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- Creator:
- Newell, Mallory Angeli
- Description:
- Abundant evidence from studies comparing individuals with a bachelor’s degree to those without suggests that higher levels of educational attainment are positively associated with increased levels of civic engagement. Yet, few studies explore the civic engagement levels of current community college (two-year) students as well as individuals who graduated from a community college but did not go on to obtain a four-year degree. In this study I explored the civic engagement of current two-year students compared to four-year students as well as adults with a bachelor’s degree compared to those with a high school diploma or an associate’s degree to better understand if differences exist between these groups. I found that community-based engagement was significantly lower for two-year students than four-year students, and these differences may stem from differences in enrolling full-time, living on campus, and hours worked on or off campus. When I isolated two-year students, enrolling full-time, living on campus, and hours worked on and off campus were significant predictors of their community-based engagement. Two-year students were also significantly less likely to discuss politics than four-year students, however full-time enrollment, living on campus, and hours worked on or off campus did not explain the differences. In addition, two-year students were not significantly different from four-year students in their engagement in political protests, but when I controlled for a student enrolling full-time, living on campus, and how many hours they worked on or off campus, two-year students were significantly more likely to participate in political protests than four-year students. With only two-year students in the regression, enrolling full-time, living on campus, and hours worked on campus were significant predictors of their engagement in political protests. For adults not currently enrolled in school and likely beyond their college going years, high school graduates and associate’s degree holders were significantly less likely than bachelor’s degree holders to engage in community-based and political engagement activities. The findings resulted in leadership, policy, and equity implications.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership

- Creator:
- Stevens, Francine
- Description:
- The purpose of this study was to examine the relationship between middle/high school students’ racial identity, religious participation, and perception of stereotype threat and the effect on student educational outcomes (student engagement, student achievement, academic identification, withdrawal, and dropout). The focus of this study was on African American students who participate in church-related religious activity on a regular basis. The Black community church has long provided the vehicle for the open expression of African American social, political, and educational discourse and organization needed to enact critically needed community change efforts. Environment assets such as the community Black church involvement for African American students may prove to hold resources for overcoming the achievement gap. When African Americans as a church community taught students who were denied access to public schools, the curriculum was culturally relevant and the teachers shared the same values, beliefs, traditions, and custom as the students they taught (hooks, 1992). This contributed to students’ feeling of belonging and identity and provided critical social capital, which is significant for African American student learning and development as a marginalized ethnic group. The literature reviewed for this study provides a discussion of four themes. The first theme examines the theoretical frames informing this study. These include: racial identity theory, critical race theory, stereotype threat theory, community cultural wealth, and critical social capital. The second theme provides a clear cultural context for the understanding and interpretation of the social and political climate of the study. This theme reviews the concept of race, racial socialization, and institutional racism as a pretense of the sociopolitical institutions and agencies in society, particularly education. The third theme explores the importance of youth development and community-based organizations in building self-esteem, racial identity development, and ethnic efficacy of adolescents. This includes the significance of the Black church community for African Americans politically, socially, and spiritually in racial identity development and ethnic pride. The fourth theme reviews the educational implications and outcomes these social and cultural factors have for African American middle/high school students attending American public schools. The research design was mixed-method, quantitative and qualitative. Data was collected from a 36-question self-reported survey, focus group activity, and adult interviews, which were transcribed and analyzed for patterns and themes. The researcher utilized the linkages among the various data sources through coding, categories, and concepts to identify relevant findings related to the research questions. The researcher then triangulated the various data sources to build an understanding of student subjects’ experience of their world and the implication for educational outcomes. The findings indicated there were both statistically significant (p= .05 or less) and statistically suggestive (p=.10 or less) correlations between racial identity, religious participation, and stereotype threat and the impact on education outcomes such as grade point average, academic identity, academic engagement, social acceptance, future aspirations, as well as self-handicapping and academic disengagement. Students who experience stereotype threat without the buffer of resilience-making support, are more likely to participate in self handicapping and disengaging behavior over time. Steele (1994) suggested that these are the very students who eventually withdraw and/or drop out of school. The cost to the nation and states for students failing to complete high school is measured in billions of dollars. In addition, for students who drop out of school, the cost in human potential is priceless. The concluding chapter discusses the implications of the study including implications for transformational leadership, policy implications, and suggests future research studies with the final reflection of the researcher. It is imperative that researchers, educators, and policymakers explore the influencing factors and cultural assets of African Americans in their efforts to close the achievement gap, a persistent phenomenon that continues to undermine the national security and economic stability of the United States. The cost to the nation for students who do not complete high school or are unable to function and contribute as citizens is catastrophic. This study attempts to provide some possibilities for further knowledge and understanding research and reform efforts.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership

- Creator:
- Diggs-Reynolds, Tera Lynn
- Description:
- Truancy is a nationwide epidemic and is the first sign that a student is in crisis. This research study looked into the perspectives of habitually truant students an underrepresented population in this research. This study captures the voices of truant students about paths that led them to truancy and the Attendance Resource Center. The Attendance Resource Center is a collaborative approach model truancy reduction program in Sacramento County. The researcher used constructivism and systems theory as the theoretical foundation for this study. The purpose of this study is to expand the research literature on truancy and provide practitioners and schools with a different perspective to truancy and information to reduce high school dropout rates. The study used grounded theory research methods to analyze the data, and recommendations for the education system.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership

- Creator:
- Patz, Christian Robin
- Description:
- Mental health and behavior problems occur at high rates among Latino students in California; however, Latino children are less likely than African American and white children to receive special education services for these problems. Efforts to understand and address these disparities should include research to understand how school psychologists perceive and respond to student behaviors based on the student’s ethnicity. To this end, this study conducted an Internet-based experiment with a sample of 43 school psychologists from across California. The primary aims for the study were: (1) to determine how being Latino impacts students’ eligibility for service when they have emotional challenges; and (2) to determine if school psychologists identify mental health needs in Latino students at the same rate as white or African American students. All participants were given a demographic survey, a clinical case vignette, and a clinical questionnaire. The ethnicity of the student in the vignette was randomly assigned and represented the only manipulation in the study. When asked if the student qualified for special education, participants assigned the non-Latino vignettes qualified the student at a greater rate than subjects receiving the Latino vignette and the difference was significant. Most other comparisons did not yield statistically significant results.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership

- Creator:
- Lawson, Jennifer Lucia
- Description:
- Across the nation, students are exiting high schools and headed to college underprepared and ill-equipped to handle the expectations and system of higher education. This lack of college readiness can be related to a limited perspective of the rigorous academic expectations or a lack in the social capital, cultural capital, or habitus necessary for success in college. While there are numerous programs available to assist students with this educational transition, both in secondary education and on the college campuses themselves, the research supporting their effectiveness is limited. This study focuses on the perceived college readiness that AVID provided former students in the areas of academic expectations, social capital, cultural capital, and habitus. Through the mixed-methods design, this study presents both a breadth of student perceptions regarding their experiences at one Northern California high school, as well as student voices who share specific ways in which the AVID program provided college readiness.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership

- Creator:
- Christensen, Michael Dee
- Description:
- Leveraging behavior theory, coupled with a self-other-rater data collection process, this non-randomized quantitative study explored how differences in supervisor-subordinate upward influence behavior agreement and non-agreement affected supervisor ratings of subordinate effectiveness. Targets of the study were public college and university vice presidents (supervisors) and their direct reporting middle managers (subordinates). Eighty-one supervisor-subordinate dyads, or 162 individuals, participated in the study. Gathering data from study participants required the use of supervisor and subordinate influence behavior questionnaires (see Yukl, Seifert, & Chavez, 2008). In responding to questions presented in the questionnaires, subordinates provided “self” and supervisors provided “other” ratings on subordinate use of the eleven proactive influence behaviors considered. Previous research has demonstrated that subordinates who lacked an ability to successfully actualize upward influence behaviors diminished their likelihood of obtaining needed resources from supervisors (e.g., Applegate, 1982; Barry & Watson, 1996; Douglas & Gardner, 2004; Ferris, Judge, Rowland, & Fitzgibbons, 1994; Lamude & Scudder, 1995). The inappropriate selection, timing, and use of various upward influence behaviors has also been shown to have a deleterious effect on subordinate job performance ratings (Giacalone, 1985; Schlenker, 1980). As conjectured by Floyd and Wooldridge (1997) and Schilt and Lock (1982), the skillful use of upward influence behaviors by subordinates may be an important factor in the overall success of supervisors and organizations, in addition to subordinates. As few studies have considered supervisor-subordinate influence behavior agreement/non-agreement and its relationship to supervisor ratings of subordinate effectiveness within public institutions of higher education, further investigation of upward influence behavior and leader effectiveness within the context of these organizations was determined appropriate. For three of the influence behaviors investigated (i.e., rational persuasion, inspirational appeals, and consultation), study results indentified in-agreement/good and under-estimator subordinates as receiving significantly higher effectiveness ratings than subordinates who were in-agreement/poor or who over-estimated their use of these three influence behaviors. Although the study definitively established a relationship between increased subordinate effectiveness ratings and in-agreement/good and under-estimators, the study’s design did not seek to determine whether supervisors and subordinates were actually aware of the perceptions each held with regard to subordinate use of upward influence behaviors. Only the researcher knew—by analysis of the data—the actual levels of congruency (i.e., agreement/non-agreement) that existed between supervisors and subordinates. The fact that supervisors provided higher effectiveness ratings for subordinates who under-estimated their use of rational persuasion, consultation, and inspirational appeals, suggests that supervisor perceptions of subordinate influence behavior may be more important than actual agreement (i.e., in-agreement/good or in-agreement/poor), as perceptions, rather than realities, may significantly persuade supervisor ratings of subordinate effectiveness.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership

- Creator:
- Camp, Daryl Franklin
- Description:
- Like many states in the nation, California has struggled with preparing more high school graduates to be college- or career-ready for post-secondary opportunities in the 21st-century. David Conley (2005) indicated that students are college-ready when they are able to successfully meet the requirements of entry-level college courses. ACT (2006) describes career-ready as being able to enter a job or training program likely to offer both a wage that can support a small family and has the potential for career advancement. While historically high school students have chosen a course of study that either prepares them for college eligibility or a vocation, educators and political and business leaders are now claiming that the skills and knowledge needed for college or a 21st-century career are virtually the same. This study explored how large, low-performing, California high schools that received Immediate Intervention/Underperforming School Program funds in the early 2000s prepared high school graduates to be college- or career-ready. This study analyzed the A-G completion rates of 32 schools that received California intervention funds in the early 2000s and compared the results to 32 similar schools that did not receive intervention funds. The results demonstrated a pattern of increased A-G completion rates for the intervention schools when compared to the 2001 base year and a decrease in A-G completion rates for the comparison schools when compared to the 2001 base year. The intervention schools had a significant increase in the A-G completion rates when comparing 2005 to 2001. The significant increase was also true for Latino American students in intervention schools in 2005. There were no significant changes for African American students in intervention schools. There were no significant differences in the A-G completion rates between the intervention and comparison schools.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership

- Creator:
- Punteney, Katherine Nicole
- Description:
- Amidst a U.S. policy context that is ardently promoting the education of U.S. undergraduates for greater participation in world politics, trade, and cultural exchange, institutions of higher education are increasingly committing their campuses to preparing students for professional and civic lives in a global world. Yet, among the many approaches taken by institutions to internationalize their campuses, career development and career counseling are underutilized methods of preparing students for international careers. This study focuses on the construct of career capital and examines the effects of an international career exploration module in general education classes on students’ interest in and knowledge of international career options, arguing that the use of such a module is an effective method of preparing students for international careers.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership

- Creator:
- Burke, Clark David
- Description:
- This study was an initial attempt to examine the assumption of a relationship between the subcomponent of Academic Language, Academic Vocabulary, and student and teacher knowledge as well as instruction and assessment in the fourth grade. To help investigate the researcher’s claims, the study also evaluated the effectiveness of an independent vocabulary program. Coupled with a comprehensive literature review, this study utilized both qualitative and quantitative research. The researcher analyzed the use of Academic Vocabulary words taught in a state-approved ELA curriculum and compared them to the words used on the California Standards English Language Arts Tests in fourth grade. Data collected from a teacher survey and a student survey were used to evaluate the need for Academic Language and Vocabulary. Finally, the researcher evaluated an independent vocabulary program using pre- and post-assessments to help determine the effectiveness of an independent vocabulary program on a standardized exam. Data show that the deficiency is evident when students and teachers are asked to define Academic Language and Academic Vocabulary and how it is instructed in class. Also, the appearance of Academic Vocabulary on the California Standards Test shows a definitive need to teach Academic Language and Academic Vocabulary. With the research and data to substantiate the need, it is recommended an Academic Language Development program be created and modeled after the English Language Development program. Keywords: Academic Language, Academic Vocabulary, Academic Language Development, California Standards Test, Open Court Vocabulary, English Language Development, Second Language Acquisition, Limited Language Proficient, Second Language Learner
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership

- Creator:
- Strong-Rhoads, Kelley-Jean
- Description:
- Educational leadership is at the forefront of school improvement and reform. Too often, only formal leadership is studied with regard to improving teaching and learning. This study is unique because the author has used an organizational theory lens in order to uncover the complexities of the classroom. Furthermore, the author sought to understand the characteristics of classroom leadership and how the teachers in this study became the transformational teacher leaders they were. The author used the following definition based on the work of Yukl (1999) to define transformational leadership: Transformational leaders are leaders who provide intellectual stimulation, develop follower skills, build collective efficacy, and allow individual consideration. This study is different from instructional leadership in several ways. First, instructional leadership focuses mainly around “strong, directive leadership with regard to curriculum and instruction from the perspective of the school principal” (Hallinger, 2003, p. 329). In addition, instructional leadership is a type of formal leadership whereby the principal of a site is looked at as the center of expertise on curriculum and instruction. This study differs from instructional leadership studies because it looked at the informal leadership practices and characteristics of classroom teachers within their classroom micro-organization and studied teachers beyond curriculum and instruction. Furthermore, the focus of instructional leadership is to increase student academic outcomes (Hallinger, 2003). While academic improvement is a component of classroom leadership, it is not the only focus. Finally, this study differs from other educational leadership studies because it is one of very few studies that has analyzed the classroom using an organizational theory lens. This study utilized the qualitative method of inquiry, specifically the phenomenological approach. The purpose of this study was to uncover teachers’ perceptions about classroom leadership. The sample consisted of six teachers who exhibited the transformational leadership characteristics as described above. The teachers were all from the same suburban northern California school district but from different school sites. There were three research sites: one K-6 grade school, one K-7 grade school and one 5-8 grade middle school. The data for this study were gathered through face-to-face interviews, classroom observations and the researcher’s journal. Through the process of open and closed coding, four major themes emerged. These transformational classroom leaders are reflective, collaborative and flexible lifelong learners. Important to note is that this study suggests these characteristics could be taught and learned by all teachers at any school site, and a classroom leadership framework and process for learning the given characteristics is provided.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership

111. African American female faculty at a northern California State University: recruitment and retention
- Creator:
- Lawson-Thompson, Adrienne S.
- Description:
- The recruitment and retention of faculty of color remains one of the most difficult challenges facing American higher education (Antonio, 2002; Fenelon, 2003; Perna, Gerald & Baum, 2007; Sorcinelli & Billings, 1992; Stanley, 2006; Taylor, 2002; Webb & Norton, 2008) especially among African American female faculty. This is problematic considering evidence suggests that having a diverse faculty increases the retention and graduation rates of students of color (Adams & Bargerhuff, 2005; González, 2007; Hagedorn, Chi, Cepeda & McLain, 2007). The purpose of this study was to explore the phenomenon of Black female faculty recruitment and retention experiences in academia. The following research questions guided this study: 1) What are the perceptions and experiences of the recruitment process of African American women faculty? 2) What are the experiences of African American/Black female faculty who went through the RTP process? 3) What factors contribute to the successful retention, tenure, and promotion process (RTP) for Black female faculty? Preexisting data from the California State University (CSU) Chancellor’s office and the California Faculty Association informed this research of the system wide racial and ethnic demographics of faculty, and specifically the status of African American female faculty in the CSU. This qualitative research study utilized face-to-face interviews with seven Black female faculty at a Northern California State University (NCSU). Autobiographical methods provided participants an opportunity to theorize and make sense of their experiences through critical self-examination and self-reflection. These methods are especially important in establishing voice for women who have historically experienced silence, exclusion, and experienced a sense of powerlessness within the academy. Therefore, Black Feminist Thought (BFT) and Critical Race Theory (CRT) were utilized to frame this study which gave respect and voice to the women in this study. As a result, narratives and testimonies key sources of data. The researcher analyzed common themes from interviews rather than analyze numerical data collected. An analysis of the data provided insight into higher education cultural environment, the ethnic and gender profile, and RTP experiences and perceptions among African American female faculty members. Many of the participants described how mentorship from colleagues paved the way for obtaining a faculty position, and especially in regards to their Retention, Tenure and Promotion (RTP). Black feminist and critical race perspectives have suggested that creating and sustaining strong connective relationships with other Black women are essential to their social and psychological wellbeing (Hughes & Howard-Hamilton, 2003). Moreover, participants often stated that having a voice in faculty meetings was very important, especially when the faculty do not reflect the demographics of students being served. The data indicated that participants in this study have a sense of powerfulness in their department, either as a leader, committee chair, or just a faculty member with a good self-perception. Majority monoculture human development theories are harmful when they are used as the primary lens to understand the developmental needs and experiences of Black women because these theories are validated on non-Black persons. According to Howard-Hamilton (2003) Black feminist thought and critical race theory provide an appropriate framework which adds an important element of depth to our understandings about the struggles and needs of Black women in academia. As a result of race and racism in U.S. Higher Education, scholars use CRT and BFT as a method of storytelling to show the permanence of race (Robinson & Clardy, 2010). The researcher promotes the utilization of CRT and BFT as a tool of analysis in education can help lead toward the standardization of these theoretical frameworks to ensure the quality and richness of research (Delgado, 2001; Lee, 2008). This study suggests that university leaders have to purposefully, strategically and actively pursue a critical mass of African American female faculty. In addition, university leaders have to provide the necessary structured mentoring systems in order to promote the successful RTP of Black female faculty members. The overarching implication of this study is that institutional leaders in the California State University must be more deliberate about recruiting and retaining faculty of color.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership

- Creator:
- Sandul, Paul Jason Prescott
- Description:
- “Harvesting Suburbs” attempts to provide an understanding that agricultural communities in California represent a unique rural suburban type labeled here as “agriburbs.” Such an understanding deepens an appreciation for both the growth and development of California in general at the turn of the twentieth century and the diversity of suburban types across the American landscape. Moreover, by reviewing historical narratives concerning agriburban areas, one can reach a better understanding of the dynamics at play working to divert attention from the suburban side of agriburban areas’ origins. Put differently, “Harvesting Suburbs” seeks to explain what an agriburb is and why historians and others have failed to identify an agriburb. Parallels are hence drawn between the suburban ideal and the California dream to show how they largely mirrored each other. The suburban side of three case study sites (Ontario, Orangevale, and Fair Oaks) is then furnished to specify better what made California’s “agricultural colonies” agriburbs. Finally, early promotional efforts concerning agriburbs reveal how a master historical narrative about each of these communities largely contributes to diverting attention from their suburban origins. Examining a metanarrative also exposes much about the nature of public memory in agriburban communities. It shows the importance and lasting influence of older historical narratives and other public representations of the past on present-day historical narratives and public representations of the past.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- History (Public History)

- Creator:
- Smoley, John Knute
- Description:
- This dissertation explores the historic preservation and public memory of America’s Nike air defense missile program. To defend against nuclear attacks delivered by Soviet bombers in the 1950s, 60s, and 70s the United States constructed a massive air defense network, the largest peacetime dispersion of America’s military might into its communities. The 275 Nike sites built in 29 states are one highly representative example of these defenses and constitute the world’s first missile base network, predating not only all other air defense missile networks but also all offensive nuclear missile bases. Despite its tremendous significance, historic preservation and public memory of America’s Nike air defense missile system is extremely limited. The dominance of deterrence, lack of trauma associated with Nike sites, and difficulty fitting air defense into traditional narratives of the Cold War provide a poor foundation for public memory. While the many extant Nike sites vi generally retain their integrity, or ability to communicate their historical significance, numerous pitfalls hamper Nike preservation efforts, even the five Nike sites listed in the National Register of Historic Places. Considered in the context of a complex, contradictory Cold War, Nike sites are the quintessential Cold War site. Additionally, Nike sites highlight the way public memory and preservation fuel and feed off of each other. Given the current state of historic preservation and public memory of Nike sites, a three-pronged strategy of interpretation, focused preservation, and a series of markers is the best way to commemorate and educate Americans about the importance once assigned to air defense against nuclear weapons: a menace that continues to threaten our world.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- History (Public History)

- Creator:
- Walker, Marrio D.
- Description:
- Students in California Public Schools are increasingly failing to meet or exceed state proficiency standards found in the No Child Left Behind Accountability Act of 2002. Although there has been growth in every significant subgroup of proficiency in ELA and Mathematics in the state of California to include Students with Disabilities, Socially Economically Disadvantaged and English Language Learners subgroups, increasingly all student subgroups are failing to keep up with the pace needed reach proficiency targets each year. Three consecutive years of statewide descriptive data on NCLB AYP performance targets was collected from the California Department of Education on school years 2007, 2008 and 2009 of some 3,700,000 students and 6000 schools. The findings were although proficiency rates of ELA and Mathematics have grown every year since 2007 for each subgroup on an average of two to four percent, state and federal AYP targets are growing an average of eleven percent each year, making it impossible for subgroups to make targets causing more and more schools to fall into Program Improvement Status and be labeled consistently low performing. AYP targets as they currently exist are unrealistic. Therefore it is recommended that California education legislation be amended to use more equitable measures of performance that include, but are not limited to: proficiency targets based on the trend of growth for each subgroup. That legislation is research led, and that K-12 performance tests be connected to college and career readiness outcomes rather than what currently exists, which is proficiency for proficiency stake.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership

- Creator:
- Rosa, Milton
- Description:
- Statement of Problem Research has shown that school leaders’ understanding of high quality mathematics instruction and their ideas about how to support it are significantly influenced by their perceptions about the nature of mathematics, teaching, and learning (Nelson, 1999; Spillane & Halverson, 1998; Spillane & Thompson, 1997). It has been proposed that high school leaders’ content knowledge in mathematics and their perceptions about how it is both learned and effectively taught is critical to their effectiveness as school leaders for the improvement of students’ achievement, including ELL students (Nelson & Sassi, 2005; Stein & D’Amico, 2000; Stein & Nelson, 2003). In other words, according to Stein and Nelson (2003), school leaders’ perceptions about the teaching and learning of mathematics influence their decisions and actions because subject matter is central to teaching, learning, and leadership. A strong knowledge of mathematics is the cornerstone for a sound decision making process (Nelson & Sassi, 2005; Stein & Nelson, 2003). From direct and daily experiences, school leaders have realized that students’ future success depends critically on the level of their mathematical, analytical, quantitative, procedural, and statistical skills and abilities that are developed from their learning experiences in mathematics (Nelson & Sassi, 2005; Stein & Nelson, 2003). Since mathematics will continue to be an important subject matter of the school curriculum, a better understanding of mathematical knowledge and its place in the development of human activities is increasingly necessary for school leaders and teachers. According to Stein and Nelson (2003) and Nelson and Sassi (2005), this kind of mathematical knowledge is necessary for the practice of instructional leadership that effectively links school leadership to teacher learning and student learning with subject matter at the core. Thus, the purpose of this study is to capture and describe the perceptions of the school leadership concerning the challenges ELL students face in relation to their academic success in mathematics standardized high-stakes tests under NCLB in nine high schools in Alpha Unified School District (AUSD), a suburban school district near Sacramento, California. This is a mixed-methods study composed of interviews with open-ended questions and a survey that contains both Likert scale (quantitative data) and open-ended questions (qualitative data). The goal of this study is to determine how school leaders’ perceptions are influenced by an understanding of the effects of the ethnic cultural background of ELL students on academic performance in mathematics standardized high-stakes tests such as the California High School Exit Exam (CAHSEE) and California Standard Tests (CST). This research also seeks to describe the approaches that high school leaders use in relation to their ELL population. These approaches include promoting the use of best instructional practices, implementing fair assessments and using obtained results to improve instruction, developing strategies to increase teacher capacity and cooperation for the instruction of ELL students, and creating a culturally and linguistically relevant school. Finally, it is a goal of this study to develop a series of recommendations that may help high school leaders to successfully meet the needs of their ELL population. Sources of Data The data collection procedure chosen for this mixed-methods study was designed to use data collected through interviews, surveys, open-ended questions, and ELL students’ performance on CST and CAHSEE as well as demographic data about ELL students, principals, and vice-principals. Collection of Qualitative Data Interviews with 24 open-ended questions were conducted with six principals of the nine high schools at AUSD. Each interview lasted 40-50 minutes. Principals were given an advance copy of the interview protocol. Responses to interview questions were used to identify relevant themes that emerged from the answers and to identify patterns that existed across the responses of these principals and vice-principals. Surveys were administered to 6 principals and 20 vice-principals in the same nine high schools at AUSD. Qualitative data of the survey were collected from 10 open-ended questions. These open-ended items allowed principals and vice-principals the opportunity to describe their answers in detail. Collection of Quantitative Data Using a 4-point Likert scale format, the principals and vice-principals responded to 30 items focusing on their perceptions about ELL students. Quantitative data was obtained from these items. The survey was designed to be completed within 20 and 30 minutes. Finally, ELL students’ performance in the mathematics portion of the CST and CAHSEE were analyzed. School demographic data for ELL students, principals and vice-principals were also collected. Conclusions Reached The challenges of the new millennium and the increased accountability it demands requires a different kind of leadership that enables school leaders to serve their students more effectively. In addition to administrative knowledge and skills, Sergiovanni and Starrat (1998) affirmed that leadership development tends to be shaped by a set of “beliefs, opinion, values, and attitudes which provide a foundation of practice” (p. 133). This set of personal educational values and beliefs that has become to be known as an “educational platform” (p. 133), which guides school leaders’ actions and decision-making. In this context, Sergiovanni and Starrat (2001) stated, “educators carry on their work, make decisions, and plan instruction based on their educational platform” (p. 70). Therefore, school leaders need to develop their educational platform and engage in reflection, both of which are essential to their leadership practice. Similarly, researchers have recognized that reflecting on or pondering an ideal, issue, perception, belief, or problem leads school leaders to an enhanced educational practice (Airasian & Gullickson, 1997; Kuhn, 1991). Since professional reflection constitutes a valued strategy for enhancing professional practice, school leaders must create opportunities to reflect upon their own leadership practice in order to understand, critique, and modify it. According to Airasian and Gullickson (1997), “reflection is a central process of constructing knowledge and developing professionally” (p. 219). In addition, a deep understanding of both culture and its connection to mathematics is an important source of knowledge for school leaders to reflect upon in order to modify and transform their leadership practices. In this regard, if school leaders in this study are to facilitate successful learning opportunities for all students, they must know their students, their cultural roots, linguistic backgrounds, previous experiences, and their students’ perceptions about the world. This also includes knowing ELL students' linguistic backgrounds and cultural values that may influence performance on standardized high-stakes assessments. In this context, knowing each student's cultural and linguistic background is essential for providing successful learning opportunities for all students, including ELL students. Professional development about understanding their students’ cultural and linguistic differences may help school leaders to facilitate, structure, and validate successful learning for students through a variety of strategies and practices that best fit their specific needs. For ELL students to reach their full potential, instruction should be provided in ways that promote the acquisition of increasingly complex mathematical knowledge and language skills in a social climate that fosters collaboration and positive interactions among students, school leaders and teachers. Such classrooms are inclusive in their emphasis on high standards, expectations, and outcomes for all students (Lipman, 1995). Important features of such settings include high expectations, and exposure to academically rich curricula, materials, resources, and approaches that are culturally and linguistically relevant to the ELL students’ needs in order to enhance mathematical learning and achievement. In addition to using effective methods and materials, school leaders and teachers need to possess cross-cultural communication skills and develop clear understandings of the culturally and linguistically diverse backgrounds of their students (Garcia & Dominquez, 1997). In conclusion, school leaders and teachers who understand their students’ linguistic and cultural differences strive for intentional variety in instruction, curriculum, and assessments that lead to an improvement in the learning of mathematics. School leaders play a key role in encouraging and supporting appropriate professional development experiences and best pedagogical practices for themselves and for all teachers and students in their schools. In this regard, professional development that addresses students’ linguistic and cultural differences is strongly recommended.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership

- Creator:
- Williams, Angelo A.
- Description:
- Too few African American community college students in California, complete, persist or graduate and the expansion of successful programs to mitigate these conditions are cost prohibitive or programmatically restricted to small traditional student populations. Faced with this situation, one college expanded an informal, low-cost retention intervention, inreach. This study is concerned with interactions between student and institution within inreach interventions and focuses on the student-institution interaction as its basic unit of analysis. Sources of Data Sources of data include information from intake/use forms, interviews with selected students and in depth interviews with students. Additional data was collected from college employees involved in the inreach intervention and from observations of the inreach interventions over time. Finally data was college from document review comparing student reports to college reports about a student’s success/progress. Conclusions Reached Within the three types of inreach (informal, formal , radical) employed a common implementation of early, intrusive, consistent and unusually close contact between students, specifically non-program aligned African American students and inreach practitioners was present within the interventions. Inreach intervention participants reported an overall positive effect specifically the practices ability to bind students closer to the institution. Students reported the inreach interventions, especially peer to peer communications, as a significant investment of student psychological energy. Relationships between student and institution within the inreach intervention were characterized as non-transactional, inspirational/spiritual and familial. The underlying method of the three types of inreach identified can be summarized in one five principled model for interventions and administrative practice (Wonder, Wander, Check In, Check Up, Check Out). Although student participants reported that INREACH was an expression of institutional integrity and institutional commitment to student welfare, certain micro-abrasions presented by extra institutional forces (Police Department, Contracted Food Services) threaten to retard institutional connectivity with non-program aligned African American students. Leadership implications include overall reorganization of the institutional organizational structure within community colleges based on increasing and enhancing one on one contact with students by every executive, administrator, faculty and staff employee. Specific leadership implications include reorganization of executive, administrator, faculty and staff duty statements and practices. Enhancements to student services practices including the introduction of an Office of Inreach to coordinate all ‘student contact’ activities campus wide.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership

- Creator:
- Topete, Hector Edward
- Description:
- The purpose of this quantitative study was to examine the relationship between peer perceptions and grades among Latino high school students in an urban high school in the Sacramento, California area. The study determined the nature of the relationship, i.e., positive and/or negative; the degree of influence peer perceptions had on Latino students’ grades; and how various factors contributed to this relationship, i.e., popularity, respect, self-image, extracurricular activities and peer social capital, oppositional culture (“acting white”), and importance of grades. The main instruments were a student survey and analyses of student GPA data (self-reported and actual). Descriptive and inferential statistics were used. Considering the severity of California’s underperformance and dropout rates among Latino students, an increased understanding about this issue will serve to identify possible solutions. This study looked at one possible aspect contributing to this academic underperformance. Some of the findings included oppositional culture tendencies among the lower grades (9th and 10th); positive perceptions of academic achievement among female students; positive linkages between extracurricular activities, peer social capital, and grades; and a negative relationship between peer popularity and GPA. Other findings also provided qualitative depth to this quantitative study.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership

- Creator:
- Nichols, Carolyn J.
- Description:
- The International Baccalaureate programs have demonstrated significant growth and popularity in the United States in recent years. A new school dedicated to implementing the Primary Years Program of the International Baccalaureate Organization provided the opportunity for research on the specific actions and qualities of a principal as the Primary Years Program is developed and implemented. This mixed method study of the leadership of the developing Primary Years school leaned heavily on qualitative interviews of key stakeholders of the school to determine a set of key findings for future school leaders of Primary Years Schools. It was concluded that school leaders best serve their school communities as transformational leaders but needed key elements of leader/managers to succeed in the leadership challenge.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership

- Creator:
- Galbraith, Carla Therese
- Description:
- The Achievement Gap is the difference in the academic achievement of White students compared to students of color. It is often attributed to the effects of low socioeconomic status or even genetics. Racism and the lack of cultural responsiveness are also included as causes for the poor performance of students of color. The need for a solution to this problem has increased urgency as the United States remains ethnically diverse. A beacon of hope lies within students of color who have not only defied the Achievement Gap, but have maintained grade point averages (GPA) well over 3.5 throughout their four years of high school. Using phenomenology as a conceptual framework and qualitative research methodology, this study will analyze the characteristics, commonalities and lived experiences of the top performing 12th grade African-American high school students located in Elk Grove, California. Moreover, the theoretical frameworks of Attribution Theory and Locus of Control Theory will allow the researcher to delve deeper into the characteristics of these successful students. Through questionnaires, surveys and focus group discussions, the responses from the African-American participants will be examined and categorized into themes according to the factors they believed to have contributed to their outstanding academic performance. Analysis of the final chapters revealed seven characteristics of academically successful African-American students. These characteristics are (1) Self Motivation, (2) Racial Resiliency, (3) Stereotype, (4) Family Influence, (5) Academic, Teacher, School Support, (6) Spirituality, and (7) Socioeconomics. Of the seven attributes, Self Motivation and Racial Resiliency were the most frequent responses to address the research questions. In the final chapter, recommendations for school leaders are given as it relates to African-American students in order to increase academic performance and aid in closing the Achievement Gap.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership

- Creator:
- Abdulmalik, Hasan
- Description:
- Ninth grade transition to high school marks a critical educational juncture and a significant event in the lives of adolescents. This is a pivotal year where transitioning students suddenly find themselves struggling to navigate large, impersonal, and competitive environments. In school districts across the United States the enormity of the problem associated with ninth grade transition cannot be understated. Educators struggle to improve the overall success rate for these students because ninth grade is the most failed grade in public school. The purpose of this quasi-experimental research study was to analyze the impact of a summer school intervention program that focused on preparing students for the transition to high school. The study analyzed critical components associated with high school transition, achievement, and success for 120 students in the Sacramento, California area. The findings from this study will add valuable insight to the body of knowledge and research that currently exists for the development and implementation of ninth grade transition to high school programs. The study has identified trends, practices, and negative factors that are alarming. The significance of socioeconomic conditions and ethnicity has compounded the systemic failure of ninth graders in suburban and urban high schools. Academic achievement, student behavior and attendance are the three overarching areas that have been identified as needing intervention. If left unattended this issue will have a profound and devastating effect on student outcomes, increased dropouts rate, school budgets, and forecasts a dismal future for students of color in public schools. The study used quantitative research methods that examined the relationship and significance between multiple variables in the three general areas of academics, behavior and attendance. An analysis of descriptive statistics, inferential statistics, and t-tests examined the variables and found that there were varying degrees of difference, but there was no significant relationship between the two groups in the study.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership

- Creator:
- Mason, Justin Christopher
- Description:
- The purpose of this study was to investigate the role of the teacher in Advanced Placement (AP) access for high school students. There are many benefits to students who participate in the AP program including access to a rigorous curriculum, college course credit or placement for successful completion of an AP exam, and an advantage when applying to competitive colleges and universities. Access to AP courses remains an unlikely opportunity for many low-income students who attend schools that offer few AP courses, and African-American and Latino students are underrepresented in AP participation. This study uses a mixed methods design with both quantitative and qualitative methods. The first phase of the study was an online survey of AP teachers in three school districts in Northern California. The second phase of the study used follow-up interviews to collect additional data from selected Advanced Placement teachers. The online survey and follow-up interviews were designed to collect data on the perceptions and practices of AP teachers in the pre-screening of AP students, the promoting of AP courses to students, and in determining AP course offerings. This study indicates that the AP teacher plays an important role in determining both student access to AP courses as well as in the decision making process of determining whether their school will offer a specific AP course. AP teachers reported students should be pre-screened before enrolling in an AP course at higher rates in larger schools (F=3.749, p=.033) and in schools with higher API scores (F=4.478, p=.018). Additionally, responses from the follow-up interviews indicate that teachers are making the decision to pre-screen students or to allow open access without following any state, district, or site policies. While an overwhelming majority of AP teachers report that it is part of their role to promote their AP course to students, only a small percentage are actively promoting their AP course to minority students and to students who are not already in an honors or AP track. This study indicates that the AP teacher can be a powerful factor in providing a more equitable access to AP courses as well as in closing the AP participation gap for historically underrepresented students.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership

- Creator:
- Rajagopal, Kadhir V.
- Description:
- Failure in algebra is the #1 trigger of dropouts in high school according to a former superintendent of Los Angeles Unified School District (LAUSD) (Helfand, 2007). Too many urban students of color are failing or performing below basic in foundational mathematics. The author, a teacher at West High School, has been able to achieve different results with low income urban students in algebra. The author has used specific strategies that have helped the majority of his once low-performing students to consistently succeed in algebra and outperform their peers throughout the entire Grand District and state of California. The strategies used by the author have been integrated into an instructional model called C.R.E.A.T.E. This project focused on documenting the impact C.R.E.A.T.E. could have on the results other math teachers experienced with their students in foundational math classrooms, specifically, algebra and geometry. Furthermore, the study revolved around the issue of replicating the success the author has had with C.R.E.A.T.E. in other classrooms. The purpose of this study was to examine if the implementation of C.R.E.A.T.E. in other teachers’ classrooms at West High School resulted in a majority of low income and underperforming students succeeding on district and statewide math assessments in algebra I and geometry. The documentation of strategies and results from the implementation of C.R.E.A.T.E. may provide evidence for administrators at the district and state level to determine if the C.R.E.A.T.E. model should be implemented as a way to address the pressing crisis of failure in math for diverse urban populations.
- Resource Type:
- Dissertation
- Campus Tesim:
- Sacramento
- Department:
- Educational Leadership

- Creator:
- Jones, Leann
- Description:
- A 73-year-old male with chronic low back pain and a diagnosis of lumbosacral transitional vertebrae was seen once a week for twelve weeks at an outpatient physical therapy clinic. Treatment was provided by a student physical therapist under the supervision of a licensed physical therapist. The patient was evaluated with goniometry, the passive knee extension test, manual muscle testing, the numerical pain rating scale, the straight leg raise test, the crossed straight leg raise test, the Oswestry Disability Index, and the Fear-Avoidance Beliefs Questionnaire. A plan of care was established with the main goals of increasing range of motion, strength, functional ability, and sleep quality, as well as for the patient to return to golf, and to reduce pain and fear-avoidance beliefs. Interventions included directional preference and therapeutic exercises, manual therapy, motor control training, a home exercise program, and patient education. The patient increased range of motion, strength, functional ability, and sleep quality, was able to play golf with limitations, and reported a decrease in pain. He was discharged home with a home exercise program that included information on continuing his graded return to golf.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Collins, Todd
- Description:
- A non-ambulatory 27-month-old girl with a history of failure to thrive, metabolic acidosis, and developmental delay was seen for 12 sessions over 7 weeks in a pediatric pro-bono outpatient clinic. Treatment was provided by a student physical therapist under the direct supervision of a licensed physical therapist. The patient was examined using the two-minute walk test to examine ambulatory endurance, 10-meter walk test to determine gait speed, Peabody Developmental Motor Scale 2nd Edition to diagnose developmental delay, Gross Motor Function Measure-66 and Gross Motor Function Classification System – Expanded and Revised to track and predict gross motor function, and Pediatric Evaluation of Disability Inventory to assess the patient’s participation needs at home and in the community. The main goals for this patient were to increase static and dynamic balance, increase ambulatory endurance and speed, increase gross motor function, and improve functional independence at home and in the community. The main interventions used in this episode of care included: treadmill and overground gait training with and without body weight support, balance exercises, and task-specific training, all while utilizing a family-centered approach. The patient made significant improvements in her ambulatory speed and endurance, gross motor function, and functional independence at home and in the community. The patient was referred to neurologist for a second opinion on magnetic resonance imaging results and discharged to continue living at home with home exercise program under the supervision and care of her family after 7 weeks of treatment.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Osborne, Sara
- Description:
- A patient with nondisplaced fractures at the base of the right superior pubic ramus, right inferior pubic ramus and right sacral ala was seen in outpatient physical therapy for 15 sessions over the course of 8 weeks. A student physical therapist provided treatment under the direct supervision of a licensed physical therapist. The patient was evaluated with goniometry, manual muscle testing, the numeric pain rating scale, the lower extremity functional scale, and the fear avoidance belief questionnaire. The patient’s goals were to improve range of motion, improve strength, restore ambulation without the use of an assistive device, and to return to work without restrictions. Primary interventions used to accomplish these goals were progressive therapeutic exercises focusing on functional and task-specific training, as well as joint mobilizations to restore range of motion. After 8 weeks of skilled therapeutic interventions the patient demonstrated improved range of motion, strength and resumed ambulation without the use of an assistive device. The patient was able to return to work full time without restrictions. The patient was discharged from outpatient physical therapy to continued independent community living with a home exercise program.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Waggoner, Anthony
- Description:
- A patient, status post right total knee arthroplasty, was seen for physical therapy treatment 2 times each day, 6 days each week, over the course of 23 days, in a skilled nursing facility. Treatment was provided by a student physical therapist under the supervision of a licensed physical therapist. The patient was evaluated at the initial encounter with goniometry, manual muscle testing, Wells criteria, the numeric pain rating scale, the Timed Up and Go test, the 6- minute walk test, California Department of Health Care Services assistance levels, Stanbridge Colleges’s Graded Posture Movement Ability of Individual, and patient report. A plan of care was then established. Main goals for the patient were to improve level of independence, and return home to continue a morning walking program with her sister. Additional goals included improving lower extremity range of motion, strength, static and dynamic standing balance, functional and bed mobility, walking endurance, transfer and ambulation ability, and decreasing pain. Main interventions used were goal-oriented, functional, and impairment-based, with use of progressive overload, and included strengthening and range of motion exercises, and gait and functional training. The patient improved range of motion, strength, balance, walking endurance, functional mobility, and independence with activities of daily living. The patient was discharged home with a home exercise program, and scheduled to receive home-health physical therapy.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Garnatz, Rosa
- Description:
- A female patient with right symptomatic hip osteoarthritis (OA) was seen for physical therapy (PT) treatment during 10 visits at a university pro bono outpatient PT clinic. The examination and treatment were provided by a student physical therapist under the supervision of a licensed physical therapist. The patient was evaluated at the initial encounter with the Six-Minute Walk Test, Five-Times Sit-to-Stand Test, Nine-Step Stair Climbing Test, Western Ontario and McMaster Universities Osteoarthritis Index, as well as handheld dynamometry, goniometric measurements, the Numeric Pain Rating Scale, and American College of Rheumatology Criteria. An initial five-week plan of care was established. Main goals for the patient were to increase right hip strength and range of motion (ROM), to improve functional mobility and walking ability by reducing pain, to decrease disability due to hip OA, and to increase her ability to participate in recreational physical activities. Main interventions used were orthopedic manual therapy, bodyweight supported treadmill training, and therapeutic exercise with a corresponding home exercise program. The patient experienced a reduction in pain with activities; improved ROM, functional mobility, and walking ability; improved participation in recreational physical activities; and experienced a reduction in disability due to hip OA. The patient was discharged from PT with an individualized home exercise program to continue living at home.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Cagle, Vanessa
- Description:
- A patient with right parietal lobe stroke was seen for physical therapy treatment for 3 sessions in July at an acute care hospital. Treatment was provided by a student physical therapist under the supervision of a licensed physical therapist. The patient was evaluated at the initial encounter with manual muscle testing, Tinetti Performance Oriented Mobility Assessment, 10 meter walk test, and a plan of care was established. Main goals for the patient were to improve strength, gait speed, static and dynamic standing balance, and functional independence. Main interventions used were over ground gait training, static and dynamic balance training, and strength training. The patient improved strength, gait speed, balance, and functional independence. The patient was discharged to home with home health physical therapy.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Goodin, Allan
- Description:
- A 34-year-old male patient 10 months status post generalized tonic-clonic seizure and consequent bilateral Achilles tendon and triceps surae injury was seen for six physical therapy treatment sessions over eight weeks at an outpatient pro bono physical therapy clinic. Treatment was provided by a student physical therapist under the supervision of a licensed physical therapist. The patient was evaluated at the initial encounter with active and passive ankle range of motion, the Thompson test, unilateral heel raise, the Foot and Ankle Ability Measure, the Lower Extremity Functional Scale, the Fear-Avoidance Beliefs Questionnaire, and the Numeric Pain Rating Scale. Subsequently, a plan of care was established. Main goals for the patient were to improve range of motion, strength, fear- avoidant behaviors, and to help the patient return to participation in high intensity v recreational activities. Main interventions used were soft tissue mobilization and stretching, ankle mobilization, strength training, patient education, and gait training. The patient experienced improvements in pain, functional ankle range of motion, strength, fear-avoidant behaviors, and walking gait performance. The patient was discharged home with a progressive home exercise program.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

130. Post-acute rehabilitation of a patient with traumatic brain injury and history of chronic stroke
- Creator:
- Styles, Adam
- Description:
- A patient with traumatic brain injury and a history of chronic stroke was seen for physical therapy treatment for 40 sessions over 2 months in a skilled nursing facility in Northern California. Treatment sessions were provided by a student physical therapist under the supervision of a licensed physical therapist. The patient’s bed mobility, transfers, and gait were examined at the time of the initial encounter. During this episode of care, the Tinetti Performance Oriented Mobility Assessment, 10-Meter Walk Test, and 2-Minute Walk Test were used to assess his balance and mobility. Impairments, activity limitations, and participation restrictions were identified, and a plan of care was established. The primary goals for the patient were to improve balance, strength, functional mobility, and gait. Primary interventions included therapeutic exercise, task-specific training, and gait training. The patient improved in balance, strength, bed mobility, transfers, and gait. He also increased his functional independence, and was able to engage in more social activities. At the time that the student physical therapist concluded involvement in this case, the patient continued to receive physical therapy to further optimize his function and quality of life.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Bercot, Haley
- Description:
- A patient with right posterior cerebral artery stroke was seen for physical therapy treatment for 14 sessions over 15 days at an inpatient physical therapy clinic in Florida. Treatment was provided by a student physical therapist under the supervision of a licensed physical therapist and in conjunction with an occupational therapist and a speech language therapist. The patient was evaluated at the initial encounter with the Catherine Bergego Scale, Dynamic Gait Index, and Functional Independence Measure, and a plan of care was established. Main goals for the patient were to decrease neglect of the personal, peri-personal, and extra-personal spaces, demonstrate safe performance of functional activities, and increase overall independence. Main interventions used were visual exploration training, limb activation exercises, trunk rotation exercises, and task specific mobility training with obstacles and navigational challenges. The patient improved awareness of the personal, peri-personal, and extra-personal spaces, demonstrated safety with functional activities, and gained greater functional independence. The patient was discharged home with a home exercise program and follow up with home health physical therapy.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Lam-Tran, Diana
- Description:
- A patient with bilateral (BL) hip osteoarthritis was seen for physical therapy treatment over 6 weeks for 10 sessions at an outpatient physical therapy clinic. Treatment was provided by a student physical therapist under the supervision of a licensed physical therapist. The patient was evaluated at the initial encounter assessing: pain intensity with the Numeric Pain Rating Scale, hip range of motion (ROM) with a standard goniometer, hip isometric strength testing with a hand held dynamometer, gait endurance with the 6 minute walk test, and physical function with the Western Ontario and McMaster Universities Arthritis Index (WOMAC); and a plan of care was established. Main goals for the patient were to decrease BL hip pain, improve hip strength, increase hip ROM, increase gait endurance, and resume all daily life activities without pain. The main interventions used were body-weight supported treadmill training, manual therapy focusing on mobilization techniques, and therapeutic exercises. The patient improved strength in BL hip abduction, improved ROM for left hip internal rotation, and resumed all daily life activities without pain. In addition, the WOMAC score was significantly decreased representing a lower amount of overall disability. The patient was discharged to continue living at home with a progression in home exercise program and recommendations for daily physical activity.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Sorensen, Matthew
- Description:
- A patient with osteoarthritis of the hip was seen for nine physical therapy sessions at the California State University Sacramento pro-bono clinic. The sessions were provided by a physical therapist student under the supervision of a licensed physical therapist. During the patient’s initial examination, the following measures were used to identify her body structure and function impairments, activity limitations, and participation restrictions: Numeric Pain Rating Scale, hand held dynamometry, Goniometry, The Western Ontario and McMaster Universities Osteoarthritis Index, Five Times Sit to Stand Test, and patient reports on participation. A plan of care was established. Goals for the patient were to decrease pain, improve hip range of motion and strength, functional mobility, ambulatory ability, and functional independence. Main interventions used were impairment based manual therapy, functional training, body weight supported treadmill training, and task-specific training. On discharge, the patient demonstrated improvements in pain, hip strength, functional mobility, ambulatory ability, and had progressed towards functional independence. She was able to achieve her personal goal of participating in her community walking program and to squat down to do gardening without pain. The patient was discharged from physical therapy with a home exercise program.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

134. Outpatient rehabilitation for a patient with benign paroxysmal positional vertigo and cervical pain
- Creator:
- McNeill, Natalie
- Description:
- A 91-year-old patient with symptoms of neck pain and dizziness was seen for physical therapy treatment for nine sessions in at an outpatient physical therapy clinic. Treatment was provided by a student physical therapist under the supervision of a licensed physical therapist. The patient was evaluated at the initial encounter with the Numeric Pain Rating Scale, Dizziness Handicap Inventory, the Dynamic Gait Index, and positional testing for benign paroxysmal positional vertigo. The main goals for the patient were to decrease her complaints of dizziness, increase her static and dynamic balance, and decrease her neck pain. Main interventions used were canalith repositioning maneuvers, balance training, soft tissue massage, stretching, and postural re-education. The patient’s static and dynamic balance improved, as did cervical postural alignment, and pain decreased. She had decreased dizziness with head movements, however continued to report dizziness when moving from supine to sit which was likely due to orthostatic hypotension. The patient was discharged to continue living in her assisted living facility with a home exercise program.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Cherng, Christina
- Description:
- A 28-month old child with Polymicrogyria resulting in diplegic cerebral palsy was seen in physical therapy treatment for 12 sessions over 3 months in a pediatric outpatient physical therapy clinic. Treatment was provided by a student physical therapist under the supervision of a licensed physical therapist. The child was evaluated at the initial encounter with the Modified Ashworth Scale, the 66 Item Gross Motor Function Measure, Gross Motor Function Classification System, Peabody Developmental Motor Scales, Pediatric Evaluation of Disability Inventory, and goniometry to establish a plan of care. Main goals for the child were to initiate ambulation with a reverse walker, improve lower extremity extensor strength, and achieve adequate heel strike during ambulation. Main interventions used were over-ground gait training with a reverse walker, assisted stair climbing and sit to stands, and posting the child’s ankle foot orthosis. The child improved in motor control and sequencing, which led to developing the ability to ambulate independently under supervision with a reverse walker. He was discharged home with a home exercise program and follow up with outpatient therapy.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Berry, Ashley
- Description:
- A 19-month old male with cerebral palsy and left hemiparesis was seen for physical therapy treatment for 15 sessions and one home visit over 8 weeks at an outpatient physical therapy program held at a university. Treatment was provided by a student physical therapist under the supervision of a licensed physical therapist. The child was evaluated at the initial encounter with Range of Motion, Modified Ashworth Scale, Gross Motor Function Measure, Gross Motor Function Classification System, 10 Meter Walk Test, Peabody Developmental Motor Scales and Pediatric Evaluation of Disability Inventory for Caregiver Assistance and a plan of care was established. Main goals for the child were to improve strength of left extremities, gait speed and walking independence, static and dynamic balance, gross motor function and decrease caregiver burden. Main interventions used were over-ground body weight supported gait training on a track system, strengthening exercises, balance training, creeping/quadruped training, and goal-directed functional training and family education. The child improved strength, gait speed and independence, balance, and gross motor function. The child was discharged to remain living at home with his family with a home exercise program and continued physical therapy services
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Kaser, Ryan
- Description:
- A patient with anterior knee pain along the patellofemoral joint who experienced pain with running, squatting, and climbing stairs that interfered with her ability to work and attend classes at university was seen for physical therapy treatment. The patient was seen for 12 sessions from June to August of 2017 at an outpatient physical therapy clinic. Treatment was provided by a student physical therapist under the supervision of a licensed physical therapist. The patient was evaluated at the initial encounter with manual muscle testing, a universal goniometer, the lower extremity functional index, and the numeric pain rating Scale, and a plan of care was established. The main goals for the patient were to improve strength, decrease pain level at rest and during squatting, improve pain during stair climbing and running, and to ultimately have decreased pain during work and school and return to her exercise routine. The main interventions used were isolated strengthening, task-specific strengthening, and education on long term pain management. The patient improved in knee and hip strength, functional movement, and overall pain, and was able to resume her exercise routine, attend the university, and work full-time shifts without significant pain or restrictions. The patient was discharged to continue living at home with a home exercise program and with recommendations for long-term symptom management.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Palatinus, Nicole
- Description:
- A 33-year-old male with a moderate to severe traumatic brain injury was seen for physical therapy treatment for three sessions over one week in the intensive care unit of an inpatient hospital. Treatment was provided by a student physical therapist under the supervision of a licensed physical therapist. The patient’s injury was caused by a collision with a motor vehicle while riding a bicycle without a helmet. The patient initially presented to the emergency department with a Glasgow Coma Scale score of 11. Computed tomography revealed skull fractures and supratentorial and infratentorial subarachnoid hemorrhages without midline shift. The patient was seen for his initial physical therapy visit when he was able to participate meaningfully at four weeks following the injury. The patient was evaluated with the Rancho Los Amigos Level of Cognitive Functioning Scale, the Moss Attention Rating Scale, and the Activity Measure for Post-Acute Care “6-Clicks” Basic Mobility Short Form. Based on the findings of these measures, observation, and required assistance levels during transfers, a plan of care was established. Goals were for the patient to improve attention, arousal, cognition, bed mobility, transfers, balance, vi ambulation, and overall functional mobility. The physical therapy treatment provided emphasized task-specific functional training and the principles of neuroplasticity. The patient’s attention, arousal, cognition, bed mobility, transfers, balance, and functional mobility improved over the duration of care. The patient was transferred to the service of another physical therapist for continued rehabilitation in the acute setting.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Milton, Andrew
- Description:
- A 71 year old male patient with right hip osteoarthritis was seen for physical therapy treatment for 10 sessions over the course of five week at an outpatient physical therapy clinic. Treatment was provided by a student physical therapist under the supervision of a licensed physical therapist.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Green, Tyler
- Description:
- A patient status post closed treatment without manipulation of a minimally displaced fracture to the distal left (L) fibula was seen for physical therapy (PT) treatment for 16 sessions over a three-month period at an outpatient PT clinic. Treatment was provided by a student physical therapist under the supervision of a licensed physical therapist. Upon initial evaluation, the patient, an 83-year-old female who experienced an ankle fracture two-months prior, was to remain weight bearing as tolerated with the L lower extremity in a controlled ankle motion walker boot for six weeks. During her course of treatment, the following measures were assessed: goniometry to assess active range of motion (AROM), manual muscle test to assess strength, Timed Up and Go to assess risk for falls, Lower Extremity Functional Scale to assess activities of daily living, and Berg Balance Scale to assess impaired mobility and balance in standing. Deficits were identified and a plan of care was established. The goals for this patient were to improve AROM, strength, balance, gait, and return to her prior level of function. The patient’s central goal was to prevent future falls. Main interventions used were manual therapy, task-specific therapeutic exercise, proprioception and balance training, warm water aquatic therapy, gait training, and instruction in a home exercise program (HEP). The patient achieved gains in AROM, strength, balance, gait, and functional independence. The patient’s goals to reduce fall risk and return to her prior level of function were met as well. The patient was discharged to home with a HEP.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Vetrone, Vincent
- Description:
- A 78-year old female patient with chronic left sided low back, hip, and buttock pain was seen for 10 sessions of physical therapy treatment over a 3-month period at an outpatient physical therapy clinic. Treatment was provided by a student physical therapist under the supervision of a licensed physical therapist. The patient was evaluated at the initial encounter with: Sahrmann’s core stability test, straight leg raise, the Oswestry Disability Index, fingertip to floor measurements, manual muscle testing, and the numeric pain rating scale. A plan of care was established based on evaluation. Main goals for the patient were to improve strength, lumbar range of motion, lumbar motor control, achieve pain free functional activities, and return to gardening. Main interventions used were motor control exercises, progressive resistive exercises, joint mobilizations, and instruction in body mechanics as well as functional training.The patient improved in strength, lumbar active range of motion, lumbar motor control, and achieved pain free functional activities as well as a return to gardening. The patient was discharged from outpatient physical therapy with an exercise program to continue living independently at home.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Feldmann, Paul J.
- Description:
- A patient who presented with right shoulder and arm pain with decreased range of motion was seen for physical therapy for a total of seven visits over nine weeks at an outpatient physical therapy clinic. Treatment was provided by a student physical therapist under the supervision of a licensed physical therapist. The short form of the disabilities of the arm, shoulder, and hand score (QuickDASH) outcome measure was utilized at the initial encounter. The patient’s right (R) shoulder passive range of motion and the numeric pain rating scale were documented. The main goals were to eliminate R shoulder pain and improve the use of his R upper extremity. The main interventions used were glenohumeral joint mobilizations, proprioceptive neuromuscular facilitation, strengthening of the scapular musculature, functional training, and task specific training.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Hill, Timothy
- Description:
- A 49-year-old female with a medical diagnosis of Guillain Barre syndrome was seen for physical therapy treatment for 3 weeks in an inpatient rehabilitation setting. Treatment was provided by a student physical therapist under the direct supervision of a licensed physical therapist. The patient was examined by the student physical therapist using measures including manual muscle testing, neurologic examination, observational gait analysis, and the functional independence measure, in addition to patient reported information. Upon initial examination, the patient was observed to have impairments of strength, sensation, proprioception, and gait kinematics, which led to decreased functional independence and mobility, which ultimately restricted the patient from living at home with her family and participating in her usual role as a mother. The patient received multidisciplinary care from a variety of health care providers including physical therapists, occupational therapists, speech language pathologists, nurses, psychologists, social workers, and physiatrists. A physical therapy plan of care was developed to include interventions addressing the patient’s impairments and functional limitations to improve the patient’s independence and ability to live at home and participate in her daughters’ extracurricular activities. Interventions focused primarily on task-oriented functional training including bed mobility, transfer training, and gait training, with adjunct interventions of therapeutic exercise and orthotic prescription. The patient improved strength, gait kinematics, functional mobility and was discharged home with assistance from family. The patient was referred for continued physical therapy in an outpatient clinic and was given a home exercise program to be completed in the interim.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

144. Inpatient rehabilitation for a patient post cerebral seizures due to alcohol withdrawal syndrome
- Creator:
- Gon, Alexander
- Description:
- A 77-year-old patient with cerebral seizures due to alcohol withdrawal syndrome was seen for physical therapy treatment for 24 sessions over eight weeks at a skilled nursing facility. Treatment was provided by a student physical therapist under the supervision of a licensed physical therapist. The patient’s deficits were categorized using the International Classification of Functioning, Disability and Health (ICF) Model. The patient presented with signs of cognitive impairment as measured by the Montreal Cognitive Assessment, diminished strength as measured by manual muscle testing, decreased range of motion as measured by goniometry, impaired balance and postural control as measured by the Mini-BESTtest, and moderate pain intensity as measured by the Visual Analog Scale. These body structure and function impairments contributed to deficits in activities including increased fall risk as measured by the Functional Reach Test, decreased bed mobility and transfers as measured by level of assistance required, and decreased walking distance and functional walking capacity as measured by the Six-Minute Walk Test. Activity limitations decreased his ability to participate in social activities and live at home with his family, as measured by the Falls Efficacy Scale International. Main goals for the patient were to be able to ambulate for prolonged distances and live at home with care from his family. Main interventions used were balance and postural control training through task-specific training, and over-ground gait training. The patient improved strength, range of motion, pain management, balance, and ambulatory skills. Ultimately, the patient was assigned to another physical therapist to continue physical therapy with the expectation to continue living at the skilled nursing facility, with increased participation in social activities and the ability to live at home with family supervision on the weekends.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

145. Outpatient rehabilitation for a patient following anterior cruciate ligament reconstruction surgery
- Creator:
- DeSouchet, Nicole
- Description:
- A patient with a left anterior cruciate ligament (ACL) reconstruction was seen for physical therapy treatment for 9 sessions over 8 weeks at an outpatient physical therapy clinic. Treatment was provided by a student physical therapist under the supervision of a licensed physical therapist. The patient was evaluated at the initial encounter with range of motion measurements, knee circumference measurements, the Lachman test, manual muscle tests, the Timed Up and Go test, the Five Times Sit to Stand test, the Lower Extremity Functional Scale, and the Lysholm score. A plan of care was then established. Main goals for the patient were to improve range of motion, increase strength, decrease knee swelling, increase functional mobility, improve functional transitional movements, and return to participation in hiking for recreation. Main interventions used were manual therapy, therapeutic exercises, neuromuscular electrical stimulation, modalities, patient education and gait training. The patient improved strength, gait mechanics, lower extremity function, mobility, transitional movements, and demonstrated decreased knee swelling. The patient continued to be seen at the outpatient physical therapy clinic for the duration of her care before she was discharged to continue living at home with a home exercise program.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

146. Outpatient physical therapy for an adolescent following anterior cruciate ligament reconstruction
- Creator:
- Whitaker, Chelsea
- Description:
- A patient was seen for physical therapy (PT) following anterior cruciate ligament reconstruction surgery. The patient was seen for 14 sessions over two months at an outpatient PT clinic. Treatment was provided by a student physical therapist under the supervision of a licensed physical therapist. The patient was evaluated at the initial encounter with goniometry, the Numeric Pain Scale Rating, Sharpened Romberg stance test, single leg stance test, the Wells Criteria for deep vein thrombosis, the Lower Extremity Functional Scale, observation of gait, the Pedi-IKDC measure, and patient report of participation. Based upon this evaluation a plan of care was established. The main goals for the patient were to improve knee range of motion, improve balance, decrease pain, improve gait, improve functional activities of the lower extremities, and improve participation in sport activity and activities of daily living. The main interventions utilized in this course of care included range of motion exercises, joint mobilization, balance exercises, modalities for pain, strengthening exercises, whole body vibration, gait training, and a home exercise plan. The patient made improvements in range of motion, balance, pain intensity, gait parameters, lower extremity functional activities, and participation in sport activities and activities of daily living. The patient was transferred to the care of another physical therapist to continue PT until she met the goals to return to her regular sport of competitive dancing.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Ironside, Emily
- Description:
- A 73-year-old female patient status post right total knee arthroplasty was seen for physical therapy in an acute care setting for a total of four sessions over the course of three days beginning on the same afternoon of surgery. Treatment was provided by a student physical therapist under the supervision of a licensed physical therapist. The patient was evaluated at the initial encounter with goniometry, manual muscle testing, the Numeric Pain Rating Scale, the Wells Score for DVT, the Boston University AM-PAC Basic Mobility Inpatient Short Form, and a plan of care was established. The main goals for the patient were to improve strength and range of motion (ROM), decrease pain and improve functional mobility, including bed mobility, transfers, ambulation and stair climbing. The main interventions used were therapeutic exercise and task specific training. The patient improved strength and ROM, decreased pain, and improved independence in bed mobility, transfers, gait and stair training. The patient was discharged home with a home exercise program and follow up with outpatient physical therapy.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Manago, Nicole
- Description:
- A patient with chronic low back pain was seen for physical therapy treatment for 6 sessions over an 8-week span at an outpatient physical therapy clinic. Treatment was provided by a student physical therapist under the supervision of a licensed physical therapist. The patient was evaluated at the initial encounter with body structure and function measures that consisted of the numeric pain rating scale for pain intensity, range of motion of the lumbar spine as measured by side bend range of motion test, strength testing of the trunk muscles as measured by manual muscle test, endurance testing of the trunk muscles as measured by the prone plank test, lumbar stability as measured by the prone instability test, muscle flexibility tests as measured by the straight leg raise test, lumbar hypomobility as measured by lumbar spine joint accessory motions, and tissue tenderness assessed by palpation. Activity limitations measured by patient report consisted of: standing duration, sleep quality, and ability to go to the gym. The activity limitation of lifting mechanics was measured by patient report and observation. The Oswestry Low Back Pain Disability Questionnaire was used to evaluate the patient’s ability to engage in his usual activities of daily living. The patient’s ability to play basketball at the gym and work at his personally owned landscaping business were used to evaluate his participation restrictions. After identifying his impairments, activity limitations and participation deficits, a plan of care was established. The main goals for the patient were to decrease pain, improve strength and range of motion, improve lifting mechanics, and increase his time spent at work. The main interventions used to achieve these goals were a consistent gym regimen, a stretching program, lumbar stabilization exercises, training in correct lifting mechanics, deep tissue massage, and manual techniques to the fourth and fifth lumbar vertebrae. The patient achieved his goals demonstrating improved range of motion, core strength, lumbar stabilization, standing tolerance, and lifting mechanics. He also reported decreased pain and a decreased percent of disability on the Oswestry Low Back Pain Disability Questionnaire. The patient was discharged to home with a home exercise program.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Ray, Natalie
- Description:
- A patient with right hip osteoarthritis was seen for physical therapy treatment for 12 sessions in an outpatient physical therapy clinic. Treatment was provided by a student physical therapist under the supervision of a licensed physical therapist. The patient was evaluated at the initial encounter with Manual Muscle Testing, Goniometry, the Lower Extremity Functional Scale, Six Minute Walk Test, 30 second Sit to Stand test, and a plan of care was established. The primary goals for this patient were to avoid surgery and decrease pain by improving strength and range of motion, walking endurance, sit to stand ability, and prolonged standing tolerance. Main interventions used were soft tissue mobilizations, lower extremity strengthening and functional training. The patient improved strength, range of motion, endurance and transitional movement ability. The patient was discharged home with a progressive home exercise program.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy

- Creator:
- Datema, Amy
- Description:
- A 57-year old male was a patient in the intensive care unit (ICU) with an acute myocardial infarction (MI), coronary artery bypass grafting (CABG) of 5 vessels, acute kidney injury (AKI), respiratory failure, liver impairment and multiple hemorrhagic and ischemic strokes of both the right and left hemispheres. He was treated for 8 sessions over an 8 day period by a student physical therapist under the supervision of a licensed physical therapist. The patient was evaluated at the initial encounter with manual muscle testing, Physical Function ICU Test (scored), and Activity Measure of Post-Acute Care "6 Clicks", and a plan of care was established. The main goals for this patient were to improve cardiopulmonary endurance, strength, and functional mobility. The main interventions used were therapeutic bed exercises, and progressive general mobility that was task-specific. The patient improved his strength, cardiopulmonary endurance, and functional mobility. The patient was discharged to an acute rehabilitation facility to continue daily physical therapy.
- Resource Type:
- Project
- Campus Tesim:
- Sacramento
- Department:
- Physical Therapy