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- Creator:
- Fleming, Sheryl
- Description:
- Through a comparative case study between two low-income elementary schools this study explored the influences of future-focused or college-bound cultures on low-income students’ perceptions of and aspirations toward college and career pathways. Both schools had schoolwide initiatives focused around preparing students for the future. One had initiatives specifically around college-knowledge and developing leadership skills, while the other school focused on fostering global-thinkers and inquiry learners alongside their visual and performing arts magnet. The data collected through this study illustrate how school cultures and initiatives can influence the future aspirations of low-income students from the beginning of their educational careers, with the hopes of narrowing the perpetuated economic divide.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Grey, Andrée M.
- Description:
- The role of the leader in any organization is critical, but there has never been a more pivotal time than now as 21st century leaders prepare students for the future. The intersection of school culture and change leadership has been studied extensively in the change reform model, however, a small but growing body of research is now focused on cultures of innovation in schools and districts. This dissertation presents research on the vital role of the central office which has been previously understudied. This dissertation synthesizes the literature surrounding cultures of innovation as well as the role of the central office leaders. This qualitative case study presents findings underscoring and explaining the role of culture and climate in an innovative district as well as the supporting and constraining conditions and their effects. Study findings confirmed the central office is strongly poised to support cultures of innovation by 1) supporting a flatter more networked central office, 2) creating and enacting a shared vision of innovation including systems for organizational learning and efficacy and 3) most importantly, establishing a climate of trust. The findings revealed specific leadership skills for supporting the culture and climate which include building trusting relationships, enacting the vision and mission of innovation and building the capacity of other leaders. Implications for central office leaders are discussed.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Dawber, Christina
- Description:
- Self-compassion has been shown to bolster resilience (Leary, Tate, Adams, Batts Allen, & Hancock, 2007), intrinsic motivation (Neff, Hseih, & Dejitthirat, 2005), and a general sense of well-being (Arimitsu & Hofman, 2015) as students cope with academic and life stressors. While research has begun exploring gender as a factor for self-compassion in college students (Lockard, Hayes, Neff, & Locke, 2014; Neff, Pisitsungkagarn, & Hsieh, 2008; Yarnell, Neff, Davidson, & Mullarkey, 2019), and, to a lesser extent, race (Hayes, Chun-Kennedy, Edens, & Locke, 2011; Lockard at al., 2014), there still remains a critical void of literature. Self- compassion researchers who focused on college settings have yet to explore the intersection of gender and race and have failed to consider social class entirely. To address this void of literature, the following phenomenological study explored self-compassion in 10 single mother California Work Opportunities and Responsibility to Kids (CalWORKs) students of color at a Southern California community college. Through a thematic analysis of individual interviews and take-home journals, four common experiences of emotional distress were identified: (a) Identification as a Welfare Recipient, (b) Academic Performance, (c) Ongoing Welfare-to-Work Requirements, and (d) Restricted Time With Child Dependents. Of these experiences, three elicited connections with intersectional oppression in the areas of gender, race, and social class, with one, Restricted Time With Child Dependents, excluding a connection with racial oppression. Common ways in which participants relate to themselves during these experiences, and in general, showed connections with less self-compassion in the areas of self-judgment and overidentification, with an even split in the area of isolation versus a sense of humanity. Participation in CalWORKs and Cooperative Agencies Resources for Education student support groups and workshops where students openly share personal adversities appeared to mediate this split. Findings from this study offer important implications for the use of an intersectional framework to examine complex topics like self-compassion and offer insight for the development of a group-appropriate self-compassion intervention. The findings also demonstrate a need for welfare reform and for community college leaders to better address the mental health of single mother CalWORKs students of color at their institutions.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Vargas, Pilar Guadalupe
- Description:
- California has a history of bilingual education, but once that was eliminated with Proposition 227 in 1998, dual language education programs took its place. Dual Language Education programs are the teaching of academic content in two different languages. They have been expanding nationwide with several different languages being incorporated into this model, such as Spanish, Mandarin, Vietnamese, German, French, Portuguese, and Arabic. The draw for these programs has been to have students become better citizens in a global economy and to be able to participate within a diverse society. One of the concerns in regards to the expansion of dual language education is where the programs are being implemented and whom they are intended to serve. The trend is for affluent neighborhoods to have greater access to these dual language programs where there are a lower number of English learners and low-income students. These two demographic groups are not included in these dual language programs, which are considered advanced and rigorous. This case study is an in- depth look into one elementary school district in southern California with a high number of dual language programs, with many of them in affluent communities.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Casas, Martin
- Description:
- Since the No Child Left Behind (NCLB) era many program improvement schools were prescribed Professional Learning Communities (PLC) professional development as a corrective action by their respective Local Education Agency (LEA). Despite the adoption and implementation of many corrective action measures (including PLC’s) recommended by LEA’s, the achievement gap persists in the majority high school campuses nationwide. Millions of dollars have been invested in the PLC method of collaboration with little systematic success in closing the achievement gap in standardized test scores, A – G requirements and college admission. There may be plenty of other factors contributing to the lack of improvement (i.e. instruction, grading practices, assessment of learning, interventions, attendance, student discipline, etc.) – but to what degree is the investment in Professional Learning Communities contributing (or not contributing) to this? Dufour & Eaker (1998, 2003, 2008) argue that schools with PLCs that are not improving student achievement is attributed to them not implementing the prescribed methodology with fidelity. However, could there be other reasons? A review of the literature identified gaps in the research that could provide other reasons: objective assessment of PLCs, as well as PLC autonomy and PLC trust. This cross - case study used a sequential explanatory mixed-methods design (Creswell, 2013) to analyze teacher perceptions of PLC fidelity, PLC autonomy and trust from two school sites in San Diego with similar student demographics, from the same school district, but with different trending student achievement results. Survey, interview, and field observation findings from this study suggested that Bayside High School and Parkview High School have similar PLC procedures, logistics and generally follow the Dufour & Eaker (1998; 2004) PLC model with fidelity. However, the findings also suggested that PLCs at Bayside High School have more autonomy and trust than PLCs at Parkview High School. The difference in PLC autonomy and trust could be one explanation for the difference in student performance. Additional findings also suggested that internal relationships, motivation, and vulnerability factors could be impacting PLC performance and student achievement at both sites.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Petersen, Adam
- Description:
- Although significant gains have been made in recent years with regard to increasing access to higher education for African Americans, with 38.4% of Black 18 to 24 year-olds enrolled in college as of 2016 compared to just 25.4% in 1990, completion rates have not kept pace. The national six-year graduation rate for Black students at four-year institutions in 2008 was 40.9%, considerably lower than their White peers’ rate of 63.2% (National Center for Education Statistics, 2018). Students that persist at their institutions through the first two years are significantly more likely to graduate (Adelman, 2006), but retention in the first two years is a particular challenge for Black students: one-fifth of all Black students who successfully complete the first year leave before the beginning of the third (Consortium for Student Retention Data Exchange, 2015). Focusing on this second year, then, could provide a meaningful path to increasing graduation rates for Black students at four-year institutions. This study focused on the second year but narrowed that focus further to Black second-year students using an explanatory sequential mixed methods approach, starting with a quantitative inquiry into the factors that contribute to retention for all second-year students at a regional, comprehensive, four-year institution in southern California. The follow-up qualitative phase concentrated on Black students at the institution and their second-year experiences. The results of the quantitative phase suggest that second-to-third year retention is influenced by students’ senses of belonging and connection to the institution, which positively influences both their commitment to the institution and their academic engagement, which has its own direct, positive effect on retention. Belonging is, in turn, strongly influenced by positive relationships with student peers and faculty. The qualitative results highlight Black student experiences across six themes that suggest the importance of student involvement, membership in multiple campus communities, relationships with faculty, and positive self-concepts, as well as the strong negative effect of racial separation. The implications of these results benefit practitioners and researchers who are looking to make positive changes for second-year students on their campuses and improve both experiences and outcomes for Black students.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Steitz, Julie
- Description:
- Large studies of the 13 southern United States and California reveal an issue of equity and project far-reaching social consequences. Disciplinary disproportionality has affected the way students of color interact with the public-school system by historically providing harsher disciplinary procedures. One promising program, known as restorative justice, includes the voice and involvement of students in their discipline as they repair the relationships that have been affected by their misdeeds through the use of restorative practices. Discussion groups, circles, and mediations are facilitated by trained adults to improve decision making, and empathy while enhancing the school climate. The implementation of restorative justice practices may assist schools in closing the chasm that exists for students of color within the school disciplinary structure as well as improving school climate by offering an empathetic alternative in confronting bullying. This qualitative case study examined teacher and student perceptions of student behavior and school climate as a result of administrative implementation of restorative practices. Anonymous on-line teacher questionnaires, individual teacher interviews and student focus group data were used to reach conclusions. Both teachers and students saw changes in communication, relationships and discipline as being influenced by the introduction of restorative practices.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Reed, Kimberly
- Description:
- Opportunities for deep, sustained organizational change exist when teachers are included in the conception and implementation of the reform model. Yet top down, hierarchical systems push teachers farther away from this process instead of drawing them closer. Leaning on theoretical frameworks that indicate that teachers build collective understanding through the relationships and networks they establish and those decisions ultimately impact the organization as a whole, this study seeks to understand collaboration within a reform effort. Situated in a district deeply entrenched in hierarchical processes, Grand Avenue School offers a glimpse into a organization grappling with a site initiated reform effort. Layering Social Network Analysis with journal entries for depth, staff members at Grand Avenue helped to paint a portrait of collaboration using positive moments of both formal and informal interactions. This study found that teacher leadership emerged, shifted and changed as the need presented itself and the participant had the knowledge and skills to meet it. Both formal and informal roles had the ability to mediate the flow of information throughout the network and to push the work of collaboration to levels that impacted pedagogy and teachers thinking about teaching and learning. Importantly, the study also found that strong personal relationships produced deeper levels of collaboration. These findings imply the need for re-visioning schools as open, flexible systems that are reflective of local talent within the organization, requiring that systems and structures be revised to create space for local expertise to rise up to meet local challenges. They also underscore the importance of relationships; relationships that are capable of supporting the meaningful conversations required for deep collaboration and knowledge exchange. Recommendations for future research are also presented.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Vogel, Sara
- Description:
- Leadership skills continue to be a priority for the economy, therefore it is imperative for colleges and universities to meet this demand by developing leadership skills in their students. Although concepts of leadership have been explored throughout student development literature, there remains a lack of research on the process by which an undergraduate student develops a leadership identity. The Leadership Identity Development (LID) model was created using grounded theory research to provide guidance on this development process. Various studies have used the LID model as a theoretical framework to explore the leadership identity development of specific populations of undergraduate students including Lesbian, Gay, Bisexual and Transgender students and Hispanic female students. Asian/Pacific Islanders (API) are the second fastest growing racial population in the United States and most reside in California, however, less than 1% of research articles in the most popular peer-reviewed journals of higher education pertain to API students, few of those pertaining to API leadership. This comparative case study utilized the LID model to better understand the leadership identity development of twenty API undergraduate female students in Southern California. Data analysis of the qualitative interviews revealed the women experienced leadership identity development trajectories that followed the progressive stages of the LID model. The influences of the participants’ Inner Circles, Outer Circles, and Environmental Circles were critical to their leadership development. Additionally, the women developed personal styles of leadership that emphasized advocacy, care, and service, further proving that API women develop leadership identities in unique ways.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Pledger, Michelle Sadrena
- Description:
- Despite numerous education reform efforts, national academic achievement data continues to reflect a marked disparity between culturally and linguistically diverse students and their white counterparts. Currently, 50% of K-12 public school students are students of color, and this percentage is projected to increase as the cultural composition of United States diversifies. Research indicates that, regardless of race, the vast majority of educators are not adequately prepared to respond to the academic and socioemotional needs of culturally and linguistically diverse students, further emphasizing the need for legitimate reform in educational policy and pedagogical practice. This study explored how the practice of culturally responsive pedagogy can help close opportunity gaps and improve instructional practices and academic success rates for students of color. The study takes a comprehensive look at federal policy, theoretical frameworks, and the foundations of culturally responsive pedagogy. It goes on to examine culturally responsive pedagogy in practice, as well as teacher, school, and leadership characteristics that help promote a culturally responsive educational environment. This multiphase mixed methods approach utilized surveys, background questionnaires, and case study data from self-selected improvement pathways to 1) better understand the intersectionality of teachers’ backgrounds and beliefs and its impact on pedagogical behavior, and 2) identify the impact of collegial coaching and personalized professional development design on the improvement of culturally responsive teaching and classroom management self-efficacy. The study found that cultural disposition awareness, values-influenced teaching philosophy, and propensity for professional growth impact culturally responsive teaching behavior. The study also determined that culturally responsive pedagogy self-efficacy beliefs, which are predictive of behavioral change, increased for teachers in all three improvement pathways, though the extent of increase varied based on the selected pathway and case study participant. These findings have implications for practice as teachers can improve their ability to meet the needs of culturally and linguistically diverse students, and implications for policy, in that schools and districts can design policy that supports effective implementation of professional development and coaching that centers on cultivating self-efficacy in culturally responsive instruction for the purpose of improved academic and socioemotional outcomes for all students.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Marcos
- Department:
- Education