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- Creator:
- Noureddine, Ikbal
- Description:
- Newcomers coming from the Middle East and North Africa, as English Learners (ELs), face barriers to learning and often lag behind their native-English-speaking peers, and further also face racial disparities in discipline (Burke, 2015; Losen & Keith, 2015). The purpose of this comparative study was to identify MENA high school newcomers’ academic, acculturation and socio-emotional challenges, and examine how these challenges were addressed within restorative justice practices [RJP] high schools compared to Non-RJP high schools at the leadership, communication and cultural awareness levels. The researcher conducted the study in two RJP and two Non-RJP oriented high schools within the same school district, using a concurrent mixed methods approach. Surveys were administered to teachers (N=97) and MENA newcomers (N=46). In addition, individual interviews (N=39) with MENA newcomers and four principals and focus groups (N=22) as well as discussions with teachers were conducted to triangulate data. Quantitative data collected was analyzed using Multivariate, Univariate, Independent Samples t-Test and Pearson correlation tests. Student results showed significant differences in MENA newcomers’ self- awareness and school connectedness. In RJP schools, students were more supported within their microsystem by their teachers. Research findings showed the existence of mismanagement and staffing problems at the leadership level that directly impacted ELs/ MENA newcomers. The finding suggest that MENA newcomers felt disconnected from their school and exhibited low self-image in Non-RJP schools when compared to their peers in RJP schools. MENA newcomers’ school connectedness was affected by their surrounding ecological systems which resulted in academic limitations and coping difficulties in their new schooling environment.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Education (Educational Leadership)
- Creator:
- Bridges, Karen
- Description:
- The persistent disparities for African American students are and remain an issue of unequal opportunities to learn (Cowan Pitre, 2014). One reason that the gaps are so persistent is that American schools have been pressured to preserve the status quo (Brown, 2010). The educational outcomes for African American students in the United States has remained unchanged for decades. “National Assessment of Educational Progress (NAEP) data presents trends documenting the historic and persistent disparities in the educational outcomes among African American students” (Cowan Pitre, 2014, p. 209). English learners, economically disadvantaged, Latino students and African American students represent a chronically underserved student population in California. What are the realities of principals regarding the effectiveness of the LCAP to meet the needs of K12 African American students? The LCFF and the LCAP represent a change in laws and policies to tackle the disparities in success for African American students. The conceptual underpinnings of this research were community-based reform and systemic equity. The specific student population identified for this study are marginalized African American students. The researcher employed a qualitative methods approach to achieve the purpose of the research. In addition, the research will examine whether principals’ perceptions and capacity in the LCAP context help schools effectively meet the needs of marginalized African American students.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Quirarte, Raquel G.
- Description:
- The number of students who are completing their degree from those entering higher education reveals notable disparities (U.S. Department of Education, 2016). While 50-60% of Whites and Asian Americans graduate from four-year universities, less than 15% of Latinx (11%) and African American/Black (10.2%) students graduate with an undergraduate degree (U.S. Census Bureau, 2017). Previous research has focused on multicultural professional development (Gay, 2010; Hurtado & Guillermo-Wann, 2013; Nieto, 2017), the need to focus on student of color from culturally diverse and socio-economically disadvantaged backgrounds (Ladson-Billings & Tate, 1995; Maramba, 2008; Solorzano, 1997; Yosso, 2005), and culturally relevant and responsive pedagogy (Ladson-Billings & Tate, 1995; William et al. 2016). As such, the purpose of the study is to identify inclusive policies and practices that foster a sense of belonging for students of color and assess how they may negatively or positively affect persistence and graduation rates. This study is framed by Critical Race Theory and Intersubjectivity Theory which together form a meta-theory, and used a mixed methods research approach (student interviews, students online survey, faculty, staff, and administrators online survey), and focused on eight (N=6) student one-to-one interview participants, (N = 120) student online (closed-ended) survey, and (N=131) faculty, staff, and administrator online (open-ended) survey participants. The findings resulted in the emergence of five themes and 20 assertions. The first theme Systemic Barriers and Campus Culture centers on current policies and practices which may be preventing a university campus from being inclusive and cultivate a sense of belonging for student of color. The second theme Mentorship and Coaching centers on utilizing mentors that are cognizant of students of color intersects to allow for a more profound connection. The third theme Culturally Relevant/Responsive Environments focuses not only on the importance of the classroom environment but the need to expand cultural competencies across a university campus among to include faculty, staff, and administrators. The fourth theme Intersubjective Interactions and Sense of Belonging centers on the influence students of color intersubjective interactions with faculty, staff, peers, and administrators formulate their sense of belonging. The fifth theme Transforming Inclusive Policies and Practices address holistically how to transform current systemic barriers to provide a complete cultural shift to best serve students of color. These findings have curricular, policy, and leadership implications. The study’s contribution of a meta-theory – The Theory of Inclusive Student Development may be utilized in future studies.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Herman, Thomas David
- Description:
- This study examines the responses of 133,990 eleventh grade students for traditional high schools in California during the 2017–18 school year. The sample comes from 670 high schools among 330 school districts, representing 57 of the 58 counties in California. The survey comes from the California Healthy Kids Survey, jointly administered by WestEd and the School Health and Safety Office within the CDE. This regression analysis, focusing on four common perceptual elements of school climate, (1) Caring Relationships, (2) High Expectations, (3) Meaningful Participation, and (4) School Connectedness, examined their effect on the dependent variable of grade point average among students of low SES, English Language Learners, and students who are homeless or live in Foster Care. The results reveal that these four perceptual variables (protective factors) do have a significantly positive effect on school climate and such an effect has implications both for educational practice at the high school level, and for state level policy regarding school climate, one of the eight state priorities in the recently enacted Local Control Funding Formula. Specifically, this study showed that the traditional items of Caring Relationships from the California Healthy Kids Survey, when examined separately produce a negative effect on the eight-point self-reported grade scale. However, when these variables are chosen together by students who agree with each of the items the results show a strong positive effect for most students, especially English Learners. Foster youth however, controlling for other variables seemed to resist the effects of three of the four perceptual variables. However, the combined items of the Meaningful Participation variable showed tremendous positive academic effect for foster youth, strongly suggesting that we must provide our foster youth students with voice, relevancy and self-determinacy at their schools and inside their classrooms if we are to activate their academic potential.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Evangelisti, Fred Charles
- Description:
- The tremendous growth in the telecommunication and wireless fields caused by the popularity of the Internet, combined with constant technological innovations, has caused a high demand for skilled workers (Casacchia, 2018). In the Sacramento region this demand is growing at a record pace. Unfortunately, like other states, California cannot find enough skilled high-tech employees. This has forced high technology companies to rely on skilled workers from other countries to fill vacant positions (Werner, 2014). Career Technical Education programs at community colleges prepare students for successful careers. This enables them to graduate with an Associates in Science Degree in Electronic Technology and earn a quality salary with minimum educational costs in as little as two years. However, the Electronics Technology program at American River College (ARC) is experiencing high student dropout rates during their first-semester. This not only negatively affects enrollment for the college and program but also impedes the potential for upward social mobility for students impacted by opportunity gaps who enroll but drop out. This particularly impacts first generation and low-income students. This dissertation examines the factors contributing to the success and failure of college students and seeks to answer the overarching research question: Why do so many first semester students enrolled in the Electronics Technology program at American River College drop out of class during the first semester? This dissertation is framed by Tinto’s (1993) Longitudinal Model of Institutional Departure, which posits that students who consider themselves part of the college environment are more likely to stay in college and complete their educational program. Tinto (1993) identified active participation in student services as a primary element responsible for students feeling connected to the college and increased student retention (Tinto, 1993). A quantitative research design was selected. A survey was developed and administered to first semester Electronics Technology students to assess their knowledge, perceptions and utilization of student services at American River College. The study sought to examine whether their enrollment decisions were influenced by participation in student service programs. The findings of the study confirmed that although students were aware of existing student services, and perceived them to be academically helpful, they were not utilizing them. Based on the factors contributing to their lack of usage by students, this dissertation concludes with recommendations to improve access to and delivery of student services to students. Specific recommendations are made for the Electronics Technology program at American River College in order to retain and graduate skilled workers from the program.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Murray, Amy R.
- Description:
- 504 plans are legally mandated accommodations for students with qualifying disabilities in public schools. This mixed methods study examines teachers' experiences and perceptions of implementing Section 504 plans in one California school district, called Redbud. This research addresses concerns related to the aims of the inclusion mandate as promised under Section 504. In particular, it focuses on concern for students with a Section 504 plan who are educated in a general education (GE) classroom by teachers without Special Education (SPED) credentials. While inclusion is the optimal goal in our public school classrooms, this study explores how GE teachers work with limited training, resources, funding, and support despite growing numbers of students with disabilities. Thus, this dissertation studies GE teachers' perceptions and experiences with Section 504 plan implementation, exploring their attitudes, capacity, and preparation. Teachers surveyed in Redbud convey their levels of comfort in teaching students who have a 504 plan as well as their perception of parents who utilize 504 services. Data reveals that about a third of the teachers feel that 504 plans are unnecessarily provided while almost half of the teachers indicate that 504 plans are not provided for all of the students who need them. Disability Studies in Education and Lipsky's SLB are used as theoretical models.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Kronzer, Matthew Scott
- Description:
- This study sought to capture a broad understanding of how federal financial aid is distributed among nontraditional and traditional students enrolled in public community colleges and how federal financial aid contributes to their educational success. The study analyzed data for approximately 3,940 nontraditional students and 2,060 traditional students who began their postsecondary education in public community colleges and applied for federal financial aid. The study used descriptive statistics to provide context on the access and use of federal financial aid among nontraditional and traditional students within their first, second, and third years; it also used six multinomial logistic regressions to measure the effects financial aid had on their persistence and completion within their first, second, and third years while controlling for extraneous factors. The study used multiple imputation to handle missing data for six variables of interest and propensity score covariate adjustments to account for endogeneity bias associated with estimating the effects of financial aid on student success. The results of the descriptive statistics suggested that among those who applied for federal aid, nontraditional students were generally more likely to receive federal financial aid and received more in aid on average than their traditional peers after the first year of enrollment. More specifically, nontraditional students tended to receive more on average in federal loans, while traditional students tended to receive more on average in federal grants across their first, second, and third years. Additionally, the study found that Pell Grants, subsidized loans, and unsubsidized loans were significant predictors for persistence and completion within the first, second, and third years among nontraditional and traditional students. The effects varied substantially by year, but federal financial aid generally had a greater positive effect on persistence and completion for nontraditional students (10% and 9%, respectively) than for traditional students (6% and -1%, respectively) collectively across three years. The findings from the study reveal opportunities for changes in federal financial aid policy and community college institutional practices. Improving access to federal financial aid may serve to increase the attainment rates of nontraditional students enrolled in public community colleges. As nontraditional students form the majority enrollment in these institutions, it is paramount that steps are taken to increase their success
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Dollesin, Suzie Arlene
- Description:
- This dissertation applied mixed research methods to explore the factors correlated with variation in the percentage of English learner (EL) students completing A-G course requirements in California high schools. Across the State’s high schools, an average value of sixty percent of all students, excluding EL students, completed A-G course requirements, in 2016. In comparison, the average value of this completion rate was seven percent for EL. The lower A-G completion rate for EL students in California is an important policy concern because it represents the achievement gaps among these groups that not only exerts negative individual consequences, but also impacts the entire state’s economic productivity due to its forecasted shortage of future college workers. Thus, I chose a pooled cross section and time series data set for a fixed-effect regression analysis that teased out the separate influences of Institutional, Ethnic/Linguistic, and Socio-Economic characteristics in a high school on this achievement rate. Interestingly, the percentage of Pacific Islander students, percentage of African American students, and percentage of Asian teachers exerted the strongest influences on A-G completion rates among EL students; respectively a one-percentage-point increase in each of these yielded -0.86, -0.33, and +0.25 changes in the dependent variable of interest. Whether causal or correlational, these findings warrant greater investigation both when considering policy interventions and the social justice concern of the “type” of school where EL students are at a clear disadvantage in qualifying for direct entrance into a four-year university, upon graduation. Through a qualitative design as a transcendental phenomenology study, I found a probable correlation between negative discourse, or discourse that negated equitable practices, and social injustice. Such practices that had become the norm included limiting access to college prep courses through counseling in favor of support courses – away from college pathways, and this had a negative impact on EL graduation rates as well. However, the limitations posed by the mere four percent response rate is not acceptable to draw statewide conclusions and policy implications from my qualitative study. Further investigation of this issue is necessary to respond with policy changes based upon the statistical findings if administrators wish to increase A-G completion among ELs in their district.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Chaidez, Adan H.
- Description:
- LatinX students in the United States are not graduating from college at the same rate as their counterparts, especially white students (Fry, 2002). Approximately 51% of Hispanic students graduate with a Bachelor's degree compared to 59% of white students (Kelly, Schneider, & Carey, 2010). Students’ persistence and retention is an essential and vital piece to the successful degree/transfer completion of students at California Community Colleges, yet statewide rates for a 2011-12 first-time student cohort is at an alarming 41.6% (California Community Colleges Chancellor’s Office, 2018). This qualitative research study examined the phenomenon of the experiences of five at-risk students who received Student Success and Support Program (SSSP) services while on academic probation and dismissal at one Northern California Community College. The research study also examined the experience of five Counselors who implemented SSSP services to students on academic probation and dismissal. Two research questions guided this study to examine the students’ and Counselors’ perceptions of follow-up core interventions of SSSP services. (a) What are students’ perceptions of the level of support of follow-up core interventions of Student Success & Support Program (SSSP) Services? (b) What are the Counselors’ perceptions of follow-up core interventions of Student Success & Support Program (SSSP) services? The researcher used the theoretical frameworks of Critical Race Theory, Latino/a Race Theory, and Social Capital Theory to guide the study. Findings of the study revealed the need for further collaboration between Counselors and instructional faculty to support the student holistically. Additionally, allocated time for Counselors is needed for them to strategically and intentionally develop efforts that will support students who are on academic probation and face dismissal. This study concludes with recommendations to develop a supportive and comprehensive support structure that includes faculty mentors, student instructional support, college skills workshops, supplies, and designated time for Counselors to assist students in successfully transitioning out of academic probation and dismissal into graduation and degree/transfer completion.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Ayón, Sandra Eileen
- Description:
- The purpose of this study was to examine perceptions of teachers and coaches working within a coaching model in a small, rural K-12 school district in northern California. This study highlights narratives and experiences of teachers and coaches that work in a coaching model and how those experiences impact their beliefs and practices in their classroom and subsequently the impact on student achievement. This study utilized a qualitative methods design and collected data through in person interviews. The qualitative data collected was analyzed using an open coding process which led to categories and ultimately to emergent themes. Seven themes describe the perspectives of teachers and coaches currently working in the coaching model: belief of student learning, relationships, effectiveness of the coaches, learning focused conversations, supporting role of the coaches, teaching strategies, and teaching practices.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Benitti, Pete
- Description:
- Empirical research on the intersection of wellness and higher education leadership is lacking (Bass, 2008; Cioffi, 2018; Riera, 2013). The emotional wellness of leaders is an issue that has received even less attention (Cioffi, 2018). Findings from this mixed-methods study suggest leaders often incur an emotional toll while dealing with the pressures of leading. These findings are in light of the stress-related turnover that the literature suggests is increasing for leaders (Gagliardi, Espinosa, Turk, & Taylor, 2017; Gardner, 2016; Selingo, 2016; Wheelhouse Center for Community College Leadership and Research, 2016). Further complicating this situation is a perceived lack of support for leaders’ emotional wellness, conceptualized as the wellness support gap. This study uses the constructs of emotional intelligence, emotional labor, mindfulness, and emotional capital as theoretical lens with which to view emotional wellness as an untapped resource and source of support. Recommendations for professional organizations, leadership practice, and policy include the adoption of standards and best practices for the profession that include leaders’ emotional wellness.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Perez, Rochelle Amores
- Description:
- The purpose of the study is twofold: a) to understand the Asian American community college students’self-beliefs, particularly self-efficacy, emotional awareness, and grit, while reaching their academic goals; and b) to unveil the issue of data disaggregation as it relates to Asian American students’ academic achievements. The main theories that guided this study were Asian Critical Race Theory or AsianCrit (Museus & Iftikar) and Ogbu’s Cultural Ecological Theory of Minority Performance. Using a qualitative phenomenological approach, the researcher interviewed 12 students and conducted surveys of 149 participants to elicit experiences regarding their self-beliefs and perceptions of academic support provided by the community college. To debunk the Model Minority Myth, using GPA as an indicator, the researcher obtained average of students’ GPAs by Asian subgroups to show differences in academic achievements. In addition, collecting and reporting practices of the college and the Chancellor’s Office were captured as evidence in lumping Asian Americans as a monolithic group. The findings of this study revealed Asian American students believed they have high levels of self-efficacy, emotional awareness, and grit, that are greatly based on family values. Asian American students’ self-beliefs are shaped by cultural influences that are deeply embedded in the family, which can be beneficial and detrimental internally, as they pursue their academic goals. This study also proved that classifying Asian American students as one group concealed the identities of Asian subgroups. When academic achievements are reported as a monolithic group, it resulted in consequences that marginalized students who really needed help, e.g., colleges did not provide academic support because of the notion that all Asians were doing well. The study’s recommendations include a call for the community college to take a closer look at the students’ motivational traits, such as the attributes of self-efficacy, emotional awareness, and grit, as tools to empower students to reach their infinite potentials as well as call for higher visibility of Asian American students in campus through recognition, culturally relevant pedagogy (more Asian-centered classes), and academic support or student support services that cater to Asian American students’ needs.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Xiong, Xeng
- Description:
- The purpose of the qualitative phenomenological study was to explore second generation Southeast Asian (SEA) students’ understanding and experiences of the SEA diaspora in California. Grounded in segmented acculturation, cultural-ecological theory, and AsianCrit, the study highlighted the perceptions and experiences of second generation SEA high school students concerning their schooling experience, cultural transition, and aspirations. Twelve second generation SEA students (Cambodian, Hmong, and Lao students) at a comprehensive, urban high school in California were interviewed. Through qualitative analysis, the study found 11 themes. Regarding their schooling experience, there were five themes: positive peer relationships, relationships with school staff, opportunities for school and community involvement, independence, and good academic performance. In terms of factors that contribute to their cultural transition, four themes emerged: language, family, beliefs about home environment, and friends. Concerning their aspirations, there were two themes: positive aspirations and autonomy. The study concludes with a discussion on the findings, implications for policy and practice, and recommendations for future research.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Ayub, Zeeshan
- Description:
- The purpose of this research was to contribute to the literature on school climate by investigating the relationship between school resources (e.g., teacher salary, per-pupil expenditure, teacher experience, school size, student-teacher ratio), student perceptions of school climate (e.g., school connectedness, school safety, meaningful participation, caring relationships), and student outcomes (e.g., grades, suspension, absence) after controlling for socioeconomic status (reduced or free lunch, parent’s level of education). To do so, data from the 2016-2017 administration of the California Health Kid Survey 2016-17 (CHKS) conducted by the California Department of Education (CDE) were used. In addition, for school resources variables California Department of Education (CDE) publically available data was used. This study was focused on seventh-grade students (n=144,087) in California because it is a crucial transition age between middle school and high school. Structural Equation Modeling (SEM) was employed for this research to measure school climate as second order factor and to explore the complex relationship of school resources, school climate, student outcomes, and socioeconomic status. Results indicated that school climate can be measured as second order factor with school connectedness, school safety, meaningful participation, and caring relationships as first order factor. School climate do impact student outcomes (grades, suspension, and absence) significantly, whereas school resources (per-pupil expenditure, school size, student-teacher ratio, teacher experience, and teacher salary) impact on school climate and student outcomes is puzzling and need more research. As expected, socioeconomic status is associated with school climate and student outcomes. School leaders cannot change the socioeconomic status of students; however, leaders can provide positive school climate, where all students feel safe, cared, connected, respected, treated equitable, and have a sense of belonging. School resources link with school climate is weak, meaning that leaders can still provide a positive school climate with existing levels of school resources.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Gulley-Reed, Theresa
- Description:
- This study on human capital and financial literacy supplements current literature on institutions’ responsibilities in advancing financial literacy. Students’ knowledge, when entering the post-secondary environment, is seen through the lens of their cultural, economic, and social experiences. The purpose of this study was to examine the level of financial literacy knowledge post-secondary students bring to the post-secondary environment. Recommendations were made to inform leaders and drive policy to better prepare students for success. This study utilized a mixed-method approach to access the quantitative and qualitative data. Quantitative data were collected and analyzed using a Likert scale from current and former student surveys and a Pearson correlation. Qualitative data were collected from four open-ended written responses on the student survey instrument. Qualitative data were also collected from 6 interview questions of 11 current and former students. Qualitative data was analyzed using a coding process to evaluate themes that developed from or that were entrenched in the data. The researcher discovered that there were significant correlations between budgeting, interest rates, debt, and savings. More precisely, quantitative inquiry suggested that there were significant correlations between money left over from previous pay period, college tuition paid through credit cards, understanding interest rates prior to incurring student loan debt, more interest rate information on debt decisions, family savings, and personal savings. Qualitative analysis of transcribed interviews and written responses indicated limited skills in the following areas: budgeting, interest rates, savings, debt, financial literacy training, financial literacy knowledge, financial aptitude, financial planning, and managing finances.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Easley, Chandler Morgan
- Description:
- Decades-long reliance on exclusionary practices in response to unwanted behaviors in high schools has resulted in a discipline gap, or a trend in which students of color, particularly black students, are sent out of class, suspended, or expelled at much higher rates than other students. The purpose of this study is to investigate the interaction of classroom environment, student engagement, and behavior as a proactive measure to address student behavior. This phenomenological study includes classroom observations and high school student interviews to collect data on classroom environment elements, engagement components, and cultural responsiveness. Observations and interviews were analyzed through open coding for themes which include teacher disposition and response to behavior, relationship building, relevance and youth culture, mutual respect, and meeting individual needs. Findings show that classroom environment and student engagement are highly influential on each other as well as the presence or absence of student-teacher conflict in the classroom. The students’ emotional experience in the classroom is crucial to their engagement and behavior. Students need to develop positive relationships with their teachers and feel that their identities are valued and individual needs are met in order to participate in constructive and cooperative ways. To effectively address behavior, teachers must get to the root cause of the action rather than assign a formulaic punishment. Recommendations are made to support proactive measures regarding student behavior and positive classroom experiences.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Nazir, Saima
- Description:
- The purpose of this study was to heighten understanding of English learner (EL) students’ social experiences in a school setting, while developing an expanded awareness of the students’ family system whose language and culture is at crossroads with the dominant language/culture, and with the formal educational institution. This phenomenological study focused on the voice of EL students to explore the social, familial, cultural, and academic experiences of ELs to reveal factors contributing to their adjustment and overall success in the United States. The study consisted of 20 participants who are freshmen students in a northern California university, who have previously been categorized as EL in the U.S. school system, and who speak one of the top 10 languages spoken in California schools (e.g., Spanish, Vietnamese, Mandarin, Arabic, Tagalog, Cantonese, Korean, Hmong, Punjabi, and Russian). These students were selected to gather the factors that contributed to their persistence in graduating high school while also corresponding to the 10.3% of ELs in the state of California who completed all courses required for UC and/or a CSU entrance (California Department of Education, 2018). The theoretical frameworks for this study include Bronfenbrenner’s bioecological model of human development (Bronfenbrenner & Morris, 2006) and Ogbu and Simons’ cultural-ecological theory (1998). This study utilized a phenomenological research design to answer the following research questions: 1. What are the factors contributing to freshmen and sophomore university EL students’ adjustment and overall success? a. What are the social experiences of previously categorized EL students in the U.S.? b. What are the familial/cultural experiences of previously categorized EL students in the U.S.? c. What are the academic experiences of previously categorized EL students in the U.S.? The data produced from this research study were collected through a demographic questionnaire and one-on-one interviews. The qualitative findings of this study revealed the following 14 themes that relate to freshman university previously categorized EL students’ adjustment and overall success in the U.S.: barrier due to EL classification, interactions with EL peers, interactions with non-EL peers, media’s portrayal of language minorities, school involvement, family’s reason for coming to the U.S., family sacrifices, family involvement, family expectations, societal views of ELs’ culture, interactions with teachers, perception of the ELD program in their school, insight on their educational opportunities, and their view of the role of a degree/school credential. The implications of the study’s findings, recommendations for practice and policy, including leadership, are discussed.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Rajagopal, Kadhir V.
- Description:
- Failure in algebra is the #1 trigger of dropouts in high school according to a former superintendent of Los Angeles Unified School District (LAUSD) (Helfand, 2007). Too many urban students of color are failing or performing below basic in foundational mathematics. The author, a teacher at West High School, has been able to achieve different results with low income urban students in algebra. The author has used specific strategies that have helped the majority of his once low-performing students to consistently succeed in algebra and outperform their peers throughout the entire Grand District and state of California. The strategies used by the author have been integrated into an instructional model called C.R.E.A.T.E. This project focused on documenting the impact C.R.E.A.T.E. could have on the results other math teachers experienced with their students in foundational math classrooms, specifically, algebra and geometry. Furthermore, the study revolved around the issue of replicating the success the author has had with C.R.E.A.T.E. in other classrooms. The purpose of this study was to examine if the implementation of C.R.E.A.T.E. in other teachers’ classrooms at West High School resulted in a majority of low income and underperforming students succeeding on district and statewide math assessments in algebra I and geometry. The documentation of strategies and results from the implementation of C.R.E.A.T.E. may provide evidence for administrators at the district and state level to determine if the C.R.E.A.T.E. model should be implemented as a way to address the pressing crisis of failure in math for diverse urban populations.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Mason, Justin Christopher
- Description:
- The purpose of this study was to investigate the role of the teacher in Advanced Placement (AP) access for high school students. There are many benefits to students who participate in the AP program including access to a rigorous curriculum, college course credit or placement for successful completion of an AP exam, and an advantage when applying to competitive colleges and universities. Access to AP courses remains an unlikely opportunity for many low-income students who attend schools that offer few AP courses, and African-American and Latino students are underrepresented in AP participation. This study uses a mixed methods design with both quantitative and qualitative methods. The first phase of the study was an online survey of AP teachers in three school districts in Northern California. The second phase of the study used follow-up interviews to collect additional data from selected Advanced Placement teachers. The online survey and follow-up interviews were designed to collect data on the perceptions and practices of AP teachers in the pre-screening of AP students, the promoting of AP courses to students, and in determining AP course offerings. This study indicates that the AP teacher plays an important role in determining both student access to AP courses as well as in the decision making process of determining whether their school will offer a specific AP course. AP teachers reported students should be pre-screened before enrolling in an AP course at higher rates in larger schools (F=3.749, p=.033) and in schools with higher API scores (F=4.478, p=.018). Additionally, responses from the follow-up interviews indicate that teachers are making the decision to pre-screen students or to allow open access without following any state, district, or site policies. While an overwhelming majority of AP teachers report that it is part of their role to promote their AP course to students, only a small percentage are actively promoting their AP course to minority students and to students who are not already in an honors or AP track. This study indicates that the AP teacher can be a powerful factor in providing a more equitable access to AP courses as well as in closing the AP participation gap for historically underrepresented students.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Abdulmalik, Hasan
- Description:
- Ninth grade transition to high school marks a critical educational juncture and a significant event in the lives of adolescents. This is a pivotal year where transitioning students suddenly find themselves struggling to navigate large, impersonal, and competitive environments. In school districts across the United States the enormity of the problem associated with ninth grade transition cannot be understated. Educators struggle to improve the overall success rate for these students because ninth grade is the most failed grade in public school. The purpose of this quasi-experimental research study was to analyze the impact of a summer school intervention program that focused on preparing students for the transition to high school. The study analyzed critical components associated with high school transition, achievement, and success for 120 students in the Sacramento, California area. The findings from this study will add valuable insight to the body of knowledge and research that currently exists for the development and implementation of ninth grade transition to high school programs. The study has identified trends, practices, and negative factors that are alarming. The significance of socioeconomic conditions and ethnicity has compounded the systemic failure of ninth graders in suburban and urban high schools. Academic achievement, student behavior and attendance are the three overarching areas that have been identified as needing intervention. If left unattended this issue will have a profound and devastating effect on student outcomes, increased dropouts rate, school budgets, and forecasts a dismal future for students of color in public schools. The study used quantitative research methods that examined the relationship and significance between multiple variables in the three general areas of academics, behavior and attendance. An analysis of descriptive statistics, inferential statistics, and t-tests examined the variables and found that there were varying degrees of difference, but there was no significant relationship between the two groups in the study.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Galbraith, Carla Therese
- Description:
- The Achievement Gap is the difference in the academic achievement of White students compared to students of color. It is often attributed to the effects of low socioeconomic status or even genetics. Racism and the lack of cultural responsiveness are also included as causes for the poor performance of students of color. The need for a solution to this problem has increased urgency as the United States remains ethnically diverse. A beacon of hope lies within students of color who have not only defied the Achievement Gap, but have maintained grade point averages (GPA) well over 3.5 throughout their four years of high school. Using phenomenology as a conceptual framework and qualitative research methodology, this study will analyze the characteristics, commonalities and lived experiences of the top performing 12th grade African-American high school students located in Elk Grove, California. Moreover, the theoretical frameworks of Attribution Theory and Locus of Control Theory will allow the researcher to delve deeper into the characteristics of these successful students. Through questionnaires, surveys and focus group discussions, the responses from the African-American participants will be examined and categorized into themes according to the factors they believed to have contributed to their outstanding academic performance. Analysis of the final chapters revealed seven characteristics of academically successful African-American students. These characteristics are (1) Self Motivation, (2) Racial Resiliency, (3) Stereotype, (4) Family Influence, (5) Academic, Teacher, School Support, (6) Spirituality, and (7) Socioeconomics. Of the seven attributes, Self Motivation and Racial Resiliency were the most frequent responses to address the research questions. In the final chapter, recommendations for school leaders are given as it relates to African-American students in order to increase academic performance and aid in closing the Achievement Gap.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Nichols, Carolyn J.
- Description:
- The International Baccalaureate programs have demonstrated significant growth and popularity in the United States in recent years. A new school dedicated to implementing the Primary Years Program of the International Baccalaureate Organization provided the opportunity for research on the specific actions and qualities of a principal as the Primary Years Program is developed and implemented. This mixed method study of the leadership of the developing Primary Years school leaned heavily on qualitative interviews of key stakeholders of the school to determine a set of key findings for future school leaders of Primary Years Schools. It was concluded that school leaders best serve their school communities as transformational leaders but needed key elements of leader/managers to succeed in the leadership challenge.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Topete, Hector Edward
- Description:
- The purpose of this quantitative study was to examine the relationship between peer perceptions and grades among Latino high school students in an urban high school in the Sacramento, California area. The study determined the nature of the relationship, i.e., positive and/or negative; the degree of influence peer perceptions had on Latino students’ grades; and how various factors contributed to this relationship, i.e., popularity, respect, self-image, extracurricular activities and peer social capital, oppositional culture (“acting white”), and importance of grades. The main instruments were a student survey and analyses of student GPA data (self-reported and actual). Descriptive and inferential statistics were used. Considering the severity of California’s underperformance and dropout rates among Latino students, an increased understanding about this issue will serve to identify possible solutions. This study looked at one possible aspect contributing to this academic underperformance. Some of the findings included oppositional culture tendencies among the lower grades (9th and 10th); positive perceptions of academic achievement among female students; positive linkages between extracurricular activities, peer social capital, and grades; and a negative relationship between peer popularity and GPA. Other findings also provided qualitative depth to this quantitative study.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Williams, Angelo A.
- Description:
- Too few African American community college students in California, complete, persist or graduate and the expansion of successful programs to mitigate these conditions are cost prohibitive or programmatically restricted to small traditional student populations. Faced with this situation, one college expanded an informal, low-cost retention intervention, inreach. This study is concerned with interactions between student and institution within inreach interventions and focuses on the student-institution interaction as its basic unit of analysis. Sources of Data Sources of data include information from intake/use forms, interviews with selected students and in depth interviews with students. Additional data was collected from college employees involved in the inreach intervention and from observations of the inreach interventions over time. Finally data was college from document review comparing student reports to college reports about a student’s success/progress. Conclusions Reached Within the three types of inreach (informal, formal , radical) employed a common implementation of early, intrusive, consistent and unusually close contact between students, specifically non-program aligned African American students and inreach practitioners was present within the interventions. Inreach intervention participants reported an overall positive effect specifically the practices ability to bind students closer to the institution. Students reported the inreach interventions, especially peer to peer communications, as a significant investment of student psychological energy. Relationships between student and institution within the inreach intervention were characterized as non-transactional, inspirational/spiritual and familial. The underlying method of the three types of inreach identified can be summarized in one five principled model for interventions and administrative practice (Wonder, Wander, Check In, Check Up, Check Out). Although student participants reported that INREACH was an expression of institutional integrity and institutional commitment to student welfare, certain micro-abrasions presented by extra institutional forces (Police Department, Contracted Food Services) threaten to retard institutional connectivity with non-program aligned African American students. Leadership implications include overall reorganization of the institutional organizational structure within community colleges based on increasing and enhancing one on one contact with students by every executive, administrator, faculty and staff employee. Specific leadership implications include reorganization of executive, administrator, faculty and staff duty statements and practices. Enhancements to student services practices including the introduction of an Office of Inreach to coordinate all ‘student contact’ activities campus wide.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Rosa, Milton
- Description:
- Statement of Problem Research has shown that school leaders’ understanding of high quality mathematics instruction and their ideas about how to support it are significantly influenced by their perceptions about the nature of mathematics, teaching, and learning (Nelson, 1999; Spillane & Halverson, 1998; Spillane & Thompson, 1997). It has been proposed that high school leaders’ content knowledge in mathematics and their perceptions about how it is both learned and effectively taught is critical to their effectiveness as school leaders for the improvement of students’ achievement, including ELL students (Nelson & Sassi, 2005; Stein & D’Amico, 2000; Stein & Nelson, 2003). In other words, according to Stein and Nelson (2003), school leaders’ perceptions about the teaching and learning of mathematics influence their decisions and actions because subject matter is central to teaching, learning, and leadership. A strong knowledge of mathematics is the cornerstone for a sound decision making process (Nelson & Sassi, 2005; Stein & Nelson, 2003). From direct and daily experiences, school leaders have realized that students’ future success depends critically on the level of their mathematical, analytical, quantitative, procedural, and statistical skills and abilities that are developed from their learning experiences in mathematics (Nelson & Sassi, 2005; Stein & Nelson, 2003). Since mathematics will continue to be an important subject matter of the school curriculum, a better understanding of mathematical knowledge and its place in the development of human activities is increasingly necessary for school leaders and teachers. According to Stein and Nelson (2003) and Nelson and Sassi (2005), this kind of mathematical knowledge is necessary for the practice of instructional leadership that effectively links school leadership to teacher learning and student learning with subject matter at the core. Thus, the purpose of this study is to capture and describe the perceptions of the school leadership concerning the challenges ELL students face in relation to their academic success in mathematics standardized high-stakes tests under NCLB in nine high schools in Alpha Unified School District (AUSD), a suburban school district near Sacramento, California. This is a mixed-methods study composed of interviews with open-ended questions and a survey that contains both Likert scale (quantitative data) and open-ended questions (qualitative data). The goal of this study is to determine how school leaders’ perceptions are influenced by an understanding of the effects of the ethnic cultural background of ELL students on academic performance in mathematics standardized high-stakes tests such as the California High School Exit Exam (CAHSEE) and California Standard Tests (CST). This research also seeks to describe the approaches that high school leaders use in relation to their ELL population. These approaches include promoting the use of best instructional practices, implementing fair assessments and using obtained results to improve instruction, developing strategies to increase teacher capacity and cooperation for the instruction of ELL students, and creating a culturally and linguistically relevant school. Finally, it is a goal of this study to develop a series of recommendations that may help high school leaders to successfully meet the needs of their ELL population. Sources of Data The data collection procedure chosen for this mixed-methods study was designed to use data collected through interviews, surveys, open-ended questions, and ELL students’ performance on CST and CAHSEE as well as demographic data about ELL students, principals, and vice-principals. Collection of Qualitative Data Interviews with 24 open-ended questions were conducted with six principals of the nine high schools at AUSD. Each interview lasted 40-50 minutes. Principals were given an advance copy of the interview protocol. Responses to interview questions were used to identify relevant themes that emerged from the answers and to identify patterns that existed across the responses of these principals and vice-principals. Surveys were administered to 6 principals and 20 vice-principals in the same nine high schools at AUSD. Qualitative data of the survey were collected from 10 open-ended questions. These open-ended items allowed principals and vice-principals the opportunity to describe their answers in detail. Collection of Quantitative Data Using a 4-point Likert scale format, the principals and vice-principals responded to 30 items focusing on their perceptions about ELL students. Quantitative data was obtained from these items. The survey was designed to be completed within 20 and 30 minutes. Finally, ELL students’ performance in the mathematics portion of the CST and CAHSEE were analyzed. School demographic data for ELL students, principals and vice-principals were also collected. Conclusions Reached The challenges of the new millennium and the increased accountability it demands requires a different kind of leadership that enables school leaders to serve their students more effectively. In addition to administrative knowledge and skills, Sergiovanni and Starrat (1998) affirmed that leadership development tends to be shaped by a set of “beliefs, opinion, values, and attitudes which provide a foundation of practice” (p. 133). This set of personal educational values and beliefs that has become to be known as an “educational platform” (p. 133), which guides school leaders’ actions and decision-making. In this context, Sergiovanni and Starrat (2001) stated, “educators carry on their work, make decisions, and plan instruction based on their educational platform” (p. 70). Therefore, school leaders need to develop their educational platform and engage in reflection, both of which are essential to their leadership practice. Similarly, researchers have recognized that reflecting on or pondering an ideal, issue, perception, belief, or problem leads school leaders to an enhanced educational practice (Airasian & Gullickson, 1997; Kuhn, 1991). Since professional reflection constitutes a valued strategy for enhancing professional practice, school leaders must create opportunities to reflect upon their own leadership practice in order to understand, critique, and modify it. According to Airasian and Gullickson (1997), “reflection is a central process of constructing knowledge and developing professionally” (p. 219). In addition, a deep understanding of both culture and its connection to mathematics is an important source of knowledge for school leaders to reflect upon in order to modify and transform their leadership practices. In this regard, if school leaders in this study are to facilitate successful learning opportunities for all students, they must know their students, their cultural roots, linguistic backgrounds, previous experiences, and their students’ perceptions about the world. This also includes knowing ELL students' linguistic backgrounds and cultural values that may influence performance on standardized high-stakes assessments. In this context, knowing each student's cultural and linguistic background is essential for providing successful learning opportunities for all students, including ELL students. Professional development about understanding their students’ cultural and linguistic differences may help school leaders to facilitate, structure, and validate successful learning for students through a variety of strategies and practices that best fit their specific needs. For ELL students to reach their full potential, instruction should be provided in ways that promote the acquisition of increasingly complex mathematical knowledge and language skills in a social climate that fosters collaboration and positive interactions among students, school leaders and teachers. Such classrooms are inclusive in their emphasis on high standards, expectations, and outcomes for all students (Lipman, 1995). Important features of such settings include high expectations, and exposure to academically rich curricula, materials, resources, and approaches that are culturally and linguistically relevant to the ELL students’ needs in order to enhance mathematical learning and achievement. In addition to using effective methods and materials, school leaders and teachers need to possess cross-cultural communication skills and develop clear understandings of the culturally and linguistically diverse backgrounds of their students (Garcia & Dominquez, 1997). In conclusion, school leaders and teachers who understand their students’ linguistic and cultural differences strive for intentional variety in instruction, curriculum, and assessments that lead to an improvement in the learning of mathematics. School leaders play a key role in encouraging and supporting appropriate professional development experiences and best pedagogical practices for themselves and for all teachers and students in their schools. In this regard, professional development that addresses students’ linguistic and cultural differences is strongly recommended.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Walker, Marrio D.
- Description:
- Students in California Public Schools are increasingly failing to meet or exceed state proficiency standards found in the No Child Left Behind Accountability Act of 2002. Although there has been growth in every significant subgroup of proficiency in ELA and Mathematics in the state of California to include Students with Disabilities, Socially Economically Disadvantaged and English Language Learners subgroups, increasingly all student subgroups are failing to keep up with the pace needed reach proficiency targets each year. Three consecutive years of statewide descriptive data on NCLB AYP performance targets was collected from the California Department of Education on school years 2007, 2008 and 2009 of some 3,700,000 students and 6000 schools. The findings were although proficiency rates of ELA and Mathematics have grown every year since 2007 for each subgroup on an average of two to four percent, state and federal AYP targets are growing an average of eleven percent each year, making it impossible for subgroups to make targets causing more and more schools to fall into Program Improvement Status and be labeled consistently low performing. AYP targets as they currently exist are unrealistic. Therefore it is recommended that California education legislation be amended to use more equitable measures of performance that include, but are not limited to: proficiency targets based on the trend of growth for each subgroup. That legislation is research led, and that K-12 performance tests be connected to college and career readiness outcomes rather than what currently exists, which is proficiency for proficiency stake.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Smoley, John Knute
- Description:
- This dissertation explores the historic preservation and public memory of America’s Nike air defense missile program. To defend against nuclear attacks delivered by Soviet bombers in the 1950s, 60s, and 70s the United States constructed a massive air defense network, the largest peacetime dispersion of America’s military might into its communities. The 275 Nike sites built in 29 states are one highly representative example of these defenses and constitute the world’s first missile base network, predating not only all other air defense missile networks but also all offensive nuclear missile bases. Despite its tremendous significance, historic preservation and public memory of America’s Nike air defense missile system is extremely limited. The dominance of deterrence, lack of trauma associated with Nike sites, and difficulty fitting air defense into traditional narratives of the Cold War provide a poor foundation for public memory. While the many extant Nike sites vi generally retain their integrity, or ability to communicate their historical significance, numerous pitfalls hamper Nike preservation efforts, even the five Nike sites listed in the National Register of Historic Places. Considered in the context of a complex, contradictory Cold War, Nike sites are the quintessential Cold War site. Additionally, Nike sites highlight the way public memory and preservation fuel and feed off of each other. Given the current state of historic preservation and public memory of Nike sites, a three-pronged strategy of interpretation, focused preservation, and a series of markers is the best way to commemorate and educate Americans about the importance once assigned to air defense against nuclear weapons: a menace that continues to threaten our world.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- History (Public History)
- Creator:
- Sandul, Paul Jason Prescott
- Description:
- “Harvesting Suburbs” attempts to provide an understanding that agricultural communities in California represent a unique rural suburban type labeled here as “agriburbs.” Such an understanding deepens an appreciation for both the growth and development of California in general at the turn of the twentieth century and the diversity of suburban types across the American landscape. Moreover, by reviewing historical narratives concerning agriburban areas, one can reach a better understanding of the dynamics at play working to divert attention from the suburban side of agriburban areas’ origins. Put differently, “Harvesting Suburbs” seeks to explain what an agriburb is and why historians and others have failed to identify an agriburb. Parallels are hence drawn between the suburban ideal and the California dream to show how they largely mirrored each other. The suburban side of three case study sites (Ontario, Orangevale, and Fair Oaks) is then furnished to specify better what made California’s “agricultural colonies” agriburbs. Finally, early promotional efforts concerning agriburbs reveal how a master historical narrative about each of these communities largely contributes to diverting attention from their suburban origins. Examining a metanarrative also exposes much about the nature of public memory in agriburban communities. It shows the importance and lasting influence of older historical narratives and other public representations of the past on present-day historical narratives and public representations of the past.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- History (Public History)
29. African American female faculty at a northern California State University: recruitment and retention
- Creator:
- Lawson-Thompson, Adrienne S.
- Description:
- The recruitment and retention of faculty of color remains one of the most difficult challenges facing American higher education (Antonio, 2002; Fenelon, 2003; Perna, Gerald & Baum, 2007; Sorcinelli & Billings, 1992; Stanley, 2006; Taylor, 2002; Webb & Norton, 2008) especially among African American female faculty. This is problematic considering evidence suggests that having a diverse faculty increases the retention and graduation rates of students of color (Adams & Bargerhuff, 2005; González, 2007; Hagedorn, Chi, Cepeda & McLain, 2007). The purpose of this study was to explore the phenomenon of Black female faculty recruitment and retention experiences in academia. The following research questions guided this study: 1) What are the perceptions and experiences of the recruitment process of African American women faculty? 2) What are the experiences of African American/Black female faculty who went through the RTP process? 3) What factors contribute to the successful retention, tenure, and promotion process (RTP) for Black female faculty? Preexisting data from the California State University (CSU) Chancellor’s office and the California Faculty Association informed this research of the system wide racial and ethnic demographics of faculty, and specifically the status of African American female faculty in the CSU. This qualitative research study utilized face-to-face interviews with seven Black female faculty at a Northern California State University (NCSU). Autobiographical methods provided participants an opportunity to theorize and make sense of their experiences through critical self-examination and self-reflection. These methods are especially important in establishing voice for women who have historically experienced silence, exclusion, and experienced a sense of powerlessness within the academy. Therefore, Black Feminist Thought (BFT) and Critical Race Theory (CRT) were utilized to frame this study which gave respect and voice to the women in this study. As a result, narratives and testimonies key sources of data. The researcher analyzed common themes from interviews rather than analyze numerical data collected. An analysis of the data provided insight into higher education cultural environment, the ethnic and gender profile, and RTP experiences and perceptions among African American female faculty members. Many of the participants described how mentorship from colleagues paved the way for obtaining a faculty position, and especially in regards to their Retention, Tenure and Promotion (RTP). Black feminist and critical race perspectives have suggested that creating and sustaining strong connective relationships with other Black women are essential to their social and psychological wellbeing (Hughes & Howard-Hamilton, 2003). Moreover, participants often stated that having a voice in faculty meetings was very important, especially when the faculty do not reflect the demographics of students being served. The data indicated that participants in this study have a sense of powerfulness in their department, either as a leader, committee chair, or just a faculty member with a good self-perception. Majority monoculture human development theories are harmful when they are used as the primary lens to understand the developmental needs and experiences of Black women because these theories are validated on non-Black persons. According to Howard-Hamilton (2003) Black feminist thought and critical race theory provide an appropriate framework which adds an important element of depth to our understandings about the struggles and needs of Black women in academia. As a result of race and racism in U.S. Higher Education, scholars use CRT and BFT as a method of storytelling to show the permanence of race (Robinson & Clardy, 2010). The researcher promotes the utilization of CRT and BFT as a tool of analysis in education can help lead toward the standardization of these theoretical frameworks to ensure the quality and richness of research (Delgado, 2001; Lee, 2008). This study suggests that university leaders have to purposefully, strategically and actively pursue a critical mass of African American female faculty. In addition, university leaders have to provide the necessary structured mentoring systems in order to promote the successful RTP of Black female faculty members. The overarching implication of this study is that institutional leaders in the California State University must be more deliberate about recruiting and retaining faculty of color.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Strong-Rhoads, Kelley-Jean
- Description:
- Educational leadership is at the forefront of school improvement and reform. Too often, only formal leadership is studied with regard to improving teaching and learning. This study is unique because the author has used an organizational theory lens in order to uncover the complexities of the classroom. Furthermore, the author sought to understand the characteristics of classroom leadership and how the teachers in this study became the transformational teacher leaders they were. The author used the following definition based on the work of Yukl (1999) to define transformational leadership: Transformational leaders are leaders who provide intellectual stimulation, develop follower skills, build collective efficacy, and allow individual consideration. This study is different from instructional leadership in several ways. First, instructional leadership focuses mainly around “strong, directive leadership with regard to curriculum and instruction from the perspective of the school principal” (Hallinger, 2003, p. 329). In addition, instructional leadership is a type of formal leadership whereby the principal of a site is looked at as the center of expertise on curriculum and instruction. This study differs from instructional leadership studies because it looked at the informal leadership practices and characteristics of classroom teachers within their classroom micro-organization and studied teachers beyond curriculum and instruction. Furthermore, the focus of instructional leadership is to increase student academic outcomes (Hallinger, 2003). While academic improvement is a component of classroom leadership, it is not the only focus. Finally, this study differs from other educational leadership studies because it is one of very few studies that has analyzed the classroom using an organizational theory lens. This study utilized the qualitative method of inquiry, specifically the phenomenological approach. The purpose of this study was to uncover teachers’ perceptions about classroom leadership. The sample consisted of six teachers who exhibited the transformational leadership characteristics as described above. The teachers were all from the same suburban northern California school district but from different school sites. There were three research sites: one K-6 grade school, one K-7 grade school and one 5-8 grade middle school. The data for this study were gathered through face-to-face interviews, classroom observations and the researcher’s journal. Through the process of open and closed coding, four major themes emerged. These transformational classroom leaders are reflective, collaborative and flexible lifelong learners. Important to note is that this study suggests these characteristics could be taught and learned by all teachers at any school site, and a classroom leadership framework and process for learning the given characteristics is provided.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- 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
- Creator:
- Vang, William
- Description:
- This study examines the consequences for urban Hmong American high school students of participating in two years sequences of high school level Hmong as World Language courses. The Hmong population in the United States is a product of war, exile and resettlement at the end of the Vietnam War. Since their arrival, both the Hmong people and American social and political institutions have been trying to learn how to deal with each other more effectively and respectfully. One of the key American institutions engaging with the Hmong diaspora has been the public schools. This study explores one program in one public high school in north central California, initiated by Hmong educators themselves. The Hmong as World language program seeks to provide relevant academic education for Hmong American students by teaching Hmong as a “foreign language” for purposes of high school graduation and college admission requirements. Some of the most important issues facing young Hmong Americans include not having access to quality and equitable educational opportunity and losing their ethnic and cultural identity and language as they go through school. The results are often low academic performance in school or dropping out altogether. These pressures also push many young Hmong Americans away from their families and their traditions and into negative live choices which further disrupt the Hmong community (Cha, 2010; O’Reilly, 1998). The Hmong migrations to the United States are recent. Therefore, studies of Hmong educational attainment and cultural endurance in the United States are fairly new. However educational researchers and especially new Hmong scholars are beginning to identify factors that contribute to the problems faced by this group of students and to their success. Vang’s (1998) study showed a correlation between cultural retention and students’ academic achievement. Hutchinson (1997) and Rumbaut (1989) reported that connectedness to Hmong culture positively affected educational performance of Hmong American youth. Moreover, Ngo and Lee (2007) report many findings that Hmong and other Southeast Asian students who adopt a strategy of accommodation without assimilation are the most successful (See also, McNall, et al., 1994 and Lee, 2005). This study is ground in Yosso’s (2005) theory of community cultural wealth. Yosso identifies six forms of community capital which together constitute a pool of community cultural wealth that minority students, such as the Hmong American students in this study can draw upon. The study employed both qualitative and quantitative analyses. These included statistical analysis of the relationship between participation in Hmong as World Language (HWL) instruction and other measures of high school success and in depth analysis of interviews and focus group dialogues with teachers of HWL and recent graduates who had taken HWL. Both quantitative and qualitative analyses found that taking HWL for two years had many positive outcomes for students and no identifiable negative consequences. Positive academic outcomes included improvements in high school GPA and increased skill and confidence performing academic work in all subjects. An additional educational outcome was students’ confidence and optimism about future educational and career plans. Positive outcomes for the students outside of school included strengthening their relationship with family, community and culture. Students born in the United States who took two years of HWL talked of coming back home to their Hmong identity and families. Students born in Thailand, recent arrivals from the closure of the last Vietnam era refugee camps, insisted that the HWL classes helped them learn how to navigate the system of American high school requirements. This study demonstrates the importance of incorporating the strengths of the Hmong American community into the education of their children and confirms the power of heritage language to bind a community together and to develop high level thinking in bilingual, bicultural students. The study concludes with recommendations for expanding the availability of Hmong language studies to other schools and grade levels with identifiable Hmong student populations and for further research on the educational journey of Hmong students in the United States and globally.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Simon, Gabriel Harlan
- Description:
- This resiliency research can serve to validate previous studies on the resiliency protective factors of caring adult-student relationships, high teacher expectations, and a high level of student engagement. . The study’s purpose is to uncover school level protective factors that lead to student resiliency and academic success as reported by individual students. This research investigates how these school factors relate to student achievement. Peer reviewed literature from the past ten years along with seminal works focus on studies related to the aforementioned resiliency protective factors. The study provides a mixed methods approach with quantitative data coming from student surveys on the presence of the protective factors. The qualitative portion of the study collects data from follow up student focus groups to enrich the data. The researcher found that student reports of caring adult relationships in school and time for student to student small group interactions increased students’ language arts test scores by 23 scaled score points for each variable. The qualitative focus groups and interviews give more detailed information about the type of protective supports that students experienced in school which included high teacher expectations, caring adults who were interested in their lives, and specific examples of meaningful student participation. Low resilient low achieving students explained fewer rich examples of teacher expectations and fewer opportunities for engagement in the classroom. The conclusions drawn from this research provide specificity to school supports that improve the language arts achievement of at-risk students.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Siu, Jennifer Harrison
- Description:
- The central issue is that NCLEX-RN standards have been raised requiring nursing graduates to demonstrate greater knowledge on the national licensure examination in order to be licensed. This has ramifications for nursing programs and their ability to sustain a high percentage of graduates from diverse backgrounds who go on to pass the NCLEX as first-time test takers. This study investigated the practices and programmatic features of Sacramento City College’s nursing program, a successful program characterized by its history to produce graduates from diverse backgrounds who passed the NCLEX-RN. The findings of this mixed methods study, which used data sources from faculty and graduate surveys, curricula documents, and NCLEX reports, supported observations and published recommendations of best practices noted by nursing education experts. The study also presented factors not commonly found in the research, such as maintaining a rigorous nursing program and high NCLEX passing rates while upholding diversity trends within its student body and the open access policy on a ix community college campus. In conclusion, the study explicitly recognized that the state’s investment in nursing education cannot be evaluated by simply examining NCLEX success – the ultimate return on investment in nursing programs is having graduates practice nursing in California.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Eaden Thompson, Tabitha
- Description:
- This mixed method research study examines the impact of preschool teachers’ education levels on the acquisition of school-readiness skills of kindergarten-bound students. Seeking to assess the problem of kindergarten-bound students not being academically and socially prepared, 81 teacher participants completed surveys and 5 teachers participated in qualitative interviews to examine the issue. Through the use of both quantitative and qualitative data, the following two research questions were analyzed: 1. Is there a significant difference between three teacher groups (Bachelors degree, Associate of Arts degree and Masters degrees) regarding teacher work experience on school-readiness skills as assessed on the five domains of the Desired Results Developmental Profile-Revised (DRDP-R) assessment? 2. Is there a significant difference between three teacher groups (Bachelors degree, Associate of Arts degree and Masters degrees) regarding education level on school-readiness skills as assessed on the five domains of the Desired Results Developmental Profile-Revised (DRDP-R) assessment? Utilizing the systems theory (Bess and Dees, 2008) and social systems theory (Banathay, 1996), the research study examined preschool and its effects within the larger educational framework of K-12 system and higher education. The literature reviewed provided information on the higher educated teachers positively influencing school-readiness skills while other literature refuted the notion of higher educated teachers increasing the acquisition of school-readiness skills. The research study assessed the education levels and work experience of preschool teachers based on the five domains of the Desired Results Developmental Profile-Revised (DRDP-R) assessment tool. Overall the quantitative findings demonstrated no positive or negative effects on the acquisition of school-readiness skills of kindergarten-bound students based on the education levels of the preschool teachers. The findings further demonstrated no negative or positive effects on school-readiness skills based on the work experience of the preschool teachers. The qualitative findings from the teacher participants’ interviews indicate a perception of school-readiness skills as academic skills only excluding social skills. The findings further indicate that additional factors such as parental involvement, effective communication, environment and high quality teachers and classroom environment contribute to improve preschool programs and increased school-readiness skills. Further, the qualitative data indicates the participants’ noted short-term benefits of preschool programs while acknowledging that kindergarten-bound students are typically successful in kindergarten and beyond. This research study concludes with recommendations for future actions as well as policy implications for the Early Childhood Education field.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Williams-Washington, Rita A.
- Description:
- When children in foster care turn 18, they are, for the most part, on their own. They are “called emancipated”; they are legally adults free from the foster care system. But many leave foster care with no job or income, few educational prospects and little emotional support or community connections. There is a lack of knowledge regarding the effectiveness of services. Another challenge to improving policy and practice directed towards foster youth transitions to adulthood is the poor knowledge base supporting existing interventions. The vast majority of the existing research has relied upon caseworker ratings, self-reporting by foster parents, and identity information related to placement disruptions and placement success. Researchers must take into account the important role that foster youth perception plays in determining the child’s goal and success or failure of placement. From an Interpretive Perspective this research focused on the concept of resiliency. This study evaluated the perceptions of successful independent young adults regarding their life experience after foster care focused on their personal strengths; resiliency.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Benitas, Anita Marie
- Description:
- During the last several years, this researcher has often ponder why it is that some of California’s public schools receiving Title I federal funds are able to successfully exit and move beyond their Program Improvement (PI) status. Conversely, other public schools in California receiving Title I federal funds maintain their program improvement status for several years; and they exhibit little hope of ever exiting program improvement status and entering the “Land of Promise” a land without interventions, sanctions, and consequences. California has been confronted with a significant increase in the number of public schools receiving Title 1 federal funding, as well as, a significant increase in the number of public schools in program improvement. As the timeline approaches to meet the goals set under the federal No Child Left Behind (NCLB) Act of 2001, California is faced with an eminent urgency for new legislation and policies to be created and implemented to address the momentous issues of the state’s increasing number of public schools in program improvement. The purpose of this study was to pursue further investigation into program improvement; it is hoped that this study will assist in identifying any conditions, factors, processes or elements that may have contributed to a Title I federally funded California public urban elementary school’s ability to successfully exit and move beyond their program improvement status. More specifically, this researcher sought to develop a series of suggestions that could prove to beneficial to the 3,169 public schools in California that are currently designated as program improvement schools under the NCLB Act of 2001. Answers to the following research questions were sought: 1) What instructional and non-instructional practices or programs were used to drive the school improvement process in an urban elementary school that has been able to successfully exit and move beyond its program improvement status? 2) What perceptions about a school’s environment and interpersonal relationships exist within an urban elementary school schools culture that promotes positive systemic school change? 3) What role does leadership and the self-perceived value of school personnel have in an urban elementary school’s that has been able to successfully exit and move beyond its program improvement status? The Center on Education Policy (2011), an independent nonprofit organization, has been monitoring national AYP data going back to 2005. On April 28, 2011, they released a report entitled How Many Schools Have Not Made Adequate Yearly Progress? The report findings sustain the findings of various other studies: An estimated 38 percent of the nation’s public schools did not make AYP in 2010. This marks an increase from 33 percent in 2009 and it is the highest percentage since NCLB took effect. Since the early years of NCLB implementation, various analysts have predicted that the number of schools not making AYP would increase rapidly in future years and would eventually include a majority of the nation’s schools (Olson, 2002; Olson 2005; Wiley, Mathis & Garcia, 2005; University of California Riverside, 2008). According to State Schools Chief Tom Torlakson, “4,600 or 80 percent of the state’s schools that receive federal Title I funds will be in improvement status for the 2011-2012 school year” (Lambert, 2011, p. 2). This mixed-methods research study was directed towards a California public urban elementary school with a large at-risk population of English Language Learners located just fifteen minutes from downtown Los Angeles. This study was guided by two strength-based theoretical models “Appreciative Inquiry” (inquiry framework ) and “Positive Deviance” (behavioral framework). Strength-Based or Asset-Based theoretical models focus on successes, “what is working” rather than failures “what is wrong or broken” (Hammond 1996; Stavros & Hinrichs, 2009). Strength-based or asset-based pedagogical models are framed around personal, social, or community assets and focus on unique talents, strengths, qualities and positive experiences. Millions of dollars have been spent to study what our schools are lacking, what our schools are doing wrong, and what teachers are not doing right, yet the number of schools entering program improvement continues to increase every year. The time has come to stop focusing on what our schools are not doing right and to start focusing on what they are doing right. This study suggest that in order to effectively meet the needs of the ever changing and evolving world, educators, educational leaders, policymakers, and legislators must begin to move beyond, simply treating the symptoms of program improvement; they must begin to investigate and understand the factors that create and influence successful systemic school improvement. Furthermore, the findings of this study indicate that the true answers to the program improvement dilemma can be sought; if future researchers can move beyond problem solving, and break free from the bondage of the traditional deficit model of school improvement. By continuing to examine the schools that have been able to succeed in beating the odds by successfully exiting and moving beyond their program improvement status, future researchers could prove to be the catalysts in a strength-based movement; thereby, creating a paradigm shift in the future of educational research.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Bawardi-Shomar, Lourd
- Description:
- This study investigated principals’ attitudes toward the inclusion of students with disabilities in elementary schools in California. More specifically, this study determined the variables that have a positive relationship with principals’ attitudes toward inclusion. The variables examined in the study are: principals’ personal characteristics; different types of experiences; training and education; school characteristics; knowledge in special education law and terminology; and beliefs about appropriate placements for students with various types of disabilities. An online survey entitled Principals and Inclusion Survey (PIS), developed by Praisner (2000), was sent to every public elementary school principal in California with a valid email address. The intended sample was 3,839 and the actual sample size was 773. Once the data were collected, a Pearson Product Moment Correlation (PPMC) was used to determine the variables that correlate with principals’ attitudes toward inclusion. The results indicated that principals in California hold positive attitudes toward inclusion. The study also revealed that principals’ experience, training, knowledge in special education law and terminology had a positive correlation with principals’ attitudes. However, variables related to demographics were not found to correlate with attitudes. The study recommended that there is a need for a more specific definition for the term inclusion. In addition, it emphasizes the importance of considering the variables that found to correlate with attitudes when hiring new principals and the importance of principals’ training and knowledge in special education and inclusion. Finally, it recommended that principals should develop their leadership abilities to best implement inclusive practices within their schools.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Godina-Martínez, Gema Tonantzín
- Description:
- There is a need for scholarship that speaks specifically to how critical Xicana/o educators cope and sustain themselves in the face of continual resistance by colleagues and unsupportive school administrators that discount and otherwise silence their voices. This type of research is critical because of the tremendous role that critical Xicana/o educators play in the educational experiences of Raza students in an otherwise failed system. Given this position, there is a need for expanded scholarship that addresses their subsequent need for support networks to sustain them in the education profession. This study examined eight members of the Colectiva, a support network of high school and university Raza educators in Northern California. This research was based on critical ethnographic methodology which included fieldwork, interactions and dialogs with each participant. Other sources of data included focus groups and journal writing.The findings demonstrated that the Colectiva served as a space in which the participant’s found personal, professional, and emotional growth that worked to sustain them in the education profession. Beyond sustainability, the participants realized the magnitude and responsibility associated with referring to themselves as critical Xicana/o educators both as a professional commitment and in working toward a greater dimension.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Diaz, Viridiana
- Description:
- Latino migrant and seasonal farmworkers represent a significant group in the United States, with California having the largest concentration in the nation. California also has the largest number of identified Latino migrant and seasonal farmworker students, approximately one-third of the total U.S. migrant and farmworker student population (California Migrant Education Program, 2007). Latino education in the United States is a crisis, as discussed by Gándara (2008). While Latinos are the fastest growing population, their bachelor degree completion rate remains extremely low, having risen by only 3% in a 30-year span (Pew Institute, 2010). Since the migrant and seasonal farmworker student population is 98% Latino, they are part of this educational crisis. This qualitative study examines the phenomenon of the undergraduate college experiences of 10 Latino migrant and seasonal farmworker students who participated in the College Assistance Migrant Program (CAMP) at California State University, Sacramento and went on to complete their bachelor’s degree at the university. The theoretical framework guiding this study is Stanton-Salazar’s (1997, 2011) Network Analytic Theory of Socialization. This study examines strategies used by this population to build the necessary social networks in order to navigate college life and successfully complete a bachelor’s degree. While using grounded theory as the method to analyze the study findings, it became apparent that the introduction of a new conceptual framework: The Culturally Adaptive Navigation Model for Latino Migrant and Seasonal Farmworker College Students was necessary, because, while various existing theories consider the characteristics of low-income, first-generation, underserved minority students, not a single one was created with the characteristics of this unique population in mind. Research findings demonstrate that providing an environment that facilitates relationships with institutional and empowerment agents increases access to valuable social capital and a sense of belonging for this growing, capable and often invisible population. The Culturally Adaptive Navigation Model for Latino Migrant and Seasonal Farmworker College Students identifies significant first-year and beyond first-year transitions, referred to as progressions, that this group of students experience throughout their undergraduate years. According to the perspectives of participants interviewed, in order for Latino migrant and seasonal farmworker students to be successful, an adaptive model of practice must be adopted at the institutional level. This model identifies strategies to meet the unique needs of Latino migrant and seasonal farmworker students through academic support programs and/or course curriculum. This study provides programmatic recommendations applicable to other College Assistance Migrant Programs.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Meyerson, Linda Davis
- Description:
- The transformation of schools is a common theme in public policy on school education in many nations. Some are in response to immediate concerns about the level of student achievement, for example in the publicized findings on the California Department of Education website, 2011. With the realization that different approaches to schooling are needed for individual and societal success in a knowledge economy, the task to lead transformation of schools is seen as a complex and challenging endeavor. Many school systems and school principals seem energized by the transformation of current systems and are looking forward to new standards and identifying strategies to achieve better outcomes of success with students. The purpose of this study was to determine whether and to what degree elementary school principals exhibiting successful leadership characteristics within their school sites and communities exhibit higher levels of cultural intelligence. The study used three specific instruments to gather the data combining both qualitative and quantitative approaches in the collection. The quantitative data was collected from the use of a 20-item four-factor Cultural Intelligence Scale. Additional qualitative data was collected from a one-on-one interview and an ethnographic field study where each principal participant was observed. The study included the quantitative measurement of 39 principals in one school district and five qualitative case studies of randomly selected principals from the 12 who demonstrated successful principal leadership within the school site. Findings from this study revealed the 34 principal leaders possessed above mean averages for levels of cultural intelligence as indicated on the quantitative Cultural Intelligence Scale. Further, the findings indicated that the five randomly selected and deemed exceptionally effective principals not only scored higher than the 34 original leaders, but they were also aware of and used their cultural intelligence in their daily interactions with community, students, and staff. The five selected individuals demonstrated behaviors aligning with the high levels of cultural intelligence. The concluding information of the study indicates that effective principals do possess higher levels of measured and observable cultural intelligence. Evidence also indicates that the effective principals are aware of these levels of cultural intelligence and use this awareness to improve their interactions with individuals from diverse cultures.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Handler, Lauren K.
- Description:
- This mixed-methods study utilized data generated by 100 voluntary survey participants and five voluntary interview participants to construct a robust profile of AVID teacher attitudes, knowledge sets and practices. The researcher used the Pearson product-moment correlation coefficient statistical test as well as qualitative open coding data analyses to answer the two research questions about AVID teacher attitudes, knowledge sets and practices. The K-12 public school system in California, and within the broader context of the United States, is increasingly diverse along cultural, linguistic, learning and socio-economic lines. This fact, in addition to the persistent achievement gap between high performing, mostly White and Asian students, and their underserved and underrepresented counterparts, typically African Americans, Latinos, low-income students, and English learners, brings to the forefront the need for recruitment, retention and development of teachers who can successfully serve diverse populations. This study recommends attitudes, knowledge sets, and practices helpful for teacher educators, school principals, and human resource directors in school districts to meet the needs of historically underserved students, as well as a highly diverse population of students. The key attitudes driving the AVID teachers in the sample are as follows: they continually want to become better teachers, they believe all students can achieve high personal and academic goals, they believe they should be persistent in helping students meet their goals, believe students have different learning needs, believe in empowering students to be independent, believe in collaboration, believe motivation is a key factor of learning, believe students are whole beings, and believe programmatic success is multi-dimensional. The primary knowledge sets held and honed by the sample are as follows: they know inquiry-based curriculum and know the importance of student contexts in their learning. The dominant practices that emerged from sample are as follows: they show students they care, reflect about their teaching, practice culturally relevant, responsive pedagogy, link student knowledge, collaborate and integrate collaborative activities in their classrooms, motivate students by celebrating success and do not allow failure. This study finds that while educational policy documents, in general and more specifically the Council of Chief State School Offices (CCSSO), provide a comprehensive articulation of what quality teachers must know and be able to do they often are silent regarding attitudinal dispositions that are useful in serving historically underserved populations as well as highly diverse populations. The findings of this study suggest that AVID teachers exemplify the CCSSO’s 10 main indicators of teacher quality as well as demonstrate culturally relevant/responsive and caring frameworks of teaching. The overarching implication for this study is that both policy-makers and educational leaders should retain, develop and recruit teachers who do or can be nurtured to, demonstrate such indicators and repertoire of attitudes, knowledge sets and practices.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Noureddine, Nassrine
- Description:
- One of the most crucial issues facing the nursing profession today is the underrepresentation of minority nurses as it contributes to the disparity in the delivery of health care. The nursing work force is not keeping up with the pace of changing demographics in the general population, resulting in lack of diversity in the nursing profession. Consequently, the current nursing workforce is unable to meet the increasing demand for ethnically, culturally, and linguistically appropriate and sensitive health care. There is a pressing need to close the gaps in attainment for underrepresented groups in nursing education. This can only be accomplished by increasing access, retention and graduation rates of minority students from nursing schools. This qualitative phenomenological study explored the perceptions of newly graduated African American, Latino, and Muslim nurses about the challenges as well as facilitators that they encountered during the course of their undergraduate nursing school at one Northern California nursing baccalaureate program. It also examined institutional resources, social capital (networks), cultural capital (beliefs, values, and skills), and habitus (aspirations) that were necessary for their successful completion of the nursing program.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Jackson, Lundon Creshett
- Description:
- The purpose of this study was to determine the overall impact of student aid, the level of impact of federal grants and loans, and identify any correlation between the price of attendance and federal student aid (FSA). Completion rates in the California Community Colleges (CCC) system was the dependent variable and measurement of impact. This nonexperimental quantitative study used existing data from cohorts in academic years 2000 through 2006 from Title IV institutions within the CCC system. Several findings emerged from this study including: 1. A significant population access student aid and completion rates increase with the average award amount; 2. completion is not supported when fewer students access student aid and affordability from lower fees causes an increase in the student population; 3. the population accessing federal grant aid provide accountability in completion, but not federal student loans; 4. students attending the CCC system access federal grants more, but there has been a gradual shift to federal loans; and 5. a statistically significant relationship between price of attendance and the average amount awarded through federal grants and loans positively impact completion rates. Since there is a dearth of knowledge on completion rates and accountability of FSA these findings are significant. As the costs associated with enrollment in higher education continue to rise the role of FSA has become an increasingly important topic of concern. Findings and recommendations from this study can be used as a tool for policymakers and educational leaders to make informed decisions about FSA funding. This analysis of accountability systems and affordability addresses equity in not only access, but also success in the CCC system.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Hoover, Shelly Austin
- Description:
- This study of perceived factors can serve to validate current literature on the factors impacting the education of Latino high school students. The purpose of this study was to examine the factors and perceptions of Latino high school students impacting their educational experience. Subsequently, recommendations were made in order to examine and improve practices within the high school institution. The study used a mixed methods approach to analyze both quantitative and qualitative data. Quantitative data were collected from Likert scale responses on a student survey and analyzed via Pearson correlation. Qualitative data were collected from written responses on a student survey and focus group transcripts and analyzed using a coding process and interrelating themes and descriptions. The analysis examined the perceived factors impacting the education of Latino high school students and their relationship to student achievement and school experience. The researcher found that belief in self, relationships with adults and peers on campus, participation in extracurricular activities, and having a spiritual life impacted the education of Latino high school students. Quantitative analysis did not indicate race or experience of racial discrimination as significant factors. However, experience of racial discrimination was negatively correlated to the positive factors. Qualitative analysis of written responses indicated experiences racial discrimination in the third person. However in the student focus groups experiences of racial insensitivity or discrimination surfaced readily. Themes of family, friends, extracurricular activities, teachers, race, and school programs emerged during the qualitative analysis of the written responses and focus group transcripts as factors that impact the educational experience of Latino high school students. Students also reported that overall school was a positive experience.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- James, Vienna Maureen
- Description:
- When the No Child Left Behind Act of 2001 (NCLB) was implemented in California, as well as in other states, a shift in education occurred, one that demanded all students be proficient in reading and math by the year 2014. Since the inception of NCLB, states across the nation have been striving to reach the required levels of proficiency, and in doing so have -according to a number of studies- created an unintended consequence: students are not receiving well-rounded educations. As a result, the research literature suggests that too many students are not being adequately prepared for college or the 21st century workplace. The purpose of this study was to investigate teacher perceptions of NCLB’s impact in a small northern California school district. More specifically, this study employed a mixed methods design to determine if a significant correlation existed between the online survey results from 125 K-5 teachers and the following variables: teacher flexibility, teacher morale, CST accuracy, CST comprehensiveness, influenced by the CST, and producing lifelong learners, as impacted by the California Standardized Testing and Reporting (STAR) program. This study also examined the perceptions of elementary teachers regarding student engagement towards learning and student academic achievement through follow-up interviews with six of the participants. Overall, the findings revealed that the state’s standardized testing and the district’s formative assessments are essentially driving instruction in this district. Teachers are inevitably narrowing the curriculum, spending less time teaching at deeper levels, and are using a great deal of classroom instruction teaching testing strategies. The participants believe this has impacted their students educationally by narrowing their knowledge in many subject areas. The findings also indicated teachers believe that these students may have learned minimal strategies to use to problem solve, address conflict, or work with others. The findings revealed that, because of the teaching limitations created by NCLB expectations, students are not as engaged in their learning and are at times creatively stifled. These impacts are also creating undesirable effects for the teachers. The findings indicated that teachers are frustrated and discouraged with the current demands from the federal, state, and district level accountability systems. The demands, in combination with teaching limitations, are creating pressures that are resulting in low teacher morale and thoughts of ending their teaching professions. This study concludes with four recommendations that emerged from the findings as well as implications for leadership, policy change, and further research.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Edlbi, Maha
- Description:
- The purpose of this study was to examine the effect of support services on grade point average (GPA) and timely baccalaureate attainment among community college transfer students. More specifically, the study investigated whether utilizing any of the five-support services (orientation, academic advising, tutoring, and counseling and psychology services) increased students’ success and timely graduation. GPA served as a mark of academic success. Timely graduation was defined as graduation in two or three years after transfer to the University of California at Davis (UC Davis). This study utilized two mixed methods surveys. Correlation, linear regression, and binary logistic regression analyses were used to analyze the five research questions. Five research questions guided this study. The regression results showed that longer orientation, helpful tutoring, and financial aid could predict higher GPA. The results further showed that Counseling and Psychology Services (CAPS) retained students on campus through graduation. Moreover, the analysis of the qualitative data showed that good quality of academic advisement and tutoring could increase students’ success. While this study yielded important findings about how support services could support community college transfer students at four year institutions and increased the likelihood of their timely graduation (two or three after transfer), more research is needed on how to increase the success of community college transfer students at four-year institutions.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Triphon, Joann Econome
- Description:
- Latinos continue to be the fastest growing population in California and represent the fastest growing youth population. Paradoxically, Latinas remain underrepresented in California’s nursing workforce. The purpose of this qualitative research study was to 1) examine the factors contributing to the underrepresentation of Latinas seeking a career in the nursing profession, 2) Identify elements which serve as a means of support towards nursing education completion, 3) Examine the favorable outcomes from increasing Latina participation in nursing, and 4) Substantiate policy recommendations, legislation, and educational interventions to promote and support students of Latino ethnicity in the nursing profession. Four self-identified Latina nurses who completed their nursing education and successfully passed the National Council Licensure Exam (NCLEX-RN) were selected. Seven open-ended questions were designed to discover how their personal experiences served as obstacles or support as they pursued nursing as their desired profession. Findings revealed that a desire to help others, fulfilling a sense of obligation or service, balancing family, work, and school, and financial stability were identified as supportive measures towards successfully attaining a nursing degree. Conversely, financial difficulties, a lack of role models and mentors, balancing family, work, and academics, program enrollment criteria, and ineffective academic advisors were identified obstacles towards attaining a nursing degree. Lastly, recommendations for future Latina nursing student success was articulated by the graduate nurse participants.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Gonzalez, Eduardo
- Description:
- Migrant students have a variety of obstacles such as poverty that may impede learning. Because of issues stemming from poverty, programs originated to assist families in need. One of those programs is the Mini-Corps Program that was established in the 1960s to support migrants in increasing achievement. Mini-Corps places college undergraduates who are from a migrant background with current K-12 migrants to assist in the educational process. An obstacle for migrants is that they typically relocate often as parents follow the crop patterns. This leads to students who lack continuity in their education. The constant relocation further compounds the difficulty of obtaining academic success in school. This study explores the Mini-Corps’ alumni as it focuses on the impact that participating in the program had on their ability to complete an undergraduate degree, complete a credentialing program, on obtaining employment, on professional development, and on establishing a mentor/mentee relationship. Through a mixed methods approach data was collected and analyzed in better understanding the impact of participating in Mini-Corps as an undergraduate. Surveys, interviews, and participant observations all were utilized in collecting data and subsequently triangulated the data in search of common themes.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Berner, Rebecca Jane
- Description:
- This qualitative phenomenological study examines transfer shock and the experience of community college students as they transitioned to California State University, Chico. Interviews were conducted with 13 community college transfer students who experienced a difficult transition to the four year institution as evidenced by a significant first semester drop in grade point average, known as transfer shock. The five research questions were: 1. How do students characterize their transition experience? 2. What are transfer students’ expectations around transfer? 3. What differences do transfers students report between the two and four year institutions? 4. What helps and hindrances to their transition do students report? 5. What additional types of support might be offered by the institution to aid their transition experience? The author utilized Schlossberg’s Transition Theory (1995) as a lens to explore the transition experiences of students during their first semester at the new institution. Schlossberg posits that situation, self, supports and strategies (the 4 S’s) impact an individual’s ability to transition successfully. The researcher found that students characterized their transition in negative and positive terms. Student’s expectations were largely inaccurate in that they expected their experience at the four year institution to be very similar to their community college experience. Instead, they discovered many differences between institutions in terms of the academic and social environment and campus culture. Overall, the findings revealed that the academic transition was much more difficult for students than the social transition. For example, students found classes at the four year institution larger and more demanding with less instructor interaction. In regards to the social transition, study participants reported that Chico State provided a welcoming social environment in which it was easy to make friends. They also found that the campus culture was more positive and goal-oriented at the four year level than at the community college. Overall, study participants reported many more hindrances than helps to their transition experience. In particular, transfer students who lived away from home for the first time experienced difficulties with time management and basic life skills such as cooking and cleaning. One of the greatest hindrances to many transfer students in their transition was their reluctance to seek help. Challenges reported at the institutional level included: difficulties with the admission process, obstacles to obtaining academic advising and lack of information about academic and probation policies. Using Schlossberg’s Transition Theory as a lens to assess students’ coping strategies revealed that students’ assessment of their situation, as well their unwillingness to reach out for support contributed to their transition difficulties. This study concludes with policy and future research recommendations, as well as an emerging theoretical framework of transfer socialization. Institutions must consider the entire transfer process beginning at the community college and extending through the first semester at the new institution. Therefore, in order to help students avoid transfer shock, interventions must be staged at key points along the transition continuum.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Bruckmann, Colleen Mary
- Description:
- Effective classroom management is essential to maximizing instructional time, which in turn, increases the likelihood of successful student learning outcomes. Classroom management is an area many teachers, especially those with limited teaching experience, fail to claim proficiency. The following is a qualitative report illustrating five novice teachers who are effective classroom managers. The researcher sought to identify the beliefs and practices that contributed to the participants’ success with classroom management. This study utilized a qualitative method of inquiry. A narrative inquiry approach was selected because the researcher’s objective was to understand, describe, and analyze the stories shared by the novice teachers involved in this study. The qualitative methods of data collection included surveys, interviews, and observations. Data analysis was comprised of text analysis, identifying and coding emergent themes, and interpreting the findings. During the data analysis process, the researcher identified the following emergent themes: leadership, high expectations, positive reinforcement, multitasking, environment, and collaboration. The findings of this study answered the research questions. The first research question sought to uncover the provisions and procedures the participants had established to maintain a productive learning environment through their leadership abilities, setting high expectations for all students, using positive reinforcement, creating a productive environment, multitasking, and collaboration. The second research question sought to identify how the provisions and procedures that promoted successful classroom management were developed by the teachers in this study. Pre-service teacher education programs, in-service professional development, and past experiences were recognized as being influential.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Morris, Christopher Alan
- Description:
- With increased school choice options for parents, open enrollment in public schools has seen significant growth. As parents seek greater access to educational options for their children, urban schools and schools in high poverty areas have seen enrollments plummet. This has led to a decrease in the educational opportunities for disadvantaged students that remain at their home schools. Research on school choice has focused primarily on charter schools and private schools, with minimal attention given to the factors that lead parents to choose a regular public school other than their home school within the same school district. With nearly 20% of all California students in grades K-12 exercising some form of school choice, this study will more closely examine the phenomenon of families choosing to enroll their children in regular public schools other than their home school. For this study, quantitative methods are used. Within the frameworks of rational choice theory and social cognitive theory, this study answers the following questions: 1) to what extent do schools have the capacity to affect the changes necessary to influence enrollment patterns of their schools, and 2) to what degree do current school policies influence open-enrollment and school choice decisions of parents? The participating school district for this study is a large comprehensive pre K–12 school district in northern California. The data for this study included demographic and enrollment data for the entire study body. The second source of data was derived from parent surveys of participants and non-participants in open enrollment. The results of this study suggest that the greatest indicator of participation in open enrollment is if the neighborhood school has a lower API than the district’s average. Additionally, students that identify as “other Asian” and not specifically with one of the groups identified, are White and speak a language other than English, or are female, also have an increased likelihood of participation in open enrollment. Parents also indicated that the availability of desirable programs was a significant factor in open enrolment participation.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Tevis, Richard A.
- Description:
- This qualitative phenomenological study examines the effects of accreditation on the mission and vision of private Christian colleges from the perspective of faculty members and administrators. Interviews were conducted with nine participants, one administrator and two faculty members from three different private Christian colleges in northern California: one college was regionally accredited; one was nationally accredited; and, one was non-accredited, but authorized by the state of California to grant Bachelor’s degrees. The three research questions were: 1. What value does accreditation bring to a private, Christian college? 2. To what extent does accreditation affect the mission and vision of such an institution? 3. How does a lack of accreditation affect such an institution? The researcher used systems theory (Bertalanffy, 1968) as the guiding framework for this study to examine accreditation and mission statements as concepts within the system of higher education. After examining participant interviews, a new model based on the systems theory framework was derived using the emerging themes in the study findings. The themes of financial aid and outside accreditation agency are considered as “inputs” from the external environment. Accountability and mission, especially mission analysis, are considered part of the “transformation process” of the organization. Collaboration between institutions and reputation are seen as “outputs” of the organization back into the community. “Feedback” could be seen as responses from constituents. It appears that administrators understand the value of accreditation more than faculty members. The administrators made many more positive comments about accreditation. Even though faculty members also made positive comments, there were also negative comments about the amount of extra work that it entailed. The participants from the regionally accredited college did not feel that accreditation affected their mission, but the participants from the other two colleges felt that the type of accreditation or accreditation in general might affect the mission or purpose of a Christian college. Based on participant responses, it would appear that it depends upon the mission of the Christian college and the type of accreditation as to whether or not accreditation would have positive or negative effects upon the mission of a private Christian college. There are negative effects of non-accreditation, but there is a place for such non-accredited Christian education, such as Sunday School, a school of the prophets, or a Bible institute. Some of the positive effects of accreditation are that it allows for a college and its students to receive financial aid, both federal and state. It also provides for outside insight via peer-review from like-institutions and outside accountability. Furthermore, it enables the transferability of credit hours and the acceptance of accredited degrees from institution to institution. Some of the negative effects mentioned by participants are that accreditation can stifle the mission of a Christian institution by imposing criteria, especially social norms, that are not acceptable to such institutions. Also, the time constraints of accredited schools (quarters, semesters, credit hours) can hinder the learning process for some learners who move at a slower pace. Christian institutions of higher education must conduct a thorough mission analysis in order to establish a definitive mission statement for their respective institution. This will enable each institution to determine the need for accreditation and then, if needed, to determine which type of accreditation aptly matches institutional mission.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Keval, Fawzia
- Description:
- This analytic autoethnographic study highlights leadership practices of a principal in a high poverty school that has undergone transformation in the school culture over the course of nine years (2003-2012). The problem addressed by this study is that few low achieving schools have effectively undergone sustainable transformations; in addition, there is very little research on long-term sustainability practices in high poverty schools that have undergone transformations. The critical question here is: How does a principal transform an underperforming school in the era of accountability while keeping staff morale high? This longitudinal study consisted of test scores, attendance data, suspension data, a reflexive journal, meeting agendas, memos and a reflective analysis ----- all used to code the data on key leadership attributes. The significant and continuous improvement in student achievement over the course of nine years correspond with the change in leadership at the school site, thus leadership practices by the school principal warrants further analysis. Additionally, it highlights the concept of moral purpose as a key leadership position to build capacity and increase student achievement.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Rico, Timoteo
- Description:
- Too many high school graduates who enroll in California’s public postsecondary institutions do not persist to degree completion. The low persistence and graduation rate of undergraduates from the secondary schooling system is threatening the state’s economy and California is facing a work force deficit of approximately one-million college-educated graduates by 2025. Improving the graduation rate of the State’s most disadvantaged populations who are enrolled in higher education could help drastically to mitigate the future economic gloom. Although student-centered outreach programs have increased the postsecondary enrollment of secondary school historically and underrepresented student, little is known as to whether student-centered outreach intervention strategies influence a student’s propensity towards retention, persistence and degree completion. Longitudinal empirical data from former high school participants from the Early Academic Outreach Program at the University of California Davis is used to assess the impact toward degree attainment of the high school graduating cohorts in the Class of 2000 through 2006. The data includes the participation of specific activities, high school course transcript, and the postsecondary institution of enrollment and graduation. The hours of academic advising, college information and personal motivation provided by EAOP has no impact on first-year retention or degree attainment of its participants when analyzed in a bivariate linear regression and nominal logit regression, respectively. EAOP participant’s first-year retention is impacted by the number of laboratory sciences successfully passed in secondary education and a strong non-weighted high school GPA. In addition, an ordinary lest squares (OLS) method in a regression analysis, the hours of college information, successful completion of English courses provided to participants, and being a male had a negative impact toward a four-year persistence. In other words, EAOP participants who benefit from the college information activities are more likely to attain a degree sooner than non-participants. Additionally, participants who attained a higher degree had an increasing positive impact on persistence and participants who identified as African-American, Asian, Chicano, Pacific Islanders and Other were also impacted positively toward college persistence. Yet, low-income participants where statistically impacted by EAOP to attaining a degree.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Liemthongsamout, Sareyrinny Hang
- Description:
- Education plays an enormous and vital role in society as well as the United States’ economy, thus warranting laws mandating schools to implement accountability measures in response to increasing concerns about American education. Districts and schools nationwide are pressured to produce academically proficient students who are well-prepared to work, live, and contribute effectively upon graduation. Consequently, many districts and schools across the nation are currently administering periodic benchmark assessments to complement the end-of-year state testing and increase student learning. Up to the present, limited study has been conducted to investigate the relationship between student scores on the final benchmark assessments and student scores on the California Standards Tests (CST) in Title I Program Improvement elementary schools. Furthermore, no study exists on the influence of benchmark assessments on teaching practices of teachers and instructional leadership practices of principals in these low achieving elementary schools. This study examined the relationship between benchmark assessments and the end-of-year state testing in two PI Title I schools in one school district in northern California (NCSD). More specifically, this study investigated whether there is a significant difference between student scores on the final benchmark assessments and student scores on the annual state tests. Many conclusions can be drawn about benchmark assessments based on both the quantitative and qualitative research methods used in this study. First, according to the comparison of CAB and CST scores, evidence shows on the ELA portion that, although there were no significant difference between students’ CAB scores and CST scores, students tended to get the same result; therefore, the CAB has predictive validity with respect to the CST. Next, unlike the ELA portion, student scores on the math CAB and CST showed significant difference in six of ten subgroups (All Students, African American, Asian, Non-EL, Second Grade, and Third Grade Students). In other words, students were more likely to score higher on the CST than the CAB; possibly indicating questions on the math CAB might be more difficult than questions on the math CST or that teachers were stronger in teaching mathematics. Teacher and principal surveys also revealed benchmark assessments play an important role in the teaching practices of teachers and instructional leadership practices of principals. Both groups surveyed agreed with the many benefits of benchmark assessments, including its impact on small group instruction, time working with specific groups of students, and differentiated instruction. Moreover, open-ended survey questions and teacher interviews yielded definite conclusions about benchmark assessments; they provide essential data that transforms instruction by (1) identifying students’ strengths and weaknesses and help in (2) identifying teacher challenges with teaching particular standards.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
66. Increasing degree attainment in California: policy factors affecting the near completion population
- Creator:
- Murphy, Jennifer Lee
- Description:
- Although many individuals complete some college-level education, too few attain a degree. In California, there are nearly 20 million working-age adults of which 22%, or 4.5 million, have some college, but no degree (Lumina Foundation, 2010). Emerging data indicates that many of these individuals actually qualify for a degree or are within 15 credits of completing an academic program of study (Institute for Higher Education Policy, 2011a). The literature review confirmed that the focus on near completion is new in national policy conversations and also illustrated that California is not among the nine states focusing on near completion as part of statewide efforts to increase degree attainment. The purpose of this study was to identify and understand the state-level policy affecting degree completion at the associate and baccalaureate levels for the near completion population in California. To gain this understanding, I sought answers to the following research questions: (1) Are there state-level policies in California that specifically address near completion? (2) How do state-level policies help or hinder access and success for the near completion population? The research study confirmed that California's existing state-level policy in higher education, workforce development, and economic development is devoid of specific programs, initiatives, or regulations to move the near completion population toward degree completion. The policy audit demonstrated that policies affecting the near completion population are frequently the same policies identified as affecting college completion in general. Therefore, investing in cross cutting efforts to improve degree completion will benefit near completers and current students. The research also revealed that many leaders and key staff are unaware of the near completion population in California and near completion projects in other states. Two hundred seventy-two artifacts from 14 higher education, workforce development, and economic development entities in California’s executive branch of government were categorized into nine areas of an existing framework and then audited for impact to the near completion population. The following nine areas from the CAEL Adult Learning Policy Review Framework (Council for Adult and Experiential Learning, 2008) were utilized in collecting and categorizing policy: governance, strategic plans, performance measures, state agency programs, postsecondary education programs, finance, student financial assistance, consumer information, and stakeholder involvement. The following six public policy priorities, adapted from Shulock and Moore’s (2007) audit of California Community Colleges’ finance policy, formed the policy audit criteria: access, completion, workforce, affordability, readiness, and efficiency. Nineteen interviews with state level policy leaders and key staff provided insight on the policy context and on specific policies. The research also confirmed that existing policy not targeted at near completion does indeed affect access and success for the near completion population. The study highlights specific policies in order to demonstrate that policy that supports, hinders, or works at cross purposes in moving the near completion population to degree completion. At the same time, since there are no specific efforts targeting near completion, there are also no state-level policies preventing efforts or services. A summary chart in Chapter 5 notes specific activities that higher education, workforce development, and economic development can do to improve access and success for the near completion population. These findings have important implications for policy, leaders, and support the use of data informed decision making. The findings shed light on the near completion phenomenon and how it is linked to umbrella policy regarding degree completion. The study's focus on near completers highlights the opportunity for some immediate success as part of a comprehensives completion agenda. The lack of data on the near completion population and near completion programs indicates the need for a coordinated data system. The importance of measurement supports the need for universal data and points to the urgency in reevaluating completion formulas and completion metrics. The lack of degree attainment goals points to a need for coordinated oversight and leadership across higher education, workforce development, and economic development. Near completers are closer to a college degree than incoming freshman and addressing the near completion population should be one part of increasing the overall degree attainment levels in California and across the nation.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Zhou, Jian-zhong
- Description:
- The total population of Asian American and Pacific Islanders (AAPI) in the United States as a race and an ethnic minority group ranks third at about 5%. However, the population of AAPI with at least a 4-year bachelor’s degree is the largest among all minority groups according to the Census Current Population Survey 2010. At the professional or doctoral degree level, about 20% of the total degree holders over 18 years old are minorities and AAPI account for 10.50% of them. A higher education is a foundation for leadership positions, but highly educated AAPI are severely under-represented at the top leadership level. For example, only 7% of full time tenured college faculty members are AAPI, and less than 1% of college presidents are AAPI, despite the fact that a professional or a doctoral degree is required for both tenured faculty and college president positions, and AAPI account for more than 10% of all professional and doctoral degrees. This study introduces the Representation Disparity (RD) ratios and Advancement ratios to quantify the under-representation phenomenon in social justice research for the first time. The RD and Advancement ratios measure a probability to be represented at the higher level positions based on the number of professionals in the qualified pools. Each ratio is defined and applied to AAPI in higher education. Not surprisingly, AAPI faculty’s chance to be represented at the top leadership level is much smaller than Whites. But surprisingly, AAPI faculty has a much worse chance to be represented at the president level than Blacks and Hispanics. Furthermore, this study surveyed two major groups of credentialed AAPI librarians and focused on their leadership achievement gaps. Strong correlations are found between the AAPI librarians highest leadership positions ever held and their advanced education level beyond Master’s Degree in Library Science, years of professional work, scholarly and creative activities, institutional, professional and community involvement. Although AAPI librarians are more educated than general credentialed librarians, and have published more, with similar years experience, their probability to represented at the top leadership level is one third of Whites and one half of Blacks according to this research. Two theoretical frameworks are introduced in this study which attempts to identify reasons for the contrast between high education attainment and low leadership achievement among AAPI librarians and faculty in education. The Immigration Filtering Theory provides an inside perspective on the high percentage of foreign-born AAPI and high education attainment. The Four Capitals Theory provides an outside perspective on AAPI as a racial minority group. The Four Capital Theory introduces Political Capital as the group influence on policies in the United States, in addition to the existing theories of Human Capital, Cultural Capital, and Social Capital. Weak political capital for AAPI as a group undermines strong individual human capital as measured by high education attainment, strong cultural capital illustrated by the traditional Asian culture which chooses leaders from the best scholars (学而优则仕), and strong social capital as demonstrated by the study of Guanxi, a Chinese theory of networking to expand influence beyond one’s official position. Finally, the study makes several strong recommendations to AAPI librarians: (a) build ONE strong association for Asian/Pacific librarians and make it a major venue for American Library Association presidential campaigns, (b) promote current or recently retired AAPI chief librarians as role models and mentors, and (c) have all AAPI support policies and legislation to promote immigration through higher education. Further researches on native-born AAPI population, survey of AAPI chief librarian’s hiring authorities, and Hispanic leadership achievement in higher education and in librarianship are recommended.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Dhillon, Baljinder
- Description:
- This study examined the effects of an afterschool intervention program on struggling third-, fourth-, and fifth-grade students. Struggling students in this study are students who performed below grade level on the STAR testing and beginning-of-the-year Benchmark assessments. The afterschool intervention was provided by credentialed teachers trained to teach math and English language arts. Much research has been done on afterschool tutoring using volunteers, parents, and college students. However, none of the extant research detailed what happens when credentialed teachers are used to implement an afterschool intervention program. Teachers used the adopted curriculum for English language arts and math the afterschool intervention program. A mixed-methods approach was used by the researcher to collect and analyze both quantitative and qualitative data. Quantitative data were collected from an Independent Samples t-Tests to compare students who received English language arts and math interventions after school to students who did not take benchmark assessments in English language arts and math. Qualitative data were collected from 12 classroom observations using the opportunity to view students in the afterschool program through the lenses of Systems Theory, Universal design for Learning Theory, and the Appreciative Inquiry Theory. The analysis studied the afterschool intervention program for the effects from the following: teacher training, positive relationships with teachers, structured for one hour (lessons were made for one hour), students empowered in some decision making in their learning, curriculum meeting the students’ needs, and student engagement in the program. This research adds to the body of knowledge that already exists by documenting an afterschool intervention program taught by trained credentialed teachers. Having credentialed teachers teaching makes an enormous difference in the results of the student’s progress in the program. Student progress was measured using benchmark assessments for math and English language arts.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Crossman, Kathleen
- Description:
- The Proficient level is the goal for student performance on the NAEP (National Assessment of Educational Progress, 2012). With only 25% of California’s grade four students performing at or above the Proficient level on the 2011 English language arts section of the National Assessment of Educational Progress (NAEP) achievement tests, too many third-grade students cannot read at grade level. California’s Hispanic students fared worse, with only 13% of fourth-grade students performing at or above the Proficient level. Might afterschool programs (ASP) be an opportunity to combat the achievement gap and help ensure all students are reading by the end of third grade? This mixedmethods study used California Standards Test (CST) Comprehension scores, observation, and case studies at a Northern California school, to explore the following questions: 1. Is there a significant difference, as measured by CST scores, in comprehension achievement between third through fifth grade students in an afterschool program and those not in an afterschool program? x 2. Is there a significant difference in comprehension achievement between Hispanic students and non-Hispanic students attending Ross Elementary? 3. In what ways does the afterschool program bolster reading comprehension success? The quantitative findings for Questions 1 and 2 showed that students attending the ASP did not have a significant difference on CST comprehension scores. Question 3, in a qualitative study, provided an opportunity to view students in the afterschool program through the lenses of Systems Theory (focusing on Bronfenbrenner’s (1979) Ecology of Human Development Theory), Universal Design for Learning Theory, and the Appreciative Inquiry Theory. The theories formulated from qualitative data, showed illustration of support that could lead to increased student achievement via: 1. Instructional support 2. Environment of mutual trust 3. Positive expectations and environment The history and role of afterschool programs (ASPs) are examined to better understand ASPs, their purposes, and key funding sources. This study concludes with policy and future research recommendations.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Prado, Rafael Antonio
- Description:
- Among our diverse student groups enrolled in U.S. community colleges, one highly fluid group, which includes many different subgroups, is referred to as Generation 1.5. Unfortunately, many Generation 1.5 students arrive to community college with a certain level of proficiency in spoken English (although quite often with fossilized errors), but require a great deal of remediation in the areas of reading and/or writing. Very little research though has been published on the professors who work with Generation 1.5 students upon their entry into community college. This transcendental phenomenological study examines the pedagogical preparation, and cultural and linguistic understanding of ESL, Reading, and English community college professors who often work with Generation 1.5 students when the latter first enroll in the two-year institutions. It also provides an understanding of community college professors’ professional development needs to serve Generation 1.5 students. The researcher utilized a social cognitive framework as the basis for the research project. In addition, he made use of Gay’s (2000) theory of culturally responsive teaching, Marsick and Watkins’ (1999) model on developing a learning organization, and Meyer and Jepperson’s (2000) four loads for acquiring language to make sense of the community college professors’ pedagogical practices, professional development needs, and understanding of language acquisition in relation to their teaching practices. The researcher found that while the ESL professors had a better understanding of pedagogical practices and Generation 1.5 students’ learning needs, they viewed the latter culturally from a deficit model framework. On the other hand, while the English professors lacked the pedagogical sophistication and linguistic understanding of ESL professors, they had a greater appreciation of Generation 1.5 students’ cultures. Finally, reading professors lacked the understanding of who are Generation 1.5 students as well as a pedagogical sophistication, language acquisition understanding, and strong comprehension of the link between culture and classroom instruction. This study concludes with recommendations for future research, and suggestions for improving professional development and services for professors who teach Generation 1.5 students.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Frost, Valinda
- Description:
- Abstract of THE EFFECTS OF EDUCATIONAL POLICY ON CRIMINAL PEER ABUSE by Valinda Frost Known commonly as “bullying”, criminal peer abuse is a serious problem in our schools and the most common form of violence in our society. Across the country researchers have found that 75% or more of all students suffer from some form of peer abuse. Children, the most vulnerable citizens in our society, are left susceptible to criminal behavior without the protection of the criminal justice system even though sections of criminal, civil and education codes were specifically designed for students’ protection. Further, enforcement of behavioral codes in public education is given with virtual autonomy to school district administrators by the California Education Code. Further, this study explores the workings of policies in the educational and legal systems concerning the protection of students’ civil rights with regard to criminal peer abuse. Laws are designed and exist to protect children but are ineffective for victims of criminal peer abuse due to fragmented and equivocal political, educational, and legal systems as well as cultural and family systems that tolerate and promote violence.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Knolle, Jonathan Wylie
- Description:
- The objective of this mixed methods study is to identify the drivers and barriers to participation in professional online communities in education. The results of this study will help educational leaders establish and maintain more effective online communities, increase opportunities for dialog, and facilitate the sharing of resources that may help improve education. It is believed that as participation in online communities increases, educators will benefit from greater access to resources, shared knowledge, and professional development. This mixed methods study used an exploratory sequential design comprised of both qualitative and quantitative data. The qualitative strand focused on collecting data through 30-minute interviews with 7 participants who have served in the role of online group leaders on Brokers of Expertise. The outcome of the qualitative strand was a list of categories of factors that hinder or encourage participation in online communities. A combination of existing site usage data and quantitative survey data was used to determine which, if any, of the factors identified during the qualitative strand have significant impact on community group participation. In addition the quantitative strand served to uncover participant characteristics that have significant impact on participation. The researcher found that professional development, networking, knowledge sharing, interest in technology, and recognition all have positive relationships with community group participation. Conversely, lack of awareness, lack of training, and lack of leadership were found to have significant negative relationships to participation. Of the participant characteristics, length of membership on BoE, length of time in education, age range, and perceived technology efficacy were all found to be significant predictors of community group participation. The grade levels undergraduate and graduate as well as the subject(s)/topic(s) technology, foreign language, teacher education, career technical education, mathematics, English Language Arts, and professional development have greater than average levels of participation. Of the motivators to join the community, desire for belonging, networking, and sharing, were found to each have significant positive impact on community group participation. The qualitative data from the interview responses resulted in facilitation strategies organized into the following themes: engage group members with frequent communication, establish and communicate a clear purpose/vision for your group, establish an effective group design/structure, maximize utility/value of group resources and tools, provide group members with clear instructions/guidelines for participation, be an active and engaged leader.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Batarseh, Samer Musa
- Description:
- In 2008, about 4% of all undergraduate degrees awarded in the United States were in engineering compared to 31% in China and about 19% throughout Asia (National Science Foundation, 2012). Based on current graduation rates, the United States is still expected to experience shortages in university graduates with engineering degrees (Sinkele & Mupinga, 2011). According to the National Foundation of American Policy (2010), in the 10 years between 2000 and 2010, American companies hired 890,100 scientists and engineers through the usage of H-1B visas. According to the National Science Foundation (2013), “Women, persons with disabilities, and three racial/ethnic groups—African Americans, Latinos, and American Indians— are considered underrepresented in science and engineering” (p. 2). According to the U.S. Census (2010), within the labor market for engineers with four-year university degrees, African Americans make up 3.2% of the workforce while making up 12% of the total population. Latinos/as make up 4.7% of the workforce while making up 16% of the total population. White females make up 7.5% of the workforce while making up 32% of the U.S. (U.S. Census, 2010). Many female and underrepresented minority students often opt for community colleges as gateways to higher education. Open access, closeness to work and family, and affordable fees make community colleges ideal options for all especially minority students (Tsapogas, 2004). To meet the demands of the labor market and maintain a global leadership position in innovative technologies, the United States can tap into underrepresented groups in engineering within the American populations to solve the problem of the shortage of engineers within the American labor market (Frehill, Di Fabio, & Hill, 2008). This qualitative study was based on personal interviews with 14 successful individuals from underrepresented groups in engineering. Using semi-structured interviews this qualitative study sought to understand the perceptions and experiences of participants. Data were collected from participants using demographic surveys and semi-structured individual interview questions. The sample of participants included 14 individuals from underrepresented groups in engineering who had first attended a community college prior to obtaining entry into a four-year college engineering program. This study explored the lived experiences of three African American males, three White females, and five Latinos, and three Latinos who were successful in using community colleges as pathways to gain admission into engineering schools at four-year universities. This qualitative study was influenced by the cultural capital model (Bourdieu, 1986) and the anti-deficit achievement model (Harper, 2010). The study sought to find answer to the following research questions: 1) what helped these successful individuals choose community colleges as pathways towards engineering majors? 2) What helped the participants complete the transfer journey from community colleges to engineering schools at four-year universities? and 3) What long-term academic and career goals were shaped by the community college experience? Based on the findings of this study, the participants chose community colleges as pathways based on low cost, location, experimenting with higher education, peer pressure, and remediation. The factors that helped the participants complete the transfer journey from community colleges to engineering schools at four-year universities were achieving the rite of passage to higher education while staying at home, receiving support from passionate instructors, having rigorous curriculum, learning new pedagogies, completing internships, and joining campus clubs. The community college experience had a big impact on the academic and career plans of participants who stated they wanted to work as engineers, pursue graduate studies, undertake entrepreneurship, and pay back to their community through volunteering and mentoring. Based on the findings in this study, prior to the community college stage, parents should take the responsibility of supporting, influencing, and planning children’s STEM plans early in life and communicate their plans to teachers and administrators. New community college students should be prepared for the rigor of science and math courses at community colleges by taking the necessary courses in high school. During the community college stage, future engineers should get involved in math, science, and engineering clubs, seek advice from academic counselors, learn multitasking and time management skills, join study groups, and complete available challenging courses before transferring. At the post community college stage, students should get involved in engineering societies and clubs, complete engineering internships, and seek anti-deficit agents or mentors. From a transformational leadership perspective, this study recommends that K-12 leaders plant the engineering seeds early among young students. The study calls for better collaboration among parents, students, leaders in K-12 institutions, community colleges, four-year university systems, and engineering sector employers. The study recommends better understanding of the challenges, strengths, wants, and needs of underrepresented groups in engineering. The study also recommends community college leaders create awareness about community colleges as viable and feasible pathways for bachelor’s degrees in engineering, improving student services including counseling and advising for engineering transfer students, and create more academic clubs and activities on community college campuses. From a public policy perspective, this study recommends establishing mandates and incentives to create tangible collaboration among high schools, community colleges, and four-year universities. Also, the study recommends influencing policymakers through emphasizing the economic value of community colleges and the high return on investment (ROI) of using community colleges as pathways. Also, the study recommends highlighting the voting power of underrepresented groups and the need to transform the current funding model for California community colleges. From a data-based decision making perspective, the study recommends better uses for using current demographic data to properly plan for future academic plans and the use of historical data to improve student services. Based on the findings of this study, when understood and utilized properly by students and parents, the community college system could provide the necessary dispositions to provide underrepresented students with anti-deficit support and cultural capital to access higher education and succeed in earning high ROI degrees like engineering.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Ceja, Jessie
- Description:
- This study is phenomenological in nature and is based on interviews conducted with three current Latino and three current Latina superintendents in Northern California’s K-12 public schools. The purpose of this study was to determine factors leading to the ascension of California Latino/as to the superintendency and to analyze the similarities and differences in these factors for Latina and Latino superintendents. The study also analyzed the leadership qualities of current California Latino/a superintendents and the similarities and differences between the leadership qualities of Latino and Latina superintendents. Additionally, barriers faced by Latino/as in their pursuit of the superintendency are reported. The similarities and differences in these barriers between Latino and Latina superintendents are also reported. Factors that allowed the Latino/a superintendents to overcome these barriers are analyzed while evaluating the differences and similarities in these factors for Latino and Latina superintendents. The study also analyzed the effects of mentoring and networking on current Latino/a superintendents in California. Similarities and differences regarding the effects of mentoring and networking on Latino and Latina superintendents are reported. Three theoretical frameworks guided this study: Resiliency Theory, Critical Race Theory (CRT) and Latino/a Critical Scholarship Theory (LatCrit). The process of coding and analyzing the data gathered for this study resulted in the following emerging themes and characteristics: 1. the lack of mentoring, networking, and role models is a major barrier to Latino/a ascension to the superintendency, 2. there is a perception that Latino/a leaders are not capable of being effective superintendents, 3. Latina superintendents face gender barriers in addition to race/ethnicity barriers in their ascension to the superintendency, 4. Latino/a superintendents have a strong desire to prove their worth and prove wrong those with negative perceptions regarding Latino/as ability to lead, 5. Latino/a superintendents believe that experience and preparation allowed them to be appointed to their current positions and overcome the barriers they faced in their ascension to the superintendency, 6. strong family support has been a factor allowing Latino/a superintendents to overcome the barriers faced in their ascension to the superintendency, 7. Latino/a superintendents display either collaborative, inclusive, and/or consensus building leadership styles, 8. Latino/a superintendents can be described as “glass ceiling breakers” and as such, believe in their duty to mentor aspiring superintendents, and 9. mentoring, networking and peer support groups are key factors allowing Latino/a superintendents to overcome the barriers they faced in their ascension to the superintendency. With regards to differences between the Latina and Latino superintendent the key emergent themes were: a) the Latino superintendents are more capable of networking and bonding and this may be one factor accounting for the disparity in the numbers of Latino and Latina superintendents and b) gender can be an additional barrier faced by Latinas in their pursuit of the superintendency.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Tharp, Nathan M.
- Description:
- Too many California community colleges struggle with accreditation. From 2003-2012, 62 of the 112 colleges have been placed on some form of sanction and 40 of them more than once. Unfortunately, there is little research into what institutions can do to improve accreditation results. This study begins to address this gap. It is a qualitative comparative case study of four California community colleges, two that have been place on sanction five or more times (A schools) and two that not been placed on sanction (B schools). Data was collected via interviews with fourteen participants who spanned a range of positions, tenure, and degree of involvement with accreditation. Data was analyzed using activity and grounded theories. Differences between the A and B schools emerged under the themes of division of labor, motivation, and integration. Under division of labor, participants at the A schools reported more often that institutional roles were not universally agreed upon and abided by, that there were higher level of conflict around the division of labor, and that progress was made in spite of conflicts. Participants at the B schools reported more often that roles were clearly defined and abided by, that there were low levels of conflict, and on tools for resolving conflict. Interestingly, both A and B schools reported little difficulty with the division of labor with regards to accreditation-specific activities. Under motivation, participants at the A colleges reported more often that accreditation had not been universally interpreted as important, motivation was externally sourced, and accreditation processes had not been consistently enforced. Participants at the B colleges reported more often that accreditation was widely seen as important, motivation was internally sourced, and accreditation processes were consistently enforced. Both A and B college participants reported that the notion of a critical mass was important to sustaining motivation. Under integration, participants at the A college reported that contact with accreditation processes was variable, that accreditation processes had not historically had integrity, less on interconnecting activities, and that there were fewer resources available. Participants at the B colleges reported more on constant contact with accreditation processes, that processes were considered to have high level of integrity, that individuals and groups were interconnected with regards to accreditation, and that substantial resources were available for accreditation. Based on an analysis of these findings using activity theory, the following recommendations are made to college leaders: 1) define institutional roles and responsibilities abide by them, 2) resolve conflict when roles and responsibilities are not clear, 3) establish accreditation as important, 4) account for different perceptions of accreditation among groups, 5) reframe accreditation as internally motivated, 6) enforce accreditation activities, 7) maintain a critical mass of motivated individuals and groups, 8) maintain ongoing contact with accreditation processes, 9) develop accreditation tools that align with existing campus rules/norms/customs, 10) maintain the integrity of accreditation processes, 11) interconnect parties across the institution with formal and informal accreditation processes, and 12) prioritize resources for accreditation.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Cheshire, Tamara Christine
- Description:
- This mixed methods study determined self-perceived needs, barriers, and resiliency characteristics that impact the academic success of American Indian community college students at Sacramento City College. The study was done to provide community colleges with further insight into the American Indian student experience to create an avenue for sustained institutional change to positively impact student success rates. Tribal Critical Race Theory and Reziliency Theory were combined to create a comprehensive theoretical framework through which to understand the experiences of American Indian students. For this study, success is defined as meeting the needs, eliminating the barriers, and reinforcing resiliency characteristics of American Indian students working toward the completion of a desired academic goal. Quantitative data came from student surveys with questions focusing on needs, barriers, and resiliency characteristics. Qualitative data came from follow-up focus groups to obtain deeper insight into the three previously mentioned variables. The researcher found that American Indian student needs fell into one of three categories: family support, financial support, or college support/services. Support from family members attending college, financial support and advising, and college support in the forms of academic counseling, cultural competency training, caring professors, Native student recognition, outreach and programming, Native student recruitment and retention, support for Native student organizations, involvement and networking with the external Native community, drug and alcohol counseling, and services like RISE and EOPS who provide advising, labs and other resources were found to be significant needs. Internal and external barriers exist for Native students. Internal barriers are controllable through the college and include a system linked to the perpetuation of racial stereotypes, which specifically result in making Native students invisible on campus; an inaccurate course curriculum or content reinforced by culturally incompetent, uncaring professors; bureaucratic or restrictive admissions practices; bureaucratic financial aid services; limited number and variety of course offerings; condescending tutors; the costs and availability of books; and transportation issues. External barriers over which the institution has no control include a lack of tribal support, lack of financial resources/support or inadequate finances, lack of family support, too many family demands, and how Native students feel about asking for help. It is important for the institution to be aware of the external barriers because they impact student needs within the internal academic environment. Interconnection between barriers prevents students from achieving success. Resiliency is defined as the skills or processes by which people cope with oppressive conditions. Native students have unmet needs and have experienced barriers rooted in racism and oppression; therefore, they have had to develop coping mechanisms or resiliency characteristics to survive and be successful. Resiliency characteristics were scholarship/financial support, spiritual support, social/community support, friend or peer/mentor support, community as family or sources of motivation and support, mentoring, friend and peer support, support services that teach resiliency characteristics like RISE and the Native American Studies Program, caring professors and counselors, as well as acts of resistance or survivance. A Student Success Equation was created. Furthermore when the equation was applied, a Student Success Model was produced incorporating factors that impact student success. Conclusions drawn from this research provide an applied context by which community colleges can enact transformative and transformational change to increase American Indian student success.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Gonzalez, Kevin Jason
- Description:
- This study of Hispanic student pathways focused on successful community college transfer students in Science, Technology, Engineering, or Math (STEM) disciplines to discover significant personal and academic factors influencing their pathway. The impetus for this study is the persistence of achievement gaps in STEM disciplines for Hispanic students, the largest and fastest growing population in the U.S. Eighty-percent (80%) of Hispanic students start public higher education at community colleges, but few graduate, particularly in STEM fields. Achievement gaps in STEM have economic ramifications not only for the Hispanic population, but also the economy and competitiveness of the U.S. and California. The theoretical framework for this study included Tinto’s Persistence/Interactionalist Student Departure Model, Bourdieu’s Theory of Cultural Capital and Padilla’s Latino Student Success Model, which was further informed through the literature review. This study used a sequential explanatory mixed-methods approach, collecting both quantitative and qualitative data. Quantitative data was collected by electronic survey to Sacramento State transfer students majoring in STEM. Survey responses were analyzed by Pearson correlation and a summary of open-ended responses was provided. Two focus groups were held to collect qualitative data using a semi-structured interview protocol. Open-coding was used to discover themes from student responses and discover convergence and differences with quantitative data. Family was the most significant contributing factor to student success in this study, providing emotional support and a push or permission to continue to pursue an education. Socio-economic status played a significant role in students’ educational pathway in this study. Despite a paucity of Hispanic role models and mentors in STEM for underrepresented students, findings suggest that some students are able to find surrogate role models through teachers and community college professors despite racial/ethnic differences. Students in this study generally had positive feelings on the role of community college in their success, particularly community college faculty. The concept of “transition time” was an unexpected finding in this study. Community colleges allowed students to adjust to being independent and discover their pathway. Additional time needed to transition and mature, for some students, may be tied to culture and the closeness of family in Hispanic communities. Recommendations in this study include maintaining access through financial aid, increasing communication to parents, and increasing training by development of the Hispanic Transfer Student Typologies model.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Martinez-Alire, Crystal
- Description:
- This qualitative study examined tribal leadership and education by reviewing the process of tribal leadership in relation to key viewpoints of education in terms of cultural and traditional knowledge. Using a phenomenological approach, the researcher conducted eight interviews with Native American community members, tribal leaders or council members, students, and Indian educators in California. All interviews were transcribed and video-taped. This study documented the relationship between tribal leadership, transformational leadership, servant leadership, and shared leadership theories, as well as Freire’s theory of social justice. Study findings identified themes, such as elders, trust and collaboration, just to name a few. This study also identified a relationship between tribal sovereignty and leadership as well as education. Based on study findings, a new tribal leadership model was derived that included three leadership styles – transformational, servant, and shared leadership approaches.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Daugherty, Maggie Williams
- Description:
- Neurodiversity is a controversial concept at the core of a social movement. It posits that disabilities of neurological origin, or atypical neurological development, are a typical human variance that should be respected as diversity instead of a disabling condition or deficit (Armstrong, 2010; Harmon, 2004; Ortega, 2009). Neurodiversity typically encompasses a variety of identifications, such as autism, ADHD, Down syndrome, learning disabilities, anxiety disorders, mental and emotional challenges, Tourette’s syndrome and other neurological differences. These individuals are often viewed by society as having a disabling condition, without the recognition of the differences and strengths that individuals with neurodiversities possess. This qualitative phenomenological study examines the path to self-attainment for individuals with neurodiversities. Interviews were conducted with 6 adults with neurodiversities, who identify as being self-fulfilled in their lives. The participants were all students of California State University, Sacramento. The data, gathered in face-to-face interviews, sought to uncover how people with a neurodiversity define self-fulfillment and the journey they took to reach self-acceptance. 1. How does each person define success (self-fulfillment)? 2. How does each person define happiness? 3. What identified strengths do people with neurodiversities have that lead to their success? 4. What experiences helped lead someone with neurodiversities to develop as an individual and be successful? 5. What challenges and barriers had to be overcome to reach success, happiness and self-fulfillment? a. How did they overcome stereotypes to identify strengths? b. How did they build resiliency to attain self-fulfillment? Using Bronfenbrenner’s Theory of Ecological Development to frame the study with support from Malsow’s Theory of Motivation, Benard’s Theory of Resiliency and Steele’s Theory of Stereotype Threat, the researcher analyzed the data showing that the participants defined success and self-fulfillment through a sense of determination and defined happiness through a strong sense of identity. The area of strength identified to help the participants be successful was self-efficacy. The experiences were identified with internal and external factors. The internal factors were high expectations, knowledge, facing challenges, and autonomy. The external factors were support systems, social acceptance, and culture. The barriers each individual identified as having to overcome were related to societal mindsets toward individual with neurodiversities. Overcoming these stereotypes was achieved by self-acceptance and support systems. Participants indicated that resiliency was built through sense of purpose, problem-solving skills, sense of belonging, autonomy and family support. These findings correspond directly with Benard’s Resiliency Theory. This study concludes with policy and future research recommendations, as well as recommended changes in practices in schools. Institutions must consider using strength-based approaches for all students, especially those with neurodiversities. Therefore, to help students build self-fulfillment, students need to recognize strengths and develop a sense of purpose and a strong identity.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Phan, Man
- Description:
- This qualitative phenomenological study examined the experiences, events, and circumstances that affected the ascension of Asian Americans to the community college presidency in California. Through in-depth, conversational interviews, the researcher recaptured the rich personal, professional, and cultural stories shared by each of the seven current Asian American presidents. At the time of this writing, the seven Asian American college presidents represented only six percent of all college presidents in the California community college system. A fundamental question that guided this study is why do Asian Americans, despite their recognized success in academia, have the lowest representation of all ethnic groups at the presidential level in higher education? What discrimination, if any, did Asian Americans experience in their quest to become a college president? By exploring the pathways, experiences, and situations of the seven sitting Asian American presidents, the aim is to discover whether these Asian Americans, given their racial identity, encountered any unfair treatment in their ascension to the presidency. The study utilized the Critical Race Theory and glass ceiling model as a lens to examine the under-representation of Asian American educators at the top executive level. The stories, as told by these seven Asian American presidents, revealed that while they had encountered some form of racial discrimination in their personal lives and professional careers, those challenges however did not impede their attainment of the presidency. Instead, the findings revealed this select group of Asian American educators was determined to excel in their careers and managed to overcome certain racial micro-aggressions and stereotypes through persistence, hard-work, and other values imparted upon them by their bicultural identity. Contrary to the common belief that the paths to the college presidency for Asian Americans are hindered by some degree of institutional barriers and racism, the accounts by these seven Asian American presidents suggest that personal factors, including but not limited to communication styles, leadership qualities, personal comfort, family consideration, and tolerance for failure are the reasons for the under representation of Asian Americans at the top administrative echelon in higher education. What emerged from the study is a model of the pathway to the college presidency; a model that incorporates both the glass ceiling theory and critical race theory. The study concluded with a list of recommended actions that Asian Americans aspiring to become college presidents can take to increase their representation at presidential level. The recommendations contain implications of transformational leadership and public policy. This study contributes to the paucity of literature on Asian American leadership in higher education and highlights the values of a diversified college administrative team.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Munguía, Eva Margarita
- Description:
- Latinos are now the largest ethnic group in the United States and will continue to grow. However, the severe underrepresentation of Latinos in higher education is evident from research showing that the majority of Latino students who enroll in the California community colleges intending to transfer to four-year institutions are not being successful. The purpose of this qualitative phenomenology study was to: 1) examine the experiences of transfer-bound Latino students primarily in one TRIO program, Student Support Services (SSS), 2) identity factors that hindered or facilitated a transfer culture, 3) illuminate the voices and testimonios of Latino students, and 4) corroborate recommendations for change in policy, institutional practices and TRIO advocacy to support students of Latino ethnicity transfer from two-year college to four-year public institutions. Nine self-identified Latino students who completed at least two years as TRIO participants and transfer-bound were selected. Four research questions guided this study to examine the influence of the advocacy of leadership when supporting students and creating a transfer culture. The researcher incorporated CRT and LatCrit frameworks to examine factors that challenged or supported the experiences of Latino students. The analysis took into account the community cultural wealth to identify and illuminate the unrecognized assets of participants and a transformative leadership approach identified by TRIO practices. Findings revealed that major hindrances came from the K-12 system in which students encountered negative experiences and exclusion based on their ethnicity and socio-economic status. Overall, the findings revealed that despite the challenges encountered during their K-12 years, the participants’ cultural wealth assets helped them achieve transition from high school to college. Finally, the TRIO SSS played a critical role in preparing students to transfer by validating the student’s cultural wealth. The study concludes with future research recommendations as well as a transfer climate model influenced by existing frameworks and based on study findings to support students in their transition to four-year institutions.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Walters, Martha M.
- Description:
- Abstract of MAKING CAMPUSES SAFER AND STAYING OUT OF COURT: LEADERSHIP PRACTICES FACILITATING COMPLIANCE WITH THE JEANNE CLERY ACT by Martha M. Walters Traditionally college and university campuses were thought to be insulated from negative consequences of the outside world. The truth could not be further from this viewpoint. The fact is, college campuses are microcosms of larger society (Briggs, 2010; Katel, 2011). Students have fallen victim to violent crimes perpetrated by fellow students and others when they least expected it. The on-campus residence hall murder of one such unsuspecting student was the catalyst for change when the parents of murder victim Jeanne Clery lobbied the federal government to pass the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (20 U.S.C. §1092 (f) Public Law 105-244) or better known today as the Clery Act. The Clery Act requires all universities and colleges who receive Title IV federal student financial aid assistance to report crime statistics, to disclose campus safety policy statements and to disseminate information to current and prospective students and employees (20 U.S.C. §1092 (f) Public Law 105-244). xi Despite enactment of the landmark federal campus crime reporting law 22 years ago, compliance with the mandates of the Jeanne Clery Act remains inconsistent at postsecondary educational institutions. The purpose of this study was threefold: 1) to provide new information regarding factors which impede and or enhance compliance with the Clery Act by California Community Colleges; 2) to identify leadership styles and practices which facilitate compliance with the Clery Act; and 3) to determine whether adequate resources have been devoted to complying with the Clery Act. This study identifies how the origins of higher education and In Loco Parentis have contributed to a mindset in postsecondary education which favors, in many cases, internal handling of campus crime and related matters rather than the transparency the public and consumers demand. The new era of student-as-consumer has ushered in the necessity that postsecondary institutions provide honest and accurate information in their Annual Security Report (ASR). Recent examples of post-secondary institutional non-compliance with the Clery Act and the costly consequences of such a course of action are identified and analyzed using a systems theory lens combined with a multiple paradigm approach to problem solving. The best components of positivism, social constructionism and postmodernism are combined to offer a new way to analyze the difficult topic of compliance with the Clery Act. The sequential exploratory mixed-methods approach was purposefully selected for this study because it collects qualitative data in the first phase and confirms or expands upon that data by utilizing quantitative data in the second phase (Creswell, xii 2009). Accordingly, the first phase of this study collected qualitative data by conducting 11 interviews of participants holding high level leadership positions at selected California community colleges. Qualitative data were analyzed using open-coding to discover emerging themes from participant interviews. The second phase involved the collection of quantitative data by developing a survey on issues related to compliance and institutional leadership. The survey was emailed to targeted participants employed at California community colleges tasked with responsibilities associated with the collection of data for inclusion in their institution’s Annual Security Report (ASR) or preparation of the report itself. The researcher discovered unexpected data during the quantitative portion of the study in that ease of website access to Clery Act information varied widely by community college location with a more profound effect noted at rural and smaller size community colleges. The researcher also experienced an unwillingness to participate in the survey or to provide necessary information by many smaller rural area community colleges. Although the survey results cannot be generalized to the larger population, the data is valuable in that it provides a baseline, which may benefit future research in this area. This study is important because it contributes to a limited body of scholarly literature regarding compliance with the Clery Act at the community college level by highlighting the following conclusions: 1) leadership, at every level, impacts an institution’s ability to successfully comply with the Clery Act; 2) adequate resource have xiii not been devoted to compliance with the Clery Act; and 3) compliance with the Clery Act is inconsistent and suffers from a lack of guidance by the Chancellor’s office. Keywords/phrases: The Clery Act, compliance, Annual Security Report, campus crime, campus safety, risk assessment, risk management, emergency preparedness, leadership theory and practices, systems theory, positivism, social constructivism and postmodernism.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Carlson, Diane Elisabeth
- Description:
- This mixed-methods study examines the knowledge that California community college presidents, president/superintendents, and chancellors (CEOs) have about the social justice issues of wealth inequality and segregation impacting the communities they serve, how this knowledge relates to social justice leadership practices, and how other background factors influence those practices. A quantitative survey sampled the CEO population to explore correlations between these variables. Ten in-depth interviews investigated these issues to understand more deeply the social justice leadership practices themselves. Critical Race Theory and Critical Systems Theory both provide overlapping frameworks for influencing the development of critical, self-reflective social justice leadership practices and for challenging the concept of the achievement gap. Findings add to the understanding of social justice issues in relation to community colleges and include medium-high to high positive correlations between accuracy of knowledge of social justice issues impacting students and communities and the valuing of social justice practices. Some CEOs also significantly underestimate the wealth inequality and segregation their students experience. Findings further suggest a deeper understanding of what social justice strategies look like through visibility, earning “citizenship” in communities, and intentionality (including critical consciousness, action, responsibility, empowerment, and the naming of structures of inequality). These strategies culminate in a new model of leadership: Critical Social Justice Leadership. Recommendations include stronger social justice training for leaders in educational leadership programs and Boards of Trustees, the incorporation of social justice understandings into accreditation standards, as well as the collection of broader and deeper data to more fully understand and address student outcomes.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Otten, Daren M.
- Description:
- The California State University is the largest bachelor’s degree granting level education system in the United States. Higher education in California is expensive to students, parents, and taxpayers. This research sought provide a standard methodology to answer the question of what is the most accurate method for determining the cost of producing a bachelor’s degree within the California State University system? Educational cost is not a new topic, as the California Master Plan for Higher Education (California Department of Education, 1960) dedicated an entire chapter to why cost and cost management is critical for the sustainability of the educational systems. The framers of the California higher education did not specify how costs would be measured or suggest solutions for seeking efficiencies that could be scaled to each campus. The CSU Chancellors office, through the CSU Synergy and the CSU Graduation Initiatives, continue to seek effectiveness and efficiencies while balancing the student learning and access mission on which the system is founded. This work explored previously developed degree-costing methodologies and ultimately proposed a revised costing model that can be used to determine degree cost. The work is based both on actual and theoretical student course taking behavior, direct and indirect educational cost accounting, the determination of educational cost drivers, and the impact that student success and other factors have on the cost of a degree.
- 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
- 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:
- 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
88. 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:
- 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
- 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:
- 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:
- 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:
- 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:
- 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:
- 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:
- 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:
- 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:
- 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:
- 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:
- 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