Current Search: Document (PDF) (x) » Dissertations, Academic (x)
VIEW ALL ITEMS
(1 - 20 of 25)
Pages
- Title
- Effects of positive behavior intervention and support levels on office discipline referrals.
- Author
- Franks, Lori Jones
- Abstract/Description
-
This quantitative ex post facto study investigated the relationship between the number of Office Discipline Referrals (ODRs) that result in out-of-school suspensions and levels of positive behavior intervention and support (PBIS) in elementary, middle, and high schools in three school districts in the Southeastern United States. Many public schools decrease disruptive classroom behaviors that negatively affect the learning environment by implementing evidence-based practices like the PBIS...
Show moreThis quantitative ex post facto study investigated the relationship between the number of Office Discipline Referrals (ODRs) that result in out-of-school suspensions and levels of positive behavior intervention and support (PBIS) in elementary, middle, and high schools in three school districts in the Southeastern United States. Many public schools decrease disruptive classroom behaviors that negatively affect the learning environment by implementing evidence-based practices like the PBIS framework that uses six attributes--a multi-tiered approach, reinforcement, data, systems, outcomes, and environment--that addresses the daily systems, data, and practices that affect student outcomes. Also, schools are utilizing internal PBIS coaches to assist in building and sustaining the PBIS framework. The PBIS framework served as a conceptual lens for this study. The U.S. Department of Education Civil Rights Data Collection website served as a data source on office referrals that resulted in an out-of-school suspension. From the website, the researcher collected archival data recorded on a convenience sample (N=285) from elementary, middle, and high schools during the summer 2019 semester. The researcher used Kruskal-Wallis H testing to compare mean differences between the three groups. The results did not find that levels of PBIS support affect ODRs. The conclusions drawn from this study infer that the outcome value of the PBIS framework--a reduction in office referrals--needs to be revisited. Furthermore, the study showed a need to examine PBIS implementation science and close the research-to-practice gap. The study has implications for researchers, educators, and educational policymakers.
Show less - Date Issued
- 2020, 2020
- Identifier
- 1233296570, WFE0000748
- Format
- Document (PDF)
- Title
- Nonnative accent bias in high school: an interpretative phenomenological analysis.
- Author
- Roberts, Sarah Kay
- Abstract/Description
-
A problem exists in the inequitable opportunities experienced by nonnative accented students in terms of academics, belongingness, and self-efficacy because of accent bias in the United States high schools. The purpose of this qualitative interpretative phenomenological analysis was to explore accent bias for nonnative-accented students in a high school located in the Southeastern United States. Social identity theory was used as a framework to organize and understand aspects of accent bias...
Show moreA problem exists in the inequitable opportunities experienced by nonnative accented students in terms of academics, belongingness, and self-efficacy because of accent bias in the United States high schools. The purpose of this qualitative interpretative phenomenological analysis was to explore accent bias for nonnative-accented students in a high school located in the Southeastern United States. Social identity theory was used as a framework to organize and understand aspects of accent bias for students. Six high school seniors who self-identified as speaking English with a Haitian Creole accent or a Spanish accent were chosen to participate in observations, individual interviews, and journal writing to explore accent bias experiences in this study. Based on its commitment to context and idiographic detail, interpretative phenomenological analysis (IPA) was chosen to be the methodological subtype to make sense of the participants' experiences. The first conclusion was that the participants subscribed to common accent myths which placed a disproportionate amount of responsibility and blame for poor communication on them. Another major conclusion from this study was that these nonnative-accented students perceived explicit forms of accent bias more easily than implicit forms and often denied the existence of both. Third, the participants responded to accent bias through silence. The three major findings that may relate to accent may be an observable characteristic that is to categorize individuals and compare social groups. This research study illuminates new and varied opportunities for future research on accent bias in educational contexts.
Show less - Date Issued
- 2020, 2020
- Identifier
- 1233323062, WFE0000749
- Format
- Document (PDF)
- Title
- Increasing reading motivation among fourth-grade students in Title I elementary schools.
- Author
- Blake-Griffin, Crystal Dawn
- Abstract/Description
-
Children's motivation to read decreases as they advance in grade level to upper elementary school. Only 35% of America's fourth-grade students achieved reading proficiency. There is a need for increased reading motivation; teachers can influence students' motivation to read with certain instructional practices. This qualitative interpretive case study explored how teachers increased students' reading motivation by implementing specific instructional strategies based on the constructs of the...
Show moreChildren's motivation to read decreases as they advance in grade level to upper elementary school. Only 35% of America's fourth-grade students achieved reading proficiency. There is a need for increased reading motivation; teachers can influence students' motivation to read with certain instructional practices. This qualitative interpretive case study explored how teachers increased students' reading motivation by implementing specific instructional strategies based on the constructs of the self-determination theory (SDT): autonomy, competence, and relatedness. According to Deci and Ryan (1985b), satisfying these three SDT constructs fulfills the basic psychological needs of students and determine their behavior as well as their motivation to complete tasks such as reading. The researcher conducted this qualitative interpretive case study in three Title I schools in one school district in the Southeastern United States. Participants were three fourth-grade teachers selected for exemplary implementation of motivational, instructional practices while maintaining achievement standards. The researcher collected qualitative data using two interviews with each teacher and two observations of instructional practices in each classroom. The researcher found that the a-priori strategies that addressed autonomy were choice, authentic tasks, and providing a rationale. Strategies that addressed relatedness were collaborative learning and relationships, and those that addressed competence were positive feedback, providing appropriate challenges with scaffolds, and time for self-selected reading. The emergent strategies were technology and reading, which addressed all three constructs. The researcher believes additional studies are necessary to learn more about how technology can address students' needs for relatedness, autonomy, and competence to motivate students to read.
Show less - Date Issued
- 2020, 2020
- Identifier
- 1233323326, WFE0000750
- Format
- Document (PDF)
- Title
- Basic psychological needs of emergent educational leaders relative to effective leadership practices.
- Author
- Guy, Theresa Marie
- Abstract/Description
-
The high turnover and retirement rates of K-12 educational leaders posed a need for providing quality pipelines for preparing emergent educational leaders. Quality educational pipelines should develop effective and stable educational leaders to meet the projected needs for supplying the K-12 educational workforce. The purpose of this nonexperimental quantitative correlational study was to identify the relationships among perceived autonomy, competence, and relatedness as described in self...
Show moreThe high turnover and retirement rates of K-12 educational leaders posed a need for providing quality pipelines for preparing emergent educational leaders. Quality educational pipelines should develop effective and stable educational leaders to meet the projected needs for supplying the K-12 educational workforce. The purpose of this nonexperimental quantitative correlational study was to identify the relationships among perceived autonomy, competence, and relatedness as described in self-determination theory (SDT; Deci & Ryan, 1985) and the five effective leadership practices of Modeling the Way, Inspiring a Shared Vision, Challenging the Process, Enabling Others to Act, and Encouraging the Heart (Kouzes & Posner, 2017a) perceived by emergent educational leaders within the United States' southeastern region. The Basic Psychological Need Satisfaction in General Scale (Deci & Ryan, 2000; Gagné, 2003) and the Leadership Practices Inventory®-Self (LPI®-Self; Kouzes & Posner, 2017a) were used to collect participant data from students enrolled in graduate educational leadership degree programs (N = 64) at four universities. The nonexperimental quantitative correlational research design allowed for analyzing the data using a Pearson product-moment correlation procedure. Five significant results were revealed. All three basic psychological needs significantly influenced Enabling Others to Act, and the basic psychological needs of autonomy and competence significantly influenced Challenging the Process. All three basic psychological needs were present in the sample of emergent educational leaders. The emergent educational leaders appeared to require skill development and training in the leadership practices of Modeling the Way, Inspiring a Shared Vision, and Encouraging the Heart to ensure educational leadership effectiveness.
Show less - Date Issued
- 2020, 2020
- Identifier
- 1233323356, WFE0000751
- Format
- Document (PDF)
- Title
- Examining eighth-grade students' career decision-making: self-determination theory and cognitive information processing.
- Author
- Morris, Rosemarie Herbert
- Abstract/Description
-
Dramatic fluctuations in employment trends pose a problem for young adolescents embarking on the career decision-making process. Paired with inadequate career-guidance resources, this creates a serious societal problem. This study empirically examined relationships among eighth-grade students' perceptions of relatedness, autonomy, and competence (Deci & Ryan, 1985) relative to students' career decision-making readiness (Peterson et al., 1991). Eighth-grade students (n = 108) in the...
Show moreDramatic fluctuations in employment trends pose a problem for young adolescents embarking on the career decision-making process. Paired with inadequate career-guidance resources, this creates a serious societal problem. This study empirically examined relationships among eighth-grade students' perceptions of relatedness, autonomy, and competence (Deci & Ryan, 1985) relative to students' career decision-making readiness (Peterson et al., 1991). Eighth-grade students (n = 108) in the southeastern United States completed the Basic Psychological Needs Scale and the Career Thoughts Inventory. Correlational analyses reveal statistically significant relationships between students' perceptions of autonomy and student perceptions of decision-making confusion (r = -0.42, p = 0.00), external conflict (r = -0.43, p = 0.00), and commitment anxiety (r = -0.21, p = 0.03). Student perceptions of competence show significant relationships with student perceptions of decision-making confusion and external conflict. Perceptions of competence are associated with commitment anxiety (r = -0.18, p = 0.07), decision-making confusion (r = -0.36, p = 0.00), and external conflict (r = -0.38, p = 0.00). Satisfaction of relatedness needs are associated with external conflict (r = -0.36, p = 0.00), decision-making confusion (r = -0.34, p = 0.00), and commitment anxiety (r = -0.07, p = 0.49). The results provide valuable insights for parents, educators, and education policy directors. Development of a career-readiness curriculum designed to meet the basic psychological needs of young adolescents may prove effective in overcoming career decision-making confusion, alleviating commitment anxiety, and reducing external conflicts. Development and pilot testing of such a curriculum remain for future researchers.
Show less - Date Issued
- 2020, 2020
- Identifier
- 1233442052, WFE0000752
- Format
- Document (PDF)
- Title
- Transformative learning within social work diversity education: a mixed methods study.
- Author
- Anzaldo, Lauren Marie
- Abstract/Description
-
Recent societal shifts underscore the importance of preparing social work students for effective practice with diverse populations. Lack of cultural competence among social workers is a problem that can negatively impact communities (Sue et al., 2009). Diversity education is thus a fundamental component of accredited social work graduate programs. The purpose of this convergent mixed methods study was to explore the transformative impact of diversity education on the cultural competence of...
Show moreRecent societal shifts underscore the importance of preparing social work students for effective practice with diverse populations. Lack of cultural competence among social workers is a problem that can negatively impact communities (Sue et al., 2009). Diversity education is thus a fundamental component of accredited social work graduate programs. The purpose of this convergent mixed methods study was to explore the transformative impact of diversity education on the cultural competence of graduate social work students at a public university in the Southeastern United States. Transformative learning theory, which addresses the change process in education (Mezirow, 1991), offered a framework to explore emergent cultural competence for one cohort of 49 full-time social work students selected as a case study. A convergent mixed methods design with an embedded case study approach offered a multifaceted understanding of participant experiences. Extant field assessment data served as a quantitative data source. Classroom observation and interviews provided qualitative data. Data sets were analyzed then merged and compared. A paired-samples, two-tailed t test indicated a statistically significant difference in mean cultural competence scores on the field assessment between midterm (M = 41.43, SD = 8.12) and final (M = 47.18, SD = 9.63); t(27) = -5.9, p < .01, d = 0.65. Thematic analysis of qualitative data revealed themes of developing cultural competence as well as constructs and phases that are associated with transformative learning. Integration and interpretation of quantitative and qualitative data offered an expanded understanding of emergent cultural competence within social work diversity education.
Show less - Date Issued
- 2020, 2020
- Identifier
- 1233653956, WFE0000753
- Format
- Document (PDF)
- Title
- New Jersey PK-12 principals' sensemaking of their experiences with environmental sustainability efforts.
- Author
- Mendez, Cluny Christine
- Abstract/Description
-
Environmental sustainability is a growing concern around the world and an issue in many organizations. In schools, many principals have implemented environmental sustainability programs for students. However, it is unclear if the principals have created successful environmental sustainability programs while managing their demands and responsibilities. The purpose of this qualitative descriptive case study was to explore how select PK-12 school principals from a New Jersey school district made...
Show moreEnvironmental sustainability is a growing concern around the world and an issue in many organizations. In schools, many principals have implemented environmental sustainability programs for students. However, it is unclear if the principals have created successful environmental sustainability programs while managing their demands and responsibilities. The purpose of this qualitative descriptive case study was to explore how select PK-12 school principals from a New Jersey school district made sense of their experiences with environmental sustainability efforts in their schools. The qualitative case study methodology enabled the researcher to develop a holistic portrayal of the bounded phenomenon of environmental sustainability efforts in education. The study had a theoretical framework of the sensemaking theory by Karl Weick. The sensemaking theory's seven constructs were the means of structuring the research questions: constructing identity, retrospective, enactment, social, ongoing, extracted cues, and plausibility. Semistructured interviews with five principals from the selected New Jersey PK-12 school district and document analysis were the data collection methods. Scholars and policymakers could use the study's findings to inform theory, policy, and practice. The study could contribute to the enlistment of people passionate about environmental sustainability, starting with small initiatives; spread environmental sustainability efforts through collaborative activities; and integrate ongoing environmental sustainability efforts in schools. Future researchers could look to gain the perspectives of other stakeholders, such as teachers and students, on this topic.
Show less - Date Issued
- 2020, 2020
- Identifier
- 1233864730, WFE0000754
- Format
- Document (PDF)
- Title
- Predicting middle-achieving students' achievement in eighth-grade algebra 1.
- Author
- Jacobson, Jennifer Swann
- Abstract/Description
-
Eighth-grade students who are placed into Algebra 1 but fail end-of-course exams may experience lowered grade point averages (GPAs) and loss of motivation for math or avoid taking advanced mathematics courses in high school. Middle-achieving students present challenges in terms of mathematics placement. Self-efficacy theory and locus of control theory suggest the noncognitive traits mathematics self-efficacy (MSE) and academic locus of control (ALOC) are associated with mathematics...
Show moreEighth-grade students who are placed into Algebra 1 but fail end-of-course exams may experience lowered grade point averages (GPAs) and loss of motivation for math or avoid taking advanced mathematics courses in high school. Middle-achieving students present challenges in terms of mathematics placement. Self-efficacy theory and locus of control theory suggest the noncognitive traits mathematics self-efficacy (MSE) and academic locus of control (ALOC) are associated with mathematics achievement and could predict achievement in eighth-grade algebra. The purpose of this quantitative correlational study was to examine whether MSE, ALOC, and prior-year State of Texas Assessments of Academic Readiness (STAAR) mathematics score predict achievement in eighth-grade algebra among middle-achieving students in South Texas more accurately than prior-year STAAR mathematics scores alone. The sample included 111 eighth-grade algebra students in a large suburban school district in South Texas, whose scores on the previous year's STAAR mathematics exam fell between the 25th and 75th percentiles. MSE predicted meeting grade-level standards (R 2 = .229), performance category (R 2 = .327), and percent score on the NEISD Algebra 1 Benchmark exam (R 2 = .317). ALOC was not associated with achievement on the NEISD Algebra 1 Benchmark exam. These results suggest that predictions of achievement in eighth-grade algebra for middle-achieving students were improved with the addition of measures of MSE, but not ALOC. Suggestions for future research include developing a mathematics locus of control instrument and broader studies exploring the relationship between MSE and achievement in eighth-grade Algebra 1.
Show less - Date Issued
- 2021, 2021
- Identifier
- 1293881341, WFE0000763
- Format
- Document (PDF)
- Title
- Teaching students living in poverty: perceptual experiences about training, strategies, and resources.
- Author
- Gibson, Paul Dennard
- Abstract/Description
-
Many American children live in poverty in the United States and struggle daily with seven basic resource deprivations that represent the constructs of this study. The constructs are: "health and nutrition, vocabulary, effort and energy, mindset, cognitive capacity, relationships, and stress" (Jensen, 2013a, p. 8). The purpose of this interpretative phenomenological analysis (IPA) was to explore the perceptual experiences of elementary school teachers working with students who live in poverty...
Show moreMany American children live in poverty in the United States and struggle daily with seven basic resource deprivations that represent the constructs of this study. The constructs are: "health and nutrition, vocabulary, effort and energy, mindset, cognitive capacity, relationships, and stress" (Jensen, 2013a, p. 8). The purpose of this interpretative phenomenological analysis (IPA) was to explore the perceptual experiences of elementary school teachers working with students who live in poverty and attend a low-SES elementary school in the Southeastern United States. This study used the framework of Jensen's brain-based learning theory to explore the phenomenon of students living in poverty, which was the impetus for development of Jensen's theory (Jensen, 2013a). The findings support Jensen's theory regarding academic engagement influences relative to the constructs. Using an IPA , the findings reveal that participants felt students living in poverty faced challenges in academics that more affluent students did not encounter but still had the capacity to learn at some level and were academically responsive to strategic, personal attention from the participant teacher. Participants revealed parental feelings of responsibility for the care and nurturing of students, which often grew out of a lack of parental involvement from students' parents or guardians. Participants discussed feelings of responsibility to procure needed resources for students when available and to provide resources personally when unavailable. Finally, participants expressed feelings of love and ministry for students and believed that positive influences in the lives of students living in poverty could change students' lives in a beneficial manner.
Show less - Date Issued
- 2021
- Identifier
- 1293882251, WFE0000764
- Format
- Document (PDF)
- Title
- Elementary teachers' experiences with social studies professional development in Alabama.
- Author
- Landry, Nicole Andress
- Abstract/Description
-
Limited professional training regarding elementary social studies content and pedagogy contributes to the reduction of elementary social studies instruction. The purpose of this descriptive phenomenological study was to explore how the experiences of elementary educators during the 2018 Alabama Bicentennial Summer Institutes held in Mobile, Alabama, have contributed to their professional development in social studies instruction. This study sought to understand how the experience of a social...
Show moreLimited professional training regarding elementary social studies content and pedagogy contributes to the reduction of elementary social studies instruction. The purpose of this descriptive phenomenological study was to explore how the experiences of elementary educators during the 2018 Alabama Bicentennial Summer Institutes held in Mobile, Alabama, have contributed to their professional development in social studies instruction. This study sought to understand how the experience of a social studies professional development for elementary teachers contributed to instructional methods, instructional planning decisions, collaboration, and the use of primary sources. Transformative learning theory (TLT) provided the theoretical perspective for understanding how changes in adult learners may occur in a professional development setting such as the 2018 Alabama Bicentennial Summer Institute. Learning in TLT transpires during critical reflection and rational discourse resulting in changes in the frame of reference (Mezirow, 1996, 1997). Principles of phenomenology guided me to realize interrelated themes. I purposefully selected six participants to represent the experiences of Grades 3-5 teachers from multiple districts and systems. The process included professional development, analysis of lesson plans, purposeful selection of participants, observations, interviews, data triangulation, and intense interaction. Data collection and analysis for emergent themes occurred cyclically during the 2018 Alabama Bicentennial Summer Institute activities, classroom observations, lesson plan analysis, and semi-structured interviews. Emerging themes suggested a transformative influence of the 2018 Alabama Bicentennial Summer Institute experience on the participants' classroom instruction, instructional planning, and use of primary sources.
Show less - Date Issued
- 2021
- Identifier
- 1293882707, WFE0000765
- Format
- Document (PDF)
- Title
- Andragogy of workplace essential skills in a community college in south Florida.
- Author
- Smith, Nayrie Lashawn
- Abstract/Description
-
Adult learners are returning to school to acquire and enhance workplace essential skills needed to meet changing job market expectations. Adequately preparing adult learners for the workforce necessitates understanding their views and experiences. The problem explored in this study was the lack of research regarding business school stakeholders' perceptions of the andragogy of workplace essential skills in a community college setting. The purpose of this qualitative instrumental case study...
Show moreAdult learners are returning to school to acquire and enhance workplace essential skills needed to meet changing job market expectations. Adequately preparing adult learners for the workforce necessitates understanding their views and experiences. The problem explored in this study was the lack of research regarding business school stakeholders' perceptions of the andragogy of workplace essential skills in a community college setting. The purpose of this qualitative instrumental case study was to explore the perceptions of business school stakeholders of the andragogy of workplace essential skills in a community college in South Florida. Participants were six adult students enrolled in business courses, three professors, and a business department chair. The five key assumptions (self-directedness, valuable past experiences, readiness and willingness to learn, problem-centered and practical interests to learning, and intrinsic motivation) and four principles (adult students' involvement in the learning process, integration of past experiences and new knowledge, relevance and impact of the adult learning experience, and incorporating problem-centered instruction) of Knowles's theory of andragogy guided the formulation of the research question. Although adult learners acquired and enhanced workplace essential skills within a positive learning environment incorporating andragogical strategies, adult learners desired enhanced workplace essential skills, such as technological, written, and oral communication, to adequately prepare for the workforce. Participants described andragogy strategies as an effective model of how they learn, supporting the key principles of Knowles's theory of andragogy. Suggestions for future research include exploring workplace essential skills related to other majors and disciplines and including a larger, diverse sample.
Show less - Date Issued
- 2021
- Identifier
- 1293883939, WFE0000766
- Format
- Document (PDF)
- Title
- Turnaround principals' practices in the southeastern United States: a case study.
- Author
- Lopez-Romano, Brianne Marie
- Abstract/Description
-
Turnaround principals of chronically inadequately performing schools faced myriad challenges and required the requisite skills to derive positive transformational change (Duke, 2015). Challenges include identification of the root causes, development of a cohesive turnaround plan, successful implementation, and progress monitoring (Duke, 2015). The purpose of this qualitative instrumental case study was to explore best practices of principals leading turnaround reform efforts. Four cases...
Show moreTurnaround principals of chronically inadequately performing schools faced myriad challenges and required the requisite skills to derive positive transformational change (Duke, 2015). Challenges include identification of the root causes, development of a cohesive turnaround plan, successful implementation, and progress monitoring (Duke, 2015). The purpose of this qualitative instrumental case study was to explore best practices of principals leading turnaround reform efforts. Four cases whereby turnaround principals who have successfully derived rapid school-improvement results provided information that can be used to understand the best practices inherent to a successful turnaround. The research was conducted at each school, and data was gathered from interviews, field observations, and artifacts. Rapid school improvement is nebulous; however, precise methods are limited. Deming's insistence on the leader's role as a predominant factor in improving productivity complements the turnaround principal's role in the improvement process. His work and scholarship influenced the conceptual framework created for this study. The conceptual framework included identification, development, implementation, and assessment and provided a sequential route to understanding nuances inherent in a school turnaround effort. A convergence of evidence model was used to identify common themes and synthesize conclusions. A comprehensive approach is required to understand the enormity of a successful turnaround effort. Similarly, instructional leadership, communication, tenacity, and recognition are essential practices that are evident in a successful turnaround effort. Findings can be used to scale turnaround efforts and build expertise. Questions for future research include understanding the varying contexts, leading schools with different demographic profiles, and expanding similar facets using other approaches.
Show less - Date Issued
- 2021
- Identifier
- 1293884176, WFE0000767
- Format
- Document (PDF)
- Title
- Responsive evaluation of a community college mathematics laboratory: a dissertation in practice.
- Author
- Hollinger, La Shannon Neru
- Abstract/Description
-
This dissertation in practice (DIP), responsive evaluation (RE) explored relationships of the Faulkner Academic Math Excellence (FAME) Laboratory characteristics and specific perceptions of students enrolled in developmental mathematics education courses at a rural community college in Alabama's southeastern region. This program evaluation examined information surrounding the effectiveness of the FAME Lab program and service activities housed within a two-year community college. The study...
Show moreThis dissertation in practice (DIP), responsive evaluation (RE) explored relationships of the Faulkner Academic Math Excellence (FAME) Laboratory characteristics and specific perceptions of students enrolled in developmental mathematics education courses at a rural community college in Alabama's southeastern region. This program evaluation examined information surrounding the effectiveness of the FAME Lab program and service activities housed within a two-year community college. The study explored perceptions of students within a community college developmental mathematics education program relative to three areas of focus: (a) students' expressed access and use of the FAME Lab program services, (b) students' perceptions of the influence of the FAME Lab program services relative to academic performance levels, and (c) students' perceived value of the FAME Lab program relative to successes in developmental math courses. The researcher performed an extensive review of the literature and identified a critical problem of low numbers of students successfully completing developmental mathematics courses among colleges across the United States as a pervasive challenge, uniquely identified within community colleges and evidenced by 96% of colleges across the country requiring remediation courses, primarily in mathematics (Butrymowicz, 2017). The participants in the study were community college developmental education students and faculty of the community college. A potential limitation of this study includes researcher bias. The magnitude of the problem identified in the literature provided the impetus for the investigation and aligned with the nature of the meaning and purpose for using the DIP, explicitly recognizing an existing problem in practice and performing a study aligned with the need acknowledged by the problem in practice. The Faulkner Academic Math Excellence (FAME) Laboratory program exemplifies and aligns with the type of intervention programs reflective of the remediation programs that colleges across the United States are utilizing to curb or remedy the problem of low numbers of students successfully completing developmental mathematics courses. The researcher communicated with the Vice-President of Instruction and the Math Division Chair and received approval to conduct the DIP study. The researcher created a questionnaire for the student participants and conducted a RE of the FAME Lab program to respond to the problem defined for investigation. The current study provided a practitioner approach to examining the problem by incorporating the use of the RE model (Stake, 2014) to discern the problem within a focused setting, explicitly utilizing the FAME Lab program within a two-year college located in the southeastern region of the United States. The use of the RE protocol provided the researcher with strategies to inform results focused on three areas of consideration: (a) the examination of program activities rather than program goals or intents; (b) the acquisition of students' needs, reactions, and information rather than college leaders' intentions or purposes; and (c) the reporting of differing perspectives in determining the success and failure of the program. Based on the researcher's critical use of the RE protocol, a 12-step implementation plan for the FAME Lab program to assist students in attaining success within developmental mathematics was provided to college officials and are is provided for consideration by other developmental math programs at colleges across the United States. These 12 considerations, presented in Chapter 5, coupled with additional discussions of study results, add to the body of literature supporting students' preparation for entering college mathematics programs, a practitioner problem pervasive in colleges across the United States. The study will inform and advance the professional practice by informing the implementation of developmental mathematics education for students who do not complete developmental mathematics courses successfully.
Show less - Date Issued
- 2021
- Identifier
- 1293983842, WFE0000768
- Format
- Document (PDF)
- Title
- Mathematics learning support center visits and college students' mathematics anxiety and self-efficacy.
- Author
- Johnson, Hannah Ada
- Abstract/Description
-
College students' inability to complete necessary mathematics coursework due to elevated mathematics anxiety levels can hinder degree completion and affect graduation rates. Institutes of higher education should offer students enrolled in a developmental mathematics course opportunities outside of the classroom that potentially lower mathematics anxiety levels and increase self-efficacy levels. The purpose of this quantitative correlational study was to examine the correlation between the...
Show moreCollege students' inability to complete necessary mathematics coursework due to elevated mathematics anxiety levels can hinder degree completion and affect graduation rates. Institutes of higher education should offer students enrolled in a developmental mathematics course opportunities outside of the classroom that potentially lower mathematics anxiety levels and increase self-efficacy levels. The purpose of this quantitative correlational study was to examine the correlation between the frequency of visits to a mathematics learning support center and mathematics anxiety levels and self-efficacy among nontraditional developmental mathematics students at a 2-year college in Florida. The study applied Bandura's (1986) social cognitive theory that explains interactions that exist between behavior (mathematics anxiety), personal factors (self-efficacy), and environmental events (learning support centers) as the theoretical framework. I utilized convenience sampling to collect survey data from 16 participants. The data analysis revealed a statistically significant difference between preintervention and postintervention mathematics anxiety levels (p = 0.028) and self-efficacy levels (p = 0.0075). However, a statistically significant correlation did not exist between the frequency of visits to a mathematics learning support center and participant levels of mathematics anxiety (p = 0.241) and self-efficacy (p = 0.850). The study results have implications for current policies by examining the correlation between attendance at learning support centers and developmental mathematics students' mathematics anxiety and self-efficacy levels. Because the sample size was significantly reduced due to COVID-19 restrictions, I suggest future research with a larger sample size should be conducted.
Show less - Identifier
- 1294314080, WFE0000770
- Format
- Document (PDF)
- Title
- Exploring brand reputation in sustainable undergraduate enrollment at a public American university.
- Author
- Aboagye, Bright Da-Costa
- Abstract/Description
-
The decrease in the college-going population, along with the deregulation of the higher education sector has contributed to the consistent decline in undergraduate enrollment in several American universities and colleges, including the research site for this study. The National Student Clearinghouse Research Center (NSC Research Center, 2019) reported that the total enrollment of college students in the United States has decreased for 8 successive years (2011-2019), resulting in the closure...
Show moreThe decrease in the college-going population, along with the deregulation of the higher education sector has contributed to the consistent decline in undergraduate enrollment in several American universities and colleges, including the research site for this study. The National Student Clearinghouse Research Center (NSC Research Center, 2019) reported that the total enrollment of college students in the United States has decreased for 8 successive years (2011-2019), resulting in the closure or merger of some higher educational institutions. Scholars and strategic management professionals have proposed the use of strategic resources to help institutions achieve sustainable enrollment growth. Using a qualitative case study approach and the resourcebased view theory (RBV) as a theoretical framework, the study explored how select administrative stakeholders in a public university leverage brand reputation as a strategic resource for achieving sustainable undergraduate enrollment growth in the Southeastern United States. The RBV comprises four constructs (valuable, rare, inimitable, organize) that describe resources essential to distinguish an institution's brand. Eight participants were purposefully selected and interviewed. Findings from the study revealed that the administrative stakeholders employed several brand strategies including creating consistent brand messages, exploiting visual identity, highlighting high-impact practices, and leveraging the university's historic and geographic location to ensure sustainable enrollment. This study can inform higher educational leaders on how to strategically re-align their brand reputation management strategies to achieve long-term enrollment sustainability. Since this study's findings may be more relevant to public sector institutions, future studies can explore the same phenomenon among proprietary and faithbased institutions.
Show less - Identifier
- 1294314098, WFE0000771
- Format
- Document (PDF)
- Title
- Professional industry certifications as the guiding factor for cybersecurity course content delivery.
- Author
- Arenas, Victor Ramón
- Abstract/Description
-
Cybersecurity faculty do not have the time to respond to the rapid and pervasive cybersecurity academic landscape. For faculty to respond to this challenge, they are expected to continuously adapt to remain competitive. The purpose of this descriptive phenomenological study was to explore the cybersecurity faculty's perceptions of their need to embark on an ongoing and sustained professional development to transfer commercial content in the form of professional certifications to the course...
Show moreCybersecurity faculty do not have the time to respond to the rapid and pervasive cybersecurity academic landscape. For faculty to respond to this challenge, they are expected to continuously adapt to remain competitive. The purpose of this descriptive phenomenological study was to explore the cybersecurity faculty's perceptions of their need to embark on an ongoing and sustained professional development to transfer commercial content in the form of professional certifications to the course content delivery at the Opportunity Learning Center (referred to hereafter as O.L.C.) in South Florida. This study's methods aligned with a qualitative descriptive phenomenological process supported by Carroll's (1963) degree of learning based on the concepts of opportunity to learn, quality of instruction, perseverance, and aptitude. The data I collected via interview described faculty's perceptions regarding these concepts to learn a pervasively changing subject. Five participants at O.L.C. perceived professional certifications as beneficial. Most professional certifications are valuable; besides, Florida's state's Department of Education encourages state colleges to include them. The data revealed that despite the likelihood of obtaining a certification, increases in faculty receiving high-level instruction, learning experience, and quality of teaching resources, faculty face a significant challenge in preparing and getting ready to obtain professional certifications. Despite the challenge, the study showed that faculty have no other option but to leverage various open educational resources to remain competitive. The study recommends expanding research to determine the correlation between the absence of professional development in the cybersecurity academic context and faculty's motivation to self-train to remain competitive.
Show less - Identifier
- 1294536245, WFE0000772
- Format
- Document (PDF)
- Title
- Vocabulary instruction strategies for elementary English language learners in southeastern elementary schools.
- Author
- Fultz, Lisa Sue Nitschke
- Abstract/Description
-
The increasing diversity in American public schools presents challenges to teachers and administrators. Current methods of reading instruction for English language learners (ELLs) have been ineffective to meet their needs in acquiring vocabulary. Meanwhile, the amount of time afforded ELLs to become proficient with grade-level vocabulary presents challenges for all stakeholders. Consequently, ELL students are not demonstrating growth on Florida's annual standards assessments. The purpose of...
Show moreThe increasing diversity in American public schools presents challenges to teachers and administrators. Current methods of reading instruction for English language learners (ELLs) have been ineffective to meet their needs in acquiring vocabulary. Meanwhile, the amount of time afforded ELLs to become proficient with grade-level vocabulary presents challenges for all stakeholders. Consequently, ELL students are not demonstrating growth on Florida's annual standards assessments. The purpose of this qualitative descriptive case study was to explore the vocabulary instruction used by elementary teachers of ELLs in the southeastern United States. The study's contextual framework comprised the five hypotheses of Krashen's second language acquisition theory: acquisition-learning, monitor, natural order, input, and affective filter. The research questions aligned with the theoretical framework and were the means used to identify strategies and describe instruction for ELLs. Nine purposefully selected participants provided rich descriptions of strategies and curricula used during vocabulary instruction to improve language acquisition. Research findings suggest the benefit of promoting partnerships among stakeholders to support vocabulary instruction for ELL students and the importance of continued professional development of vocabulary instruction strategies for staff. An unexpected finding was the value placed on using media for differentiated instruction of academic vocabulary with ELL students. The study provided information for policy and practice on the value of differentiated curriculum with an emphasis on ELLs' language acquisition needs. Future researchers could explore the use of auxiliary resources for ELL students, providing additional opportunities for differentiation in reading vocabulary instruction.
Show less - Identifier
- 1294536614, WFE0000773
- Format
- Document (PDF)
- Title
- Academic achievement of black males in a rural middle school.
- Author
- Bozeman, Tonya Dukes
- Abstract/Description
-
Educational statistics have consistently recorded low academic performance for Black male students, particularly those in high-poverty settings. Research studies have documented that very few Black male students can perform at the level of their counterparts from other racial categories. Circumstances such as poverty, deprivation, and lack of mentorship affect Black males' academic achievement and underachievement. The purpose of this qualitative interpretive study was to explore the lived...
Show moreEducational statistics have consistently recorded low academic performance for Black male students, particularly those in high-poverty settings. Research studies have documented that very few Black male students can perform at the level of their counterparts from other racial categories. Circumstances such as poverty, deprivation, and lack of mentorship affect Black males' academic achievement and underachievement. The purpose of this qualitative interpretive study was to explore the lived experiences of select Black male students who have been academically successful at a high-poverty rural middle school in the Southern United States. I used, per Bandura's (1977) social cognitive theory (SCT), the framework of the study, human learning and development occur through personal experiences and examination of the actions of others. I explored how behavioral, personal, and environmental factors interact to affect the selfefficacy of 12 Black male students in the school setting. Findings revealed participants perceived positive family support, positive friend or peer network, positive teacher influence, and positive self-image as supportive factors that contributed to their academic success. This study shifts the focus from Black male deficiencies to emphasizing their achievements and how internal factors such as self-perception, attitude, and self-confidence outweigh external factors such as low socioeconomic factors and lack of mentors that could reduce opportunities for success. Study participants' desires for academic achievement created a transformative bridge between their self-efficacious beliefs and their drive for education. Future research should continue to focus on understanding the contributing factors to young Black males' school success and giving them positive voices.
Show less - Identifier
- 1298604350, WFE0000790
- Format
- Document (PDF)
- Title
- Evaluating critical initiatives related to climate at a high-poverty middle school.
- Author
- Taylor, Douglas Anthony
- Abstract/Description
-
McMillan Public Schools (MPS) is a public school system in the southeastern part of the United States that serves approximately 28,000 students. Gregory Middle School (GMS) is one of 52 schools within MPS that serves 985 students. I used MPS and GMS as pseudonyms to anonymize the school system and school. In July 2019, I was appointed as the principal of GMS, and I quickly implemented critical initiatives related to the climate. School climate is defined as the prevailing atmosphere within...
Show moreMcMillan Public Schools (MPS) is a public school system in the southeastern part of the United States that serves approximately 28,000 students. Gregory Middle School (GMS) is one of 52 schools within MPS that serves 985 students. I used MPS and GMS as pseudonyms to anonymize the school system and school. In July 2019, I was appointed as the principal of GMS, and I quickly implemented critical initiatives related to the climate. School climate is defined as the prevailing atmosphere within the school, which encompasses physical, academic, and social dimensions (McGiboney, 2016). Based on data from the 2018-2019 school term, it was clear that the school's climate required immediate attention. All available data sources were reviewed, including student discipline reports (MPS, 2020a), stakeholder surveys (Cognia, 2019), and the school report card (State Department of Education, 2019). Each area of concern contributed to a negative school climate and created an environment that was not conducive for teaching and learning. The leadership team implemented critical initiatives in the areas of (a) human resources, (b) student discipline, (c) student safety, (d) school operations, and (e) school facilities. This program evaluation identified (a) the strengths, (b) the weaknesses, (c) the opportunities, and (d) the threats (SWOT) of the critical initiatives implemented at GMS related to the school's climate during the 2019-2020 and 2020-2021 school terms. After conducting a literature review, I adopted the learning organization evaluation (LOE) conceptual framework paired with SWOT analysis, which provided a formal structure for conducting my program evaluation. The LOE is composed of four major steps, including (a) focusing the evaluative inquiry, (b) carrying out the inquiry, (c) implementing inquiry activities, and (d) applying learning (Preskill & Torres, 1999). Collaborative learning and evaluative inquiry guide the LOE conceptual framework. The LOE model facilitates success for organizations that wish to study internal processes or procedures. The LOE model is a systematic series of steps that should be followed when conducting a program evaluation (Preskill & Torres, 1999). I paired the LOE with a convergent parallel design (Creswell & Plano Clark, 2018). Next, I invited the current faculty and staff employed during the 2019-2020 school term to participate in the program evaluation. A coinvestigator conducted the qualitative focus group interviews on two separate occasions. The coinvestigator ensured employee anonymity. Twenty-one faculty and staff members participated in the focus group interviews. I utilized deductive content analysis to analyze the focus group interviews. Additionally, I distributed the quantitative research instruments via Qualtrics, and I received 31 responses. The small sample size was a limitation. As a result, inferential statistics were not possible. Because qualitative and quantitative research represent data differently, I developed joint display matrices to merge the information from both data sources. To sufficiently answer the evaluation questions, I created four main categories based on the (a) strengths, (b) weaknesses, (c) opportunities, and (d) threats of the critical initiatives related to the change in the school's climate. Based on each main category, I created categories in alignment with the definition of school climate. Despite the recent improvement in the climate of the school, it remains an area of concern. While I noted improvement in many areas, the results revealed a need for further intervention in some areas. To further school improvement efforts, I developed a continuous improvement plan (CIP) based on the results of the SWOT analysis. The CIP will include critical initiatives for each area in order to facilitate success. I will communicate the results to the faculty and staff of GMS and school system administrators in a series of future round table discussions and professional development sessions.
Show less - Identifier
- 1298604390, WFE0000791
- Format
- Document (PDF)
- Title
- Stem field preparedness: comparing the effects of early learning environments.
- Author
- Piper, Kareem David
- Abstract/Description
-
Minority underrepresentation in science, technology, engineering, and mathematics (STEM) perpetuates the income inequality that minorities experience and leads to a lack of diversity in STEM. The purpose of this quantitative nonexperimental study was to examine the effect of student demographics, STEM, science technology, engineering, art, and math (STEAM), and traditional middle school learning environments on student preparedness for the STEM fields as measured by student test scores on the...
Show moreMinority underrepresentation in science, technology, engineering, and mathematics (STEM) perpetuates the income inequality that minorities experience and leads to a lack of diversity in STEM. The purpose of this quantitative nonexperimental study was to examine the effect of student demographics, STEM, science technology, engineering, art, and math (STEAM), and traditional middle school learning environments on student preparedness for the STEM fields as measured by student test scores on the eighth-grade Florida Standards Assessment in math (EGFSAM), in an urban school district in South Florida. I adopted Bandura's (1977) social cognitive theory (SCT), consisting of reciprocal causation elements that stimulate learning as follows: "action" school designation, "interpersonal factors," student test scores and demographics, and "environment" type of learning environment. A hierarchical multiple linear regression analyzed the data (n = 597). Four major results are female students outperform male students by 5.309 points, t(1) = 2.967, p = .003; STEM middle school students underperform traditional middle school students (TPMS) with -10.481 points, t(1) = - 4.838, p < .00; STEM middle school students demonstrate the highest unique variance on the DV, (-.195)2 = 4%, p = .000; and only STEM middle school students demonstrate a statistically significant underperformance. Overall, Model 2 (i.e., all triadic elements) is a better indicator of 21stcentury preparedness. The results indicate minority students' 21st-century preparedness occurs at traditional public middle schools, which makes minority students' mathematical aptitude regardless of school type critical. Future research should examine the relationships between minority students' math self-efficacy and actual STEM field preparedness.
Show less - Date Issued
- 2021
- Identifier
- 1298604580, WFE0000792
- Format
- Document (PDF)
