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- Creator:
- Olsen, Susan Nisonger
- Description:
- Throughout the United States, urban schools and districts with high-poverty and highly diverse learners have historically struggled with chronically low student achievement. Generally, their initiatives to rectify this problem have focused on implementing instructional reform goals for improving student achievement by ensuring all students have access and opportunity for rigorous learning for college and career success. Many districts and schools have devoted significant time and resources aimed at teacher professional development and training. This study took a qualitative analysis approach to understanding the growing use of instructional coaching programs to improve teaching and learning in high-poverty, highly diverse schools in three Northern California School Districts. This study addressed the lack of empirical research on the people in the profession of instructional coaching by gaining insight into instructional coaches working in roles that were focused on instructional reform in schools and districts with high-poverty and highly diverse student populations. Through the use of focus groups, this study investigated experiences and perspectives of K-12 public school instructional coaches (ICs) in three urban Northern California school districts. This study used the frameworks of guided participation (Rogoff, 1990), Billett’s (2004) learning through work perspectives, and Lave’s (1991) situating learning in communities of practice to understand instructional coaches’ experiences as they learned and made sense of the activities and duties of instructional coaching in high-poverty, highly diverse urban schools. Additionally, this study was focused on addressing the need for further understanding of the experiences and perspectives of ICs and how they made sense of and understood their role in relation to district instructional reform initiatives using culturally relevant instructional practices (Ladson-Billings, 1985). The findings of this study were that ICs do not receive formal training, they struggle with organizational dysfunction, and they rely on their social networks to make sense of their roles and responsibilities. Additionally, ICs do not address the socio-cultural needs of students in their coaching practices and instead reproduced the status quo, reinforcing teaching practices that marginalize students in highly diverse schools. This study recommends a learning through work coaching pedagogy using guided participation (Rogoff, 1990) and critical stance coaching (Teemant, et al., 2014) as a promising approach to more effective instructional coaching programs in high-poverty, highly diverse urban schools, and districts.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Medley, Carson David
- Description:
- Too many Division II male student athlete collegiate basketball players are not graduating from college. In 2016, the Federal Graduation Rates (FGR) of Division II college basketball players (N=3,245) was 46%. This phenomenological qualitative study seeks to better understand what effect the redshirt year has on the identity, social, emotional, academic, and athletic development of college student athletes by interviewing 12 of the current student athletes on a Division II basketball team who either redshirted or are in the process of redshirting. The findings revealed that transformational leadership focusing on the holistic development (identity, social, emotional, academic, and athletic development) of the redshirt student athlete by employing the Social Emotional Academic Athletic model (SEAA) will lead to feelings of belonging and commitment that will increase the overall Division II NCAA graduation rates for all student athletes. The findings have led to the following conclusion: Committed male student athlete basketball players redshirting their freshman year made successful transitions in identity from high school to college; Committed male student athlete basketball players redshirting their freshman year showed positive social, emotional, academic, and athletic development; and committed male student athlete basketball players redshirting in this program have higher graduation rates based on the positive effects the redshirt year had on their identity, social, emotional, academic, and athletic development.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Johnson, Ryne L.
- Description:
- A Certified Apprenticeship program comprises a partnership between private industry that serves as the program sponsor providing on-the-job (OJT) training opportunities, and public education agencies that provide Related Supplemental Instruction (RSI). Most certified programs require 4-5 years of combined OJT and RSI time, during which participants are paid while they train. Those who complete a certified apprenticeship program earn the title of Journeyman and become eligible for commensurate wages and benefits. These advantages lead supporters to tout apprenticeship as “the other four-year degree”, stating that it is a viable pathway to the middle class. Each certified program is required to follow guidelines for the recruitment of minorities and women, clearly stipulated in the State of California Plan for Equal Opportunity in Apprenticeship. This quantitative study examined participant data from eight of the largest apprenticeship programs in Northern California over a fifteen-year period (2000-2014) to determine if recruitment efforts, reflected in participation and completion records, align with the mission and vision originally designed by the State for the advancement of people of color and women in the public education-supported trades. My study asked three research questions, each considering equality of access and program success from different perspectives. For my first question, I compared reported participation levels by race and gender in each program against the criteria incorporated in California’s plan and summarized results in a series of tables and maps showing deficiencies, by program, in targeted race and gender participation levels across the 46-county Northern California region. For my second question, I completed a series of chi-square goodness of fit evaluations for race and gender across all programs. For my third question, I created a logistic regression model to determine which, if any, participant characteristics predicted program success. Overall, I found that people of color and women were underserved by the study group programs. Exceptions to this finding were in programs associated with generally lower paying career opportunities. Interestingly, my regression model showed that Latinos, though underrepresented, were more likely to successfully complete programs than Caucasians. My study has significant implications for state and federal administrators of apprenticeship programs as well as for the development of future policies designed to expand apprenticeship opportunities. If Certified Apprenticeship is going to fulfill its promise to be “the other four-year degree” recognized programs must serve all candidates to the level required by regulation. Policy recommendations include reviewing existing recruiting and mentorship practices to ensure they are inclusive to women and people of color, interviewing candidates who dropped out of programs to determine what factors may contribute most greatly to program failure, and increasing outreach to veterans to expand awareness of Certified Apprenticeship programs.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- 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