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Doctor of Education in Educational Leadership
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- Creator:
- Sill, Nancy
- Description:
- This two-phase sequential mixed methods exploratory study examined the perceived skill deficits of instructional deans at California community colleges to better understand the training and development needs that are necessary to support dean success and to prepare them for advancement in a timelier manner. This study is grounded in the theoretical framework of social constructivism and system dynamics. The literature indicates a need for competent leaders in the hiring pipeline to fill the predicted vacancies of the baby boomer generation in California community colleges. Despite the ongoing warnings in the literature for the past decade, little has been done to prepare future leaders for the mass exodus of senior administration. Further, given the structured path to senior administration, very little research has been conducted on mid-level administrators despite the critical role that they play in day-to-day college operations and the fact that mid-level administration is the accepted training ground for senior leadership positions. This study focused specifically on instructional deans, who make up a large portion of mid-level administrators. Perceptions were elicited from California community college instructional deans, senior administrators, and faculty. Results indicated that, overall, all three constituency groups interviewed and surveyed generally agreed on the skills required to be an effective instructional dean. However, there were frame gaps in perceptions, based on the position of the respondent, when it came to identifying instructional dean skill deficits, training provided for deans, and support. Additional findings indicated that on-the-job training is the most common form of instructional dean training used by colleges.
- Resource Type:
- Dissertation
- Campus Tesim:
- Stanislaus
- Department:
- Doctor of Education in Educational Leadership
- Creator:
- Maly, Marcel
- Description:
- This sequential explanatory mixed-methods design study researched (a) first and second generation participating target Filipino and Mexican English language learners’ (ELLs), daily behavioral engagement, with special emphasis on their oral and written English language use in daily academic settings that promote English language acquisition and literacy skills, (b) teacher quality equity, programmatic equity, and achievement equity, in regards to ELLs having equal access to academic and support services as their English-only counterparts, and (c) role of student-centered and school-centered factors in predicting the academic performance of first and second generation participating target Filipino and Mexican ELLs. The conceptual framework of the study drew from research related to (a) second language acquisition, and utilized the EL Shadowing and Observation Tool to gather data in regards to the first and second generation Filipino and Mexican ELLs’ academic classroom experience, (b) research of McKenzie & Skrla (2011) and Skrla, McKenzie & Scheurich (2009) on equity and social justice in schools, and (c) theoretical regression model for predicting the academic achievement of ELLs developed by Suárez-Orozco, Suárez-Orozco and Todorova (2008). Findings of this study revealed that participating ELLs (a) had minimal linguistic opportunities in daily academic settings, (b) had inequitable access to highly qualified experienced teachers and academic programs, and (c) their academic performance was being influenced by mixture of similar student-centered and school-centered factors.
- Resource Type:
- Dissertation
- Campus Tesim:
- Stanislaus
- Department:
- Doctor of Education in Educational Leadership
- Creator:
- Guerrero, Jessie Elizabeth
- Description:
- This study examined teacher and administrator perspectives in regards to the adoption and implementation of an elementary mathematics teaching approach called Cognitively Guided Instruction (CGI), at three elementary school sites of a rural elementary school district, located in the Central Valley of California. A holistic exploratory case study analysis involving teachers and administrators, from each of the three participating school sites and district office, was conducted. The study explores how one elementary school district aimed to improve student learning and began the shift into teaching the Common Core State Standards by adopting and implementing CGI; as it is within the complexity of implementing new innovations there is oftentimes a lack of understanding of effective ways to fully introduce and integrate these improvements. This study seeks to gain a better understanding of teachers’ and administrators’ perceptions of the adoption and implementation process of Cognitively Guided Instruction. This study uses a combination of theories, including Constructivism, Cognitive Learning and Rogers’ Diffusion of Innovation. The study participants are elementary math teachers representing grades one through six, school site principals and one district office representative. The case study design utilized classroom observations, teacher interviews, administrator interviews and a review of documents and materials related to CGI. Research was conducted during the 2013-14 academic school year. The data from these three sources were triangulated and analyzed for emerging categories and subcategories. Six categories xiii emerged from the data: 1) Defining and Understanding CGI, 2) Preparation for Implementing CGI in the Classroom, 3) Professional Development, 4) Using CGI in the Classroom, 5) Institutional and Leadership Support for Adopting, Implementing and Institutionalizing CGI, and 6) Influences on Changing Educational Practices and Teacher and Administrator Beliefs as a Result of Implementing CGI. The findings of the study indicate few differences between the three school sites in regards to their adoption and implementation of CGI: teachers’ and administrators’ perceptions of the adoption and implementation of the CGI approach was generally positive; teachers felt supported by the school and district leadership, and believed they benefitted from the various training opportunities provided; barriers and challenges identified, possibly had a slowing effect on the process of fully implementing CGI; implications for theory and practice, such as the importance for solid professional development, administrator support, and the recognition that anything new is a process; and the process of adopting and implementing innovations such as CGI progresses through stages. This study concludes with three areas of recommendations: 1) Recommendations for Institutionalizing and Sustaining Cognitively Guided Instruction in the Mountain View Elementary School District, 2) Recommendations for Educational Institutions, and 3) Recommendations for Future Research.
- Resource Type:
- Dissertation
- Campus Tesim:
- Stanislaus
- Department:
- Doctor of Education in Educational Leadership
34. Case study: roles and responsibilities of counseling faculty at three California community colleges
- Creator:
- Garcia, Christina
- Description:
- This study examined the roles and responsibilities of California Community College counselors. Three case studies were conducted at 3 community colleges within the central California region. Participants included 3 general counseling faculty members at each community college. Interviews and focus groups were the primary sources of data. Other sources included archival data, journal articles, and institutional documents pertinent to the study. The purpose of this study was to illustrate to the campus community the broad range of services that community college counseling faculty provide to students on a daily basis. The study used an existing model developed by Preston Pulliams (1990) as well as a framework developed by the researcher.
- Resource Type:
- Dissertation
- Campus Tesim:
- Stanislaus
- Department:
- Doctor of Education in Educational Leadership
35. Outcomes of math faculty engagement in student learning outcomes assessment in the two-year college
- Creator:
- Bruley, Marie N.
- Description:
- This study utilizes a mixed methods exploratory design to examine the nature of math faculty engagement in the student learning outcomes assessment cycle. The focus of the study is on the types of changes that math faculty are implementing as a result of assessment outcomes and the institutional environmental factors that impact faculty engagement in the assessment cycle. The study fills a gap in the research on student learning outcomes assessment by focusing on how assessment is impacting math faculty teaching practice. This study is of particular importance because of the importance in helping students meet math requirements so they can achieve their educational goals and because of poor success rates in math courses that show room for improvement in math instruction. This study uses a pragmatic framework to explore faculty engagement. The study participants are math faculty from community colleges in the state of California. The mixed methods design utilized math faculty interviews and a survey instrument designed to describe math faculty engagement in student learning outcomes assessment cycles throughout the California community college system. The findings indicate that math faculty are actively participating in assessment and implementing improvement plans that are developed either by individual faculty or by departments. The typical changes that are being implemented are more time or emphasis for particular elements of the content of courses and revisions to SLO statements. Factors impacting math faculty engagement in xiii assessment are faculty workload, obtaining meaningful assessment data, and departmental environment. The math faculty indicate that the types of support they would like their institutions to provide are release-time and support for adjunct faculty involvement in assessment. The math faculty report that there are differences in the changes applied to courses at different levels of the mathematics curriculum due to a number of factors that are either systemic or due to department environment.
- Resource Type:
- Dissertation
- Campus Tesim:
- Stanislaus
- Department:
- Doctor of Education in Educational Leadership
- Creator:
- Gomez, Delia Silva
- Description:
- This qualitative research study focused on the Hollister Dual Language Academy, a small school that implemented a 50:50 English/Spanish dual language model. It was recently awarded the California Distinguished School Honor in 2012 for its commitment to narrowing the achievement gap and providing a unique opportunity for it students. This study incorporated three in-depth interviews from teachers, a focus group interview of seven students, and 15 questionnaires from parents. All participants in the study, including the researcher, who was also the principal, were part of the inaugural group that began the school in 2007. This study identified contributing factors that led to high academic achievement of all learners, including English learners, as perceived by the students, parents, and teachers and how these factors helped to bridge the “opportunity gap.” Evidence provided by this study through qualitative data demonstrated how this school narrowed the educational opportunity gap by providing students an environment where they learn to speak, read, and write in two languages and have multicultural opportunities to learn about the people and world around them. The study emphasized the major themes from the teacher interviews, student focus groups, and parent questionnaires that specifically focused on the opportunities that led to increased student achievement. Implications on how this study can help other schools and districts to provide optimal educational opportunities, especially a dual language program, are discussed. Further areas for future research were also presented.
- Resource Type:
- Dissertation
- Campus Tesim:
- Stanislaus
- Department:
- Doctor of Education in Educational Leadership
37. Student success perceptions from 2-year and 4-year first and second-generation college graduates
- Creator:
- Lonn-Nichols, Clarissa
- Description:
- This qualitative study focuses on two cases studies, the perceptions of first and second-generation college graduates from a four-year public college who transferred from a two-year public college regarding family, social, institutional factors and influences during their collegiate experience. The first case study had one male and one female, first-generation college graduates, as did the second parallel case study, of second-generation college graduates. The examination of data based upon sequenced interviews and document analysis revealed findings that give distinction to specific types of student engagement that were influenced by institutional characteristics. The development of themes specific to each case study, including similarities and differences, document critical variables and interactions that affected student success and achievement. Major findings include overall themes that highlight the evidence of first and second-generation college graduates were most influenced by during their college experience specifically with navigating the institution, the requirements and the influence of college faculty and staff and the value placed on education by the participant and those within their inner sphere of influence.
- Resource Type:
- Dissertation
- Campus Tesim:
- Stanislaus
- Department:
- Doctor of Education in Educational Leadership
- Creator:
- Chevalier-Metzger, Teresia
- Description:
- State and local assessment data from 117 students in one school in the California Central Valley were examined to determine how much participation in a kindergarten through second grade multitiered reading intervention model contributed to third grade reading achievement, over and above the demographic factors of ethnicity, socioeconomic status, parent education level, English language level in kindergarten, gender, and age at kindergarten entry. State and local assessment data were also examined to determine how much participation in a kindergarten through second grade multitiered reading intervention model contributed to third grade reading achievement, over and above the kindergarten reading readiness factors of letter sounds, oral blending, oral segmenting, consonant-vowel-consonant (CVC) word reading, and high frequency word (HFW) reading. Multiple regression analyses with ordered sets of predictors were conducted to identify the relationship of the factors to students’ third grade end-of-year reading performance. Additionally, multiple regression analyses were conducted to examine the contributions of three interventions–Systematic Instruction in Phonemic Awareness, Phonics, and Sight Words (SIPPS); Reads Naturally; and teacher-created interventions–over and above demographic factors on end-of-intervention assessments. Kindergarten reading readiness and demographic factors significantly contributed to third grade reading achievement, while the effects of participation in a multitiered intervention model were not significant.
- Resource Type:
- Dissertation
- Campus Tesim:
- Stanislaus
- Department:
- Doctor of Education in Educational Leadership
39. Community college administrators as educational partnership champions: phenomenological perspectives
- Creator:
- Boodrookas, George J.
- Description:
- This study explored, through the use of phenomenological research methods, the experiences of community college administrators in the development and implementation of educational partnerships. The study focused on the actions of these administrators who serve as partnership "champions" in ventures related to community, economic and workforce development involving multiple organizational partners. In the aftermath of the deepest economic downturn since the Great Depression, community colleges struggle to find viable solutions to meet programmatic and service needs. Partnerships with public and private entities, facilitated by these champions, appear to be more important than ever. The purpose of this study was to explore champions' practice of individual agency, as well as other personal and social influences on and by partnership champions, as they retrospectively assessed their experiences in educational partnership development and implementation. Phenomenological research methods were utilized to capture and interpret the essence and meaning of the lived experiences of these partnership champions. It is intended that study findings will be useful to leaders and policy makers seeking to improve the practice of educational partnerships involving the community college. Further, it is intended that findings will assist current and future partnership champions to better understand their own influences and motivations while improving their practice related to educational partnerships.
- Resource Type:
- Dissertation
- Campus Tesim:
- Stanislaus
- Department:
- Doctor of Education in Educational Leadership
- Creator:
- Harris, Dianne Terese
- Description:
- This study analyzed factors that may increase pass rates on the California High School Exit Exam (CAHSEE). Four research questions were analyzed: (a) What are students' perceptions regarding the effectiveness of preparation that may contribute to passing the California High School Exit Examination (CAHSEE), (b) Do preintervention programs affect student achievement on high school exit exams, (c) Do intervention programs have an effect on passage rates of students who fail the first administration of a high school exit exam, and (d) How much of student performance on the CAHSEE can be explained by the following variables: gender, ethnicity, socioeconomic status, advanced level courses, years of teaching, CST scores, and parent education level? This study collected and analyzed data from 6 high schools in California that were located in rural, suburban, and urban counties. Data was collected and analyzed from the 2010 and 2011 administrations of the CAHSEE. Discrepancies in pass rates were identified between minorities, English language learners (ELLs), and Special Education (SPED) students, a result that was broadly consistent with the theory of Social Darwinism.
- Resource Type:
- Dissertation
- Campus Tesim:
- Stanislaus
- Department:
- Doctor of Education in Educational Leadership