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- Creator:
- Bachechi, Brenda S.
- Description:
- The purpose of this study was to examine the relationship between teacher efficacy and attitudes of elementary and middle school (k-8), general education teachers towards teaching learning disabled, emotionally and behavioral disabled, and significantly intellectually disabled students in an inclusive classroom setting. An online survey, along with 7 face-to-face interviews, was conducted as a means of gathering data regarding teacher attitudes and efficacy toward inclusion. Results from the online survey suggested that while teachers may at first appear to feel positively towards inclusion. Their attitudes are significantly impacted by the amount of time students are included in their classroom, the type of disability student’s presented with and whether students benefitted from inclusion for academic or social goals. Overall, more efficacious teachers were consistently more willing to consider classroom adaptations, modifications, and changes in teaching style to support all learners, then less efficacious teachers. Results from the personal interviews provided some insight as to why teachers had highly different attitudes towards the inclusion of students with different disabilities.. No matter how teachers felt about inclusion, most teachers agreed that all their students benefitted from using different modalities for instruction. All of the teachers interviewed agreed that they could benefit from more training and support in order to successfully include all students in their classroom. This study concluded that further investigation is needed in order to consider the implications of including children of various disabilities and the factors that, impact teachers’ attitudes towards these students.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Ballard, Jack
- Description:
- Creekside High School is a high-performing public high school where students who are not White or Asian face a racialized school environment. This dissertation examines the school’s initiative to detrack its ninth grade Algebra class. Detracking is the process of placing students in heterogeneous classes instead of grouping students by ability. The framework of design-based research was adopted to perform this study. Design-based research places the researcher and practitioners in collaboration working to iteratively design interventions. Chapter Two is a qualitative study that examined the perceptions of tracking shared by teachers and the community. This study found that the community holds many misperceptions about detracking due to lack of communication from the school and the district However, the study also found a small group who want to build more equitable solutions. Chapter Three is a quantitative study of student outcomes. There was a slight drop in student grades between the tracked course and the detracked course with no drop in exam scores. Furthermore, students in the detracked course were more successful in their subsequent Geometry courses. Chapter 4 is qualitative study of pedagogy and teacher perceptions. Pedagogy changed during the detracking process. The tracked course was very teacher-centered, and the rigor was not universal due to there being two levels of Algebra. During the first year of the detracked course, the course became much more student-centered, and the average level of rigor increased. However, for advanced students, rigor and challenge were missing, and this was an area of focus for the second year. Teacher perceptions also changed throughout the process. The teachers on the team have grown into viewing Mathematics as an interconnected, non-linear system of thought and have moved beyond questioning detracking to developing solutions. Chapter Five is a qualitative study synthesizing all of the data collected in Chapters Two through Four. These data were used to propose a leadership framework called Critical Design-Based School Leadership. Critical refers to the use of a critical lens focused on equity and Design-Based refers to the use of design-based research techniques as the mechanism for school leadership.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Montevirgen, Alexis S.
- Description:
- Using counter-narrative to frame the qualitative methodology, this dissertation shifts the paradigm of educational leadership by situating the experiences of transformative leaders of color as part of the dominant discourse. A theoretical framework drawing from Critical Race Theory (CRT), decolonization, and Freirean critical pedagogy is used to present a model for transformative educational leadership pedagogy which focuses on the values of consciousness, resistance, and praxis in order to directly challenge and counter more traditional leadership values of authority, power, and control. The dissertation provides a set of four recommendations which can be implemented to support and further the development of transformative leaders of color.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Rosell, Albert F.
- Description:
- The academic achievement for disadvantaged students, students of color, and English language learners has fallen behind the performance levels of white students for decades (Darling Hammond, 2007). By 2014, the No Child Left Behind (NCLB) Act will require all students to be proficient in both English language arts and mathematics. This expectation is creating tremendous demands on schools across the state to increase student achievement and close the gap among all students. Title I schools that don’t meet the required minimum growth levels for two consecutive years are classified as “program improvement” (PI) and require corrective action and risk the possibility of being taken over by the state if changes are not eminent. The design of this qualitative single-case study will focus on one high-performing elementary school located in a large urban school district in Northern California. The objective will be to explore practices, programs, instructional strategies, and the leadership direction the school took that has kept the school out of PI, making continuous growth among all subgroups to close the gap.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Conaway, Tabitha Paige
- Description:
- Previously incarcerated youth (PIY) are hyper-marginalized by intersectional patterns of marginalization processes enacted within public institutions, often beginning within schools, yet little is known about their experiences within higher education. The purpose of this study was to explore the academic, social, and emotional experiences of PIY within a community college setting with the intentional purpose of improving practice within community college systems. This study utilized a case-study design and a phenomenological approach to explore the experiences of five students at CBA who identified as PIY. Data for this study was drawn from interviews, observations, field notes, and student classwork. The key findings were categorized into three major themes: School-Prison Nexus, Residue o f the School-Prison Nexus to Higher Education, and Academic Reengagement. Findings suggest that understanding how these students perceive their schooling is imperative for creating community colleges better suited to meet the needs of this growing population. Recommendations emphasize authentic care, providing intentional professional development for staff, faculty, and administration, wrap-around services, and the abolishment of the carceral state.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Smith, Darrick Arthur
- Description:
- This study explores the cultural dynamics of a school that was created to provide a college preparatory and culturally responsive experience for students of color in an American city. While the school experienced much success in regards to college admission, the everyday culture of the school suffered the problems of and other large urban high school. The author reflects on what was done to address this issue and interviews faculty, staff, and administrators to ascertain the impact of school change efforts.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Porcadas, Maica Dela Cruz
- Description:
- This study examines the breadth and evolution of Sikolohiyang Pilipino (Filipino Psychology) and identifies its place in educaonal settings. The study articulates Sikolohiyang Pilipino’s deviation from Western psychological discourse, which focuses on a clinical context, towards a broader scope that encompasses Filipino identity. By examining the curricula o f various Filipino studies courses taught in California, and by comparing their content with the tenets of Sikolohiyang Pilipino, the study investigates the extent to which Sikolohiyang Pilipino is currently embedded in existing curricula and considers how its presence could be enhanced.
- Resource Type:
- Thesis
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Martinez, Tresa Marie
- Description:
- Governments use many institutions and policies in order to maintain social control and conformity within their respective societies. These allegiances, or subsequent penalties, exist to sustain normalized citizenship, law and order, and overall cohesion of the (hierarchical) populous. By understanding the institutions used to perform such normalization, and consequent abnormalization, we can further our knowledge of the existing governmental power dynamics. The institutions created by nation-states are direct reflections of the dominant forces’ power relations and social hierarchies. This research study explores three versions of governmental types and the corresponding penal and educational systems that those governments use in citizenry formation. Through examining the institutions that actualize citizens into both the conformists and the deviants in a given society, we are able to assess the rule of power employed upon the society, leading to a more accurate vision of the governments’ true objectives and future direction.
- Resource Type:
- Thesis
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Ramos, Richard
- Description:
- In a case study of a northern California urban community college, it was found that 25% of applicants who participated in matriculation did not enroll in courses. This contradiction between completing matriculation but not enrolling in community college courses has institutional and personal costs. Institutions expend considerable resources managing application documents, organizing testing instruments and facilities, and using counselors. On the personal side, individuals who sought post-secondary education did not meet their goals. A mixed-methods sequential explanatory strategy was used to analyze the institutional and personal factors that contribute to applicant failure to enroll. Analysis of the data suggested that applicants require more contact with institutional advisors at the beginning of the matriculation process to sustain them. Applicants who made it to the counseling phase of matriculation and had more then 30 minutes of contact with a counselor were more likely to enroll. The majority of Enrollees did so without seeing a counselor and may skip assessment. The Interviewee data provided insight on matriculation issues rising from organizational and deployment policies from a perspective not readily found in the literature. Although this study had a small sample, practitioners are encouraged to evaluate their institutional enrollment trends for similarities and use this study’s data as a starting point for future research. The Interviewee demographics represent first-generation, historically underrepresented college applicants. From a customer-service perspective, better access to advice about going to college and an overhaul of the matriculation process would make college services more user-friendly. Educational-leadership theory was used to share the study data with research-site practitioners in an effort to evaluate the college’s matriculation policies.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Mery, Pamela Marie
- Description:
- Low completion rates for developmental mathematics sequences and in gateway mathematics courses prevent a majority of community college students from achieving transfer goals. This explanatory mixed methods case study examined an open-entry, accelerated, two-course mathematics sequence culminating in transfer-level statistics. Of the beginning cohort, nearly all of whom were Latino or African American, 86% successfully completed the sequence and performed well on questions from the nationally-normed CAOS exam. Student interviewees repeatedly attributed their success to growth mindset, consistent with their high scores on the Adult Dispositional Hope Scale. Observations substantiated ways that classroom interactions supported and reinforced students’ new sense of competency regarding mathematics. With regard to contextualization, students’ motivation seemed to derive from challenging statistics content rather than direct applicability or relevance. These findings have important implications for educational equity since lengthy developmental mathematics sequences have a disproportionately negative impact on underprepared students of color.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Gutierrez, Ana Maria
- Description:
- This three-part study focused on making the case for developing a teacher pathway program in Salinas, California. The first part of the study evaluated a teacher pathway program located in Southern California and sought to determine effective program components than can be modified to fit Salinas’s local context and needs. The second part of the study is a narrative inquiry that centered on identifying personal and professional traits of six homegrown educators from Salinas (which included the researcher) that have enabled them to persist as educators in their hometown for several years. The narrative inquiry then established possible recruitment and retention strategies that can be incorporated into a teacher pathway program in Salinas. Finally, the third part of the study is a program and policy paper that highlighted the need to expand educational opportunities in Salinas by developing a teacher pathway program to serve the community. In addition, recommendations were made regarding potential models and organizational structures that can be followed to begin an effective teacher pathway program in Salinas.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Corry, Megan Diane
- Description:
- In July of 2013, the Accrediting Commission for Community and Junior Colleges (ACCJC) determined that the City College of San Francisco (CCSF) did not meet the eligibility criteria and standards for accreditation and announced that they would terminate accreditation within one year. Following this decision, it was revealed that there were early warning signs of impending financial insolvency and a history of noncompliance with regulatory standards. In the 1980’s, the college experienced a similar crisis, after which it embarked on a major reorganization designed to integrate operations, improve communications, and ensure fiscal solvency. But decades later the college found itself in the same condition. Studies of community colleges in fiscal or accreditation crisis focus on leadership responses and recovery; however, few have closely examined the evolution o f the crisis through a historical perspective. This qualitative study examined the factors that may have contributed to the development of an institutional blindspot that prevented CCSF leaders at all levels from recognizing and responding to the impending crisis. Through interviews and archival document review, this study found that college leaders consistently normalized deviations in financial operations and in decision-making processes on student learning outcomes. Three factors that contributed to normalization of deviance included an environment of competition for scarce resources stemming from shifts in state community college finance laws and increasing accountability standards, a culture of expectation to be “all things to all people”, and a self-affirming ideology fed by a culture o f “uniqueness”, which isolated the institution and insulated its leaders from acting on the warning signs of impending crisis. Recommendations outline strategies for leaders to better recognize problems before they become major crises.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Scolari, Laurie Ann
- Description:
- For first-generation students of color, the transition from high school to the community college can be a difficult one. This study explored how high schools and community colleges can work in partnership to improve the transition for first-gen students of color. A mixed-methods analysis aimed to first discern high school students’ perceptions before their transition to college, while the secondary qualitative phase uncovered community college students’ perceptions after their transition from high school to college. Findings describe portraits of students at four "loss points," that is, missed opportunities where many underrepresented students are lost to the system of higher education. An integration of quantitative and qualitative findings demonstrated that the first-gen underrepresented students do not have the same access to home- or school-based cultural capital with respect to crucial details and support to make the transition to college, even as compared to their first-gen White and Asian counterparts. Additionally, the high schools are promoting four-year institutions over community colleges, despite that the largest majority of first-gen students of color cannot access four-year colleges. Recommendations outline ways in which high schools and community colleges can best collaborate to shift this inequity by forming strategic partnerships, making data-driving decisions, engaging all students in the community college application process, and encouraging priority enrollment at community colleges for local students.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education
14. Talking ourselves into outcomes : teaching, learning, and equity in California community colleges
- Creator:
- Marrujo-Duck, Lillian Elizabeth
- Description:
- This qualitative collective case study explored the experiences of community college faculty members in the social and behavioral sciences and SLO coordinators at community colleges in California as they engaged in student learning outcomes assessment (SLOA). Semi-structured interviews with eight faculty members and five student learning outcomes coordinators revealed common goals among the participants to use education to inform social change. Participation in SLOA led to an invigoration of the teaching experience based on creating strategic dialogue among students in the classroom, faculty within departments, and across divisions within the institutions. Engagement in SLOA led to changes in teaching practice that align with research findings on best practices in higher education and participants perceived themselves to be better teachers as a result. However, participants were reluctant to claim responsibility for student learning or to identify improvements in student learning as a result of SLOA. Still, they were willing to consider the potential of SLOA as a tool to close achievement gaps. Recommendations focus on policy, leadership, and institutional strategies for increasing faculty engagement in SLOA.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Royaltey, Holly
- Description:
- The AVID and IB programs are becoming popular reform initiatives for high schools seeking to close the achievement gap and better serve a growing number of underrepresented students. This study seeks to add to the literature on IB and AVID by examining the effect of combined enrollment in the two programs and analyzing students’ perceptions of IB and AVID programs. Additionally, this study provides voice to a group of students, which in turn, may influence how other institutions seek to implement these programs as reform measures. The quantitative data provide insight into the level of college readiness of AVID and IB students, while the qualitative data explore what students identified as valuable as a result of dual enrollment. The qualitative and quantitative data were analyzed using theories of community cultural wealth (Yosso, 2005) and recent theories on college readiness (Conley, 2007). The study finds that dual enrollment in AVID and IB leads to an increased level of college knowledge for underrepresented students, smooth transitions to college, and increased levels of confidence with regard to academic and social self-perceptions.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Kadrmas, Cherise Marie
- Description:
- Since the power structure that enforces racial oppression has been in place since the founding of this country, and some of the greatest perpetuators of the power structure are unsuspecting white people who do not even realize that they have been indoctrinated to believe that people of other races are inferior and perpetuate oppression. One possible way to break that cycle is to enlighten young members of white society about the realities of power and oppression so they do not carry it with them into their eventual places in society, some of which will be positions of power. This case study uses interview and survey data to provide preliminary empirical evidence on whether that is actually a possibility, and finds that an exposure to an ethnic studies curriculum increases awareness of white privilege and decreases bias. Further research can be conducted regarding the outcomes of students of color given this information, the outcomes of white students in a diverse community, the social effects of such curricula, and other areas.
- Resource Type:
- Thesis
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Matthews, Vincent Charles
- Description:
- Researchers and policy makers have suggested that improvement in school finance systems could enable districts to be more effective in increasing student achievement. Results Based Budgeting (RBB) is the finance system currently used in the Oakland Unified School District. This study analyzes RBB’s impact on changes to the distribution and expenditure patterns from 2004 through 2008 in the Oakland Unified School District. It also investigates how principals use the autonomy provided by RBB and evaluates the differences in budgeting practices between schools that experienced differing levels of achievement. The data from a newly created comprehensive statistical database and from principal interviews provides important information. Recommendations are included that place a focus on further understanding the possible benefits of Results Based Budgeting for large urban school districts.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Sheldon, James Richard
- Description:
- This thesis uses poststructuralism and queer theory as a framework for exploring the Gay, Lesbian, Bisexual, and Transgender Caucus of the California Teachers Association. It draws upon the author's personal experiences, informal and formal observations of caucus meetings, and five interviews with current and former caucus leaders in order to explore the caucus' history, influence on CTA policy, conceptualizations of identity, and future directions. It concludes with some reflections on the possibilities for queer pedagogy within teachers union praxis and some thoughts on the application of queer methodology to educational research.
- Resource Type:
- Thesis
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Agustin, Gwen Angelica
- Description:
- The purpose of this study was to explore if the Response to Intervention process has a potential to impact equity issues within special education at an elementary school. A case study was conducted at a kindergarten through fifth grade charter school located in the East Bay of California. Data was collected and analyzed through observations, interviews, and reviewing public documents. Findings determined that there were reading skills improvement for students in tier three interventions. There was also a shift in the referral process to special education where more appropriate referrals were occurring. Data further supported that students participating in reading interventions were more integrated and less stigmatized. Recommendations include focusing on a behavior Response to Intervention process, providing specific ongoing professional development, applying cultural considerations and pedagogy and inclusive practices, and furthering research studies in Response to Intervention and Critical Disability Studies.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Everett, Lisa Ritchey
- Description:
- Focused and sustained professional development for community college faculty is considered a critical component to improving community college student success. Without a coherent and long-term approach to professional development, faculty will be unlikely to make the types of large-scale changes necessary to improve educational equity and student success. Despite twenty-five years of policy and recommendations regarding California Community College professional development, few colleges have been able to focus and sustain professional development efforts on improving educational equity and student success. While “professional development,” in some form, exists at most colleges, few colleges have been able to focus their professional development efforts on educational equity and student success. The purpose of this case study was to examine one of the few focused and sustained professional development programs in the California Community College system to identify strategies used by college leaders to shape and sustain the professional learning. Findings indicate that college leaders, distributed across the institution, used a number of strategies within three strategic frames - institutional integration, coalition building, and an expanding view of professional learning - to shape and sustain a faculty professional learning program focused on the evolving needs of faculty, the college, and students. College leaders addressed structural factors necessary for professional development, as well as organizational factors that support a culture of professional learning. The case study provides detailed descriptions of the structural, leadership, and organizational strategies used by college leaders, as well as recommendations for other colleges, and recommendations for policy.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education