectives and their experience with the College 2 Career (C2C) program and the students entering college in the traditional pathway through which the general population enters the community college which typically consists of an application and placement assessments without support from a program similar to C2C. It also investigated how students’ prior experiences and perceptions of ASD/ID influenced their educational experience. Parental support, C2C and DSPS support were perceived to have positively impacted the students’ experiences. The study also found that the students perceived their diagnoses of ASD/ID as both positive assets and hindrances to their experiences. Recommendations for policy, practice, and further research are also provided.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Bajrami, Diana
- Description:
- With educational attainment in the United States quickly deteriorating, ways to increase it have been a focus of educators, public policy analysts, accreditors, and state and federal policymakers, and is now a major concern of the President of the United States. Community colleges are perceived as not only an identified problem for the lack of educational attainment but also as the solution. Community colleges are, typically, the first gate of entry to higher education for low-income students, students of color, first-generation college students, English learners, foster youth, and other student groups in American society who have been underserved in higher education. With the rapid demographic changes in the United States, this country cannot sustain its economic and political leadership in the world if it does not invest in new ways to improve the success rate of underserved communities in higher education. The situation is more critical in the state of California given its vast population and the large percentage and fast growing number of underserved communities. However, current success programs continue to be “pockets of innovations” without being institutionalized in the entire system to reach more students and generate more success. What will it take to institutionalize these programs that are guided by the best research in the field of education? This researcher embarked on a journey to generate a scaling up framework for community colleges utilizing the grounded theory process. Fourteen intensive interviews that represented 307 years of work at various levels in community colleges provided significant insight into this framework. The product is a framework that provides an “all-encompassing” way to address issues of inequitable educational attainment in the state of California and focuses on the role of community colleges, communities, other educational institutions, and state and federal government. This framework provides a practical guide for every educator or educational leader who works to improve student success for all students.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Moffatt, Shelby Richard
- Description:
- At the close of the 20th century, high school educators, traditional local law enforcement and citizens in various underserved communities collaborated on social justice projects for “at-risk” racial/ethnic minority (REM) youth, labeled as Criminal Justice Academy (CJA)/Career Academy programs. These school-within-a-school programs established primarily in secondary public education, function in a shared capacity as educational and law enforcement-based curriculums. CJA/Career Academy programs operate using small learning community models primarily for students identified as having high statistical probabilities of failing scholastically in conventional classrooms and later in future employment markets. Although the mission of CJA/Career Academy programs is to improve scholastic performance, character-building and leadership skills, significant numbers of “at-risk” REM youth participants continue to drop out or are dismissed after their first year in the program. For those “at-risk” students who do not succeed academically and socially in CJA/Career Academy programs, many may retreat into previous conditions of social, cultural and economic despair, which often results in bouts of depression, low-paying jobs or criminal incarceration (Stern, Dayton, Paik & Weisberg, 1989). The purpose of this research study was to identify whether “at-risk” REM youth were performing better scholastically in CJA/Career Academy programs, gaining assistance and advantages with recruitment and hiring in the criminal justice workforce, and creating better relationships with traditional local law enforcement in communities. This research identified and aided in explaining the successes and challenges of “at-risk” REM youth who participate in these programs. The study used a mixed-methods approach to gather data. Quantitative data was obtained from 91 former CJA/Career Academy cadets who volunteered to participate in the anonymous on-line survey. Qualitative data was acquired from both open-ended questions within the anonymous on-line survey and from five former CJA/Career Academy cadets who volunteered to participate in the face-to-face personal interviews. Overall findings from this study revealed mixed reviews on the influence of CJA/Career Academy programs on “at-risk” youth success. Data suggested CJA/Career Academy programs aided “at-risk” REM students in scholastic success, mentorship and character-building development. However, research data also suggested many “at-risk” cadets continued to have difficulty managing police trust, persistent recruitment and hiring problems and continual complications with parental/community engagement with law enforcement. These outcomes explain why many “at-risk” cadets may not be meeting their desired goals during and soon after program participation ends. Future researchers should conduct longitudinal studies that evaluate students who express an interest in criminal justice careers. Additionally, researchers should also focus on the characteristics and types of students involved in the program. What challenges do they bring into classrooms as a result of being labeled as “at-risk”? Future studies may discover greater insight by examining the influences of CJA/Career Academy programs on females, foster youth, mentally and socially challenged and disabled youth as well.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Castaneda, Cesar Augusto
- Description:
- This qualitative study utilizes Choice Theory as a lens to present the perceptions of youth who successfully completed high school while being placed in the foster care system. Foster youth and their experiences have been a topic researched extensively but mainly through quantitative studies that focus on the challenges the foster youth face and their struggles to obtain an education. The study identified, through the foster youth’s voice, the choices of behavior that effectively helped them meet their educational goals and other basic needs. The participants in the study were able to identify conscious choice of behavior that included reframing their thinking about themselves as foster youth and the way they perceived teachers and other professionals who provided collateral services for them. This change of thinking led them to make active choices that progressively led them to high school graduation. These choices varied from assuming a teaching role with other peers, to participation in sports, theater or other extra-curricular activities, to volunteering for local non-profits, to being intentional about their peer group, and avoiding illegal, aggressive, or dishonest behaviors. Through their narratives, the participants recognized services or support systems that were beneficial and assisted them in attaining their educational goals, but also confirmed the challenges commonly known and researched that foster youth often face. This study is significant to foster youth, foster youth advocates, foster parents, and other professionals who are formal or informal support systems for foster youth, as it may provide knowledge and understanding of the experience of foster youth in this study and their success stories. These experiences will provide insight to what these foster youth focused on, planned, and did in order to complete high school and may provide others with ideas and techniques that may assist in the success of other foster youth. Some of these ideas or techniques may turn into procedures or policies that may be implemented in a larger scale and that would affect and even greater number of foster youth.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Inloes, Tory Dawn Swim
- Description:
- This dissertation explores how California history museums represent the history of children and childhood. This work is inspired by earlier studies in the fields of anthropology, sociology, museum studies, and public history that question and analyze the underrepresentation or misrepresentation of groups, such as women and ethnic minorities, in US museums. How US museums represent children and their history has yet to receive scholarly attention. This dissertation contributes to filling this gap in the literature and bases its conclusions on a state-wide survey of more than 200 California museums, interviews with 110 museum professionals or volunteers, site visits to 40 museums, and in depth field research at 10 museums. I argue that too often the experiences, stories, and contributions of children are overlooked, absent, or marginalized in California history museums. When representations of children’s history do emerge, they often reflect ideals rather than realities, universalize the historical experience of childhood, and, in the process, romanticize the past. This dissertation acknowledges obstacles that get in the way of richer representation and offers potential solutions. During my study it became clear that multiple meanings of children’s history are at work in the California museum community: the history of children, history for children, and history by children. This dissertation examines each in turn and demonstrates how conceptions of children, many with deep historical roots, influence not only museum exhibitions but also programming for children. Central to this dissertation is the study of history by children at the Pasadena Museum of History, which provides middle-school students the opportunity to teach history as docents to younger children. Drawing upon my three years of participant observation at this site and interviews with forty middle-school students, I contend that inviting children to participate, create, and co-produce in museum spaces improves children’s attitudes towards museums, enriches representation, and brings to light perspectives that may otherwise remain marginalized.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- History (Public History)
- Creator:
- Batarseh, Yousef Mousa
- Description:
- In 1947, veterans constituted 49% of college admissions (Department of Veterans Affairs [VA], 2013). As a result of the GI Bill in 1956, the U.S. labor market benefited from an additional 450,000 engineers, 238,000 school teachers, 91,000 scientists, 67,000 medical doctors, 22,000 dentists, and more than 1 million other college-trained professionals (Haydock, 1996). However, today too many military veterans from the enlisted ranks fall short of achieving their educational goals. While more veterans enroll in college, fewer veterans are graduating (VA, 2009). In recent years, college campuses across the nation have witnessed major enrollments of returning military veterans of the Iraq and Afghanistan wars. However, many veterans suffer from higher rates of unemployment, homelessness, and war-incurred disabilities. There exists little qualitative research that explores the academic and social experiences of Iraq and Afghanistan student veterans, especially factors contributing to their success. The transition from military life to civilian life can be one of the most challenging encounters of any individual. This study investigated the academic and social experiences of student veterans following the transition from military service through enrollment and graduation in California colleges utilizing the GI Bill benefit. Using a semi-structured interview protocol to identify perceptions and explore the experiences and insights of student veterans, the study demonstrated how this demographic was able to achieve academic success despite various barriers, such as the pressure of the first year of college, despair, physical disabilities, injuries, PTSD, perceptions of other students, and interaction with faculty. The study used a qualitative phenomenological design to determine the essence of the experiences of successful and unsuccessful veterans in higher education. This study’s primary objective was to inform student affairs administrators, the Department of Veterans Affairs, and other higher education constituent groups about the experiences of student veterans and promising best practices to address the unique needs of this student group. The purpose of this study was to create a base of knowledge concerning the overall academic and social experiences of student veterans who enlisted in the military pursuing a bachelor’s degree or higher. Furthermore, this study explored new and existing sources of support for student veterans. Implications were provided through the lenses of transformational leadership, policy, and data-based decision-making practices. The study provides recommendations related to the different transitional phases military service members experience upon completion of their military service.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Irigoyen, Fermin
- Description:
- Latinos are projected to have the lowest attainment of bachelor’s degrees at 12% by the year 2020. For every 100 Latino males in elementary school, only 10 will earn a bachelor’s degree compared to 28 Whites and 48 Asians. These figures reflect a disconcerting trend in that it is estimated Hispanics of Mexican origin make up 10% of the overall population in the United States and demographic projections estimate the gap between college education completion and demographic representation will only widen without concerted efforts to correct these outcomes. This phenomenological study examined the success factors and strategies used by five Mexican-American males in Northern California who had earned a bachelor’s degree. Four of the five participants were born in Mexico and the remaining participant was born in the United States. The theoretical frameworks for this study include LatCRIT, Cultural-Ecological theory, and the Resiliency theory. The research questions include Research Question #1: How does the family value system, family member roles, and expectations inform the Mexican-American male students’ experiences with achieving a bachelor’s degree from an accredited institution of higher education? Research Question #2: How does your cultural identity inform your experience in attaining a bachelor’s degree from an accredited institution of higher education? Research Question #3: What has been your experience regarding the institutional academic and social resources available to Mexican-American men as they seek to attain a bachelor’s degree from an accredited institution of higher education? The seven themes that emerged from the findings were immigration, high school preparedness and programs, social/family support in college, parental understanding of expectations of their sons, the role of high school and college counseling, the management of culture shock from attending a university, and formal programs in college in which the students participated.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Graham, Sarah Marie
- Description:
- The purpose of this study was to analyze a K-12 grammar-based English language development program’s effectiveness in facilitating English acquisition for second language learners. The role of leaders who facilitated the program was also examined, along with the students’ perceptions of the program’s impact on their high school success and college and career readiness. A mixed methods approach was utilized to collect the data for the study; district and state databases allowed the researcher to gather test scores for analysis. Interviews with site administrators were conducted to identify trends pertaining to leadership approaches and characteristics utilized when implementing and sustaining the program. Finally, a student survey was administered, which included questions pertaining to the cognitive and social effects of the program in preparing them for career and college readiness. From an analysis of the data, the researcher found the district’s mean growth from one year to the next was much higher than both its county and its state mean growth. The results indicate the ELD program had some impact on this higher success in language acquisition. With regard to the role of administration, the findings indicate the district administration lead the way through the initial implementation; however, a more collaborative approach was used through sustainability measures. This finding suggests that using a transactional style of leadership initially then moving to a more transformational style after implementation benefitted this district’s implementation and sustainability. Analysis of students’ perceptions of the program’s impact on their cognitive and social abilities showed they were overwhelmingly positive, indicating they felt the program enhanced their ability to successfully achieve academically and socially. Overall, the findings of this study propose the implementation of the grammar-based ELD program was one factor that helped enhance students’ English acquisition. From the findings, it is suggested future research look into leadership’s impact on the implementation and sustainability of the program as well as into other factors that may have impacted the success of the program.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Molina, Miguel P.
- Description:
- Using a social justice and equity perspective, this qualitative research study focused on the California community college Puente project as a best practice and its influence’s related to transfer for Mexican-American students. The Puente project founded in 1981 by Patricia McGrath and Felix Galaviz is a three-component intervention consisting of writing, counseling, and mentoring. The two-semester long Puente program, supplemented by concurrent enrollments in career and transfer courses uses Latino cultural literature as class readings, as well as a team of Latino role models to help students persist and transfer. Puente programs are provided in 62 out of 112 California community colleges (CCC) (Puente, 2013). A policy report indicated that over a million future jobs with a minimum of a bachelor’s degree will need to be filled in California (Johnson & Sengupta, 2009). This fact, coupled with a forecasted demographic growth that the Latino population will reach 43% by the year 2025 (Johnson & Sengupta, 2009). These predictions are magnified by the majority of Latino high school graduates choosing to enter community college as their first choice of a higher education pathway at 69.4% (College Campaign for Opportunity, 2013). Latinos are the ethnic majority at 38.9% in California community colleges in 2014 (CCLC, 2014). The crisis is that Latinos are also among the lowest academic performers in key milestones for transfer and degree completion success (Moore & Shulock, 2010). The research on Puente provided a best practice needed to aid in CCC reform to help Latinos persist, transfer and complete their degrees. The purpose of this research was that it studied how the Puente project influenced Mexican-American students in their acquisition of “college capital” used to persist in community college, successfully transfer to a four-year university, and complete their bachelors’ degrees. The study further researched how Puente helped Mexican-American students to both balance and navigate between the cultural crossroads of two worlds: the academic world and their home communities. The research used theoretical frameworks of critical race theory (CRT) (Delgado & Stefancic, 2012) and Latino critical race theory (LatCrit) (Solórzano & Delgado Bernal, 2001), funds of knowledge (Moll, Amanti, Neff & González, 1992), and community cultural wealths (Yosso, 2005). This unique research study provided Mexican-American students who were success stories and had completed the year-long Puente program, transferred to a four-year university and earned their bachelor’s degrees. This research was unique because for every 100 Mexican-Americans entering schooling only 8 reached the level of a bachelor’s degree completion (Yosso & Solórzano, 2006). A phenomenological method of one to one interviews was utilized so that this research could provide reflective narratives of six Mexican-American Puente project alumni. The students were from a diverse urban, metropolitan community college in the Sacramento, California area. The findings from the research showed how the Puente program through its comprehensive services served as an entry point for campus resources and services. Puente also provided Latino role models, cultural pedagogy, a home/family setting, high standards for writing, road maps for transfer and degree requirements, and an element of care for these participants. Another layer of findings showed how the Puente interviewees brought with them to the community college experience inner motivations fueled by lifelong messages from their parents and funds of knowledge (Moll, Amanti, Neff & González, 1992). Puente, by capitalizing on these two layers, structured a schooling environment that promoted cultural validation and a sense of belonging (Rendón, 2000). This structuring helped the Puente students to become empowered and persist, while gaining the self-confidence and motivations (college capital) to transfer and complete their bachelor’s degrees. These findings resulted in the researcher’s creation of a college capital model, and policy and recommendations regarding individual, institutional and future research were included.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Cooper, Erik William
- Description:
- In 2007, California Community Colleges (CCC) instituted the Basic Skills Initiative (BSI) in order to improve the learning outcomes of students who entered college under prepared for college level coursework. The Basic Skills Initiative (BSI) gives colleges financial resources, professional development support, and requires annual progress reports to encourage colleges to adopt or develop practices associated with student success. There have been multiple studies that have evaluated individual practices or identified successful colleges, but no attempts to account for all of factors that contribute to student success. This study uses linear regression on a combination of publicly available data and survey results regarding college practices to determine what factors significantly impact colleges’ ability to improve student success rates. The study identifies significant factors from college characteristics, demographics, BSI expenditures, and college practices and develops a model to identify colleges that have shown greater than expected improvement.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Padilla, Deisy Robles
- Description:
- According to the Public Policy Institute of California (2013a) the state of California is home to more than two million undocumented immigrants. The majority of these individuals migrated to the United States with hopes of a better life than what they left behind in their native country, including better job opportunities with higher incomes and a promising future for their offspring (Johnston, Karageorgis, & Light, 2013). The majority of the undocumented immigrants are of Latino descent with reports showing that 525,000 immigrants came from Mexico from 2000-2004 (Center for American Progress, 2012). In 2013, the Public Policy Institute of California (2013a) found that the population of undocumented immigrants included 59% from Mexico, 11% from Asia, 11% from Central America, 7% Central America, 7% South America, 4% the Caribbean and less than 2% from the Middle East. This qualitative study examines the opportunities and experience that Latino DREAMers had once the California Dream Act Application and the Deferred Action for Childhood Arrivals were implemented. The researcher interviewed 12 Latino DREAMers who graduated from high school between the years 2008-2013 and participated in the California Dream Act Application and also the Deferred Action for Childhood Arrivals. The researcher also collected statistical data from 50 DREAMers. Through the analysis of the data collected, the researcher found five common themes relating to the Latino DREAMers experience of the Deferred Action for Childhood Arrivals and the California Dream Act Application: opportunity experience, fear and living in the shadows, motivation and marketable, accepted but separated and schools and jobs working as networks.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Crothers, Tierra Martinez
- Description:
- The purpose of this study was to examine teachers’ and administrators’ perceptions of the effectiveness of Professional Learning Communities (PLC) after the first year of implementation in a unified school district. The study initially investigated teachers’ and administrators’ perceptions of the effectiveness of four PLC characteristics; Mission, Vision, Values and Goals; Collaborative Culture; Collective Inquiry; and Results Oriented. In order to understand alignment of perceptions the researcher compared teachers’ and administrators’ findings. A mixed methods approach used a survey and interviews to gather data. Out of 193 possible participants, 40 teachers and 10 administrators responded to the survey, and 6 administrators were interviewed. Key findings indicated both teachers and administrators perceived their schools to have mission, vision, values and goals as well as collaborative cultures that were focused on best practices and instructional strategies. Teachers and administrators perceived focusing on results and analyzing student-learning outcomes as an area of weakness. Findings indicated a statistically significant difference between teachers’ and administrators’ perceptions of the overall effectiveness of PLCs. Administrators’ perceived the initial implementation to be successful yet teachers’ did not. Teachers’ had a higher disagreement rate when the term PLC was in the wording of the question. The study outlined recommendations for the district in subsequent years including additional focus on analyzing student data and more knowledge of the importance of PLCs. Furthermore, the study provided information for other districts to consider when implementing PLCs.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Moore Bramham, Melissa Nicole
- Description:
- California is ranked 49th in per pupil spending (Fensterwald, 2013) therefore, it is no surprise teachers continue to be concerned how to bring funding to their visual and performing arts (VAPA) programs. Pupil fees are a direct violation of California’s “free school guarantee” (1879, 1984). Reinforced in 2010, the issue of pupil fees re-emerged in a statewide lawsuit creating Assembly Bill (AB) 1575. To date, there is no research until now investigating the impacts of the removal of pupil fees on high school VAPA programs. The purpose of this study was to examine whether or not in the quest to be equitable to all students under this bill, an inequity in schools is caused. Concurrent triangulation mixed-methods approach was employed because it collects qualitative and quantitative data simultaneously. Quantitative data was collected from an online survey involving 77 respondents (76 VAPA teachers and 1 Administrator). Qualitative data was collected via interviews with nine Superintendents throughout California and the open-ended responses from the online survey participants. Quantitative data was analyzed via descriptive analysis, Pearson Correlations, and Chi Square to determine what significant variables impacted VAPA teachers in relation to AB 1575. Qualitative data was analyzed using an open-coding system and basic qualitative analysis to discover any emerging themes. Findings expressed how the data correlated to Ecological Systems Theory, Resource Dependency Theory, and Equity Theory. The macro perspective given from the Superintendents stated compliancy with the bill in their district and implementation of appropriate measures to ensure no fees are charged to students. Approaches to information dissemination varied according to district. All Superintendents agreed the arts are an important facet to an educational experience yet funding replacement specific to AB 1575 was only addressed by one Superintendent. Two-thirds of Superintendents expressed this bill will not achieve equity for students, whereas VAPA teachers’ expressed classroom funding does not meet student needs. Although most teachers are aware of the bill and its intent, the lack of professional development hinders compliancy. Further, as teachers experience a continued decrease in funding, many are concerned for the future of VAPA classes. AB 1575’s many facets allow for future research in the following areas: (a) Appropriate arts education funding models, (b) AB 1575’s impacts on afterschool and athletic programs, (c) Unintended consequences of educational policies, and (d) Teacher perceptions towards students who pay versus those who do not. AB 1575 is a complex system that affects students, parents, teachers, and districts differently. The bill begins to address the inequity students received when they were resource dependent for their education. Now is the time to ensure VAPA programs are justly funded so they are never again resource dependent on their students. Every student deserves a high quality arts education with multiple opportunities to flourish.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
47. Principal perceptions of common core state standards and the implications for teacher evaluation
- Creator:
- Underwood, Carrie
- Description:
- This dissertation describes a study assessing Twin Rivers Unified School District’s school principals’ attitudes towards various characteristics of teacher evaluation and compares perceptions among sub groups. Thirty-one building principals completed a survey which measured perceptions of four constructs of teacher evaluation that were selected from current educational theory: teacher evaluation should be founded in a partnership, differentiated for individuals, ongoing, and considerate of student learning outcomes. Principals were examined as sub groups according to gender, ethnicity, school culture, professional backgrounds, and years of experience. Descriptive statistics indicated that principals agreed that evaluation systems should be part of an ongoing cycle. Might teacher evaluation be an opportunity to view a teacher’s performance from a growth mindset? This mixed-methods study used survey data and interview data at a Northern California school district, to explore the following questions: 1. Which of the following or combination of variables are significantly related regarding principal perceptions about teacher evaluation for Common Core? o Gender o Professional Background o Age o Years as a principal o Ethnicity o School Climate 2. What are the perceived factors already impacting teacher evaluations by school site principals that relate to CCSS and do they transfer? 3. What are the perceived changes (by principals) that teacher evaluation must undergo in light of Common Core implementation? The quantitative findings for Question 1 did not have a significant correlation between principal perceptions and variables on the survey. Questions 2 and 3, in a qualitative study, provided an opportunity to view principal perceptions of teacher evaluation through the lenses of Systems Theory (focusing on Bronfenbrenner’s (1979) Ecology of Human Development Theory), Universal Design for Learning Theory, Appreciative Inquiry Theory, and Transformational Leadership Theory. The theories formulated from qualitative data, showed illustration of support that could lead to growth oriented teacher evaluation via: 1. The removal of barriers for principals as they evaluate teachers. For example, more time for principals to provide focused support for teachers and a non-punitive evaluation. 2. Change to current evaluation models by implementing a more growth-oriented evaluation process and principals leading with a multi-faceted leadership style. This study concludes with policy and future research recommendations.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Kirchner, Scott Daniel
- Description:
- To address concerns related to student success, more and more institutions of higher education are using electronic portfolios to assess student development. Institutions using ePortfolios focus on the use of the medium as a summative tool, and though some institutions are involved in discussions regarding student transformation, there is little discussion regarding curriculum crafted to transform student thinking. This study used a concurrent triangulation mixed-methods research design to determine the impact of a dedicated curriculum identified as a “folio curriculum” on the development of a type of higher order thinking within freshman seminar students which the author labels “folio thinking,” as well as predictors of student success to include academic self-confidence, academic identity, and internal locus of control. The quantitative data indicated no effect on student thinking over the 16-week course. The qualitative data indicated that there was a direct and positive relationship between the dedicated folio curriculum and development of dimensions of folio thinking. The qualitative data also revealed a direct and positive relationship between two dimensions of folio thinking specifically academic achievement motivation and self-efficacy, and academic self-confidence, academic identity, and internal locus of control within the research subjects. Findings from this study are important in the arena of higher education as instructors, leaders, and policy-makers can use them to facilitate student success. Stakeholders providing services to students should remember that an important function of college is the building of human capital by students, the development of awareness of such capital, and how to spend it. Stakeholders need to dedicate resources to this end. This study provided evidence that a curriculum dedicated to the development of folio thinking using the ePortfolio medium can facilitate the building of human capital by students and the awareness of that capital. Awareness by students of the capital they hold is an influencing variable to academic self-confidence and internal locus of control, which have been linked to student success. Future studies should use larger samples for the quantitative data, and qualitative data should be gathered to continue development of an understanding regarding the effect of folio curriculum on folio thinking, and the effects of folio thinking on academic self-confidence, locus of control, and subsequent influence on student success. Results of this study can also be used to begin a discussion about implementation of folio curriculum at earlier stages of development including P-12, and other courses in higher education. With appropriate scaffolding this curriculum can provide for the development of student thinking, and discovery of the capital that is held by students, leading to higher levels of student success.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Jouganatos, Brandon
- Description:
- The purpose of this study was to research default prevention strategies colleges can utilize to reverse student loan default among two-year colleges. Specifically, this study sought to identify what current actions financial aid departments are taking toward student loan default prevention. Controlling for different variables guided by theory and research, this study sought to identify any outlier colleges with lower default rates than would be otherwise predicted by their population and/or institutional characteristics. A mixed methods approach was utilized to collect the data for the study; U.S. Department of Education databases allowed the researcher to gather cohort default rates and other institutional characteristics of two-year colleges for analysis. The researcher used the institutional data for regression analysis to determine the predictive relationship between multiple institutional characteristics of two-year colleges and student loan default. The analysis examined and controlled for the following variables: retention rate, student to faculty ratio, percentage of students receiving Pell grants, and total amount of federal student loans received by institution and percent non-white by institution. The researcher also administered a financial aid administrator survey, which included questions pertaining to the financial aid department structure, practices and default prevention. Finally, interviews with financial aid administrators were conducted to identify what actions have been taken toward student loan default prevention. Resulting from an analysis of the data, two-year colleges were identified as beating the odds by having lower default rates than would otherwise be predicted and institutional default prevention strategies were characterized to reduce student loan default. These results indicate default prevention has a significant impact on lowering student loan default. The findings suggest more knowledge in the field of default prevention is needed to develop effective default prevention strategies. From the findings, it is suggested that further research look into current financial aid practices and the impact of default prevention as a preventative approach to reduce student loan default.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Kim, Chris J.
- Description:
- This study examined whether the qualities of desired and effective leadership are demographically contingent or universal in the contemporary higher education setting. A universal lens would for example predict that Transformational, Transactional, or Transcendental constructs of leadership could be equally effective when used by any leader with all constituents regardless of context, whereas a contingent lens would posit that certain leadership constructs could apply in some but not all situations (Yukl, 2002). Using a mixed method approach, this study employed Transformational leadership theory, Transcendental leadership theory, and Generational theory to investigate whether the generational affiliation of higher education administrators were more important determinates of workplace leadership preferences (Meredith, Schewe, Hiam, & Karlovich, 2002), or whether other demographic factors such as gender, ethnicity, and organizational seniority, played a more important role. An important finding of this study was that leadership preferences in higher education are largely universal in scope, with study participants’ generational context not significantly correlating to or predicting leadership preferences. That said, participants’ generation was found to be an important consideration in the discussion of effective leadership behaviors, with Transcendental and Transformational leadership behaviors such as mentoring and individually considering individuals’ needs rising to the top of the leadership discussions. This study also serves to validate the efficacy of Transformational leadership based curriculum in leadership studies; makes the case for the integration of Transcendental leadership curriculum; and brings attention to the role that education and training plays in reducing Transactional leadership preferences, which was found to be least effective in the higher education setting. Recommendations for action largely pertain to the training and development operations of higher education institutions, and include: programs targeting senior administrators; initiatives fostering transitions-focused, individualized mentoring relationships across the institution; and programs dedicated to change resiliency training in the areas of inter-generational leadership and technology.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership