Search Constraints
« Previous |
1 - 10 of 43,727
|
Next »
Search Results
- Creator:
- Harris, Matthew Joseph
- Description:
- At present, a majority of one-to-one student laptop programs exist in schools that serve affluent communities, which denies low socioeconomic students the learning benefits of ubiquitous access to technology. Using a “Studying Up - Studying Down” paradigm, this multi-site case study collected mixed method data from program participants at five laptop programs to identify student learning outcomes of one-to-one student laptop programs, especially those with the greatest potential impact on low socioeconomic students. Findings showed that laptop programs affected all three levels of the Educational Digital Divide and that laptop students experienced transformed scholastic learning, changes to the learning environment, technology skills attainment, impacts on communication, and responsibility development. For low socioeconomic students, laptop programs impacted learning in the aforementioned areas to a higher degree than non-low socioeconomic students, while also improving career potential, expanding worldviews, and empowering communities through technology learning extended to students’ families. Implications suggest that one-to-one student laptop programs can be effective educational investments for low socioeconomic schools.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Egiziano, Janet Swift
- Description:
- While more women lead community colleges than ever before, males hold more than 70% of top leadership positions. Despite decades of scholarship and emerging concepts of leadership, the masculine model of leadership persists. Using social role theory as a conceptual framework, this case study explored the impact of gendered leadership and organizational values, both masculine and feminine, on institutional effectiveness. This mixed methods design employed survey, semi-structured interviews, and a gender analysis of the SYMLOG survey instrument based on definitions of values identified as masculine or feminine in the literature on educational leadership and organizational culture. Findings suggest that (a) a mix of gendered values creates optimal performance; (b) the masculine model of leadership negatively impacts organizational culture and is ineffective for the community college system of shared governance; and (b) the most effective leadership model is comprised primarily of feminine values, regardless of the leader’s biological sex.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Wiley, Brittany
- Description:
- This study utilizes studies on the research and exploration of the impact that schools have on parent participation and involvement in a child’s education, specifically when focusing on non-native English speaking families. This study investigates the struggles that these families face in the school setting, as well as possible solutions to create a more welcoming environment. The findings of this study include that parents felt frustrated or scared when reaching out, schools provided little resources for these families, and healthy parent-school relationships yielded positive results for English language learners. A key implication of this study was that there are many things the schools, educators, and administration can do to help the parents feel respected and understood, creating a positive and mutually beneficial relationship.
- Resource Type:
- Capstone project
- Campus Tesim:
- Chico
- Department:
- Liberal Studies
- Creator:
- Donohue, Michelle Jean
- Description:
- This study highlights the under-representation of women in educational leadership. It explores the specific issue of supervision as an important function of management that facilitates women’s career advancement, and promotes gender equity. The very nature of supervision mirrors a historical value of the profession, employee development. Key themes, including organizational culture, gender and racial bias, effective supervision, and positive encouragement with subordinates provide an understanding of the relationship supervision has on equitable female representation within management. Data collection included a unique application of the Synergistic Supervision Scale (SSS) and interviews with managers to uncover the supervision context and institutional barriers that impede employees. A conceptual model is provided for supervision that specifically supports women’s equitable rise from mid-level to senior management.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Budd, Deborah Floyd
- Description:
- In recent years, community colleges have become more challenged to be accredited and not placed on warning for their lack of institutional effectiveness. This mixed methods study looked at one of the measurements of institutional effectiveness- a college’s ability to integrate planning and resource allocation- and sought to identify if there was a relationship to reaffirmation of accreditation and transfer rates of African American and Latino students. While there was no statistical significance between planning and budgeting and transfer rates, there were relationships identified between transfer and accreditation status, and accreditation status and planning and budgeting integration, indicating an indirect relationship between planning and budgeting and transfer rates. In addition, qualitative analysis identified use of data, a strong leader, a transfer culture, and an established planning process as positive contributors to increased transfer rates of African American and Latino students.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Wick, David John
- Description:
- Consistently low levels of study abroad participation by students of color have fueled extensive anecdotal advice literature and a few empirical studies that examined perceived barriers to access. Literature that explores the experiences of students of color who studied abroad remains extremely limited. The primary goal of this research was to add the narratives of study abroad of students of color to the literature. Documenting these experiences allowed me to investigate the role of identity in the study abroad process and to develop a conceptual framework of the study abroad experience for students of color from a Critical Race Theory perspective. This longitudinal qualitative research included 47 study abroad returnees who participated in six interviews and five focus groups that took place 3-6 and 12-18 months after return. Participants had studied abroad for a semester or year in cross-cultural immersion programs in 16 countries. The findings indicated that study abroad was a unique context for leveraging and building social and cultural capital, critically negotiating intersecting identities, and developing agency. These results helped to re-conceptualize study abroad as a transformative process that begins when students first believe that it is possible and continues well beyond return. Additionally, these findings suggested that study abroad acts as a Third Space for students of color in which they can freely reconsider their social locations and the impact that they want to have on the world. The student narratives in this study lent support to arguments that study abroad can promote citizenship, democratization, and humanization for participants and their host communities.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Torres, Carla Chávez
- Description:
- This study seeks to address how participatory action research (PAR) helps middle school teachers reflect on the process of change, attitudes, and pedagogy towards teaching English language learners (ELLs) in content classes. The PAR study involved six middle school teachers and a site administrator (researcher) at Cleeves School. The teachers and administrator participated in critical dialogue regarding their ELL students. Participants in the study met four times to discuss articles on ELLs with the use of guiding questions while reflecting on their own practice. Additional research data included classroom observations of each middle-school teacher; and pre and post survey information from each participant. This research attempts to discover ways to improve teacher pedagogy in addressing the academic and social needs of middle school English language learners. Two major areas explored are the incorporation of culturally relevant pedagogy and effective scaffolding strategies in developing academic literacy with middle school ELLs. The use of PAR as the methodology of this study also informs how middle school teachers at Cleeves School can improve in providing an equitable education for ELLs by creating an atmosphere of collaboration among colleagues.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Education
- Creator:
- Sunseri, Anita Bennett
- Description:
- Many students struggle with structuring their writing in composing expository texts. This dissertation examined the scaffolding strategies inherent in the Thinking Maps program to see if students’ compositions were more organized if they used a Thinking Map in responding to a writing prompt. The participants were 71 students in three fourth grade classes in the South Bay School District. Two of the classes were experimental in that the teachers helped students create and use Thinking Maps in addressing two writing prompts. The other class was a Control Class because Thinking Maps were not used with students. The results were Thinking Maps did not have a statistically significant impact on students’ writing. However, English Language Learners (ELLs) in the Experimental Classes appeared to realize a slight benefit in using TMs compared to the non-ELL students in the Control Class. Although the evidence is weak, students appear to benefit from using Thinking Maps.
- 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