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- Creator:
- Burke, Clark David
- Description:
- This study was an initial attempt to examine the assumption of a relationship between the subcomponent of Academic Language, Academic Vocabulary, and student and teacher knowledge as well as instruction and assessment in the fourth grade. To help investigate the researcher’s claims, the study also evaluated the effectiveness of an independent vocabulary program. Coupled with a comprehensive literature review, this study utilized both qualitative and quantitative research. The researcher analyzed the use of Academic Vocabulary words taught in a state-approved ELA curriculum and compared them to the words used on the California Standards English Language Arts Tests in fourth grade. Data collected from a teacher survey and a student survey were used to evaluate the need for Academic Language and Vocabulary. Finally, the researcher evaluated an independent vocabulary program using pre- and post-assessments to help determine the effectiveness of an independent vocabulary program on a standardized exam. Data show that the deficiency is evident when students and teachers are asked to define Academic Language and Academic Vocabulary and how it is instructed in class. Also, the appearance of Academic Vocabulary on the California Standards Test shows a definitive need to teach Academic Language and Academic Vocabulary. With the research and data to substantiate the need, it is recommended an Academic Language Development program be created and modeled after the English Language Development program. Keywords: Academic Language, Academic Vocabulary, Academic Language Development, California Standards Test, Open Court Vocabulary, English Language Development, Second Language Acquisition, Limited Language Proficient, Second Language Learner
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Punteney, Katherine Nicole
- Description:
- Amidst a U.S. policy context that is ardently promoting the education of U.S. undergraduates for greater participation in world politics, trade, and cultural exchange, institutions of higher education are increasingly committing their campuses to preparing students for professional and civic lives in a global world. Yet, among the many approaches taken by institutions to internationalize their campuses, career development and career counseling are underutilized methods of preparing students for international careers. This study focuses on the construct of career capital and examines the effects of an international career exploration module in general education classes on students’ interest in and knowledge of international career options, arguing that the use of such a module is an effective method of preparing students for international careers.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Camp, Daryl Franklin
- Description:
- Like many states in the nation, California has struggled with preparing more high school graduates to be college- or career-ready for post-secondary opportunities in the 21st-century. David Conley (2005) indicated that students are college-ready when they are able to successfully meet the requirements of entry-level college courses. ACT (2006) describes career-ready as being able to enter a job or training program likely to offer both a wage that can support a small family and has the potential for career advancement. While historically high school students have chosen a course of study that either prepares them for college eligibility or a vocation, educators and political and business leaders are now claiming that the skills and knowledge needed for college or a 21st-century career are virtually the same. This study explored how large, low-performing, California high schools that received Immediate Intervention/Underperforming School Program funds in the early 2000s prepared high school graduates to be college- or career-ready. This study analyzed the A-G completion rates of 32 schools that received California intervention funds in the early 2000s and compared the results to 32 similar schools that did not receive intervention funds. The results demonstrated a pattern of increased A-G completion rates for the intervention schools when compared to the 2001 base year and a decrease in A-G completion rates for the comparison schools when compared to the 2001 base year. The intervention schools had a significant increase in the A-G completion rates when comparing 2005 to 2001. The significant increase was also true for Latino American students in intervention schools in 2005. There were no significant changes for African American students in intervention schools. There were no significant differences in the A-G completion rates between the intervention and comparison schools.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Christensen, Michael Dee
- Description:
- Leveraging behavior theory, coupled with a self-other-rater data collection process, this non-randomized quantitative study explored how differences in supervisor-subordinate upward influence behavior agreement and non-agreement affected supervisor ratings of subordinate effectiveness. Targets of the study were public college and university vice presidents (supervisors) and their direct reporting middle managers (subordinates). Eighty-one supervisor-subordinate dyads, or 162 individuals, participated in the study. Gathering data from study participants required the use of supervisor and subordinate influence behavior questionnaires (see Yukl, Seifert, & Chavez, 2008). In responding to questions presented in the questionnaires, subordinates provided “self” and supervisors provided “other” ratings on subordinate use of the eleven proactive influence behaviors considered. Previous research has demonstrated that subordinates who lacked an ability to successfully actualize upward influence behaviors diminished their likelihood of obtaining needed resources from supervisors (e.g., Applegate, 1982; Barry & Watson, 1996; Douglas & Gardner, 2004; Ferris, Judge, Rowland, & Fitzgibbons, 1994; Lamude & Scudder, 1995). The inappropriate selection, timing, and use of various upward influence behaviors has also been shown to have a deleterious effect on subordinate job performance ratings (Giacalone, 1985; Schlenker, 1980). As conjectured by Floyd and Wooldridge (1997) and Schilt and Lock (1982), the skillful use of upward influence behaviors by subordinates may be an important factor in the overall success of supervisors and organizations, in addition to subordinates. As few studies have considered supervisor-subordinate influence behavior agreement/non-agreement and its relationship to supervisor ratings of subordinate effectiveness within public institutions of higher education, further investigation of upward influence behavior and leader effectiveness within the context of these organizations was determined appropriate. For three of the influence behaviors investigated (i.e., rational persuasion, inspirational appeals, and consultation), study results indentified in-agreement/good and under-estimator subordinates as receiving significantly higher effectiveness ratings than subordinates who were in-agreement/poor or who over-estimated their use of these three influence behaviors. Although the study definitively established a relationship between increased subordinate effectiveness ratings and in-agreement/good and under-estimators, the study’s design did not seek to determine whether supervisors and subordinates were actually aware of the perceptions each held with regard to subordinate use of upward influence behaviors. Only the researcher knew—by analysis of the data—the actual levels of congruency (i.e., agreement/non-agreement) that existed between supervisors and subordinates. The fact that supervisors provided higher effectiveness ratings for subordinates who under-estimated their use of rational persuasion, consultation, and inspirational appeals, suggests that supervisor perceptions of subordinate influence behavior may be more important than actual agreement (i.e., in-agreement/good or in-agreement/poor), as perceptions, rather than realities, may significantly persuade supervisor ratings of subordinate effectiveness.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Lawson, Jennifer Lucia
- Description:
- Across the nation, students are exiting high schools and headed to college underprepared and ill-equipped to handle the expectations and system of higher education. This lack of college readiness can be related to a limited perspective of the rigorous academic expectations or a lack in the social capital, cultural capital, or habitus necessary for success in college. While there are numerous programs available to assist students with this educational transition, both in secondary education and on the college campuses themselves, the research supporting their effectiveness is limited. This study focuses on the perceived college readiness that AVID provided former students in the areas of academic expectations, social capital, cultural capital, and habitus. Through the mixed-methods design, this study presents both a breadth of student perceptions regarding their experiences at one Northern California high school, as well as student voices who share specific ways in which the AVID program provided college readiness.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Patz, Christian Robin
- Description:
- Mental health and behavior problems occur at high rates among Latino students in California; however, Latino children are less likely than African American and white children to receive special education services for these problems. Efforts to understand and address these disparities should include research to understand how school psychologists perceive and respond to student behaviors based on the student’s ethnicity. To this end, this study conducted an Internet-based experiment with a sample of 43 school psychologists from across California. The primary aims for the study were: (1) to determine how being Latino impacts students’ eligibility for service when they have emotional challenges; and (2) to determine if school psychologists identify mental health needs in Latino students at the same rate as white or African American students. All participants were given a demographic survey, a clinical case vignette, and a clinical questionnaire. The ethnicity of the student in the vignette was randomly assigned and represented the only manipulation in the study. When asked if the student qualified for special education, participants assigned the non-Latino vignettes qualified the student at a greater rate than subjects receiving the Latino vignette and the difference was significant. Most other comparisons did not yield statistically significant results.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Diggs-Reynolds, Tera Lynn
- Description:
- Truancy is a nationwide epidemic and is the first sign that a student is in crisis. This research study looked into the perspectives of habitually truant students an underrepresented population in this research. This study captures the voices of truant students about paths that led them to truancy and the Attendance Resource Center. The Attendance Resource Center is a collaborative approach model truancy reduction program in Sacramento County. The researcher used constructivism and systems theory as the theoretical foundation for this study. The purpose of this study is to expand the research literature on truancy and provide practitioners and schools with a different perspective to truancy and information to reduce high school dropout rates. The study used grounded theory research methods to analyze the data, and recommendations for the education system.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Stevens, Francine
- Description:
- The purpose of this study was to examine the relationship between middle/high school students’ racial identity, religious participation, and perception of stereotype threat and the effect on student educational outcomes (student engagement, student achievement, academic identification, withdrawal, and dropout). The focus of this study was on African American students who participate in church-related religious activity on a regular basis. The Black community church has long provided the vehicle for the open expression of African American social, political, and educational discourse and organization needed to enact critically needed community change efforts. Environment assets such as the community Black church involvement for African American students may prove to hold resources for overcoming the achievement gap. When African Americans as a church community taught students who were denied access to public schools, the curriculum was culturally relevant and the teachers shared the same values, beliefs, traditions, and custom as the students they taught (hooks, 1992). This contributed to students’ feeling of belonging and identity and provided critical social capital, which is significant for African American student learning and development as a marginalized ethnic group. The literature reviewed for this study provides a discussion of four themes. The first theme examines the theoretical frames informing this study. These include: racial identity theory, critical race theory, stereotype threat theory, community cultural wealth, and critical social capital. The second theme provides a clear cultural context for the understanding and interpretation of the social and political climate of the study. This theme reviews the concept of race, racial socialization, and institutional racism as a pretense of the sociopolitical institutions and agencies in society, particularly education. The third theme explores the importance of youth development and community-based organizations in building self-esteem, racial identity development, and ethnic efficacy of adolescents. This includes the significance of the Black church community for African Americans politically, socially, and spiritually in racial identity development and ethnic pride. The fourth theme reviews the educational implications and outcomes these social and cultural factors have for African American middle/high school students attending American public schools. The research design was mixed-method, quantitative and qualitative. Data was collected from a 36-question self-reported survey, focus group activity, and adult interviews, which were transcribed and analyzed for patterns and themes. The researcher utilized the linkages among the various data sources through coding, categories, and concepts to identify relevant findings related to the research questions. The researcher then triangulated the various data sources to build an understanding of student subjects’ experience of their world and the implication for educational outcomes. The findings indicated there were both statistically significant (p= .05 or less) and statistically suggestive (p=.10 or less) correlations between racial identity, religious participation, and stereotype threat and the impact on education outcomes such as grade point average, academic identity, academic engagement, social acceptance, future aspirations, as well as self-handicapping and academic disengagement. Students who experience stereotype threat without the buffer of resilience-making support, are more likely to participate in self handicapping and disengaging behavior over time. Steele (1994) suggested that these are the very students who eventually withdraw and/or drop out of school. The cost to the nation and states for students failing to complete high school is measured in billions of dollars. In addition, for students who drop out of school, the cost in human potential is priceless. The concluding chapter discusses the implications of the study including implications for transformational leadership, policy implications, and suggests future research studies with the final reflection of the researcher. It is imperative that researchers, educators, and policymakers explore the influencing factors and cultural assets of African Americans in their efforts to close the achievement gap, a persistent phenomenon that continues to undermine the national security and economic stability of the United States. The cost to the nation for students who do not complete high school or are unable to function and contribute as citizens is catastrophic. This study attempts to provide some possibilities for further knowledge and understanding research and reform efforts.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Newell, Mallory Angeli
- Description:
- Abundant evidence from studies comparing individuals with a bachelor’s degree to those without suggests that higher levels of educational attainment are positively associated with increased levels of civic engagement. Yet, few studies explore the civic engagement levels of current community college (two-year) students as well as individuals who graduated from a community college but did not go on to obtain a four-year degree. In this study I explored the civic engagement of current two-year students compared to four-year students as well as adults with a bachelor’s degree compared to those with a high school diploma or an associate’s degree to better understand if differences exist between these groups. I found that community-based engagement was significantly lower for two-year students than four-year students, and these differences may stem from differences in enrolling full-time, living on campus, and hours worked on or off campus. When I isolated two-year students, enrolling full-time, living on campus, and hours worked on and off campus were significant predictors of their community-based engagement. Two-year students were also significantly less likely to discuss politics than four-year students, however full-time enrollment, living on campus, and hours worked on or off campus did not explain the differences. In addition, two-year students were not significantly different from four-year students in their engagement in political protests, but when I controlled for a student enrolling full-time, living on campus, and how many hours they worked on or off campus, two-year students were significantly more likely to participate in political protests than four-year students. With only two-year students in the regression, enrolling full-time, living on campus, and hours worked on campus were significant predictors of their engagement in political protests. For adults not currently enrolled in school and likely beyond their college going years, high school graduates and associate’s degree holders were significantly less likely than bachelor’s degree holders to engage in community-based and political engagement activities. The findings resulted in leadership, policy, and equity implications.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Carder, Sunny Marie
- Description:
- This study offers conclusions and recommendations on increasing reading comprehension for ELs. Previous studies have focused on the use of certain instructional strategies, but few have investigated the effect of these strategies on EL reading achievement. This research adds to the body of knowledge that already exists on EL reading achievement by addressing the following problem: too few ELs are passing the reading comprehension portion of the Standardized Testing and Reporting (STAR) test in California. This study utilized a Likert scale survey to collect data from teachers and used a multiple regression analysis to identify significant findings. Specifically, the survey asked teachers to respond to the amount of knowledge/use and perceived effectiveness about the following instructional strategies: total physical response, interactive word wall, dual language or concept books, schema stories, student self-monitoring, KWL, and picture and sentence match. This study found two significant findings in the self-reported effectiveness of student self-monitoring and KWL. Recommendations and implications for educators, administration, and policy are shared, including suggestions for supporting all learners within a transformative organization. School leaders and teachers can seek professional development opportunities to strengthen the instructional practices for ELs in order to close the achievement gap.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership