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- Creator:
- Moore Bramham, Melissa Nicole
- Description:
- California is ranked 49th in per pupil spending (Fensterwald, 2013) therefore, it is no surprise teachers continue to be concerned how to bring funding to their visual and performing arts (VAPA) programs. Pupil fees are a direct violation of California’s “free school guarantee” (1879, 1984). Reinforced in 2010, the issue of pupil fees re-emerged in a statewide lawsuit creating Assembly Bill (AB) 1575. To date, there is no research until now investigating the impacts of the removal of pupil fees on high school VAPA programs. The purpose of this study was to examine whether or not in the quest to be equitable to all students under this bill, an inequity in schools is caused. Concurrent triangulation mixed-methods approach was employed because it collects qualitative and quantitative data simultaneously. Quantitative data was collected from an online survey involving 77 respondents (76 VAPA teachers and 1 Administrator). Qualitative data was collected via interviews with nine Superintendents throughout California and the open-ended responses from the online survey participants. Quantitative data was analyzed via descriptive analysis, Pearson Correlations, and Chi Square to determine what significant variables impacted VAPA teachers in relation to AB 1575. Qualitative data was analyzed using an open-coding system and basic qualitative analysis to discover any emerging themes. Findings expressed how the data correlated to Ecological Systems Theory, Resource Dependency Theory, and Equity Theory. The macro perspective given from the Superintendents stated compliancy with the bill in their district and implementation of appropriate measures to ensure no fees are charged to students. Approaches to information dissemination varied according to district. All Superintendents agreed the arts are an important facet to an educational experience yet funding replacement specific to AB 1575 was only addressed by one Superintendent. Two-thirds of Superintendents expressed this bill will not achieve equity for students, whereas VAPA teachers’ expressed classroom funding does not meet student needs. Although most teachers are aware of the bill and its intent, the lack of professional development hinders compliancy. Further, as teachers experience a continued decrease in funding, many are concerned for the future of VAPA classes. AB 1575’s many facets allow for future research in the following areas: (a) Appropriate arts education funding models, (b) AB 1575’s impacts on afterschool and athletic programs, (c) Unintended consequences of educational policies, and (d) Teacher perceptions towards students who pay versus those who do not. AB 1575 is a complex system that affects students, parents, teachers, and districts differently. The bill begins to address the inequity students received when they were resource dependent for their education. Now is the time to ensure VAPA programs are justly funded so they are never again resource dependent on their students. Every student deserves a high quality arts education with multiple opportunities to flourish.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
52. Principal perceptions of common core state standards and the implications for teacher evaluation
- Creator:
- Underwood, Carrie
- Description:
- This dissertation describes a study assessing Twin Rivers Unified School District’s school principals’ attitudes towards various characteristics of teacher evaluation and compares perceptions among sub groups. Thirty-one building principals completed a survey which measured perceptions of four constructs of teacher evaluation that were selected from current educational theory: teacher evaluation should be founded in a partnership, differentiated for individuals, ongoing, and considerate of student learning outcomes. Principals were examined as sub groups according to gender, ethnicity, school culture, professional backgrounds, and years of experience. Descriptive statistics indicated that principals agreed that evaluation systems should be part of an ongoing cycle. Might teacher evaluation be an opportunity to view a teacher’s performance from a growth mindset? This mixed-methods study used survey data and interview data at a Northern California school district, to explore the following questions: 1. Which of the following or combination of variables are significantly related regarding principal perceptions about teacher evaluation for Common Core? o Gender o Professional Background o Age o Years as a principal o Ethnicity o School Climate 2. What are the perceived factors already impacting teacher evaluations by school site principals that relate to CCSS and do they transfer? 3. What are the perceived changes (by principals) that teacher evaluation must undergo in light of Common Core implementation? The quantitative findings for Question 1 did not have a significant correlation between principal perceptions and variables on the survey. Questions 2 and 3, in a qualitative study, provided an opportunity to view principal perceptions of teacher evaluation through the lenses of Systems Theory (focusing on Bronfenbrenner’s (1979) Ecology of Human Development Theory), Universal Design for Learning Theory, Appreciative Inquiry Theory, and Transformational Leadership Theory. The theories formulated from qualitative data, showed illustration of support that could lead to growth oriented teacher evaluation via: 1. The removal of barriers for principals as they evaluate teachers. For example, more time for principals to provide focused support for teachers and a non-punitive evaluation. 2. Change to current evaluation models by implementing a more growth-oriented evaluation process and principals leading with a multi-faceted leadership style. This study concludes with policy and future research recommendations.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Kirchner, Scott Daniel
- Description:
- To address concerns related to student success, more and more institutions of higher education are using electronic portfolios to assess student development. Institutions using ePortfolios focus on the use of the medium as a summative tool, and though some institutions are involved in discussions regarding student transformation, there is little discussion regarding curriculum crafted to transform student thinking. This study used a concurrent triangulation mixed-methods research design to determine the impact of a dedicated curriculum identified as a “folio curriculum” on the development of a type of higher order thinking within freshman seminar students which the author labels “folio thinking,” as well as predictors of student success to include academic self-confidence, academic identity, and internal locus of control. The quantitative data indicated no effect on student thinking over the 16-week course. The qualitative data indicated that there was a direct and positive relationship between the dedicated folio curriculum and development of dimensions of folio thinking. The qualitative data also revealed a direct and positive relationship between two dimensions of folio thinking specifically academic achievement motivation and self-efficacy, and academic self-confidence, academic identity, and internal locus of control within the research subjects. Findings from this study are important in the arena of higher education as instructors, leaders, and policy-makers can use them to facilitate student success. Stakeholders providing services to students should remember that an important function of college is the building of human capital by students, the development of awareness of such capital, and how to spend it. Stakeholders need to dedicate resources to this end. This study provided evidence that a curriculum dedicated to the development of folio thinking using the ePortfolio medium can facilitate the building of human capital by students and the awareness of that capital. Awareness by students of the capital they hold is an influencing variable to academic self-confidence and internal locus of control, which have been linked to student success. Future studies should use larger samples for the quantitative data, and qualitative data should be gathered to continue development of an understanding regarding the effect of folio curriculum on folio thinking, and the effects of folio thinking on academic self-confidence, locus of control, and subsequent influence on student success. Results of this study can also be used to begin a discussion about implementation of folio curriculum at earlier stages of development including P-12, and other courses in higher education. With appropriate scaffolding this curriculum can provide for the development of student thinking, and discovery of the capital that is held by students, leading to higher levels of student success.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Jouganatos, Brandon
- Description:
- The purpose of this study was to research default prevention strategies colleges can utilize to reverse student loan default among two-year colleges. Specifically, this study sought to identify what current actions financial aid departments are taking toward student loan default prevention. Controlling for different variables guided by theory and research, this study sought to identify any outlier colleges with lower default rates than would be otherwise predicted by their population and/or institutional characteristics. A mixed methods approach was utilized to collect the data for the study; U.S. Department of Education databases allowed the researcher to gather cohort default rates and other institutional characteristics of two-year colleges for analysis. The researcher used the institutional data for regression analysis to determine the predictive relationship between multiple institutional characteristics of two-year colleges and student loan default. The analysis examined and controlled for the following variables: retention rate, student to faculty ratio, percentage of students receiving Pell grants, and total amount of federal student loans received by institution and percent non-white by institution. The researcher also administered a financial aid administrator survey, which included questions pertaining to the financial aid department structure, practices and default prevention. Finally, interviews with financial aid administrators were conducted to identify what actions have been taken toward student loan default prevention. Resulting from an analysis of the data, two-year colleges were identified as beating the odds by having lower default rates than would otherwise be predicted and institutional default prevention strategies were characterized to reduce student loan default. These results indicate default prevention has a significant impact on lowering student loan default. The findings suggest more knowledge in the field of default prevention is needed to develop effective default prevention strategies. From the findings, it is suggested that further research look into current financial aid practices and the impact of default prevention as a preventative approach to reduce student loan default.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Kim, Chris J.
- Description:
- This study examined whether the qualities of desired and effective leadership are demographically contingent or universal in the contemporary higher education setting. A universal lens would for example predict that Transformational, Transactional, or Transcendental constructs of leadership could be equally effective when used by any leader with all constituents regardless of context, whereas a contingent lens would posit that certain leadership constructs could apply in some but not all situations (Yukl, 2002). Using a mixed method approach, this study employed Transformational leadership theory, Transcendental leadership theory, and Generational theory to investigate whether the generational affiliation of higher education administrators were more important determinates of workplace leadership preferences (Meredith, Schewe, Hiam, & Karlovich, 2002), or whether other demographic factors such as gender, ethnicity, and organizational seniority, played a more important role. An important finding of this study was that leadership preferences in higher education are largely universal in scope, with study participants’ generational context not significantly correlating to or predicting leadership preferences. That said, participants’ generation was found to be an important consideration in the discussion of effective leadership behaviors, with Transcendental and Transformational leadership behaviors such as mentoring and individually considering individuals’ needs rising to the top of the leadership discussions. This study also serves to validate the efficacy of Transformational leadership based curriculum in leadership studies; makes the case for the integration of Transcendental leadership curriculum; and brings attention to the role that education and training plays in reducing Transactional leadership preferences, which was found to be least effective in the higher education setting. Recommendations for action largely pertain to the training and development operations of higher education institutions, and include: programs targeting senior administrators; initiatives fostering transitions-focused, individualized mentoring relationships across the institution; and programs dedicated to change resiliency training in the areas of inter-generational leadership and technology.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Otten, Daren M.
- Description:
- The California State University is the largest bachelor’s degree granting level education system in the United States. Higher education in California is expensive to students, parents, and taxpayers. This research sought provide a standard methodology to answer the question of what is the most accurate method for determining the cost of producing a bachelor’s degree within the California State University system? Educational cost is not a new topic, as the California Master Plan for Higher Education (California Department of Education, 1960) dedicated an entire chapter to why cost and cost management is critical for the sustainability of the educational systems. The framers of the California higher education did not specify how costs would be measured or suggest solutions for seeking efficiencies that could be scaled to each campus. The CSU Chancellors office, through the CSU Synergy and the CSU Graduation Initiatives, continue to seek effectiveness and efficiencies while balancing the student learning and access mission on which the system is founded. This work explored previously developed degree-costing methodologies and ultimately proposed a revised costing model that can be used to determine degree cost. The work is based both on actual and theoretical student course taking behavior, direct and indirect educational cost accounting, the determination of educational cost drivers, and the impact that student success and other factors have on the cost of a degree.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Carlson, Diane Elisabeth
- Description:
- This mixed-methods study examines the knowledge that California community college presidents, president/superintendents, and chancellors (CEOs) have about the social justice issues of wealth inequality and segregation impacting the communities they serve, how this knowledge relates to social justice leadership practices, and how other background factors influence those practices. A quantitative survey sampled the CEO population to explore correlations between these variables. Ten in-depth interviews investigated these issues to understand more deeply the social justice leadership practices themselves. Critical Race Theory and Critical Systems Theory both provide overlapping frameworks for influencing the development of critical, self-reflective social justice leadership practices and for challenging the concept of the achievement gap. Findings add to the understanding of social justice issues in relation to community colleges and include medium-high to high positive correlations between accuracy of knowledge of social justice issues impacting students and communities and the valuing of social justice practices. Some CEOs also significantly underestimate the wealth inequality and segregation their students experience. Findings further suggest a deeper understanding of what social justice strategies look like through visibility, earning “citizenship” in communities, and intentionality (including critical consciousness, action, responsibility, empowerment, and the naming of structures of inequality). These strategies culminate in a new model of leadership: Critical Social Justice Leadership. Recommendations include stronger social justice training for leaders in educational leadership programs and Boards of Trustees, the incorporation of social justice understandings into accreditation standards, as well as the collection of broader and deeper data to more fully understand and address student outcomes.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Walters, Martha M.
- Description:
- Abstract of MAKING CAMPUSES SAFER AND STAYING OUT OF COURT: LEADERSHIP PRACTICES FACILITATING COMPLIANCE WITH THE JEANNE CLERY ACT by Martha M. Walters Traditionally college and university campuses were thought to be insulated from negative consequences of the outside world. The truth could not be further from this viewpoint. The fact is, college campuses are microcosms of larger society (Briggs, 2010; Katel, 2011). Students have fallen victim to violent crimes perpetrated by fellow students and others when they least expected it. The on-campus residence hall murder of one such unsuspecting student was the catalyst for change when the parents of murder victim Jeanne Clery lobbied the federal government to pass the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (20 U.S.C. §1092 (f) Public Law 105-244) or better known today as the Clery Act. The Clery Act requires all universities and colleges who receive Title IV federal student financial aid assistance to report crime statistics, to disclose campus safety policy statements and to disseminate information to current and prospective students and employees (20 U.S.C. §1092 (f) Public Law 105-244). xi Despite enactment of the landmark federal campus crime reporting law 22 years ago, compliance with the mandates of the Jeanne Clery Act remains inconsistent at postsecondary educational institutions. The purpose of this study was threefold: 1) to provide new information regarding factors which impede and or enhance compliance with the Clery Act by California Community Colleges; 2) to identify leadership styles and practices which facilitate compliance with the Clery Act; and 3) to determine whether adequate resources have been devoted to complying with the Clery Act. This study identifies how the origins of higher education and In Loco Parentis have contributed to a mindset in postsecondary education which favors, in many cases, internal handling of campus crime and related matters rather than the transparency the public and consumers demand. The new era of student-as-consumer has ushered in the necessity that postsecondary institutions provide honest and accurate information in their Annual Security Report (ASR). Recent examples of post-secondary institutional non-compliance with the Clery Act and the costly consequences of such a course of action are identified and analyzed using a systems theory lens combined with a multiple paradigm approach to problem solving. The best components of positivism, social constructionism and postmodernism are combined to offer a new way to analyze the difficult topic of compliance with the Clery Act. The sequential exploratory mixed-methods approach was purposefully selected for this study because it collects qualitative data in the first phase and confirms or expands upon that data by utilizing quantitative data in the second phase (Creswell, xii 2009). Accordingly, the first phase of this study collected qualitative data by conducting 11 interviews of participants holding high level leadership positions at selected California community colleges. Qualitative data were analyzed using open-coding to discover emerging themes from participant interviews. The second phase involved the collection of quantitative data by developing a survey on issues related to compliance and institutional leadership. The survey was emailed to targeted participants employed at California community colleges tasked with responsibilities associated with the collection of data for inclusion in their institution’s Annual Security Report (ASR) or preparation of the report itself. The researcher discovered unexpected data during the quantitative portion of the study in that ease of website access to Clery Act information varied widely by community college location with a more profound effect noted at rural and smaller size community colleges. The researcher also experienced an unwillingness to participate in the survey or to provide necessary information by many smaller rural area community colleges. Although the survey results cannot be generalized to the larger population, the data is valuable in that it provides a baseline, which may benefit future research in this area. This study is important because it contributes to a limited body of scholarly literature regarding compliance with the Clery Act at the community college level by highlighting the following conclusions: 1) leadership, at every level, impacts an institution’s ability to successfully comply with the Clery Act; 2) adequate resource have xiii not been devoted to compliance with the Clery Act; and 3) compliance with the Clery Act is inconsistent and suffers from a lack of guidance by the Chancellor’s office. Keywords/phrases: The Clery Act, compliance, Annual Security Report, campus crime, campus safety, risk assessment, risk management, emergency preparedness, leadership theory and practices, systems theory, positivism, social constructivism and postmodernism.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Munguía, Eva Margarita
- Description:
- Latinos are now the largest ethnic group in the United States and will continue to grow. However, the severe underrepresentation of Latinos in higher education is evident from research showing that the majority of Latino students who enroll in the California community colleges intending to transfer to four-year institutions are not being successful. The purpose of this qualitative phenomenology study was to: 1) examine the experiences of transfer-bound Latino students primarily in one TRIO program, Student Support Services (SSS), 2) identity factors that hindered or facilitated a transfer culture, 3) illuminate the voices and testimonios of Latino students, and 4) corroborate recommendations for change in policy, institutional practices and TRIO advocacy to support students of Latino ethnicity transfer from two-year college to four-year public institutions. Nine self-identified Latino students who completed at least two years as TRIO participants and transfer-bound were selected. Four research questions guided this study to examine the influence of the advocacy of leadership when supporting students and creating a transfer culture. The researcher incorporated CRT and LatCrit frameworks to examine factors that challenged or supported the experiences of Latino students. The analysis took into account the community cultural wealth to identify and illuminate the unrecognized assets of participants and a transformative leadership approach identified by TRIO practices. Findings revealed that major hindrances came from the K-12 system in which students encountered negative experiences and exclusion based on their ethnicity and socio-economic status. Overall, the findings revealed that despite the challenges encountered during their K-12 years, the participants’ cultural wealth assets helped them achieve transition from high school to college. Finally, the TRIO SSS played a critical role in preparing students to transfer by validating the student’s cultural wealth. The study concludes with future research recommendations as well as a transfer climate model influenced by existing frameworks and based on study findings to support students in their transition to four-year institutions.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Phan, Man
- Description:
- This qualitative phenomenological study examined the experiences, events, and circumstances that affected the ascension of Asian Americans to the community college presidency in California. Through in-depth, conversational interviews, the researcher recaptured the rich personal, professional, and cultural stories shared by each of the seven current Asian American presidents. At the time of this writing, the seven Asian American college presidents represented only six percent of all college presidents in the California community college system. A fundamental question that guided this study is why do Asian Americans, despite their recognized success in academia, have the lowest representation of all ethnic groups at the presidential level in higher education? What discrimination, if any, did Asian Americans experience in their quest to become a college president? By exploring the pathways, experiences, and situations of the seven sitting Asian American presidents, the aim is to discover whether these Asian Americans, given their racial identity, encountered any unfair treatment in their ascension to the presidency. The study utilized the Critical Race Theory and glass ceiling model as a lens to examine the under-representation of Asian American educators at the top executive level. The stories, as told by these seven Asian American presidents, revealed that while they had encountered some form of racial discrimination in their personal lives and professional careers, those challenges however did not impede their attainment of the presidency. Instead, the findings revealed this select group of Asian American educators was determined to excel in their careers and managed to overcome certain racial micro-aggressions and stereotypes through persistence, hard-work, and other values imparted upon them by their bicultural identity. Contrary to the common belief that the paths to the college presidency for Asian Americans are hindered by some degree of institutional barriers and racism, the accounts by these seven Asian American presidents suggest that personal factors, including but not limited to communication styles, leadership qualities, personal comfort, family consideration, and tolerance for failure are the reasons for the under representation of Asian Americans at the top administrative echelon in higher education. What emerged from the study is a model of the pathway to the college presidency; a model that incorporates both the glass ceiling theory and critical race theory. The study concluded with a list of recommended actions that Asian Americans aspiring to become college presidents can take to increase their representation at presidential level. The recommendations contain implications of transformational leadership and public policy. This study contributes to the paucity of literature on Asian American leadership in higher education and highlights the values of a diversified college administrative team.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Daugherty, Maggie Williams
- Description:
- Neurodiversity is a controversial concept at the core of a social movement. It posits that disabilities of neurological origin, or atypical neurological development, are a typical human variance that should be respected as diversity instead of a disabling condition or deficit (Armstrong, 2010; Harmon, 2004; Ortega, 2009). Neurodiversity typically encompasses a variety of identifications, such as autism, ADHD, Down syndrome, learning disabilities, anxiety disorders, mental and emotional challenges, Tourette’s syndrome and other neurological differences. These individuals are often viewed by society as having a disabling condition, without the recognition of the differences and strengths that individuals with neurodiversities possess. This qualitative phenomenological study examines the path to self-attainment for individuals with neurodiversities. Interviews were conducted with 6 adults with neurodiversities, who identify as being self-fulfilled in their lives. The participants were all students of California State University, Sacramento. The data, gathered in face-to-face interviews, sought to uncover how people with a neurodiversity define self-fulfillment and the journey they took to reach self-acceptance. 1. How does each person define success (self-fulfillment)? 2. How does each person define happiness? 3. What identified strengths do people with neurodiversities have that lead to their success? 4. What experiences helped lead someone with neurodiversities to develop as an individual and be successful? 5. What challenges and barriers had to be overcome to reach success, happiness and self-fulfillment? a. How did they overcome stereotypes to identify strengths? b. How did they build resiliency to attain self-fulfillment? Using Bronfenbrenner’s Theory of Ecological Development to frame the study with support from Malsow’s Theory of Motivation, Benard’s Theory of Resiliency and Steele’s Theory of Stereotype Threat, the researcher analyzed the data showing that the participants defined success and self-fulfillment through a sense of determination and defined happiness through a strong sense of identity. The area of strength identified to help the participants be successful was self-efficacy. The experiences were identified with internal and external factors. The internal factors were high expectations, knowledge, facing challenges, and autonomy. The external factors were support systems, social acceptance, and culture. The barriers each individual identified as having to overcome were related to societal mindsets toward individual with neurodiversities. Overcoming these stereotypes was achieved by self-acceptance and support systems. Participants indicated that resiliency was built through sense of purpose, problem-solving skills, sense of belonging, autonomy and family support. These findings correspond directly with Benard’s Resiliency Theory. This study concludes with policy and future research recommendations, as well as recommended changes in practices in schools. Institutions must consider using strength-based approaches for all students, especially those with neurodiversities. Therefore, to help students build self-fulfillment, students need to recognize strengths and develop a sense of purpose and a strong identity.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Martinez-Alire, Crystal
- Description:
- This qualitative study examined tribal leadership and education by reviewing the process of tribal leadership in relation to key viewpoints of education in terms of cultural and traditional knowledge. Using a phenomenological approach, the researcher conducted eight interviews with Native American community members, tribal leaders or council members, students, and Indian educators in California. All interviews were transcribed and video-taped. This study documented the relationship between tribal leadership, transformational leadership, servant leadership, and shared leadership theories, as well as Freire’s theory of social justice. Study findings identified themes, such as elders, trust and collaboration, just to name a few. This study also identified a relationship between tribal sovereignty and leadership as well as education. Based on study findings, a new tribal leadership model was derived that included three leadership styles – transformational, servant, and shared leadership approaches.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Gonzalez, Kevin Jason
- Description:
- This study of Hispanic student pathways focused on successful community college transfer students in Science, Technology, Engineering, or Math (STEM) disciplines to discover significant personal and academic factors influencing their pathway. The impetus for this study is the persistence of achievement gaps in STEM disciplines for Hispanic students, the largest and fastest growing population in the U.S. Eighty-percent (80%) of Hispanic students start public higher education at community colleges, but few graduate, particularly in STEM fields. Achievement gaps in STEM have economic ramifications not only for the Hispanic population, but also the economy and competitiveness of the U.S. and California. The theoretical framework for this study included Tinto’s Persistence/Interactionalist Student Departure Model, Bourdieu’s Theory of Cultural Capital and Padilla’s Latino Student Success Model, which was further informed through the literature review. This study used a sequential explanatory mixed-methods approach, collecting both quantitative and qualitative data. Quantitative data was collected by electronic survey to Sacramento State transfer students majoring in STEM. Survey responses were analyzed by Pearson correlation and a summary of open-ended responses was provided. Two focus groups were held to collect qualitative data using a semi-structured interview protocol. Open-coding was used to discover themes from student responses and discover convergence and differences with quantitative data. Family was the most significant contributing factor to student success in this study, providing emotional support and a push or permission to continue to pursue an education. Socio-economic status played a significant role in students’ educational pathway in this study. Despite a paucity of Hispanic role models and mentors in STEM for underrepresented students, findings suggest that some students are able to find surrogate role models through teachers and community college professors despite racial/ethnic differences. Students in this study generally had positive feelings on the role of community college in their success, particularly community college faculty. The concept of “transition time” was an unexpected finding in this study. Community colleges allowed students to adjust to being independent and discover their pathway. Additional time needed to transition and mature, for some students, may be tied to culture and the closeness of family in Hispanic communities. Recommendations in this study include maintaining access through financial aid, increasing communication to parents, and increasing training by development of the Hispanic Transfer Student Typologies model.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Cheshire, Tamara Christine
- Description:
- This mixed methods study determined self-perceived needs, barriers, and resiliency characteristics that impact the academic success of American Indian community college students at Sacramento City College. The study was done to provide community colleges with further insight into the American Indian student experience to create an avenue for sustained institutional change to positively impact student success rates. Tribal Critical Race Theory and Reziliency Theory were combined to create a comprehensive theoretical framework through which to understand the experiences of American Indian students. For this study, success is defined as meeting the needs, eliminating the barriers, and reinforcing resiliency characteristics of American Indian students working toward the completion of a desired academic goal. Quantitative data came from student surveys with questions focusing on needs, barriers, and resiliency characteristics. Qualitative data came from follow-up focus groups to obtain deeper insight into the three previously mentioned variables. The researcher found that American Indian student needs fell into one of three categories: family support, financial support, or college support/services. Support from family members attending college, financial support and advising, and college support in the forms of academic counseling, cultural competency training, caring professors, Native student recognition, outreach and programming, Native student recruitment and retention, support for Native student organizations, involvement and networking with the external Native community, drug and alcohol counseling, and services like RISE and EOPS who provide advising, labs and other resources were found to be significant needs. Internal and external barriers exist for Native students. Internal barriers are controllable through the college and include a system linked to the perpetuation of racial stereotypes, which specifically result in making Native students invisible on campus; an inaccurate course curriculum or content reinforced by culturally incompetent, uncaring professors; bureaucratic or restrictive admissions practices; bureaucratic financial aid services; limited number and variety of course offerings; condescending tutors; the costs and availability of books; and transportation issues. External barriers over which the institution has no control include a lack of tribal support, lack of financial resources/support or inadequate finances, lack of family support, too many family demands, and how Native students feel about asking for help. It is important for the institution to be aware of the external barriers because they impact student needs within the internal academic environment. Interconnection between barriers prevents students from achieving success. Resiliency is defined as the skills or processes by which people cope with oppressive conditions. Native students have unmet needs and have experienced barriers rooted in racism and oppression; therefore, they have had to develop coping mechanisms or resiliency characteristics to survive and be successful. Resiliency characteristics were scholarship/financial support, spiritual support, social/community support, friend or peer/mentor support, community as family or sources of motivation and support, mentoring, friend and peer support, support services that teach resiliency characteristics like RISE and the Native American Studies Program, caring professors and counselors, as well as acts of resistance or survivance. A Student Success Equation was created. Furthermore when the equation was applied, a Student Success Model was produced incorporating factors that impact student success. Conclusions drawn from this research provide an applied context by which community colleges can enact transformative and transformational change to increase American Indian student success.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Tharp, Nathan M.
- Description:
- Too many California community colleges struggle with accreditation. From 2003-2012, 62 of the 112 colleges have been placed on some form of sanction and 40 of them more than once. Unfortunately, there is little research into what institutions can do to improve accreditation results. This study begins to address this gap. It is a qualitative comparative case study of four California community colleges, two that have been place on sanction five or more times (A schools) and two that not been placed on sanction (B schools). Data was collected via interviews with fourteen participants who spanned a range of positions, tenure, and degree of involvement with accreditation. Data was analyzed using activity and grounded theories. Differences between the A and B schools emerged under the themes of division of labor, motivation, and integration. Under division of labor, participants at the A schools reported more often that institutional roles were not universally agreed upon and abided by, that there were higher level of conflict around the division of labor, and that progress was made in spite of conflicts. Participants at the B schools reported more often that roles were clearly defined and abided by, that there were low levels of conflict, and on tools for resolving conflict. Interestingly, both A and B schools reported little difficulty with the division of labor with regards to accreditation-specific activities. Under motivation, participants at the A colleges reported more often that accreditation had not been universally interpreted as important, motivation was externally sourced, and accreditation processes had not been consistently enforced. Participants at the B colleges reported more often that accreditation was widely seen as important, motivation was internally sourced, and accreditation processes were consistently enforced. Both A and B college participants reported that the notion of a critical mass was important to sustaining motivation. Under integration, participants at the A college reported that contact with accreditation processes was variable, that accreditation processes had not historically had integrity, less on interconnecting activities, and that there were fewer resources available. Participants at the B colleges reported more on constant contact with accreditation processes, that processes were considered to have high level of integrity, that individuals and groups were interconnected with regards to accreditation, and that substantial resources were available for accreditation. Based on an analysis of these findings using activity theory, the following recommendations are made to college leaders: 1) define institutional roles and responsibilities abide by them, 2) resolve conflict when roles and responsibilities are not clear, 3) establish accreditation as important, 4) account for different perceptions of accreditation among groups, 5) reframe accreditation as internally motivated, 6) enforce accreditation activities, 7) maintain a critical mass of motivated individuals and groups, 8) maintain ongoing contact with accreditation processes, 9) develop accreditation tools that align with existing campus rules/norms/customs, 10) maintain the integrity of accreditation processes, 11) interconnect parties across the institution with formal and informal accreditation processes, and 12) prioritize resources for accreditation.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Ceja, Jessie
- Description:
- This study is phenomenological in nature and is based on interviews conducted with three current Latino and three current Latina superintendents in Northern California’s K-12 public schools. The purpose of this study was to determine factors leading to the ascension of California Latino/as to the superintendency and to analyze the similarities and differences in these factors for Latina and Latino superintendents. The study also analyzed the leadership qualities of current California Latino/a superintendents and the similarities and differences between the leadership qualities of Latino and Latina superintendents. Additionally, barriers faced by Latino/as in their pursuit of the superintendency are reported. The similarities and differences in these barriers between Latino and Latina superintendents are also reported. Factors that allowed the Latino/a superintendents to overcome these barriers are analyzed while evaluating the differences and similarities in these factors for Latino and Latina superintendents. The study also analyzed the effects of mentoring and networking on current Latino/a superintendents in California. Similarities and differences regarding the effects of mentoring and networking on Latino and Latina superintendents are reported. Three theoretical frameworks guided this study: Resiliency Theory, Critical Race Theory (CRT) and Latino/a Critical Scholarship Theory (LatCrit). The process of coding and analyzing the data gathered for this study resulted in the following emerging themes and characteristics: 1. the lack of mentoring, networking, and role models is a major barrier to Latino/a ascension to the superintendency, 2. there is a perception that Latino/a leaders are not capable of being effective superintendents, 3. Latina superintendents face gender barriers in addition to race/ethnicity barriers in their ascension to the superintendency, 4. Latino/a superintendents have a strong desire to prove their worth and prove wrong those with negative perceptions regarding Latino/as ability to lead, 5. Latino/a superintendents believe that experience and preparation allowed them to be appointed to their current positions and overcome the barriers they faced in their ascension to the superintendency, 6. strong family support has been a factor allowing Latino/a superintendents to overcome the barriers faced in their ascension to the superintendency, 7. Latino/a superintendents display either collaborative, inclusive, and/or consensus building leadership styles, 8. Latino/a superintendents can be described as “glass ceiling breakers” and as such, believe in their duty to mentor aspiring superintendents, and 9. mentoring, networking and peer support groups are key factors allowing Latino/a superintendents to overcome the barriers they faced in their ascension to the superintendency. With regards to differences between the Latina and Latino superintendent the key emergent themes were: a) the Latino superintendents are more capable of networking and bonding and this may be one factor accounting for the disparity in the numbers of Latino and Latina superintendents and b) gender can be an additional barrier faced by Latinas in their pursuit of the superintendency.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Batarseh, Samer Musa
- Description:
- In 2008, about 4% of all undergraduate degrees awarded in the United States were in engineering compared to 31% in China and about 19% throughout Asia (National Science Foundation, 2012). Based on current graduation rates, the United States is still expected to experience shortages in university graduates with engineering degrees (Sinkele & Mupinga, 2011). According to the National Foundation of American Policy (2010), in the 10 years between 2000 and 2010, American companies hired 890,100 scientists and engineers through the usage of H-1B visas. According to the National Science Foundation (2013), “Women, persons with disabilities, and three racial/ethnic groups—African Americans, Latinos, and American Indians— are considered underrepresented in science and engineering” (p. 2). According to the U.S. Census (2010), within the labor market for engineers with four-year university degrees, African Americans make up 3.2% of the workforce while making up 12% of the total population. Latinos/as make up 4.7% of the workforce while making up 16% of the total population. White females make up 7.5% of the workforce while making up 32% of the U.S. (U.S. Census, 2010). Many female and underrepresented minority students often opt for community colleges as gateways to higher education. Open access, closeness to work and family, and affordable fees make community colleges ideal options for all especially minority students (Tsapogas, 2004). To meet the demands of the labor market and maintain a global leadership position in innovative technologies, the United States can tap into underrepresented groups in engineering within the American populations to solve the problem of the shortage of engineers within the American labor market (Frehill, Di Fabio, & Hill, 2008). This qualitative study was based on personal interviews with 14 successful individuals from underrepresented groups in engineering. Using semi-structured interviews this qualitative study sought to understand the perceptions and experiences of participants. Data were collected from participants using demographic surveys and semi-structured individual interview questions. The sample of participants included 14 individuals from underrepresented groups in engineering who had first attended a community college prior to obtaining entry into a four-year college engineering program. This study explored the lived experiences of three African American males, three White females, and five Latinos, and three Latinos who were successful in using community colleges as pathways to gain admission into engineering schools at four-year universities. This qualitative study was influenced by the cultural capital model (Bourdieu, 1986) and the anti-deficit achievement model (Harper, 2010). The study sought to find answer to the following research questions: 1) what helped these successful individuals choose community colleges as pathways towards engineering majors? 2) What helped the participants complete the transfer journey from community colleges to engineering schools at four-year universities? and 3) What long-term academic and career goals were shaped by the community college experience? Based on the findings of this study, the participants chose community colleges as pathways based on low cost, location, experimenting with higher education, peer pressure, and remediation. The factors that helped the participants complete the transfer journey from community colleges to engineering schools at four-year universities were achieving the rite of passage to higher education while staying at home, receiving support from passionate instructors, having rigorous curriculum, learning new pedagogies, completing internships, and joining campus clubs. The community college experience had a big impact on the academic and career plans of participants who stated they wanted to work as engineers, pursue graduate studies, undertake entrepreneurship, and pay back to their community through volunteering and mentoring. Based on the findings in this study, prior to the community college stage, parents should take the responsibility of supporting, influencing, and planning children’s STEM plans early in life and communicate their plans to teachers and administrators. New community college students should be prepared for the rigor of science and math courses at community colleges by taking the necessary courses in high school. During the community college stage, future engineers should get involved in math, science, and engineering clubs, seek advice from academic counselors, learn multitasking and time management skills, join study groups, and complete available challenging courses before transferring. At the post community college stage, students should get involved in engineering societies and clubs, complete engineering internships, and seek anti-deficit agents or mentors. From a transformational leadership perspective, this study recommends that K-12 leaders plant the engineering seeds early among young students. The study calls for better collaboration among parents, students, leaders in K-12 institutions, community colleges, four-year university systems, and engineering sector employers. The study recommends better understanding of the challenges, strengths, wants, and needs of underrepresented groups in engineering. The study also recommends community college leaders create awareness about community colleges as viable and feasible pathways for bachelor’s degrees in engineering, improving student services including counseling and advising for engineering transfer students, and create more academic clubs and activities on community college campuses. From a public policy perspective, this study recommends establishing mandates and incentives to create tangible collaboration among high schools, community colleges, and four-year universities. Also, the study recommends influencing policymakers through emphasizing the economic value of community colleges and the high return on investment (ROI) of using community colleges as pathways. Also, the study recommends highlighting the voting power of underrepresented groups and the need to transform the current funding model for California community colleges. From a data-based decision making perspective, the study recommends better uses for using current demographic data to properly plan for future academic plans and the use of historical data to improve student services. Based on the findings of this study, when understood and utilized properly by students and parents, the community college system could provide the necessary dispositions to provide underrepresented students with anti-deficit support and cultural capital to access higher education and succeed in earning high ROI degrees like engineering.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Knolle, Jonathan Wylie
- Description:
- The objective of this mixed methods study is to identify the drivers and barriers to participation in professional online communities in education. The results of this study will help educational leaders establish and maintain more effective online communities, increase opportunities for dialog, and facilitate the sharing of resources that may help improve education. It is believed that as participation in online communities increases, educators will benefit from greater access to resources, shared knowledge, and professional development. This mixed methods study used an exploratory sequential design comprised of both qualitative and quantitative data. The qualitative strand focused on collecting data through 30-minute interviews with 7 participants who have served in the role of online group leaders on Brokers of Expertise. The outcome of the qualitative strand was a list of categories of factors that hinder or encourage participation in online communities. A combination of existing site usage data and quantitative survey data was used to determine which, if any, of the factors identified during the qualitative strand have significant impact on community group participation. In addition the quantitative strand served to uncover participant characteristics that have significant impact on participation. The researcher found that professional development, networking, knowledge sharing, interest in technology, and recognition all have positive relationships with community group participation. Conversely, lack of awareness, lack of training, and lack of leadership were found to have significant negative relationships to participation. Of the participant characteristics, length of membership on BoE, length of time in education, age range, and perceived technology efficacy were all found to be significant predictors of community group participation. The grade levels undergraduate and graduate as well as the subject(s)/topic(s) technology, foreign language, teacher education, career technical education, mathematics, English Language Arts, and professional development have greater than average levels of participation. Of the motivators to join the community, desire for belonging, networking, and sharing, were found to each have significant positive impact on community group participation. The qualitative data from the interview responses resulted in facilitation strategies organized into the following themes: engage group members with frequent communication, establish and communicate a clear purpose/vision for your group, establish an effective group design/structure, maximize utility/value of group resources and tools, provide group members with clear instructions/guidelines for participation, be an active and engaged leader.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Frost, Valinda
- Description:
- Abstract of THE EFFECTS OF EDUCATIONAL POLICY ON CRIMINAL PEER ABUSE by Valinda Frost Known commonly as “bullying”, criminal peer abuse is a serious problem in our schools and the most common form of violence in our society. Across the country researchers have found that 75% or more of all students suffer from some form of peer abuse. Children, the most vulnerable citizens in our society, are left susceptible to criminal behavior without the protection of the criminal justice system even though sections of criminal, civil and education codes were specifically designed for students’ protection. Further, enforcement of behavioral codes in public education is given with virtual autonomy to school district administrators by the California Education Code. Further, this study explores the workings of policies in the educational and legal systems concerning the protection of students’ civil rights with regard to criminal peer abuse. Laws are designed and exist to protect children but are ineffective for victims of criminal peer abuse due to fragmented and equivocal political, educational, and legal systems as well as cultural and family systems that tolerate and promote violence.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Prado, Rafael Antonio
- Description:
- Among our diverse student groups enrolled in U.S. community colleges, one highly fluid group, which includes many different subgroups, is referred to as Generation 1.5. Unfortunately, many Generation 1.5 students arrive to community college with a certain level of proficiency in spoken English (although quite often with fossilized errors), but require a great deal of remediation in the areas of reading and/or writing. Very little research though has been published on the professors who work with Generation 1.5 students upon their entry into community college. This transcendental phenomenological study examines the pedagogical preparation, and cultural and linguistic understanding of ESL, Reading, and English community college professors who often work with Generation 1.5 students when the latter first enroll in the two-year institutions. It also provides an understanding of community college professors’ professional development needs to serve Generation 1.5 students. The researcher utilized a social cognitive framework as the basis for the research project. In addition, he made use of Gay’s (2000) theory of culturally responsive teaching, Marsick and Watkins’ (1999) model on developing a learning organization, and Meyer and Jepperson’s (2000) four loads for acquiring language to make sense of the community college professors’ pedagogical practices, professional development needs, and understanding of language acquisition in relation to their teaching practices. The researcher found that while the ESL professors had a better understanding of pedagogical practices and Generation 1.5 students’ learning needs, they viewed the latter culturally from a deficit model framework. On the other hand, while the English professors lacked the pedagogical sophistication and linguistic understanding of ESL professors, they had a greater appreciation of Generation 1.5 students’ cultures. Finally, reading professors lacked the understanding of who are Generation 1.5 students as well as a pedagogical sophistication, language acquisition understanding, and strong comprehension of the link between culture and classroom instruction. This study concludes with recommendations for future research, and suggestions for improving professional development and services for professors who teach Generation 1.5 students.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Crossman, Kathleen
- Description:
- The Proficient level is the goal for student performance on the NAEP (National Assessment of Educational Progress, 2012). With only 25% of California’s grade four students performing at or above the Proficient level on the 2011 English language arts section of the National Assessment of Educational Progress (NAEP) achievement tests, too many third-grade students cannot read at grade level. California’s Hispanic students fared worse, with only 13% of fourth-grade students performing at or above the Proficient level. Might afterschool programs (ASP) be an opportunity to combat the achievement gap and help ensure all students are reading by the end of third grade? This mixedmethods study used California Standards Test (CST) Comprehension scores, observation, and case studies at a Northern California school, to explore the following questions: 1. Is there a significant difference, as measured by CST scores, in comprehension achievement between third through fifth grade students in an afterschool program and those not in an afterschool program? x 2. Is there a significant difference in comprehension achievement between Hispanic students and non-Hispanic students attending Ross Elementary? 3. In what ways does the afterschool program bolster reading comprehension success? The quantitative findings for Questions 1 and 2 showed that students attending the ASP did not have a significant difference on CST comprehension scores. Question 3, in a qualitative study, provided an opportunity to view students in the afterschool program through the lenses of Systems Theory (focusing on Bronfenbrenner’s (1979) Ecology of Human Development Theory), Universal Design for Learning Theory, and the Appreciative Inquiry Theory. The theories formulated from qualitative data, showed illustration of support that could lead to increased student achievement via: 1. Instructional support 2. Environment of mutual trust 3. Positive expectations and environment The history and role of afterschool programs (ASPs) are examined to better understand ASPs, their purposes, and key funding sources. This study concludes with policy and future research recommendations.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Dhillon, Baljinder
- Description:
- This study examined the effects of an afterschool intervention program on struggling third-, fourth-, and fifth-grade students. Struggling students in this study are students who performed below grade level on the STAR testing and beginning-of-the-year Benchmark assessments. The afterschool intervention was provided by credentialed teachers trained to teach math and English language arts. Much research has been done on afterschool tutoring using volunteers, parents, and college students. However, none of the extant research detailed what happens when credentialed teachers are used to implement an afterschool intervention program. Teachers used the adopted curriculum for English language arts and math the afterschool intervention program. A mixed-methods approach was used by the researcher to collect and analyze both quantitative and qualitative data. Quantitative data were collected from an Independent Samples t-Tests to compare students who received English language arts and math interventions after school to students who did not take benchmark assessments in English language arts and math. Qualitative data were collected from 12 classroom observations using the opportunity to view students in the afterschool program through the lenses of Systems Theory, Universal design for Learning Theory, and the Appreciative Inquiry Theory. The analysis studied the afterschool intervention program for the effects from the following: teacher training, positive relationships with teachers, structured for one hour (lessons were made for one hour), students empowered in some decision making in their learning, curriculum meeting the students’ needs, and student engagement in the program. This research adds to the body of knowledge that already exists by documenting an afterschool intervention program taught by trained credentialed teachers. Having credentialed teachers teaching makes an enormous difference in the results of the student’s progress in the program. Student progress was measured using benchmark assessments for math and English language arts.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Zhou, Jian-zhong
- Description:
- The total population of Asian American and Pacific Islanders (AAPI) in the United States as a race and an ethnic minority group ranks third at about 5%. However, the population of AAPI with at least a 4-year bachelor’s degree is the largest among all minority groups according to the Census Current Population Survey 2010. At the professional or doctoral degree level, about 20% of the total degree holders over 18 years old are minorities and AAPI account for 10.50% of them. A higher education is a foundation for leadership positions, but highly educated AAPI are severely under-represented at the top leadership level. For example, only 7% of full time tenured college faculty members are AAPI, and less than 1% of college presidents are AAPI, despite the fact that a professional or a doctoral degree is required for both tenured faculty and college president positions, and AAPI account for more than 10% of all professional and doctoral degrees. This study introduces the Representation Disparity (RD) ratios and Advancement ratios to quantify the under-representation phenomenon in social justice research for the first time. The RD and Advancement ratios measure a probability to be represented at the higher level positions based on the number of professionals in the qualified pools. Each ratio is defined and applied to AAPI in higher education. Not surprisingly, AAPI faculty’s chance to be represented at the top leadership level is much smaller than Whites. But surprisingly, AAPI faculty has a much worse chance to be represented at the president level than Blacks and Hispanics. Furthermore, this study surveyed two major groups of credentialed AAPI librarians and focused on their leadership achievement gaps. Strong correlations are found between the AAPI librarians highest leadership positions ever held and their advanced education level beyond Master’s Degree in Library Science, years of professional work, scholarly and creative activities, institutional, professional and community involvement. Although AAPI librarians are more educated than general credentialed librarians, and have published more, with similar years experience, their probability to represented at the top leadership level is one third of Whites and one half of Blacks according to this research. Two theoretical frameworks are introduced in this study which attempts to identify reasons for the contrast between high education attainment and low leadership achievement among AAPI librarians and faculty in education. The Immigration Filtering Theory provides an inside perspective on the high percentage of foreign-born AAPI and high education attainment. The Four Capitals Theory provides an outside perspective on AAPI as a racial minority group. The Four Capital Theory introduces Political Capital as the group influence on policies in the United States, in addition to the existing theories of Human Capital, Cultural Capital, and Social Capital. Weak political capital for AAPI as a group undermines strong individual human capital as measured by high education attainment, strong cultural capital illustrated by the traditional Asian culture which chooses leaders from the best scholars (学而优则仕), and strong social capital as demonstrated by the study of Guanxi, a Chinese theory of networking to expand influence beyond one’s official position. Finally, the study makes several strong recommendations to AAPI librarians: (a) build ONE strong association for Asian/Pacific librarians and make it a major venue for American Library Association presidential campaigns, (b) promote current or recently retired AAPI chief librarians as role models and mentors, and (c) have all AAPI support policies and legislation to promote immigration through higher education. Further researches on native-born AAPI population, survey of AAPI chief librarian’s hiring authorities, and Hispanic leadership achievement in higher education and in librarianship are recommended.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
74. Increasing degree attainment in California: policy factors affecting the near completion population
- Creator:
- Murphy, Jennifer Lee
- Description:
- Although many individuals complete some college-level education, too few attain a degree. In California, there are nearly 20 million working-age adults of which 22%, or 4.5 million, have some college, but no degree (Lumina Foundation, 2010). Emerging data indicates that many of these individuals actually qualify for a degree or are within 15 credits of completing an academic program of study (Institute for Higher Education Policy, 2011a). The literature review confirmed that the focus on near completion is new in national policy conversations and also illustrated that California is not among the nine states focusing on near completion as part of statewide efforts to increase degree attainment. The purpose of this study was to identify and understand the state-level policy affecting degree completion at the associate and baccalaureate levels for the near completion population in California. To gain this understanding, I sought answers to the following research questions: (1) Are there state-level policies in California that specifically address near completion? (2) How do state-level policies help or hinder access and success for the near completion population? The research study confirmed that California's existing state-level policy in higher education, workforce development, and economic development is devoid of specific programs, initiatives, or regulations to move the near completion population toward degree completion. The policy audit demonstrated that policies affecting the near completion population are frequently the same policies identified as affecting college completion in general. Therefore, investing in cross cutting efforts to improve degree completion will benefit near completers and current students. The research also revealed that many leaders and key staff are unaware of the near completion population in California and near completion projects in other states. Two hundred seventy-two artifacts from 14 higher education, workforce development, and economic development entities in California’s executive branch of government were categorized into nine areas of an existing framework and then audited for impact to the near completion population. The following nine areas from the CAEL Adult Learning Policy Review Framework (Council for Adult and Experiential Learning, 2008) were utilized in collecting and categorizing policy: governance, strategic plans, performance measures, state agency programs, postsecondary education programs, finance, student financial assistance, consumer information, and stakeholder involvement. The following six public policy priorities, adapted from Shulock and Moore’s (2007) audit of California Community Colleges’ finance policy, formed the policy audit criteria: access, completion, workforce, affordability, readiness, and efficiency. Nineteen interviews with state level policy leaders and key staff provided insight on the policy context and on specific policies. The research also confirmed that existing policy not targeted at near completion does indeed affect access and success for the near completion population. The study highlights specific policies in order to demonstrate that policy that supports, hinders, or works at cross purposes in moving the near completion population to degree completion. At the same time, since there are no specific efforts targeting near completion, there are also no state-level policies preventing efforts or services. A summary chart in Chapter 5 notes specific activities that higher education, workforce development, and economic development can do to improve access and success for the near completion population. These findings have important implications for policy, leaders, and support the use of data informed decision making. The findings shed light on the near completion phenomenon and how it is linked to umbrella policy regarding degree completion. The study's focus on near completers highlights the opportunity for some immediate success as part of a comprehensives completion agenda. The lack of data on the near completion population and near completion programs indicates the need for a coordinated data system. The importance of measurement supports the need for universal data and points to the urgency in reevaluating completion formulas and completion metrics. The lack of degree attainment goals points to a need for coordinated oversight and leadership across higher education, workforce development, and economic development. Near completers are closer to a college degree than incoming freshman and addressing the near completion population should be one part of increasing the overall degree attainment levels in California and across the nation.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Liemthongsamout, Sareyrinny Hang
- Description:
- Education plays an enormous and vital role in society as well as the United States’ economy, thus warranting laws mandating schools to implement accountability measures in response to increasing concerns about American education. Districts and schools nationwide are pressured to produce academically proficient students who are well-prepared to work, live, and contribute effectively upon graduation. Consequently, many districts and schools across the nation are currently administering periodic benchmark assessments to complement the end-of-year state testing and increase student learning. Up to the present, limited study has been conducted to investigate the relationship between student scores on the final benchmark assessments and student scores on the California Standards Tests (CST) in Title I Program Improvement elementary schools. Furthermore, no study exists on the influence of benchmark assessments on teaching practices of teachers and instructional leadership practices of principals in these low achieving elementary schools. This study examined the relationship between benchmark assessments and the end-of-year state testing in two PI Title I schools in one school district in northern California (NCSD). More specifically, this study investigated whether there is a significant difference between student scores on the final benchmark assessments and student scores on the annual state tests. Many conclusions can be drawn about benchmark assessments based on both the quantitative and qualitative research methods used in this study. First, according to the comparison of CAB and CST scores, evidence shows on the ELA portion that, although there were no significant difference between students’ CAB scores and CST scores, students tended to get the same result; therefore, the CAB has predictive validity with respect to the CST. Next, unlike the ELA portion, student scores on the math CAB and CST showed significant difference in six of ten subgroups (All Students, African American, Asian, Non-EL, Second Grade, and Third Grade Students). In other words, students were more likely to score higher on the CST than the CAB; possibly indicating questions on the math CAB might be more difficult than questions on the math CST or that teachers were stronger in teaching mathematics. Teacher and principal surveys also revealed benchmark assessments play an important role in the teaching practices of teachers and instructional leadership practices of principals. Both groups surveyed agreed with the many benefits of benchmark assessments, including its impact on small group instruction, time working with specific groups of students, and differentiated instruction. Moreover, open-ended survey questions and teacher interviews yielded definite conclusions about benchmark assessments; they provide essential data that transforms instruction by (1) identifying students’ strengths and weaknesses and help in (2) identifying teacher challenges with teaching particular standards.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Rico, Timoteo
- Description:
- Too many high school graduates who enroll in California’s public postsecondary institutions do not persist to degree completion. The low persistence and graduation rate of undergraduates from the secondary schooling system is threatening the state’s economy and California is facing a work force deficit of approximately one-million college-educated graduates by 2025. Improving the graduation rate of the State’s most disadvantaged populations who are enrolled in higher education could help drastically to mitigate the future economic gloom. Although student-centered outreach programs have increased the postsecondary enrollment of secondary school historically and underrepresented student, little is known as to whether student-centered outreach intervention strategies influence a student’s propensity towards retention, persistence and degree completion. Longitudinal empirical data from former high school participants from the Early Academic Outreach Program at the University of California Davis is used to assess the impact toward degree attainment of the high school graduating cohorts in the Class of 2000 through 2006. The data includes the participation of specific activities, high school course transcript, and the postsecondary institution of enrollment and graduation. The hours of academic advising, college information and personal motivation provided by EAOP has no impact on first-year retention or degree attainment of its participants when analyzed in a bivariate linear regression and nominal logit regression, respectively. EAOP participant’s first-year retention is impacted by the number of laboratory sciences successfully passed in secondary education and a strong non-weighted high school GPA. In addition, an ordinary lest squares (OLS) method in a regression analysis, the hours of college information, successful completion of English courses provided to participants, and being a male had a negative impact toward a four-year persistence. In other words, EAOP participants who benefit from the college information activities are more likely to attain a degree sooner than non-participants. Additionally, participants who attained a higher degree had an increasing positive impact on persistence and participants who identified as African-American, Asian, Chicano, Pacific Islanders and Other were also impacted positively toward college persistence. Yet, low-income participants where statistically impacted by EAOP to attaining a degree.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Keval, Fawzia
- Description:
- This analytic autoethnographic study highlights leadership practices of a principal in a high poverty school that has undergone transformation in the school culture over the course of nine years (2003-2012). The problem addressed by this study is that few low achieving schools have effectively undergone sustainable transformations; in addition, there is very little research on long-term sustainability practices in high poverty schools that have undergone transformations. The critical question here is: How does a principal transform an underperforming school in the era of accountability while keeping staff morale high? This longitudinal study consisted of test scores, attendance data, suspension data, a reflexive journal, meeting agendas, memos and a reflective analysis ----- all used to code the data on key leadership attributes. The significant and continuous improvement in student achievement over the course of nine years correspond with the change in leadership at the school site, thus leadership practices by the school principal warrants further analysis. Additionally, it highlights the concept of moral purpose as a key leadership position to build capacity and increase student achievement.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Tevis, Richard A.
- Description:
- This qualitative phenomenological study examines the effects of accreditation on the mission and vision of private Christian colleges from the perspective of faculty members and administrators. Interviews were conducted with nine participants, one administrator and two faculty members from three different private Christian colleges in northern California: one college was regionally accredited; one was nationally accredited; and, one was non-accredited, but authorized by the state of California to grant Bachelor’s degrees. The three research questions were: 1. What value does accreditation bring to a private, Christian college? 2. To what extent does accreditation affect the mission and vision of such an institution? 3. How does a lack of accreditation affect such an institution? The researcher used systems theory (Bertalanffy, 1968) as the guiding framework for this study to examine accreditation and mission statements as concepts within the system of higher education. After examining participant interviews, a new model based on the systems theory framework was derived using the emerging themes in the study findings. The themes of financial aid and outside accreditation agency are considered as “inputs” from the external environment. Accountability and mission, especially mission analysis, are considered part of the “transformation process” of the organization. Collaboration between institutions and reputation are seen as “outputs” of the organization back into the community. “Feedback” could be seen as responses from constituents. It appears that administrators understand the value of accreditation more than faculty members. The administrators made many more positive comments about accreditation. Even though faculty members also made positive comments, there were also negative comments about the amount of extra work that it entailed. The participants from the regionally accredited college did not feel that accreditation affected their mission, but the participants from the other two colleges felt that the type of accreditation or accreditation in general might affect the mission or purpose of a Christian college. Based on participant responses, it would appear that it depends upon the mission of the Christian college and the type of accreditation as to whether or not accreditation would have positive or negative effects upon the mission of a private Christian college. There are negative effects of non-accreditation, but there is a place for such non-accredited Christian education, such as Sunday School, a school of the prophets, or a Bible institute. Some of the positive effects of accreditation are that it allows for a college and its students to receive financial aid, both federal and state. It also provides for outside insight via peer-review from like-institutions and outside accountability. Furthermore, it enables the transferability of credit hours and the acceptance of accredited degrees from institution to institution. Some of the negative effects mentioned by participants are that accreditation can stifle the mission of a Christian institution by imposing criteria, especially social norms, that are not acceptable to such institutions. Also, the time constraints of accredited schools (quarters, semesters, credit hours) can hinder the learning process for some learners who move at a slower pace. Christian institutions of higher education must conduct a thorough mission analysis in order to establish a definitive mission statement for their respective institution. This will enable each institution to determine the need for accreditation and then, if needed, to determine which type of accreditation aptly matches institutional mission.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Morris, Christopher Alan
- Description:
- With increased school choice options for parents, open enrollment in public schools has seen significant growth. As parents seek greater access to educational options for their children, urban schools and schools in high poverty areas have seen enrollments plummet. This has led to a decrease in the educational opportunities for disadvantaged students that remain at their home schools. Research on school choice has focused primarily on charter schools and private schools, with minimal attention given to the factors that lead parents to choose a regular public school other than their home school within the same school district. With nearly 20% of all California students in grades K-12 exercising some form of school choice, this study will more closely examine the phenomenon of families choosing to enroll their children in regular public schools other than their home school. For this study, quantitative methods are used. Within the frameworks of rational choice theory and social cognitive theory, this study answers the following questions: 1) to what extent do schools have the capacity to affect the changes necessary to influence enrollment patterns of their schools, and 2) to what degree do current school policies influence open-enrollment and school choice decisions of parents? The participating school district for this study is a large comprehensive pre K–12 school district in northern California. The data for this study included demographic and enrollment data for the entire study body. The second source of data was derived from parent surveys of participants and non-participants in open enrollment. The results of this study suggest that the greatest indicator of participation in open enrollment is if the neighborhood school has a lower API than the district’s average. Additionally, students that identify as “other Asian” and not specifically with one of the groups identified, are White and speak a language other than English, or are female, also have an increased likelihood of participation in open enrollment. Parents also indicated that the availability of desirable programs was a significant factor in open enrolment participation.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Bruckmann, Colleen Mary
- Description:
- Effective classroom management is essential to maximizing instructional time, which in turn, increases the likelihood of successful student learning outcomes. Classroom management is an area many teachers, especially those with limited teaching experience, fail to claim proficiency. The following is a qualitative report illustrating five novice teachers who are effective classroom managers. The researcher sought to identify the beliefs and practices that contributed to the participants’ success with classroom management. This study utilized a qualitative method of inquiry. A narrative inquiry approach was selected because the researcher’s objective was to understand, describe, and analyze the stories shared by the novice teachers involved in this study. The qualitative methods of data collection included surveys, interviews, and observations. Data analysis was comprised of text analysis, identifying and coding emergent themes, and interpreting the findings. During the data analysis process, the researcher identified the following emergent themes: leadership, high expectations, positive reinforcement, multitasking, environment, and collaboration. The findings of this study answered the research questions. The first research question sought to uncover the provisions and procedures the participants had established to maintain a productive learning environment through their leadership abilities, setting high expectations for all students, using positive reinforcement, creating a productive environment, multitasking, and collaboration. The second research question sought to identify how the provisions and procedures that promoted successful classroom management were developed by the teachers in this study. Pre-service teacher education programs, in-service professional development, and past experiences were recognized as being influential.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Berner, Rebecca Jane
- Description:
- This qualitative phenomenological study examines transfer shock and the experience of community college students as they transitioned to California State University, Chico. Interviews were conducted with 13 community college transfer students who experienced a difficult transition to the four year institution as evidenced by a significant first semester drop in grade point average, known as transfer shock. The five research questions were: 1. How do students characterize their transition experience? 2. What are transfer students’ expectations around transfer? 3. What differences do transfers students report between the two and four year institutions? 4. What helps and hindrances to their transition do students report? 5. What additional types of support might be offered by the institution to aid their transition experience? The author utilized Schlossberg’s Transition Theory (1995) as a lens to explore the transition experiences of students during their first semester at the new institution. Schlossberg posits that situation, self, supports and strategies (the 4 S’s) impact an individual’s ability to transition successfully. The researcher found that students characterized their transition in negative and positive terms. Student’s expectations were largely inaccurate in that they expected their experience at the four year institution to be very similar to their community college experience. Instead, they discovered many differences between institutions in terms of the academic and social environment and campus culture. Overall, the findings revealed that the academic transition was much more difficult for students than the social transition. For example, students found classes at the four year institution larger and more demanding with less instructor interaction. In regards to the social transition, study participants reported that Chico State provided a welcoming social environment in which it was easy to make friends. They also found that the campus culture was more positive and goal-oriented at the four year level than at the community college. Overall, study participants reported many more hindrances than helps to their transition experience. In particular, transfer students who lived away from home for the first time experienced difficulties with time management and basic life skills such as cooking and cleaning. One of the greatest hindrances to many transfer students in their transition was their reluctance to seek help. Challenges reported at the institutional level included: difficulties with the admission process, obstacles to obtaining academic advising and lack of information about academic and probation policies. Using Schlossberg’s Transition Theory as a lens to assess students’ coping strategies revealed that students’ assessment of their situation, as well their unwillingness to reach out for support contributed to their transition difficulties. This study concludes with policy and future research recommendations, as well as an emerging theoretical framework of transfer socialization. Institutions must consider the entire transfer process beginning at the community college and extending through the first semester at the new institution. Therefore, in order to help students avoid transfer shock, interventions must be staged at key points along the transition continuum.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Gonzalez, Eduardo
- Description:
- Migrant students have a variety of obstacles such as poverty that may impede learning. Because of issues stemming from poverty, programs originated to assist families in need. One of those programs is the Mini-Corps Program that was established in the 1960s to support migrants in increasing achievement. Mini-Corps places college undergraduates who are from a migrant background with current K-12 migrants to assist in the educational process. An obstacle for migrants is that they typically relocate often as parents follow the crop patterns. This leads to students who lack continuity in their education. The constant relocation further compounds the difficulty of obtaining academic success in school. This study explores the Mini-Corps’ alumni as it focuses on the impact that participating in the program had on their ability to complete an undergraduate degree, complete a credentialing program, on obtaining employment, on professional development, and on establishing a mentor/mentee relationship. Through a mixed methods approach data was collected and analyzed in better understanding the impact of participating in Mini-Corps as an undergraduate. Surveys, interviews, and participant observations all were utilized in collecting data and subsequently triangulated the data in search of common themes.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Triphon, Joann Econome
- Description:
- Latinos continue to be the fastest growing population in California and represent the fastest growing youth population. Paradoxically, Latinas remain underrepresented in California’s nursing workforce. The purpose of this qualitative research study was to 1) examine the factors contributing to the underrepresentation of Latinas seeking a career in the nursing profession, 2) Identify elements which serve as a means of support towards nursing education completion, 3) Examine the favorable outcomes from increasing Latina participation in nursing, and 4) Substantiate policy recommendations, legislation, and educational interventions to promote and support students of Latino ethnicity in the nursing profession. Four self-identified Latina nurses who completed their nursing education and successfully passed the National Council Licensure Exam (NCLEX-RN) were selected. Seven open-ended questions were designed to discover how their personal experiences served as obstacles or support as they pursued nursing as their desired profession. Findings revealed that a desire to help others, fulfilling a sense of obligation or service, balancing family, work, and school, and financial stability were identified as supportive measures towards successfully attaining a nursing degree. Conversely, financial difficulties, a lack of role models and mentors, balancing family, work, and academics, program enrollment criteria, and ineffective academic advisors were identified obstacles towards attaining a nursing degree. Lastly, recommendations for future Latina nursing student success was articulated by the graduate nurse participants.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Edlbi, Maha
- Description:
- The purpose of this study was to examine the effect of support services on grade point average (GPA) and timely baccalaureate attainment among community college transfer students. More specifically, the study investigated whether utilizing any of the five-support services (orientation, academic advising, tutoring, and counseling and psychology services) increased students’ success and timely graduation. GPA served as a mark of academic success. Timely graduation was defined as graduation in two or three years after transfer to the University of California at Davis (UC Davis). This study utilized two mixed methods surveys. Correlation, linear regression, and binary logistic regression analyses were used to analyze the five research questions. Five research questions guided this study. The regression results showed that longer orientation, helpful tutoring, and financial aid could predict higher GPA. The results further showed that Counseling and Psychology Services (CAPS) retained students on campus through graduation. Moreover, the analysis of the qualitative data showed that good quality of academic advisement and tutoring could increase students’ success. While this study yielded important findings about how support services could support community college transfer students at four year institutions and increased the likelihood of their timely graduation (two or three after transfer), more research is needed on how to increase the success of community college transfer students at four-year institutions.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- James, Vienna Maureen
- Description:
- When the No Child Left Behind Act of 2001 (NCLB) was implemented in California, as well as in other states, a shift in education occurred, one that demanded all students be proficient in reading and math by the year 2014. Since the inception of NCLB, states across the nation have been striving to reach the required levels of proficiency, and in doing so have -according to a number of studies- created an unintended consequence: students are not receiving well-rounded educations. As a result, the research literature suggests that too many students are not being adequately prepared for college or the 21st century workplace. The purpose of this study was to investigate teacher perceptions of NCLB’s impact in a small northern California school district. More specifically, this study employed a mixed methods design to determine if a significant correlation existed between the online survey results from 125 K-5 teachers and the following variables: teacher flexibility, teacher morale, CST accuracy, CST comprehensiveness, influenced by the CST, and producing lifelong learners, as impacted by the California Standardized Testing and Reporting (STAR) program. This study also examined the perceptions of elementary teachers regarding student engagement towards learning and student academic achievement through follow-up interviews with six of the participants. Overall, the findings revealed that the state’s standardized testing and the district’s formative assessments are essentially driving instruction in this district. Teachers are inevitably narrowing the curriculum, spending less time teaching at deeper levels, and are using a great deal of classroom instruction teaching testing strategies. The participants believe this has impacted their students educationally by narrowing their knowledge in many subject areas. The findings also indicated teachers believe that these students may have learned minimal strategies to use to problem solve, address conflict, or work with others. The findings revealed that, because of the teaching limitations created by NCLB expectations, students are not as engaged in their learning and are at times creatively stifled. These impacts are also creating undesirable effects for the teachers. The findings indicated that teachers are frustrated and discouraged with the current demands from the federal, state, and district level accountability systems. The demands, in combination with teaching limitations, are creating pressures that are resulting in low teacher morale and thoughts of ending their teaching professions. This study concludes with four recommendations that emerged from the findings as well as implications for leadership, policy change, and further research.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Hoover, Shelly Austin
- Description:
- This study of perceived factors can serve to validate current literature on the factors impacting the education of Latino high school students. The purpose of this study was to examine the factors and perceptions of Latino high school students impacting their educational experience. Subsequently, recommendations were made in order to examine and improve practices within the high school institution. The study used a mixed methods approach to analyze both quantitative and qualitative data. Quantitative data were collected from Likert scale responses on a student survey and analyzed via Pearson correlation. Qualitative data were collected from written responses on a student survey and focus group transcripts and analyzed using a coding process and interrelating themes and descriptions. The analysis examined the perceived factors impacting the education of Latino high school students and their relationship to student achievement and school experience. The researcher found that belief in self, relationships with adults and peers on campus, participation in extracurricular activities, and having a spiritual life impacted the education of Latino high school students. Quantitative analysis did not indicate race or experience of racial discrimination as significant factors. However, experience of racial discrimination was negatively correlated to the positive factors. Qualitative analysis of written responses indicated experiences racial discrimination in the third person. However in the student focus groups experiences of racial insensitivity or discrimination surfaced readily. Themes of family, friends, extracurricular activities, teachers, race, and school programs emerged during the qualitative analysis of the written responses and focus group transcripts as factors that impact the educational experience of Latino high school students. Students also reported that overall school was a positive experience.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Jackson, Lundon Creshett
- Description:
- The purpose of this study was to determine the overall impact of student aid, the level of impact of federal grants and loans, and identify any correlation between the price of attendance and federal student aid (FSA). Completion rates in the California Community Colleges (CCC) system was the dependent variable and measurement of impact. This nonexperimental quantitative study used existing data from cohorts in academic years 2000 through 2006 from Title IV institutions within the CCC system. Several findings emerged from this study including: 1. A significant population access student aid and completion rates increase with the average award amount; 2. completion is not supported when fewer students access student aid and affordability from lower fees causes an increase in the student population; 3. the population accessing federal grant aid provide accountability in completion, but not federal student loans; 4. students attending the CCC system access federal grants more, but there has been a gradual shift to federal loans; and 5. a statistically significant relationship between price of attendance and the average amount awarded through federal grants and loans positively impact completion rates. Since there is a dearth of knowledge on completion rates and accountability of FSA these findings are significant. As the costs associated with enrollment in higher education continue to rise the role of FSA has become an increasingly important topic of concern. Findings and recommendations from this study can be used as a tool for policymakers and educational leaders to make informed decisions about FSA funding. This analysis of accountability systems and affordability addresses equity in not only access, but also success in the CCC system.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Noureddine, Nassrine
- Description:
- One of the most crucial issues facing the nursing profession today is the underrepresentation of minority nurses as it contributes to the disparity in the delivery of health care. The nursing work force is not keeping up with the pace of changing demographics in the general population, resulting in lack of diversity in the nursing profession. Consequently, the current nursing workforce is unable to meet the increasing demand for ethnically, culturally, and linguistically appropriate and sensitive health care. There is a pressing need to close the gaps in attainment for underrepresented groups in nursing education. This can only be accomplished by increasing access, retention and graduation rates of minority students from nursing schools. This qualitative phenomenological study explored the perceptions of newly graduated African American, Latino, and Muslim nurses about the challenges as well as facilitators that they encountered during the course of their undergraduate nursing school at one Northern California nursing baccalaureate program. It also examined institutional resources, social capital (networks), cultural capital (beliefs, values, and skills), and habitus (aspirations) that were necessary for their successful completion of the nursing program.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Handler, Lauren K.
- Description:
- This mixed-methods study utilized data generated by 100 voluntary survey participants and five voluntary interview participants to construct a robust profile of AVID teacher attitudes, knowledge sets and practices. The researcher used the Pearson product-moment correlation coefficient statistical test as well as qualitative open coding data analyses to answer the two research questions about AVID teacher attitudes, knowledge sets and practices. The K-12 public school system in California, and within the broader context of the United States, is increasingly diverse along cultural, linguistic, learning and socio-economic lines. This fact, in addition to the persistent achievement gap between high performing, mostly White and Asian students, and their underserved and underrepresented counterparts, typically African Americans, Latinos, low-income students, and English learners, brings to the forefront the need for recruitment, retention and development of teachers who can successfully serve diverse populations. This study recommends attitudes, knowledge sets, and practices helpful for teacher educators, school principals, and human resource directors in school districts to meet the needs of historically underserved students, as well as a highly diverse population of students. The key attitudes driving the AVID teachers in the sample are as follows: they continually want to become better teachers, they believe all students can achieve high personal and academic goals, they believe they should be persistent in helping students meet their goals, believe students have different learning needs, believe in empowering students to be independent, believe in collaboration, believe motivation is a key factor of learning, believe students are whole beings, and believe programmatic success is multi-dimensional. The primary knowledge sets held and honed by the sample are as follows: they know inquiry-based curriculum and know the importance of student contexts in their learning. The dominant practices that emerged from sample are as follows: they show students they care, reflect about their teaching, practice culturally relevant, responsive pedagogy, link student knowledge, collaborate and integrate collaborative activities in their classrooms, motivate students by celebrating success and do not allow failure. This study finds that while educational policy documents, in general and more specifically the Council of Chief State School Offices (CCSSO), provide a comprehensive articulation of what quality teachers must know and be able to do they often are silent regarding attitudinal dispositions that are useful in serving historically underserved populations as well as highly diverse populations. The findings of this study suggest that AVID teachers exemplify the CCSSO’s 10 main indicators of teacher quality as well as demonstrate culturally relevant/responsive and caring frameworks of teaching. The overarching implication for this study is that both policy-makers and educational leaders should retain, develop and recruit teachers who do or can be nurtured to, demonstrate such indicators and repertoire of attitudes, knowledge sets and practices.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Meyerson, Linda Davis
- Description:
- The transformation of schools is a common theme in public policy on school education in many nations. Some are in response to immediate concerns about the level of student achievement, for example in the publicized findings on the California Department of Education website, 2011. With the realization that different approaches to schooling are needed for individual and societal success in a knowledge economy, the task to lead transformation of schools is seen as a complex and challenging endeavor. Many school systems and school principals seem energized by the transformation of current systems and are looking forward to new standards and identifying strategies to achieve better outcomes of success with students. The purpose of this study was to determine whether and to what degree elementary school principals exhibiting successful leadership characteristics within their school sites and communities exhibit higher levels of cultural intelligence. The study used three specific instruments to gather the data combining both qualitative and quantitative approaches in the collection. The quantitative data was collected from the use of a 20-item four-factor Cultural Intelligence Scale. Additional qualitative data was collected from a one-on-one interview and an ethnographic field study where each principal participant was observed. The study included the quantitative measurement of 39 principals in one school district and five qualitative case studies of randomly selected principals from the 12 who demonstrated successful principal leadership within the school site. Findings from this study revealed the 34 principal leaders possessed above mean averages for levels of cultural intelligence as indicated on the quantitative Cultural Intelligence Scale. Further, the findings indicated that the five randomly selected and deemed exceptionally effective principals not only scored higher than the 34 original leaders, but they were also aware of and used their cultural intelligence in their daily interactions with community, students, and staff. The five selected individuals demonstrated behaviors aligning with the high levels of cultural intelligence. The concluding information of the study indicates that effective principals do possess higher levels of measured and observable cultural intelligence. Evidence also indicates that the effective principals are aware of these levels of cultural intelligence and use this awareness to improve their interactions with individuals from diverse cultures.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Diaz, Viridiana
- Description:
- Latino migrant and seasonal farmworkers represent a significant group in the United States, with California having the largest concentration in the nation. California also has the largest number of identified Latino migrant and seasonal farmworker students, approximately one-third of the total U.S. migrant and farmworker student population (California Migrant Education Program, 2007). Latino education in the United States is a crisis, as discussed by Gándara (2008). While Latinos are the fastest growing population, their bachelor degree completion rate remains extremely low, having risen by only 3% in a 30-year span (Pew Institute, 2010). Since the migrant and seasonal farmworker student population is 98% Latino, they are part of this educational crisis. This qualitative study examines the phenomenon of the undergraduate college experiences of 10 Latino migrant and seasonal farmworker students who participated in the College Assistance Migrant Program (CAMP) at California State University, Sacramento and went on to complete their bachelor’s degree at the university. The theoretical framework guiding this study is Stanton-Salazar’s (1997, 2011) Network Analytic Theory of Socialization. This study examines strategies used by this population to build the necessary social networks in order to navigate college life and successfully complete a bachelor’s degree. While using grounded theory as the method to analyze the study findings, it became apparent that the introduction of a new conceptual framework: The Culturally Adaptive Navigation Model for Latino Migrant and Seasonal Farmworker College Students was necessary, because, while various existing theories consider the characteristics of low-income, first-generation, underserved minority students, not a single one was created with the characteristics of this unique population in mind. Research findings demonstrate that providing an environment that facilitates relationships with institutional and empowerment agents increases access to valuable social capital and a sense of belonging for this growing, capable and often invisible population. The Culturally Adaptive Navigation Model for Latino Migrant and Seasonal Farmworker College Students identifies significant first-year and beyond first-year transitions, referred to as progressions, that this group of students experience throughout their undergraduate years. According to the perspectives of participants interviewed, in order for Latino migrant and seasonal farmworker students to be successful, an adaptive model of practice must be adopted at the institutional level. This model identifies strategies to meet the unique needs of Latino migrant and seasonal farmworker students through academic support programs and/or course curriculum. This study provides programmatic recommendations applicable to other College Assistance Migrant Programs.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Godina-Martínez, Gema Tonantzín
- Description:
- There is a need for scholarship that speaks specifically to how critical Xicana/o educators cope and sustain themselves in the face of continual resistance by colleagues and unsupportive school administrators that discount and otherwise silence their voices. This type of research is critical because of the tremendous role that critical Xicana/o educators play in the educational experiences of Raza students in an otherwise failed system. Given this position, there is a need for expanded scholarship that addresses their subsequent need for support networks to sustain them in the education profession. This study examined eight members of the Colectiva, a support network of high school and university Raza educators in Northern California. This research was based on critical ethnographic methodology which included fieldwork, interactions and dialogs with each participant. Other sources of data included focus groups and journal writing.The findings demonstrated that the Colectiva served as a space in which the participant’s found personal, professional, and emotional growth that worked to sustain them in the education profession. Beyond sustainability, the participants realized the magnitude and responsibility associated with referring to themselves as critical Xicana/o educators both as a professional commitment and in working toward a greater dimension.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Bawardi-Shomar, Lourd
- Description:
- This study investigated principals’ attitudes toward the inclusion of students with disabilities in elementary schools in California. More specifically, this study determined the variables that have a positive relationship with principals’ attitudes toward inclusion. The variables examined in the study are: principals’ personal characteristics; different types of experiences; training and education; school characteristics; knowledge in special education law and terminology; and beliefs about appropriate placements for students with various types of disabilities. An online survey entitled Principals and Inclusion Survey (PIS), developed by Praisner (2000), was sent to every public elementary school principal in California with a valid email address. The intended sample was 3,839 and the actual sample size was 773. Once the data were collected, a Pearson Product Moment Correlation (PPMC) was used to determine the variables that correlate with principals’ attitudes toward inclusion. The results indicated that principals in California hold positive attitudes toward inclusion. The study also revealed that principals’ experience, training, knowledge in special education law and terminology had a positive correlation with principals’ attitudes. However, variables related to demographics were not found to correlate with attitudes. The study recommended that there is a need for a more specific definition for the term inclusion. In addition, it emphasizes the importance of considering the variables that found to correlate with attitudes when hiring new principals and the importance of principals’ training and knowledge in special education and inclusion. Finally, it recommended that principals should develop their leadership abilities to best implement inclusive practices within their schools.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Benitas, Anita Marie
- Description:
- During the last several years, this researcher has often ponder why it is that some of California’s public schools receiving Title I federal funds are able to successfully exit and move beyond their Program Improvement (PI) status. Conversely, other public schools in California receiving Title I federal funds maintain their program improvement status for several years; and they exhibit little hope of ever exiting program improvement status and entering the “Land of Promise” a land without interventions, sanctions, and consequences. California has been confronted with a significant increase in the number of public schools receiving Title 1 federal funding, as well as, a significant increase in the number of public schools in program improvement. As the timeline approaches to meet the goals set under the federal No Child Left Behind (NCLB) Act of 2001, California is faced with an eminent urgency for new legislation and policies to be created and implemented to address the momentous issues of the state’s increasing number of public schools in program improvement. The purpose of this study was to pursue further investigation into program improvement; it is hoped that this study will assist in identifying any conditions, factors, processes or elements that may have contributed to a Title I federally funded California public urban elementary school’s ability to successfully exit and move beyond their program improvement status. More specifically, this researcher sought to develop a series of suggestions that could prove to beneficial to the 3,169 public schools in California that are currently designated as program improvement schools under the NCLB Act of 2001. Answers to the following research questions were sought: 1) What instructional and non-instructional practices or programs were used to drive the school improvement process in an urban elementary school that has been able to successfully exit and move beyond its program improvement status? 2) What perceptions about a school’s environment and interpersonal relationships exist within an urban elementary school schools culture that promotes positive systemic school change? 3) What role does leadership and the self-perceived value of school personnel have in an urban elementary school’s that has been able to successfully exit and move beyond its program improvement status? The Center on Education Policy (2011), an independent nonprofit organization, has been monitoring national AYP data going back to 2005. On April 28, 2011, they released a report entitled How Many Schools Have Not Made Adequate Yearly Progress? The report findings sustain the findings of various other studies: An estimated 38 percent of the nation’s public schools did not make AYP in 2010. This marks an increase from 33 percent in 2009 and it is the highest percentage since NCLB took effect. Since the early years of NCLB implementation, various analysts have predicted that the number of schools not making AYP would increase rapidly in future years and would eventually include a majority of the nation’s schools (Olson, 2002; Olson 2005; Wiley, Mathis & Garcia, 2005; University of California Riverside, 2008). According to State Schools Chief Tom Torlakson, “4,600 or 80 percent of the state’s schools that receive federal Title I funds will be in improvement status for the 2011-2012 school year” (Lambert, 2011, p. 2). This mixed-methods research study was directed towards a California public urban elementary school with a large at-risk population of English Language Learners located just fifteen minutes from downtown Los Angeles. This study was guided by two strength-based theoretical models “Appreciative Inquiry” (inquiry framework ) and “Positive Deviance” (behavioral framework). Strength-Based or Asset-Based theoretical models focus on successes, “what is working” rather than failures “what is wrong or broken” (Hammond 1996; Stavros & Hinrichs, 2009). Strength-based or asset-based pedagogical models are framed around personal, social, or community assets and focus on unique talents, strengths, qualities and positive experiences. Millions of dollars have been spent to study what our schools are lacking, what our schools are doing wrong, and what teachers are not doing right, yet the number of schools entering program improvement continues to increase every year. The time has come to stop focusing on what our schools are not doing right and to start focusing on what they are doing right. This study suggest that in order to effectively meet the needs of the ever changing and evolving world, educators, educational leaders, policymakers, and legislators must begin to move beyond, simply treating the symptoms of program improvement; they must begin to investigate and understand the factors that create and influence successful systemic school improvement. Furthermore, the findings of this study indicate that the true answers to the program improvement dilemma can be sought; if future researchers can move beyond problem solving, and break free from the bondage of the traditional deficit model of school improvement. By continuing to examine the schools that have been able to succeed in beating the odds by successfully exiting and moving beyond their program improvement status, future researchers could prove to be the catalysts in a strength-based movement; thereby, creating a paradigm shift in the future of educational research.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Williams-Washington, Rita A.
- Description:
- When children in foster care turn 18, they are, for the most part, on their own. They are “called emancipated”; they are legally adults free from the foster care system. But many leave foster care with no job or income, few educational prospects and little emotional support or community connections. There is a lack of knowledge regarding the effectiveness of services. Another challenge to improving policy and practice directed towards foster youth transitions to adulthood is the poor knowledge base supporting existing interventions. The vast majority of the existing research has relied upon caseworker ratings, self-reporting by foster parents, and identity information related to placement disruptions and placement success. Researchers must take into account the important role that foster youth perception plays in determining the child’s goal and success or failure of placement. From an Interpretive Perspective this research focused on the concept of resiliency. This study evaluated the perceptions of successful independent young adults regarding their life experience after foster care focused on their personal strengths; resiliency.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Eaden Thompson, Tabitha
- Description:
- This mixed method research study examines the impact of preschool teachers’ education levels on the acquisition of school-readiness skills of kindergarten-bound students. Seeking to assess the problem of kindergarten-bound students not being academically and socially prepared, 81 teacher participants completed surveys and 5 teachers participated in qualitative interviews to examine the issue. Through the use of both quantitative and qualitative data, the following two research questions were analyzed: 1. Is there a significant difference between three teacher groups (Bachelors degree, Associate of Arts degree and Masters degrees) regarding teacher work experience on school-readiness skills as assessed on the five domains of the Desired Results Developmental Profile-Revised (DRDP-R) assessment? 2. Is there a significant difference between three teacher groups (Bachelors degree, Associate of Arts degree and Masters degrees) regarding education level on school-readiness skills as assessed on the five domains of the Desired Results Developmental Profile-Revised (DRDP-R) assessment? Utilizing the systems theory (Bess and Dees, 2008) and social systems theory (Banathay, 1996), the research study examined preschool and its effects within the larger educational framework of K-12 system and higher education. The literature reviewed provided information on the higher educated teachers positively influencing school-readiness skills while other literature refuted the notion of higher educated teachers increasing the acquisition of school-readiness skills. The research study assessed the education levels and work experience of preschool teachers based on the five domains of the Desired Results Developmental Profile-Revised (DRDP-R) assessment tool. Overall the quantitative findings demonstrated no positive or negative effects on the acquisition of school-readiness skills of kindergarten-bound students based on the education levels of the preschool teachers. The findings further demonstrated no negative or positive effects on school-readiness skills based on the work experience of the preschool teachers. The qualitative findings from the teacher participants’ interviews indicate a perception of school-readiness skills as academic skills only excluding social skills. The findings further indicate that additional factors such as parental involvement, effective communication, environment and high quality teachers and classroom environment contribute to improve preschool programs and increased school-readiness skills. Further, the qualitative data indicates the participants’ noted short-term benefits of preschool programs while acknowledging that kindergarten-bound students are typically successful in kindergarten and beyond. This research study concludes with recommendations for future actions as well as policy implications for the Early Childhood Education field.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Siu, Jennifer Harrison
- Description:
- The central issue is that NCLEX-RN standards have been raised requiring nursing graduates to demonstrate greater knowledge on the national licensure examination in order to be licensed. This has ramifications for nursing programs and their ability to sustain a high percentage of graduates from diverse backgrounds who go on to pass the NCLEX as first-time test takers. This study investigated the practices and programmatic features of Sacramento City College’s nursing program, a successful program characterized by its history to produce graduates from diverse backgrounds who passed the NCLEX-RN. The findings of this mixed methods study, which used data sources from faculty and graduate surveys, curricula documents, and NCLEX reports, supported observations and published recommendations of best practices noted by nursing education experts. The study also presented factors not commonly found in the research, such as maintaining a rigorous nursing program and high NCLEX passing rates while upholding diversity trends within its student body and the open access policy on a ix community college campus. In conclusion, the study explicitly recognized that the state’s investment in nursing education cannot be evaluated by simply examining NCLEX success – the ultimate return on investment in nursing programs is having graduates practice nursing in California.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Simon, Gabriel Harlan
- Description:
- This resiliency research can serve to validate previous studies on the resiliency protective factors of caring adult-student relationships, high teacher expectations, and a high level of student engagement. . The study’s purpose is to uncover school level protective factors that lead to student resiliency and academic success as reported by individual students. This research investigates how these school factors relate to student achievement. Peer reviewed literature from the past ten years along with seminal works focus on studies related to the aforementioned resiliency protective factors. The study provides a mixed methods approach with quantitative data coming from student surveys on the presence of the protective factors. The qualitative portion of the study collects data from follow up student focus groups to enrich the data. The researcher found that student reports of caring adult relationships in school and time for student to student small group interactions increased students’ language arts test scores by 23 scaled score points for each variable. The qualitative focus groups and interviews give more detailed information about the type of protective supports that students experienced in school which included high teacher expectations, caring adults who were interested in their lives, and specific examples of meaningful student participation. Low resilient low achieving students explained fewer rich examples of teacher expectations and fewer opportunities for engagement in the classroom. The conclusions drawn from this research provide specificity to school supports that improve the language arts achievement of at-risk students.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Vang, William
- Description:
- This study examines the consequences for urban Hmong American high school students of participating in two years sequences of high school level Hmong as World Language courses. The Hmong population in the United States is a product of war, exile and resettlement at the end of the Vietnam War. Since their arrival, both the Hmong people and American social and political institutions have been trying to learn how to deal with each other more effectively and respectfully. One of the key American institutions engaging with the Hmong diaspora has been the public schools. This study explores one program in one public high school in north central California, initiated by Hmong educators themselves. The Hmong as World language program seeks to provide relevant academic education for Hmong American students by teaching Hmong as a “foreign language” for purposes of high school graduation and college admission requirements. Some of the most important issues facing young Hmong Americans include not having access to quality and equitable educational opportunity and losing their ethnic and cultural identity and language as they go through school. The results are often low academic performance in school or dropping out altogether. These pressures also push many young Hmong Americans away from their families and their traditions and into negative live choices which further disrupt the Hmong community (Cha, 2010; O’Reilly, 1998). The Hmong migrations to the United States are recent. Therefore, studies of Hmong educational attainment and cultural endurance in the United States are fairly new. However educational researchers and especially new Hmong scholars are beginning to identify factors that contribute to the problems faced by this group of students and to their success. Vang’s (1998) study showed a correlation between cultural retention and students’ academic achievement. Hutchinson (1997) and Rumbaut (1989) reported that connectedness to Hmong culture positively affected educational performance of Hmong American youth. Moreover, Ngo and Lee (2007) report many findings that Hmong and other Southeast Asian students who adopt a strategy of accommodation without assimilation are the most successful (See also, McNall, et al., 1994 and Lee, 2005). This study is ground in Yosso’s (2005) theory of community cultural wealth. Yosso identifies six forms of community capital which together constitute a pool of community cultural wealth that minority students, such as the Hmong American students in this study can draw upon. The study employed both qualitative and quantitative analyses. These included statistical analysis of the relationship between participation in Hmong as World Language (HWL) instruction and other measures of high school success and in depth analysis of interviews and focus group dialogues with teachers of HWL and recent graduates who had taken HWL. Both quantitative and qualitative analyses found that taking HWL for two years had many positive outcomes for students and no identifiable negative consequences. Positive academic outcomes included improvements in high school GPA and increased skill and confidence performing academic work in all subjects. An additional educational outcome was students’ confidence and optimism about future educational and career plans. Positive outcomes for the students outside of school included strengthening their relationship with family, community and culture. Students born in the United States who took two years of HWL talked of coming back home to their Hmong identity and families. Students born in Thailand, recent arrivals from the closure of the last Vietnam era refugee camps, insisted that the HWL classes helped them learn how to navigate the system of American high school requirements. This study demonstrates the importance of incorporating the strengths of the Hmong American community into the education of their children and confirms the power of heritage language to bind a community together and to develop high level thinking in bilingual, bicultural students. The study concludes with recommendations for expanding the availability of Hmong language studies to other schools and grade levels with identifiable Hmong student populations and for further research on the educational journey of Hmong students in the United States and globally.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership
- Creator:
- Carder, Sunny Marie
- Description:
- This study offers conclusions and recommendations on increasing reading comprehension for ELs. Previous studies have focused on the use of certain instructional strategies, but few have investigated the effect of these strategies on EL reading achievement. This research adds to the body of knowledge that already exists on EL reading achievement by addressing the following problem: too few ELs are passing the reading comprehension portion of the Standardized Testing and Reporting (STAR) test in California. This study utilized a Likert scale survey to collect data from teachers and used a multiple regression analysis to identify significant findings. Specifically, the survey asked teachers to respond to the amount of knowledge/use and perceived effectiveness about the following instructional strategies: total physical response, interactive word wall, dual language or concept books, schema stories, student self-monitoring, KWL, and picture and sentence match. This study found two significant findings in the self-reported effectiveness of student self-monitoring and KWL. Recommendations and implications for educators, administration, and policy are shared, including suggestions for supporting all learners within a transformative organization. School leaders and teachers can seek professional development opportunities to strengthen the instructional practices for ELs in order to close the achievement gap.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership