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- Creator:
- Cheers, Kala-Le
- Description:
- The decision on where to educate students with disabilities (SWD) has been and continues to be a debated topic. While the approach to special education has changed with the Disabilities Studies which pushes for inclusive practices, the continuum of special education placement continues to be used in some schools. SWD educational placement is measured by time spent in the classroom with their general education peers. SWD that spend less than 100% of their time in general education settings are receiving special education services in more restrictive settings. This study looked to examine if and how SWD autonomy, competence and relatedness, all components of intrinsic motivation based on the Self-Determination theory, is impacted by the percentage of time spent in general education classrooms. The study examined high school students and used a mixed method approach that aimed to understand how the location students receive their special education services impacts their autonomy, competence and relatedness, and what are the supportive and constraining factors involved. The findings highlight the importance of inclusive teaching strategies and relationships have for a SWD educational experience and feelings of competence and relatedness.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Ruiz, Monica
- Description:
- Educational attainment is not readily available to the fastest-growing minority in the United States: Mexican-Americans and their successive generations. Generational differences in educational achievement are apparent, as Mexican-Americans show limited progress with each successive generation, the only exception being between the first and second generation. Research on family environmental factors for members of successive immigrant generations in U.S. schools provides relatively insufficient insight on how to prepare to meet the demands of Mexican-American students within the context of their third- or fourth-generational differences. This study was an exploration of second- and third-generation Mexican-American mothers’ influence over their children’s educational attainment. The conceptual framework of Bronfenbrenner’s ecological systems theory guided a narrative inquiry into the experiences of second- and third-generation Mexican-American mothers and their children. Keywords: poverty, resilience, opportunities, education, segregation, race/ethnicity, language, inequities, immigrant youth, generational status, generational differences, Latinos, Mexican, Mexican-American
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Zavalza, Omar
- Description:
- There is a significant achievement gap for students in foster care, evidenced by low academic performance, high rates of absenteeism and disciplinary referrals, and an overrepresentation in special education programs. Research indicates that the difficulties students in foster care face span domains of social, emotional, behavioral, and academic functioning. Consequently, it is important for schools to recognize and respond to the unique needs of students in foster care to provide the necessary resources for academic success. The intention of this study was to examine and better understand what programs and support services elementary school principals believe are most effective in assisting elementary schools students in foster care achieve academically. The research was conducted within a southern California elementary school district and the research sample included eight interviewees. Participants responded to questions about perceptions of the current programs and support services provided to foster care students in their district and their insight on additional programs and supports needed to foster a positive learning environment and ensure their continued success. The participants revealed three major themes that they have experienced through their work with students in foster care. These themes included Social and Emotional Supports, Consistent Communication and Collaboration, and Continuous Professional Development. Future research in this area might provoke policymakers, district, and school leaders to assist in enhancing the educational experiences and outcomes of students in foster care by recognizing their differing needs and guiding teachers to ensure all students move forward in equitable ways.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Barajas, Daniel E.
- Description:
- Continuation high schools serve students for multiple reasons. Among them are low credit attainment, excessive absences, probation status, and discipline problems. Students in these programs often have many educational gaps. In the state of California, continuation high schools have been an educational option for this vulnerable student population since 1919. This segment of the school system seeks to offer students with diverse educational challenges and obstacles a second opportunity to complete their education. Presently, there is little research connected to the success of continuation high school graduates’ level of persistence in any type of higher education. This study examined the influence teacher-student relationships had on a particular group of continuation high school students who, in spite of challenges associated with continuation-education deficit mindset, were able to attain academic success in higher education. The study sought to explore how the practices of comprehensive high school sites intersected with those of a specific continuation high school. Social Capital and Critical Race Theory provided the conceptual lens to analyze teacher–student relationships. The researcher captured students’ and teachers’ perceptions in order to analyze how their interactions and relationships could be strengthened to ensure student academic success and provide continuation high school students with options upon high school graduation.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Taylor, Mary
- Description:
- This study focused on both the voice and experience of successful Black students in higher education as well as the factors, both internal and institutional that they perceive as contributors to their success. This research is important because while a breadth of research exists that examines Black students and their relationship to higher education, much of it is framed in a deficit-based line of inquiry. As a response, and inspired by critical race theory (CRT) and Harper’s (2012) anti-deficit achievement framework (ADAF), this study focused on successful Black college students’ stories and what might be learned from them. The literature shows that Black students bring a variety of strengths and abilities to their higher education experience that merit further attention by both researchers and educators especially since these students achieve in spite of the challenges so widely documented in the deficit-based literature. Using a narrative research approach, this study identified eight high-achieving students and explored their experiences, their success, and the factors they perceived as contributors to their achievement. Additionally, this study sought to highlight the students’ experiences as a counternarrative to the existing discourse, add to the existing body of asset-based research and inquiry, enlist study participants as partners in the research process, facilitate their storytelling and amplify their voices. Data collected from eight semi-structured interviews and photojournal entries was restoried and coded for themes that yielded rich and meaningful insight into the strengths successful Black students bring to research and practice. The findings of this study reinforced those of the other asset-based researchers highlighted within this study and strengthen the need for more studies of this type. Study findings also included stories that were the result of the collaboration between researcher and participant as well as the themes that provided insight into their perceptions of the factors contributing to their success. Lastly, participants showed themselves to be willing and capable partners in the research process and offered a wealth of information that informed assertions relevant to research and practice. Among these were the importance of early influences, the students’ strengths, the importance of their peers, and the ways that their lived experiences can inform a higher standard of research inquiry and care in the higher education setting.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Hellams, Ruth E.
- Description:
- “The more things change, the more they stay the same.” Jean-Baptiste Alphonse Karr Dissatisfaction with the current state of the nation’s public schools continues to reveal itself through repeated efforts to transform the traditional, long-standing core elements known as the “grammar of schooling” (Tyack & Tobin, 1994). Generational rhetoric on the failed state of traditional public education and a drive for equitable outcomes for all students serve as guideposts for many school reform efforts. It is the need to reveal the systems and structures supporting changes to the traditional architecture of schools that has inspired me to conduct this research. This dissertation explores how a nontraditional high school, nested within a traditional district, supports and sustains its nontraditional model. Through a case study approach this research utilized interviews with administrative and teaching staff and an analysis of key documents, policies, and practices. Central to this study was an examination of the school’s core values and the practices of competency-based education (CBE) that served to shape and influence the school’s direction and nontraditional model. Emergent themes from this research were analyzed through the lens of Fullan and Quinn’s (2016) Coherence Framework and their four identified drivers for systems improvement. Findings illustrate that school structures which intentionally foster relationships and build opportunities for teacher collaboration contribute to the long-term sustainability of school reform and help influence and shape a school’s direction. Furthermore, clarity of expectations for teaching and learning, when outlined in a school’s mission and vision statement, can serve as guideposts for long-term sustainability. Guidance and support with respect the CBE model was especially important. Lastly, these findings underscore the importance of site leadership in maintaining balance between the needs of the school and the district as essential to sustaining the school’s nontraditional approach. By identifying factors and conditions serving to sustain the school’s nontraditional approach, the findings of this study can assist others who seek to change the traditional architecture of schooling currently dominates most schools.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Heinzman, Erica
- Description:
- Educators and policymakers envision high school mathematics as vital in the pursuit of Science, Technology, Engineering, and Mathematics (STEM) professions and a way to cultivate a deep appreciation of mathematics in society. With two such significant aspirations, there is advocacy for expanding the traditional course offerings in high school mathematics to include courses such as Discrete Mathematics Project Collaborative (DMPC) and Introduction to Data Science (IDS). Research on non-traditional high school mathematics courses has mostly focused on pathways, content, and pedagogy. This mixed methods case study expands our understandings by examining the perceptions and experiences of students enrolled in the DMPC and IDS course at two separate California high schools. Classroom observations, student focus groups, one-on-one teacher interviews, and a student survey were collected and analyzed using the analytical framework of self-determination theory, which posits competence (self-efficacy), autonomy (agency), and relatedness (a sense of belonging) are essential for positive motivation and meaningful learning. Three significant findings unite the DMPC and IDS case studies. Students in these two courses (a) perceive themselves as connected within a community of learners; (b) experience curiosity and creative freedom, unlike previous mathematics courses they may have completed; (c) use the words fun and easy in complex ways to describe their experiences. These findings have important implications as interest greatly increases to expand high school mathematics pathways and to implement the DMPC and IDS courses in more high schools statewide and nationally.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Saeb, Rania
- Description:
- Arab American youth are a complex and diverse population in America who are often misunderstood, misclassified and misrepresented. These youth face a socio-political climate in the United States that has painted the Arab culture in a negative light. This has caused psychological and emotional stressors on them, some of which are negatively affecting their ability to embrace their Arab identity. Another reaction to these stressors is a complete rejection of their American identity, putting a strain on their ability to assimilate into American society. Coupled with this are the challenges Arab American youth face in navigating their identity through their home life and their school life, which at times contradict one another. At school, students are being discriminated against and othered. Moreover, Arab American students are battling a disconnect between the social norms of their school life and home life. Using an adapted framework from Bronfenbrenner’s Ecological Model of Human Development, this qualitative exploratory case study examines the factors that lead to cultural identity development in Arab American youth. Through interviews of seven Arab American youth this study serves to enlighten administrators, faculty of K-20 agencies and parents on how to best support this population in positively forming their cultural identity.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education