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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