Doctor of Education (Ed.D.) in Educational Leadership
Ed.D. Student Dissertations
Student dissertations are available to browse here.
You may access and search all dissertations on the CSU ScholarWorks platform.
Factors that influence Latinx urban high school graduates in obtaining a college degree: A narrative inquiry of Latina voices
Chair: Mendoza, Cecilia
Abstract:
Enrollment rates for Latinx students are projected to increase, yet there is still a disproportionate number of Latinx students completing higher education. This research conducted in-depth interviews with 10 Latinas to understand Latinx students' experiences who graduated from a lower socioeconomic urban high school in California's San Joaquin Central Valley, decided to attend a higher educational institution, and obtained their college degree. Three frameworks were utilized in the research: funds of knowledge, community cultural wealth, and Bronfenbrenner's ecological theory for a suitable foundation for this study as they encompass the assets that Latinx communities utilize in their decisions and aspirations to higher education. In sum, all three frameworks were triangulated to create a New Concept framework for the study called Latinx Student Higher Education Influence Model (LSHEI). The Latinx Student's knowledge about college attainability depends on various influencing factors throughout their educational journey. Family and religion are the most influential aspects of the Latinx student utilized throughout their process in attaining a college degree. Taking advantage of social capital throughout the Latinx student public school experience builds upon the value of relationships which are a valuable resource in understanding resistance and navigational wealth for the Latinx student to attain their college degree. Recognizing the foundational bases that contribute to Latinx students' successes will assist those Latinx students who are finding challenges in succeeding in higher education.
Interrogating and dismantling white supremacy culture in biology teaching practices: The importance of racial consciousness
Chair: Van Horn, Selena
Abstract:
Until white educators acknowledge and proactively work to uproot racism in education systems in the United States, racial equity reform efforts will be fruitless (Gibbons, 2018; Gillborn, 2006; Haynes, 2020). Dismantling white supremacy requires white people to collectively assume responsibility and engage with each other (Leonardo, 2004; Patton & Haynes, 2020) to redistribute power and privilege in academic spaces. A critical examination of how white supremacy culture manifests in biology courses is necessary for creating equitable educational environments as science education is foundationally rooted in whiteness. This qualitative, multiple case study (Yin, 2018) interrogated how four white biology faculty members teaching at different 4-year public universities on the West Coast express their understanding of whiteness in relation to their teaching. Alongside the participants, I examined their perspectives of their white racial identity and critiqued their pedagogical practices in relation to the elements of critical whiteness studies (Frankenberg, 1997; Gillborn, 2006; Harris, 1993; Leonardo, 2009; Matias & Mackey, 2016) and the characteristics of white supremacy culture. The data were collected in three phases: 1) initial semi-structured interviews with individual participants, 2) three focus groups with participants, and 3) concluding individual semi-structured interviews. Findings from this study support the notion that white racial identity influences faculty teaching practices that sustain and/or disrupt white supremacy culture. Each individual participant's racial identity development and racial consciousness not only influenced their teaching practices but their ability to recognize teaching practices that perpetuated and/or interrupted white supremacy culture. In order to interrupt the perpetuation of white supremacy, white faculty must increase their racial consciousness and grapple with their white identity development. Increasing racial consciousness and examining white racial identity require a willingness to reflect, interrogate, and take responsibility for thinking and actions rooted in whiteness. Insights from this study have implications for the pedagogical practices of biology educators and leaders by challenging them to dismantle the racially oppressive systems of white-dominated academia and biology culture.
Las pláticas con Latinas resilientes en el colegio comunitario: A critical qualitative study
Chair: Becton, Alicia
Abstract:
This project focused on the study of resilient Latinas in California Community Colleges and how educators and administrators can better support them through resilience-informed teaching practices, college policies, and support services. It studied factors specifically related to Latinas' resilience. Critical resilience is the theoretical framework, and pláticas, a culturally responsive methodology similar to focus groups, was used for data collection. The benefits of this study include creating resilience-informed pedagogical practices, college policies, and support services for Latinas, who are currently the largest student demographic in California Community Colleges. Key results indicated that Latinas are resilient and realistic about daily adversities. Resilience is a choice that is achieved through self-awareness. Latinas demonstrated resilience through practices such as self-compassion, mindfulness, gratitude, and using resources. Implications of the study can be used to uplift Latinas in their higher education aspirations and to dismantle systemic barriers that present adversities.
Indian international students' experiences with racism
Chair: Mehta, Rohit
Abstract:
Despite being one of the largest populations of international students in the U.S., Indian international students have been mostly ignored by scholars. Further, research about international student experiences has mostly failed to take a critical look and rather focused on how students can adjust and assimilate to U.S. culture. Using critical race theory, racist nativism, and caste as theoretical frameworks, this interpretive phenomenological analysis (IPA) study examined the lived experiences of Indian international undergraduate students with racism in the U.S. As such, this research shifts the focus from how students can assimilate to how their universities can create a better climate on campus for them. This qualitative IPA research utilized two semi-structured interviews, with video logs in between. The data were analyzed to interpret how the participants made sense of their experiences with racism and discriminatory policies and practices. I found that the participants experienced significant intersectional discrimination and systemic barriers at their universities. I conclude with discussing recommendations for how university administrators can better support the Indian undergraduate international students they enroll.
Investigating how perceptions of English Learners impact academic and behavioral practices
Chair: Hannigan, Jessica
Abstract:
This study investigated how the perceptions of teachers and administrators impact academic and behavioral practices for English Learner students. Specifically, this mixed methods study dove into the perceptions of teachers and site administrators within a K-8 school district. These teachers and administrators were surveyed, and some participated in focus group interviews to share their perceptions based upon their experiences. There is a wide achievement gap between English Learner students and their English only peers, which must be closed. The study uses the Multi-Tiered Systems of Support framework, specifically around inclusive academic and behavior practices, transformative social emotional practices, as well as identifying the role and importance of administrators in the education of English Learner students. While the term Multilingual Learner is a much more assets-based term, the term English Learner is used within study, as it is the term currently used by State and Federal agencies.
Lived experiences of Latinx teacher candidates who initially receive a non-passing score on a California Teacher Performance Assessment
Chair: Van Horn, Selena
Abstract:
Neoliberal policies such as the Fisher Credential, Ryan Act, Senate Bill 2042, and federally No Child Left Behind (NCLB), and Race to the Top, have influenced and brought substantial change to the landscape of education. These policies are also impacting prospective teachers within teacher preparation programs (TPP) in higher education. Hyper-regulation in teacher education comes in the form of added courses and additional assessments such as the Teacher Performance Assessment (TPA), which serves as a barrier to prospective educators. Through the lens of Chicana Feminism, neoliberalism, and critical constructivism, this narrative case study analyzed two Latinx educators' counternarratives and the resulting impact from receiving a non-passing score on a California Teacher Performance Assessment (CalTPA). Findings suggest Latinx candidates experience substantial feelings of stress, overwhelmedness, powerlessness, and self-doubt as a result of receiving a non-passing CalTPA score. This score also led them to begin to view the TPA as performative, and question the validity of their TPP due to contradictions between statements made by TPP faculty and mentor teachers in support of their teaching, when compared to the negative TPA feedback. Relationships that Latinx participants had with faculty, and staff of the TPP were essential, as this was directly related to their ability to pass the CalTPA. Their relationships with family members provided Latinx participants with support to persevere after they received a non-passing CalTPA score.
Exploring the underrepresentation of Asian American leadership in higher education
Chair: Yi Borromeo, Varaxy
Abstract:
Despite the representation and significance of Asian American students to enrollment and graduation goals of U.S. colleges and universities, Asian Americans are fundamentally invisible in critical leadership roles that make decisions and drive policy at these institutions. Scholarship points to racism and white supremacy in U.S. higher education as creating inequalities for the non-majority. As a result, the racialized stereotypes of Asian Americans as the model minority and perpetual foreigner construct challenges for advancement of Asian Americans into campus leadership positions of authority and influence. The purpose of this phenomenological study was to explore the lived experiences of Asian Americans who succeeded to be executive and senior leaders in higher education. Through the AsianCrit lens, the study sought to understand the experiences of Asian American leaders and examine their narratives of navigating their racialized identities at postsecondary institutions. Fifteen Asian American executive and senior leaders participated in interviews that explored their racialization, experiences with racism, and the meaning of these experiences. Five major themes emerged. The first theme is connected to the racialization of Asian American leaders at colleges and universities and demonstrates how stereotypes underpin the view of Asian Americans as deficient leaders. The second theme is related to the intersectionality of Asian American women leaders and how they navigate race and gender. The third theme surfaces the significance of Asian American support on leadership. The fourth theme reflects the salience of representation on Asian American leadership experiences and the final theme is connected to Asian American leaders' commitment to social justice and education as the path forward to affect change. Through this exploration, conclusions substantiated the enduring influence of racism and racialization on Asian Americans and their leadership and the prominence of gender on women's' leadership experiences. Conclusions also reflected an attenuated appearance of cultural values in leadership, the resilience of Asian American leaders, the importance of support to leadership, and the shrinking leadership pipeline. AsianCrit was also identified as an effective framework for examining Asian American leadership. Implications for practice and recommendations for future research were provided to continue to grow the literature on Asian American leadership.
Black, first-generation, underresourced college students: Fighting the dual pandemics of COVID-19 and police brutality
Chair: Mehta, Rohit
Abstract:
Black, First-Generation, and Pell Grant recipient college students have faced tremendous obstacles and overcame substantial hurdles as a worldwide health pandemic, the novel coronavirus or COVID-19, disproportionately harmed the students, their family members, and communities. With over 1,000,000 deaths in the United States at the time of publication as well as immense racial tensions after the murders of and subsequent legal proceedings for George Floyd, Breonna Taylor, and Ahmaud Arbery, these students found themselves amid a dual pandemic. Marginalized peoples and their supporters took to the streets to demand policing and criminal justice reform while many states and jurisdictions had shelter-in-place and social distancing protocols. In this study, to better understand the lived experiences of Black, First-Gen, Pell Grant recipient college students, I interviewed four college students who were enrolled in the Spring 2020 term and afterwards. These students shared their accounts of living through the dual pandemics that help provide insights into how higher education institutions can better support marginalized student populations. Based on the student interviews, I offer recommendations for higher education institutions to support similarly situated students, self-care, and college administrators.
Exploring the experiences of academically successful NCAA football bowl subdivision football student-athletes
Chair: Gonzalez, Juan Carlos
Abstract:
Playing a major role at many colleges and universities in the United States, the value and vitality of intercollegiate athletics is often called into question regarding the role of athletics in a campus environment where academic integrity and a well-rounded student experience are the top institutional priorities. The academics versus athletics power struggle is most visible in the sport of football, which is a sport over-represented by under-represented minorities, and football student-athletes are faced with marginalization and discrimination as they are often portrayed as "dumb jocks". Unique aspects of the student-athlete college experience create substantial challenges for their academic success. Despite the challenges and negative stereotypes faced by student-athletes, many do succeed academically, and some at a high level. However, there is a gap in the literature about the current experiences of academically successful football-athletes, participating at the highest-level of amateur athletics, who defy stereotypes by achieving academic success. The conceptual framework used for this study incorporated a model of student integration with a cultural lens and an assets-based approach. The purpose of this qualitative, phenomenological study was to explore the academic and social experiences of academically successful students who have experience as National Collegiate Athletic Association (NCAA) Division-I Football Bowl Subdivision (FBS)-level football athletes. Data collection included a semi-structured design to garner information of the lived experiences of academically successful football student-athletes. Exploring the lived experiences of NCAA FBS college student-athletes is essential to understanding how they exist in academic and social spaces of higher education and how they achieve and maintain academic success. This study explored the experiences of four students attending a large, urban university in California to reveal findings of ways in which the academically successful students were positively integrated into the campus community, and the factors that contributed to their academic achievements. Recommendations are offered for researchers and practitioners to disrupt the marginalization faced by this unique student subgroup and change the narrative pertaining to student-athletes to characterize them as students qualified and willing to learn.
Democracy in educational leadership: Linking andragogy to professional learning
Chair: Mullooly, James
Abstract:
The purpose of this study was to examine professional learning practices of school districts that have included choice and differentiation in their approaches to professional learning, and to examine the impact educational leaders' knowledge of andragogy, or adult learning theory, may have had on program development. Andragogy is often ill-defined by educational leaders, and the needs of adult learners are often confused with those of children. While andragogy includes pedagogical approaches to teaching, pedagogy excludes andragogy from its practice. Therefore, it is extremely important to focus on adults' learning needs when attempting to improve teaching practices. This study was qualitative, inductive, and followed critical grounded theory methods. As such, my study refined my worldview and dedication to the practice of continuous improvement. I interviewed eight educational leaders employed in four California school districts using snowball sampling. Leaders were questioned about their beliefs about leadership, the types of professional learning activities available to teachers in their district, how they are demonstrating a commitment to teacher choice and differentiation, and how their understanding of adult learning needs impacts their development of professional learning programs. Leaders also submitted documents that supported professional learning offerings in their districts. Findings from this study indicate a wide variability in leadership beliefs and district practices, largely due to the open-ended nature of the interview questions. Among important findings, the study identified the need for alignment between professional learning practices and district vision, as well as centering program development around learners' needs. Choice and differentiation were recognized as important elements for effective professional learning, as was applicability and relevance to teachers. Through careful review of various types of professional learning offered, five examples were found to be aligned with andragogy and the needs of adult learners: these included inquiry-based learning, action research, learning labs, coaching, and individualized learning plans. While neither definitive nor all-encompassing, inclusion of these types of professional learning would offer teachers increased opportunities to transform their teaching practice and increase student success.
A study of the California State University Summer Bridge Programs
Chair: Hannigan, Jessica
Abstract:
Educational Opportunity Program (EOP), Summer Bridge Programs (SBP) across the California State University (CSU) system vary in design and delivery. This mixed-methods study investigated six CSU SBP designs, delivery, and 4-year graduation rates of SBP participants during the 2015 through 2019 years. The qualitative portion of this study consisted of interviews with six SBP Coordinators across various CSUs and discovered major themes and subthemes. Themes uncovered in the semi-structured interviews were: a) SBP effectiveness, subtheme of pre and post surveys; b) program changes, sub themes of student recommendations, improvements, identification of what is/is not working, engagement, and budget restraints; c) student backgrounds, subthemes of student cultures, familial expectations, first generation college student, equity and accessibility; d) measurement of student success; subthemes of data, assessments, retention and graduation; e) SBP design, subthemes of academic advising, transition, workshops, collaboration, faculty-student interaction, college experience, campus resources, academic classes, and non-academic activities; f) support, subtheme of student help/assistance; g) student expectations, subthemes of realistic expectations, and college-level expectations; and f) relationships/community, subthemes of student-centered decision making, communication, understanding, sense of belonging, and honesty. The second qualitative portion of this study consisted of a document review analysis which indicated major and subthemes. Themes were: a) SBP structure; subthemes of: length of SBP, mandatory attendance, commuter/residential/virtual-based program, college courses, and workshops; b) SBP content, subthemes of: college courses and workshops; and c) SBP mission/vision, subthemes of EOP community, transition, college readiness, meet requirements, cultural/social exposure. The third portion of the study was quantitative in design, and investigated six CSUs 4-year graduation rates, of EOP participants, SBP participants, and non-EOP/SBP participants. Findings indicated that four out of the six CSUs, non-EOP participants graduated at higher rates than EOP/SBP participants, and two out of four CSUs SBP participants had higher 4-year graduation rates then non-SBP participants. This study concluded that more research should be conducted on CSU SBPs, and suggested that a SBP evaluation model should be implemented in order to build best practices and maintain fluidity of programmatic quality.
Teacher inquiry as transformative learning: The work of an adolescent music education study group
Chair: Low, David
Abstract:
With an initial focus on adolescent music education and within a framework of critical feminism, emancipatory education, inquiry as stance, and theory of change, a study group of teachers asked, thought about, and discussed questions of social justice, social justice pedagogies, and transformative learning. The study group often expanded the scope of questioning, critique, and solutions to include not just music education but all education. In addition to specific recommendations, from the data I composed a screenplay with running commentary which strove to give voice and context to the content and meaning of the study group participants' words. I then developed a theory of change for education that challenges and upends longstanding beliefs, norms, and objectives that are rooted in exclusionary goals, practices, and tactics. My theory of change replaces exclusion with inclusion as the primary desired outcome for education. To accomplish this, my theory of change for education asserts that all foundational exclusionary practices, policies, and procedures that underpin and define our education system today must end. A new model for education must be inclusive from the ground up; inclusivity must be a structural component of the new model. The current system cannot be reformed because it was designed and built to be exclusive; so instead of trying to fix a system which exists to serve opposing goals, a new paradigm must emerge and develop side by side with the old one and ultimately take its place. This theory of change for education shifts desired outcomes away from corporatist, statist, and nationalist goals expressed as student achievement and competitiveness, and toward human goals of inclusion, service to, and respect and honor of all students. It identifies teachers, in collaboration with students, as the people who should design, develop, implement, and oversee all of education in all its forms. As teachers develop positive and meaningful relationships with students, learn alongside students, collaborate amongst themselves and with their students, and end the vast array of exclusionary practices that define education today, the desired outcomes of the new education framework might be achieved, and education might become a practice of freedom.
Sentido de pertenencia: A study of Mexican American women professionals in higher education and their sense of belonging
Chair: Hernández, Ignacio
Abstract:
Although the Latino population is exponentially increasing, the number of Latinas obtaining higher education degrees continues to be alarmingly low. It appears to be more difficult for Latinas, and more specifically, for Mexican American women, to pursue a higher education. For those who manage to beat the odds and become higher education professionals, they face obstacles that have a detrimental effect on their sense of belonging, not only in society, but in the world of academia as well. It is crucial to deeply analyze these experiences and outcomes that have shaped this population. The intersectionality of identities, being a person of color, a woman, an academic, a leader, offer a unique experience for Mexican American women who serve as higher education professionals. With a special focus on familial and cultural influences and using testimonios as data collection method, Mexican American women professionals in higher education shared in their own words the many experiences that influence their sense of belonging in professional and personal spaces. With a connection to Chicana feminist epistemology (Delgado Bernal, 1998), the major themes found in this study were: (1) Nonexistent Sense of Belonging and Impostor Syndrome, (2) Taken for Granted, Unappreciated and Disrespected, (3) Apóyate en Mi, (4) Need to Give Back, (5) Familial Support and Influence, (6) El Apoyo de Mamá, (7) Intersectionality of Identities, and (8) Importance of Mental Health. This study is a call for higher education institutions to take action in efforts to improve the conditions in which our hermanas in higher education are facing challenges, as it provides information in the gap in literature in the sense of belonging of Mexican American women professionals. As the researcher, I also provide personal connections to the testimonios of our hermanas to promote a sense of healing and empowerment.
Exploring the educational expeirences of Spanish-speaking bilingual educators in dual language programs
Chair: Gonzalez, Juan Carlos
Abstract:
After almost two decades of restrictive language policies in California, bilingual education reemerged with the passing of Proposition 58. The demand for bilingual educators increased as dual language programs proliferated across the state as multilingualism was promoted as a global skill. However, current bilingual educators teaching in dual language programs did not have access to bilingual education as P-12 students. Restrictive language policies, such as Proposition 227, discriminated against Spanish-speaking students forcing linguistic and cultural assimilation through English-only programs attempting to erase and silence an increasing number of Latino immigrants. As a result, deficit-oriented ideologies are still prevalent in the linguistic identity, pedagogical practices, and role in advancing equity of current bilingual educators, potentially impacting the efficacy of dual language programs. This two-part mixed-method study explored the educational experiences of current Spanish-speaking bilingual educators who experienced English-only programs as P-12 students in California's Central Valley. The first phase included 40 Spanish-speaking bilingual educators from four counties who completed a Qualtrics survey. The survey included demographic information and Likert scale items adapted from a published study by Garrity et al. (2016). Survey items included statements that reflected personal beliefs about bilingualism, dual language learning, the goal of education, and the ability to confront hegemonic practices. The participants' responses confirmed that bilingual educators believe in bilingualism's cognitive, academic, and economic benefits. However, their responses to myths about dual language learning, the goal of education, and openly confronting discriminatory practices revealed a disconnect from asset-based pedagogies and contradicted bilingual education research. The second phase included a purposeful convenient sampling of seven interview participants who provided their testimonio through a virtual semi-structured interview about their educational experiences. The testimonio focused on past experiences as P-12 students in English-only programs, their cultural and linguistic identity development, and their motivation to pursue bilingual education. Testimonios were transcribed digitally and edited manually, translated as needed, coded, and analyzed. Themes such as deeply rooted Spanish linguistic identity, insufficiently bilingual, and ethnic ambivalence emerged about linguistic and cultural identities. Participants' motivation to pursue bilingual education included giving back to their community, career opportunities, value of education, and immigrant optimism. Culturally Sustaining Pedagogies (CSP) were used to analyze responses about advancing equity in dual-language programs. Participants' responses about their current practices revealed the need to promote culturally sustaining practices to ensure pedagogical equity for Spanish-speaking students in bilingual spaces.
Preparing teacher leaders: A qualitative content analysis of special education teacher preparation
Chair: Walsh, Nichole
Abstract:
Legislation such as the Individuals with Disabilities Education Act, IDEA (2004), and No Child Left Behind, NCLB (2001) reference that paraprofessionals should be trained and supervised by a certificated teacher. Yet, many special education teachers feel that they are poorly prepared to manage the staff in their classroom. Inadequate teacher preparation leads to poor outcomes such as poor student outcomes and poor mental outcomes for paraprofessionals and special education teachers. Special educators have the highest attrition rate of any other teacher group. A qualitative content analysis was used to further explore how special education teacher preparation programs can be improved to support teachers, staff, and students within the realm of management of their paraprofessionals. More specifically, the purpose of the qualitative content analysis was to understand how Bolman and Deal's (2017) human resource frame was evident in the documents and policies related to the preparation of special education teachers employed within Stanislaus County, California. By incorporating themes from Bolman and Deal's human resource frame into coursework, teachers can be empowered to serve as effective leaders with other supporting adults in their shared classroom spaces. Documents analyzed include National legislative documents, documents from the California Department of Education, policies from the US Department of Ed., requirements from California Teacher Credentialing, written artifacts (e.g., syllabi, assignments, and course descriptions) from various credential programs, and articles from special education journals and magazines as they related to current legislation The findings from this case study aligned with the literature regarding special education teacher preparation, specifically in the area of supervising and managing paraprofessionals. There is abundant detail on how teachers can work successfully with paraprofessionals as well as the positive impacts this collaborative relationship can have on the paraprofessional, teacher, and, in turn, the students they serve. Many programs prepare teachers to effectively manage their classrooms with routines and behavior management for students, yet few programs instruct prospective teacher leaders in how to supervise adults.
Examining predictors of transformational leadership behaviors
Chair: Wandeler, Christian
Abstract:
This study investigated hope, sense of purpose (SOP), wellbeing, and emotional intelligence (EQ) as predictors of transformational leadership (TFL) behaviors. The intent was to deepen understanding of the foundations of TFL behaviors and their impacts on leader and employee outcomes. A review of the literature revealed mixed evidence regarding a correlation between TFL and EQ. Additionally, hope, SOP, and wellbeing have been linked to TFL and improved performance outcomes. The purpose of this study was to examine the relationships between university leaders' TFL behaviors, hope, altruistic SOP, wellbeing, and EQ. Participants included 187 higher education leaders between 27 and 74 years old. The leaders completed the Leadership Self-Report Scale, the Hope Scale, the Revised Sense of Purpose Scale, the General Health Questionnaire-12, the Brief Emotional Intelligence Scale, demographic questions, questions about their COVID-19 responses, and their perceptions of their employees' behaviors. Results of a regression analysis suggested Hope, Altruistic Purpose, and EQ were significant predictors of TFL behaviors. There was no correlation between years of leadership experience and levels of TFL, Altruistic Purpose, Wellbeing, and EQ. Results of an independent samples t-test suggested no significant difference across gender and individual scores on TFL, Hope, SOP, Wellbeing, and EQ. A one-way ANOVA found no significant differences across hierarchical leadership levels in TFL, SOP, Wellbeing, and EQ. The ANOVA indicated there was a significant difference in Hope between leadership levels. Results of a regression analysis suggested TFL, Hope, Altruistic Purpose, and Wellbeing were significant predictors of positive leadership behaviors. Results of a regression analysis suggested TFL, Hope, Altruistic Purpose, and EQ were not significant predictors of positive employee behaviors. Leader Wellbeing was a significant predictor of employee organizational commitment. Results of a regression analysis suggested TFL, Hope, Altruistic Purpose, and Wellbeing were significant predictors of positive leadership behaviors. Results of a regression analysis suggested TFL, Hope, Altruistic Purpose, and Wellbeing were significant predictors of leader COVID-19 pandemic response behaviors. Results of the regression analysis suggested EQ is not a significant predictor of leader COVID-19 pandemic response behaviors. This study expanded research on the relationships between TFL behaviors, hope, SOP, wellbeing, and EQ.
Understanding values congruence between student affairs educators and their work environments in a neoliberal context
Chair: Walsh, Nichole
Abstract:
This 2-phased instrumental case study explored how student affairs educators in the California State University system experience values congruence in their work environments, specifically in the context of neoliberalism. It also examined how position descriptions convey the values of the student affairs profession and job duties related to neoliberalism. This study applied a conceptual framework based on person-environment fit theory (Dawis & Lofquist, 1984) to explore how values congruence affects student affairs educators' job satisfaction, work commitment, and desire to remain in the profession. Semi-structured interviews were conducted with 12 student affairs educators employed at institutions in the California State University system, and data were analyzed using a priori and inductive codes. Additionally, document analysis was conducted on a sample of 46 educator position descriptions. Data from the interviews and documents were triangulated with the study's conceptual framework. Findings from this study revealed that in addition to the values espoused by their profession, student affairs educators valued approaching work using their strengths and preferred work style. Additionally, they commonly experienced neoliberalism in their work environments, particularly the characteristics of efficiency and productivity. However, neoliberalism was veiled in position descriptions, and similarly, student affairs values were vague or absent. Although student affairs educators' values were generally congruent with their work environment, the lack of extrinsic motivators such as compensation and advancement opportunities negatively impacted their job satisfaction. To increase job satisfaction, some student affairs educators assumed new projects or held onto existing job duties that fulfilled their values. This study highlights the importance of recentering the profession's values and encouraging an understanding of how neoliberalism manifests itself in work environments. It also calls for higher education leaders, institutions, and systems to be more transparent about their work environments and improve compensation and advancement opportunities to demonstrate how they value student affairs educators.
Community cultural wealth and the inspirational narratives of first generation Mexican American elite university students
Chair: Luna, Christina
Abstract:
This narrative inquiry qualitative study analyzed eleven community cultural wealth (CCW) capitals (cultural strength and assets) to determine whether they were utilized by first generation Mexican American students to thrive in their trajectories from high school to elite universities. The 11 explored capitals— academic, adaptability, aspirational, ethnic-consciousness, familial, linguistic, navigational, pluri-consciousness, resistant, social, and spiritual capital (Perez Huber, 2009; Rendon et al., 2014; Yosso, 2005)—also form the theoretical and conceptual framework for this study. For the purposes of this study, first generation students are defined as persons whose parents did not earn a bachelor's degree or higher. As trailblazers for their families and communities, first generation students must overcome a greater number of obstacles in order to transform into role models and inspirational figures of perseverance for future generations. Elite universities are identified as the top 25 nationally ranked institutions of higher education according to the 2021 U.S. News & World Report's National University report. This study investigated the statistically lower undergraduate enrollment of first generation Mexican American students at elite universities. Analyzing the experiences of current and former first generation Mexican American undergraduates allowed the research field to better appreciate the factors, high school programs, mentoring, counseling services, cultural capitals, and college experiences that positively influenced elite university persistence and degree completion for this resilient group of students. The qualitative research study made use of semi-structured interviews in order to gain a deep understanding of the experiences of first generation Mexican American elite university students. Seven participants met eligibility criteria for participation in this study (adults who identified as first generation, attended a California high school, and later enrolled at an elite university); these were selected to participate through the use of purposeful and snowball sampling. The results of this study revealed that first generation Mexican American students generated and made use of 11 cultural capitals prior to and/or after enrolling at an elite university in order to maximize their actualizing potential and attain educational success. The utilization of community cultural wealth (CCW) allowed participants to not only persist, but also to thrive at some of the most academically challenging and least culturally diverse post-secondary environments in the country. Six themes emerged from this research study including family support, external support, breaking intergenerational cycles of poverty, elite university campus support programs, use of spirituality/region, and overcoming the imposter syndrome. In summary, research findings revealed that at the high school level and prior to commencing their undergraduate studies, first generation Mexican American students prepare for and select elite university through the utilization of 11 cultural capitals, family support, external support (mentorship and external nonprofits), and their desire to break intergenerational cycles of poverty. Additionally, once enrolled at elite universities, first generation Mexican American students successfully navigate their undergraduate studies as a result of the utilization of 11 cultural capitals, elite university campus support programs (first year student residential programs and on campus Hispanic student organizations), use of spirituality (and/or religion), and successfully overcoming thoughts and feelings around imposter syndrome.
The experiences of first-generation Latinx students in the university symphony orchestra
Chair: Watson, Jennifer Moradian
Abstract:
The purpose of this collective case study was to examine the experiences of six, first-generation Latinx students in the university symphony orchestra regarding their preparation for the audition, level of academic kinship with music mentors, and sense of community membership (McMillan & Chavis, 1986). First-generation Latinx college students are faced with particularly unique experiences regarding the audition process and performing in the university symphony orchestra. Our knowledge within this realm of research is based on very limited scholarship. Preliminary work in this field focused primarily on first-generation college (FGC) students pursuing doctoral degrees in music education (Vasil & McCall, 2018); Latinx students in secondary music programs (Escalante, 2019); access and retention of marginalized undergraduate students in music education programs (Fitzpatrick et al., 2014), which found participants to be inhibited by the university audition due to a lack of private lessons and limited access to music resources and curriculum; and recruiting and retaining Black and Latinx students in string orchestra programs (Davis, 2021). This study used a collective of case studies and participant reflexive journaling to explore the experiences of first-generation Latinx university orchestra students. Participants were found to have multi-layered cultural identities which enabled a strong work ethic in their university music studies. All participants were faced with social and economic hardships and many of them had to work at a young age. Findings revealed a lack of attainable music resources such as private music lessons or summer music academies. Participants described the significance of cultivating an academic kinship with mentors, which abetted in their orchestra audition and in navigating the institution. The presence of an academic kinship underscored the importance of such relationships for first-generation Latinx university students in music. Further, given a lack of comprehensive experience in performing with symphony orchestras, participants noted that networking with peers in the orchestra helped to develop a sense of community membership (McMillan & Chavis, 1986). Additionally, a strong presence of other Latinx musicians within the university orchestra contributed to their membership status. The findings of this inquiry afforded implications for programmatic and cultural change in education, as well as implications for future research, with a focus on improving Latinx representation in the symphony orchestra.
Her story: How the lifelong stories of women leaders in higher education facilitate understanding of their identities, leadership, and conceptualizations of power
Chair: Watson, Jennifer Moradian
Abstract:
This qualitative research study explored how the lifelong narrative identities of women educational leaders within the context of power structures have shaped the leaders they are today. Through narrative inquiry methodology and theoretical frameworks of narrative identity and feminist poststructuralism, six executive-level women leaders in the California Community College and California State University systems narrated the connection between their life story experiences and their leadership, identities, and conceptualizations of power. Through this process to co-create knowledge, the researcher destroyed the narratives in the context of the following life story construct themes: communion, contamination, redemption, agency, meaning making, and coherent positive resolution. How the women narrate their life stories in relation to leadership, identity, and power presents important implications for women on a pathway to executive leadership and provides ample reason for organizations to dismantle patriarchal structures to make space for feminist leadership that holds the potential to address the current issues facing higher education institutions.
Developing culturally responsive pedagogy through inquiry based professional development: A relationship between teacher agency and text selection
Chair: Low, David
Abstract:
This exploratory case study examined how elementary teachers engage in culturally responsive pedagogy when discussing their text selection practices in an inquiry based professional development course. Through semi-structured interviews and group meetings with four teachers in a suburban, public school district in Northern California, information was gathered about how teachers examined their pedagogical practices around selecting and teaching literary texts. Teachers also shared their experiences participating in a professional development course founded on local knowledge. Findings included understanding the impact of personal identity on text selection, exploring the relationship between text selection and a teacher's beliefs on the purpose of literature, and demonstrating the need for greater teacher agency in professional development opportunities. Educational leaders are encouraged to utilize this case study to gain understanding of the impact of culturally responsive literature and how inquiry based professional development can fund sustainable pedagogical growth.
Transactional to transformational: Women of color senior administrators, exchange relationships & their leadership development
Chair: Mendoza, Cecilia
Abstract:
Higher education environments are examples of the institutional manifestations of systems of oppression and dominance found in all other parts of society. Systems of racism, sexism, and heteronormativity present real impediments to marginalized people within higher education but more specifically for women of color. Women of color senior-level professionals in higher education face a resounding number of disproportionate challenges correlated to the intersections of their race and gender, such as covert and overt discrimination, a lack of mentorship, and limited access to networks. This study's purpose was to understand the nuances of how identity, positionality, and social exchange relationships impact the experiences and leadership development of women of color senior administrators. Much of the current scholarship regarding women of color senior leaders within higher education focuses on the pathways to entry; however, this research takes a deep dive into the experiences of women of color currently holding leadership positions and unveils the intricacies of their leadership development and the contextualization of exchange relationships. This study used foundational frameworks of critical race theory and critical race feminism to position racism and sexism as critical factors in understanding the systemic inequities and marginalization within the experiences, relationships, and leadership development of women of color senior administrators. Ultimately, through a feminist transformational leadership lens, the participants' experiences with systemic oppression and institutionalized racism transcend into intrinsic leadership skills rooted in cultural capital, the pursuit of justice, and transformational equity. The findings revealed major themes that directly aligned with a feminist transformational model of leadership and exposed exchange relationships as symptoms of the patriarchy and white supremacy that remain prevalent in the very fabric of higher education institutions. This research calls for universities to intentionally develop strategies for the retention of women of color in senior leadership positions, critique current policies that may disproportionality impact women of color senior administrators, and unlearn mainstream leadership models that inherently isolate and diminish the richness of the culturally informed leadership skills exhibited by women of color.
Reimagining higher education with a new culture of leadership: A recommended typology for a student-ready leader
Chair: Akhavan, Nancy
Abstract:
Increase in the recognition of racial and gender disparities has raised the accountability stakes for educational leaders and their contribution in influencing improved educational outcomes and closing the achievement gaps for racially minoritized groups. Evidence suggests that these institutions are inadequately equipped to assist students from these populations. True institutional transformation cannot take place without emphasizing the critical role leadership plays in centering equity as a priority and dismantling structures and institutional cultural norms that have persisted for far too long. The study draws on the human-centered design-inspired leadership approach to interrogate what must change in institutional leadership practices to impact equitable opportunities for students. This hermeneutic phenomenological study examines the role of a student-ready leader in the institutional context and understands the leadership process, not just authority, that resulted in the success of minoritized undergraduate students at five public HEIs. The purpose of this study is to present a typology of leadership roles to be assumed by a student-ready leader to impact equitable opportunities for students. The study identifies mindsets corresponding to the roles of student-ready leaders embedded within human-centered design-inspired leadership, keeping student-centered thinking at the heart of the six roles: ambidextrous, achiever, boundary pusher, experience architect, opportunity seeker, and storyteller. This study is intended for educators, researchers, and administrators to better understand the role of student-ready leaders, reflect on their strengths and weaknesses, and create a critical mass of equity advocates.
(UN) covering gendered experiences and identities of women leaders in higher education
Chair: Hannigan, Jessica
Abstract:
It is no secret that women and those that identify as women have it hard in higher education. More women than men hold doctoral degrees. More women than men are currently in the faculty ranks. However, when a critical eye is turned toward upper leadership positions in higher education, women fall behind. Some theories exist as to why this disparity exists, but this qualitative research study poses a wholly new, original, and undiscovered one. Based on Kenji Yoshino's 2006 work, Covering: The Hidden Assault on our Civil Rights, the aim of this study is to discover if women leaders in higher education face Covering demands and pressures. Covering is defined as the hiding, obscuring, or suppressing of aspects of ourselves that we feel are distasteful or shameful in order to fit in with the organization at large. For this study, I interviewed 16 women leaders in higher education over a period of 2 months in January and February of 2022. The study utilized a narrative, oral history methodology, and critical feminist theory (CFT) as well as the Covering phenomenon itself as the theoretical frameworks for the study. I found that women had experienced Covering in all its forms and share some of the stories and experiences from the participants in their own words. Further, with the help of the participants, I investigate what external and internal factors contribute to Covering as well as what women leaders can do to create an environment where women can be their authentic selves and eliminate Covering demands and pressures in the future.
Exploring the social capital of former foster youth in higher education
Chair: Akhavan, Nancy
Abstract:
Former foster youth experience issues related to insufficient academic preparation, lack of financial support, housing instability, and lack of supportive people and services. These challenges make it increasingly difficult to remain enrolled and reach degree completion. Campus support programs have been specifically developed for former foster youth to provide a unique opportunity to address the challenges they encounter when transitioning to and attending college; however, the inherent issues within the programs can harm the very population it is trying to serve. This qualitative research study sought to understand students' perception of the support services provided by the Guardian Scholars Program and how the ways support offered may lead to social capital, bonding and bridging capital. Document analysis and semi-structured interviews were conducted with eight participants of a Guardian Scholars Program from a one public 4-year university in the state of California. Six core themes emerged from the data: bridging social capital, bonding social capital, Guardian Scholars Program experiences, struggles and barriers, pandemic impact, and Guardian Scholars Program recommendations.
Una platicá entre amigas: A qualitative study on the career decision-making of first-generation Latina college students
Chair: Mehta, Rohit
Abstract:
This study explored how personal, family, and cultural values influence career decision-making in first-generation Latinas. As the number of first-generation Latinas in higher education grows, there is a need to address their distinct needs as they navigate higher education and the career decision-making process. Their experience is unique and includes several challenges. Institutions of higher education must adapt to the needs of these students and address some of the challenges they face. A traditional approach to advising and career development may no longer suffice. These students need additional guidance on traversing higher education, their roles within their families, being first-generation college students and women of color. Therefore, through this research, I demonstrated how pláticas, as an approach to narrative inquiry, give students the voice to share their experiences, needs, and aspirations in their own words. This qualitative study involved seven first-generation Latinas from one public institution in the California State University System (CSU). As co-creators of knowledge, the researcher and participants developed key findings that significantly impact how higher education professionals support first-generation Latinas as they explore and develop career aspirations. Using a narrative inquiry approach grounded in Chicana/Latina feminist epistemology (Delgado Bernal, 1998) and Yosso's (2005) community cultural wealth (CCW) Model, I explored career development with first-generation Latinas through pláticas to engage in authentic conversations. With these theoretical frameworks as guiding principles, the co-creators of knowledge exchanged ideas, emotions, and thoughts. These pláticas allowed an in-depth vulnerable discussion that created rich data highlighting common and shared themes such as family, the importance of education, and responsibility. The research found these common themes impacted how and why first-generation Latinas chose their particular career path. Finally, recommendations are made to help higher education professionals develop culturally responsive strategies to advise, coach, and guide these students.
The urgency for systemic implementation of social emotional learning practices and its implications for policy and practice
Chair: Watson, Jennifer Moradian
Abstract:
The purpose of this study was to understand the perceptions of middle school principals or Social Emotional Learning (SEL) program designees on the implementation practices of SEL programs at their school sites. Adolescents in grades sixth through eighth experience diverse changes that are physical, social, and emotional in nature given their developmental stage. The academic demands of the current educational systems leave little room for the adequate implementation of SEL programs at the intermediate school level. This study explored the SEL implementation and practice of six cases in the rural areas of the central valley in California. The theoretical frameworks selected for this study were the Social Cognitive Theory (SCT), and the Learner-Centered Psychological Principles (LCPP). The CASEL Framework was used as a conceptual framework to explore the levels of social emotional learning supports, program, and practice implementation at the intermediate school level. Six program designees were interviewed. Among the participants were principals, psychologists, counselors, and directors. The study identified diverse modalities of program implementation through a semi-structured interview protocol and the collection of program artifacts provided by the participants. The findings of the study indicate that while the CASEL Framework competencies are research-based, schools are not using the framework or familiar with the evidence-based practices. The participating school SEL programs were identified as crisis intervention programs rather than preventative programs. Only one of the participants intentionally used resources prepared by CASEL and intentionally integrated the three signature SEL practices prepared by CASEL. Key implications of this study include the identification of SEL needs of each district school and the acknowledgement that programs and practices will look different at each school based on the needs. The need for SEL practices and processes is critical at the middle school level and it is imperative that the state department of education engage in making SEL practices a priority to support academic achievement overall.
Long term impacts of the UC LEADS program on PhD students in STEM
Chair: Hernández, Ignacio
Abstract:
The 2010 and 2020 U.S. Census confirmed the overall U.S. population is growing and diversifying. These trends, however, are not matched in higher education enrollment. The disparities are even more pronounced for STEM doctoral education. In response to these inequalities, higher education institutions have responded with a variety of solutions, including the high impact practice of undergraduate research. When formally administered, programs such as the UC LEADS program, create formative experiences that develop skilled and talented undergraduate researchers well suited for careers in research and academia. Founded in 2000, this program has supported over 1,100 students from underrepresented and underserved backgrounds, with 76% matriculating into graduate school. The purpose of this study was to examine the influence of the UC LEADS program on the STEM doctoral experience of former program participants. To accomplish this, an embedded case study was implemented using the UC LEADS program as the bounded system and PhD STEM doctoral students enrolled during the 2021-22 academic year were the units of analysis. Data collected included semi-structured interviews from seven research participants, annual reports, and websites. Four themes were identified from the data analysis that highlighted the UC LEADS academic and social experiences and how they impacted the STEM doctoral experience: Participation in the academic and scientific community, beginning graduate school, developing social support, and pursuing higher education. The findings illuminated how the acquisition and development of navigational, linguistic, and social capital throughout the UC LEADS program were foundational to a healthy transition into graduate school, forming a safe community, and establishing a healthy and balanced graduate student life.
Cultivando riquezas culturales: the impact of familial support on first-generation Latinx students at a Hispanic-Serving Institution
Chair: Hernández, Ignacio
Abstract:
The purpose of my phenomenological qualitative study was to understand the impact of family involvement and engagement on the persistence of first-generation Latinx students at a Hispanic-Serving Institution (HSI) designated university. Grounded in Yosso's (2005) community cultural wealth (CCW) model, I explored the ways CCW assets learned from family help students persist in college past their first year. I also sought to understand the way students use their CCW assets to navigate their college experience. CCW served as the guiding framework to better understand familial involvement for first-generation Latinx college students at an HSI. By utilizing Fierros & Delgado Bernal's (2016) pláticas as the data collection methodology, I met with 5 student participants attending an HSI university and their parents to pláticar about their lived experiences as they pursue an undergraduate degree. My study contributes to the research and knowledge for how to support Latinx students and their families in the college attainment process. Findings indicate the various ways in which parents support their students while in college and how they are involved in non-traditional defined ways. Participant narratives provided valuable insights indicating the way CCW shows up. Four capitals were identified that demonstrated how family participants used the forms of capitals during their journey in higher education: 1.) aspirational, 2.) familial, 3.) navigational, and 4.) resistant. Three main themes emerged from the data analysis with consequent sub-themes related to cultural capitals. The first Maldita Pobreza: Leveraging Resistant and Navigational Capital Through Financial Challenges, discusses the challenges families faced with financing their college education. The second, De Tal Palo, Tal Astilla: Overcoming Educational Challenges with Aspirational Capital, presents findings related to the hopes and dreams families have to obtain a college degree for a better future. The third Amor Eterno: Fostering Wellness, Love, and Support Through Familial Capital, captured the importance of love as a supporting mechanism for students. My study concluded with a discussion of the findings and practical recommendations for HSI institutions to consider as a way to rethink how they become student ready and serve Latinx families to advance their success.
Equity in transfer: A case study examining the student experience when transferring technical credits
Chair: Wandeler, Christian
Abstract:
In this study, I examined the student experience of transferring technical credits from community college institutions under the State Center Community College district umbrella to California State University, Fresno. I focused on two different participant populations to glean perspectives that would construct a well-rounded view of the students' experiences. This study was guided by the following research questions: (a) How aware are students of articulation agreements? (b) How do articulation agreements for technical credits impact time to degree as perceived by students? (c) How do articulation agreements for technical credits impact time to degree as perceived by staff? (d) How do articulation agreements for technical credits support student success? With limited literature to build upon, I sought student experiences that would help to inform practitioners about the roadblocks students encounter with articulation agreements. Career and Technical Education (CTE) pathways offer terminal certificates in particular skill and associate degrees, but students who choose to transfer to a 4-year university must navigate through community college education and then transfer. For many students, the road to a baccalaureate degree starts at the community college, and the lack of articulation agreements for technical credits can cause extended time to degree which can create wakes of uncertainty with employment, childcare, and even second thoughts of transferring. I conducted this study using a case-study design at California State University, Fresno with in-depth interviews as the primary data collection method. Sources for the data included students, administrator, and staff with each having a unique role in informing student experience of transferring technical credits.
Measures of student success in a college bridge program: A case study
Chair: Akhavan, Nancy
Abstract:
In 1975, scholars Alexander Astin and Vincent Tinto independently developed theories of student persistence that are still applicable today. Much of their work focused on student integration into university life and how developing a strong bond with the social and academic opportunities universities offer help cement a student's tie to their school. Summer bridge programs are an effective way to prepare high school students to transition to university life and develop such a bond. Much research has been done on the positive effects of a bridge program aimed at specific populations who can benefit from an early intervention in their college careers, but what about those that are open to all students? This longitudinal quantitative study focused on one such program to discover if it provided a step up for students in terms of academic success as measured by improved retention, graduation rates, and cumulative grade point average (GPA). Post hoc data were collected for 7 years of program participants and initially summarized to understand the demographics and differences between bridge program participants and the general population. Next the data were analyzed through statistical tests to see if participation could predict retention, graduation rates and GPA. Results showed that the bridge program did improve both retention and GPA, but graduation rate data were mixed. Further research is recommended to determine if graduation rates lag due to the lack of time (7 years only covers a few cohorts for 4- and 6-year graduation rates) or other factors. Additional research is recommended to understand how underserved groups fare in this model and whether targeting is a more effective means for recruitment.
Higher education philanthropy: Exploring LGBTQ+ allyship affiliations and motivations for giving
Chair: Pryor, Jonathan
Abstract:
This qualitative case study explored the LGBTQ+ allyship affiliations of 16 participants, and their motivations for giving within a higher education and state-funded institution setting. The study utilized a primary theoretical framework, identity-based motivation, and two secondary frameworks, philanthropic mirroring, and identity-based philanthropy. All of the participants self-identified as heterosexual and cisgender, and had previously provided donations to LGBTQ+ specific campus programs and student initiatives. Participants were interviewed in one-on-one interviews that were recorded and transcribed. Three rounds of line-by-line coding were conducted that revealed inductive codes garnered from the participants' interviews which revealed overall themes. This research study uncovered the reasons why heterosexual and cisgender people align themselves as LGBTQ+ allies on behalf of the LGBTQ+ community. The primary reason was relational due to having a family member or close friend identity as LGBTQ+. The secondary reason was found to be in the aspects of supporting social justice and equality for all. Participants' responses revealed their LGBTQ+ allyship was an integral part of their personal and professional identities. The study also found that donors' personal and professional relationships with the professional fundraiser were the primary reason for them making a gift. The secondary reason was the giving category itself, or in this case, an LGBTQ+ specific campus program or student initiative. This study provides emerging scholarship to overall philanthropy, and especially within the higher education philanthropy profession. These findings will be useful for providing a foundation of understanding on which to build existing allyship affiliations. These include donor cultivation and stewardship, combined with appeals, branding, and messaging to LGBTQ+ alumnx and allies. This study's findings might enhance existing donor motivations in order to increase private support for higher education, especially to LGBTQ+ campus programs and student initiatives. Lacking an existing LGBTQ+ allyship theoretical framework, findings from this study facilitate the formation of a new theoretical framework: allyship-based motivation. This framework's concept posits that one's allyship toward causes oriented around diversity, equity, and inclusion, is an integral component of their being and self-identity. Collectively, these findings and new theoretical framework could be utilized to uncover additional opportunities for fundraising within higher education.
The effects of the digital dialogic feedback cycle on the engagement and academic performance of the American middle school student
Chair: Phan, Trang
Abstract:
Engagement in the middle school classroom is a loaded category of information. It can be easily watered down without considering the complexities of what constitutes engagement and how it can be measured and tested. In this study, I look to better understand how my Digital Dialogic Feedback Cycle (DDFC), a spin on Beaumont et al.'s (2011) own feedback cycle, has a relationship or effect on one of three indicators of engagement, including academic performance. After completing an experimentation period, it was determined that all three indicators of engagement and the academic performance did exhibit strong to very strong levels of positive correlation with each other. Finally, there was also a statistically significant difference in the academic performance before and after the inclusion of the DDFC.
Exploring the communication and systematic barriers deaf and hard of hearing graduate students face in higher education
Chair: Pryor, Jonathan
Abstract:
This research focused on the communication and systematic barriers Deaf and Hard of Hearing graduate students face in higher education. The research explored the experiences, roadblocks, and inequities the DHH students face daily in academia. This study utilized narrative inquiry and qualitative approaches to better capture the human experience of the obstacles DHH graduate students faced in academia. A total of eight DHH students were recruited nationally to share their narratives about their experiences with graduate education and the lack of qualified communication access and other academic roadblocks in their journey. The findings indicate the importance of communicational accommodations. Additionally, findings discuss the sources and the factors that influence the lack of funds and other tools to accommodate the DHH students in higher education.
We are the counternarrative: A narrative inquiry into the lives of Mexican American university graduates
Chair: Luna, Christina
Abstract:
This narrative inquiry qualitative dissertation research study was conducted in California's Central Valley, an area filled with social, educational, and economic inequalities for Mexican Americans. The Central Valley hosts a multibillion-dollar industry, yet the area comprises one of the poorest regions in the nation, with many of the cities and small towns cited in Forbes as a "top ten poorest, most uneducated and violent cities in the nation" (Nietzel, n.d.). This research aimed to provide educational practitioners and members of the larger society with a strength/asset-based example of viewing Mexican American students, communities, and families of color. The study investigated Mexican American individuals who earned a Bachelor's, Master's, or Doctorate degree and how their family, community, and ethnic/cultural identity assisted in this accomplishment. The findings of the study challenge the dominant ideology outlined in traditional norms about communities of color. The following three research questions guided this narrative inquiry qualitative study: RQ1 In what ways does family impact university academic success? RQ2 In what ways does culture and ethnic identity promote university academic success? RQ3 In what ways did the community influence university academic success for Delft Colony university graduates? Yosso's (2005) community cultural wealth model provided this study's asset-based counternarrative conceptual framework. The participants were Mexican Americans who lived in Delft Colony as minors. Each of the participants participated in one-on-one semi-structured interviews. The study's findings demonstrated how low-income, first-generation individuals who grew up in the Central Valley's rural Delft Colony acquired and possessed sufficient capital to excel academically. The study's findings outlined many favorable assets within Mexican American families, ethnic identity/culture, and communities that contributed to the success of the participants in their pursuit to attain a higher education university degree. The study revealed the diversity in cultural capital and highlighted the participant's family, identity, and community and how they possessed a distinctive form of cultural capital driven by their spiritual, ethnic, gender, and cultural backgrounds.
An AsianCrit analysis of Southeast Asian principals' transition to leadership
Chair: Yi Borromeo, Varaxy
Abstract:
Asian Americans are projected to be the fasting-growing race in the next three decades. Yet the underrepresentation of Asian American leaders with universal understanding of minorities and underserved populations in P-12 education make up approximately 1% of the population that is disproportionate to the 7% of Asian American students in public schools. An equitable voice is needed in leadership to advocate and speak for those that are often ignored. The representation of Southeast Asians in principalship roles is miniscule. Southeast Asians with refugee backgrounds are often lumped together as one Asian race, ignoring the challenges and denying students resources needed to bridge the gap in education. In the U.S., there are more than 48 different ethnic groups with unique languages, values, and traditions. It would be an injustice to group all Asian American ethnicities as a pan-ethnic group when their unique migration histories impact each ethnic group's level of educational attainment, economic success, and promotion in top leadership positions. Asian Stereotypes as the model minority or perpetual foreigner cast Asian Americans as lacking qualities (i.e., demanding authority or self-promoting) that are often seen in Western society. To capture the voices of Southeast Asian principals, a phenomenological approach with an AsianCrit theoretical lens was used to analyze Southeast Asian principals racialized experiences as leaders, how they describe their experiences transitioning into principalship, and what meanings do they ascribe to their experiences as Southeast Asian principals. This research will contribute to spaces where the AsianCrit lens have not been applied. Additionally, the focus on Southeast Asian Principals with refugee backgrounds in P-12 leadership will not only add to the literature that is limited in academia, but also serve as a resource for those interested in pursuing P-12 leadership.
Re-interpreting: A phenomenological study of power (im)balances in child language brokering
Chair: Van Horn, Selena
Abstract:
Child Language Brokering is a very common phenomenon for Latinx/a/o children of immigrants, who usually begin language serving as translators and interpreters at a young age and carry these roles into adulthood. Yet, despite the prevalence of Child Language Brokering, the findings of existing research still do not agree on the impact of this phenomenon on the Child Language Brokers (CLBs) themselves and society in general. This study aimed to gain a clear understanding of CLBs' lived experiences and examine where power is allocated and the effect of these power dynamics. This paper reports the lived experiences of six former CLBs who have all enrolled in at least three Translation and Interpreting classes in the same college in the state of California. The data collected from semi-structured interviews are analyzed using a poststructural phenomenological approach, Focault's Theory of Power/Knowledge (1990). Implications of these findings are discussed in order to obtain a clear picture of Child Language Brokering and contextualize it in society in the hopes of improving the conditions of CLBs themselves and language access in general.
Student development through participation in school sponsored extracurricular activities in an elementary school setting
Chair: Becton, Alicia
Abstract:
Extracurricular programs offered in the K-5 school setting are places in which students can affirm their sense of belonging and make developmental, social, and academic progress. This study examines students' participation in one or more of thirteen extracurricular programs offered at a Southern California elementary school; the year in which the study was implemented coincides with students' first year back to full capacity, full day attendance in-person since the global COVID-19 pandemic necessitated closures and restrictions to in-person school attendance. Supplying opportunities for student enrichment, and by extension community enrichment, this study examined correlations between sense of belonging, positive attendance, prosocial behaviors, and academic growth associated with participation in school-based, extracurricular programs. Participants' social construction of reality through the input of cultural artifacts, social activity, and language was examined using social constructivist and sociocultural frameworks (Kim, 2014; Vygotsky 1934, 1978). Anticipated growth was focused upon social and academic development and tied to standardized testing metrics as evaluative markers, and teacher and parent observation and assessment. The evaluated data for this mixed methods study is inclusive of a linear regression model to determine prediction of correlation between math and English Language arts (ELA) and positive school attendance were correlated to student participation in school-based extracurricular activities. Focus groups, in which semi-structured interviews, occurred yielded the qualitative data. SPSS data outputs using information from all enrolled students in grades 1 through 5, student, parent, and teacher interviews were instructive in determining any positive yield in the case being studied.
Not just a "diagnosis": A collective case study exploring the experiences of families with deaf children during the early developmental period
Chair: Becton, Alicia
Abstract:
Despite advances in newborn hearing screenings, early intervention, assistive hearing technologies, research, and knowledge, poor life outcomes persist throughout the deaf community. Specifically, poor language outcomes for an overwhelming number of deaf and hard of hearing children remains a reality. Deaf children and their families are a heterogeneous group with 95% of deaf children being born into hearing families who have little to no experience with the Deaf community. Culture, values, geographic location, experiences with medical and educational professionals as well as the Deaf community affect each family during the early developmental period. The complex relationship between these variables has been a barrier to research. Using a collective case study approach grounded in Critical Deaf Theory, this study explored the experiences of families with deaf children during the early developmental period of 0-5 years old. Documents, interviews, observations, and photo elicited conversations were used to explore and understand the diverse and complex experiences of each family and how deafness was constructed during this time. In line with related literature, findings revealed that families are immersed in audist discourse at the start of their journeys. Dominant hearing ideologies remained present throughout their journeys and opportunities were often presented as a dichotomy requiring families to choose. Despite language acquisition being the primary focus for deaf children, many families only shared a surface level understanding of language development, often discussing sounds and speech instead. Early intervention teachers helped families navigate the complexities of the deaf education system but the true understanding of what it might mean to be deaf and how a family can support their deaf child came from the interactions and experiences with Deaf adults and mentors. The findings from this study in combination with current literature helped to shape various recommendations to improve families' experiences throughout the early developmental period to ultimately improve overall outcomes for deaf children.
More than just a good Hmong daughter: Hmong women reimagining leadership in higher education
Chair: Yi Borromeo, Varaxy
Abstract:
The Hmong culture embodies beliefs and practices that are very gendered, indicating that roles between men and women are assigned. My phenomenological study explored the lived experiences of Hmong women navigating leadership in different contexts. Gender schema theory and bicultural socialization theory guided my research to examine gendered behaviors assigned to Hmong women and how it impacted their leadership. Findings confirmed part of navigating different contexts included codeswitching. What was uncovered from my study was that Hmong women leaders are incredibly capable, resilient, and talented. Their identities as Hmong women serve as strengths and through mentoring, professional development, and seeing representation of other Hmong women in roles they aspire to be in, they all continue to reimagine what it means to be a Hmong woman leader in higher education.
Critical Factors that Encourage or Inhibit Males to Engage in Prosocial Bystanding Behaviors to Reduce Gender-Based Violence on College Campuses
Chair: Hannigan, Jessica
Abstract:
The importance of involving college males as prosocial bystanders who will step in to stop gender-based violence on college campuses is an essential next step in reducing violence against women. Research aimed at which factors influence males to become engaged in this way is emerging, primarily focused on hypothetical situational scenarios. This study explored the various factors that unconsciously and consciously contributed to whether a male chose to intervene while witnessing an incidence of gender-based violence (GBV). Method: Semi-structured interview data from 10male participants, ages 30 through 69, were used to explore the thought processes and personal choices that encouraged and impeded their decision to intervene when witnessing gender-based violence. Results: Findings indicate that positive and adverse childhood experiences within families, previous experience with GBV, personal values, the degree of the physicality of an incident, adverse childhood experiences of physical and sexual abuse, and a shift in perspective after becoming a parent are factors that encourage males to intervene. Conversely, concern for their safety, not having all the information on a particular situation, reluctance to get involved in someone else’s business ,and previous negative experiences intervening in a GBV incident are factors that impede males when deciding whether to intervene.
Implications: A myriad of iii factors create incidents of GBV, and the decision to intervene is complex. Significant relationships emerged between their reasons for intervention, hesitation to intervene, and their previous experiences, either knowing someone who was a victim of gender-based violence or their own experience as victims of gender-based violence. Qualitative results provided in-depth insight into how the respondents perspectives changed years later after becoming husbands and parents. Keywords: sexual violence prevention, intimate partner violence prevention, male gender equality ideology, empathy, male prosocial bystander behaviors, intentions, efficacy, personal characteristics, toxic masculinity, parent perspective.
Examining the Lived Experiences of California Hispanic Agriculture Teachers
Chair: Wandeler, Christian
Abstract:
Teachers of color are missing from career and technical education (CTE), particularly in high school agriculture programs in California. The overarching purpose of this sequential mixed methods study was to examine the lived experiences of Hispanic agriculture teachers in California. The study sought to build on the limited literature on Hispanic agriculture teachers by examining their journey into the agriculture teaching profession. First, the study sought to understand what experiences motivated the participants to pursue an agriculture education major in college and a career in agriculture education. Second, the study sought to identify the intrinsic motivation needed to develop agency while completing a teacher preparation program. Finally, the study sought to determine the funds of knowledge used to navigate the college experience and the agriculture teaching profession. Conducted through the theoretical frameworks of self-determination, self-efficacy, and funds of knowledge, the qualitative portion of the Hispanic agriculture teacher experience included focus group interviews with Hispanic agriculture teachers with 1-10 years of experience and Hispanic agriculture teachers with 11 or more years of teaching experience. The discussions brought forward seven themes that captured their experiences in teacher preparation programs and as agriculture teachers. The themes of support, path to agriculture teaching, culture, work/life balance, mentorship, professional competence, and unrealistic expectations emerged from the focus groups.
iii Suggested practical recommendations include a Hispanic agriculture teacher pipeline and touchpoint model, and professional development opportunities dedicated to this population of agriculture teachers.
Noncredit ESL Student Retention: A Mixed Methods Study of Belonging at a Southern California Community College
Chair: Mullooly, James
Abstract:
Previous studies have shown that community college students who feel a strong sense of belonging to their institution are more likely to succeed and continue in their academic programs. Despite the challenges that come with being a nontraditional student, persistence and success in an academic program leads to enriched lives and economic mobility through workforce entry, earning certificates, mastery of communication skills, and citizenship. There is a gap in the literature in measuring the sense of belonging in noncredit ESL community college students. Through a mixed methods approach, this study surveyed 108 beginner to advanced noncredit ESL students and interviewed 12 intermediate to advanced students. The results indicated that students with a strong sense of belonging to the ESL program are more likely to persist and retain within the program, establish a stronger sense of self though mastery of literacy and technological skills, and lead fulfilling lives in their communities through peer connections gained in their learning community. Their sense of belonging was examined measured using three main factors of the Sense of Belonging Scale: peer, faculty, and institutional support.
Development and Implementation of a Child Life Community Practicum Offered Virtually
Chair: Van Horn, Selena
Abstract:
The catalyst of COVID-19 caused cancellations/delays of many international and domestic child life practicums. Child life practicums are required by some internship sites, and highly recommended by most clinical supervisors. The field of child life recognized the need for virtual opportunities for displaced students to complete a practicum for certification eligibility. Additionally, through discussions of access and diversity, I, the researcher, identified the need for clinical experiences that do not require relocation and loss of wages to participate in a Child Life practicum experience. I, the researcher and a Certified Child Life Specialist (CCLS), developed a Child Life Community Practicum offered virtually (CLCP-V). Employing an action research methodological approach (Nunes de Oliveira et al., 2015), I engaged in an iterative research process throughout two cohorts/cycles of this CLCP-V. I conducted a thematic analysis (Braun & Clarke, 2006) following completion of both cohorts/cycles on the data collected from focal participants, the eight students who secured a child life internship to be completed in either fall 2020 or winter/spring 2021. I designed and implemented the CLCP-V to include guest CCLSs who created virtual shadowing experiences, demonstrations of therapeutic modalities, medical teaching demonstrations, and virtual tours of their programs. Virtual iii iii hands-on experiences included exploring through participation in several medical camps and in-hospital, both live and recorded shadowing opportunities, becoming virtual medical camp counselors, leading activities, creating virtual cooldown/relaxation sessions, and creating programming for grief related activities for inclusion in one camp’s Remembrance Day. Time with and without guest CCLSs included discussions on assessment, prioritization, career opportunities, preparation for internship applications, and interviews. Students were provided required readings, and each participant completed weekly reflective journaling and participated in live sessions throughout their eight week practicum. This dissertation details the findings from cohorts/cycles 1 and 2. I offered findings from the two cohorts/cycles including the need for alternative clinical options such as the CLCP-V, recommendations for policy and practice in the fields of child life and higher education, and identified areas for further research on virtual practicums and working for greater equity and representation in the field of child life. While the CLCP-V was not designed to mirror a traditional inhospital practicum experience, it meets and exceeds ACLP recommended standards in meaningful ways, and prepares participants for the next step in certification eligibility, the completion of a child life internship. Findings validated that there is not only a benefit to a CLCP-V, but a need in the field of child life for a CLCP-V to broaden access to consistent and quality clinical trainings which can introduce students to new areas of interest within the field while also providing greater depth to their knowledge of traditional child life. During this pandemic, this CLCP-V has provided these opportunities to students previously displaced from their planned practicum experiences. What we have iv iv learned is that while a virtual experience may not mirror a traditional practicum, each can provide the essential elements of a child life practicum and can prepare students for internship in meaningful ways
Top
The Manifestation of Diversity, Social Justice, and Neoliberalism in Central California State University Marketing Websites: A Critical Discourse Analysis
Chair: Hernández, Susana
Abstract:
The purpose of this study was to conduct acritical discourse analysis of media produced by higher education institutions. The study aimed to uncover how universities manifest diversity, social justice, and neoliberal discourses in their marketing efforts. Diversity discourses differentiate from social justice discourses in that they do not explicitly advocate for action that addresses inequities faced by marginalized groups. Neoliberal discourses reflect an ideology that often reduces underrepresented students to a market commodity, and therefore is an important area of this research. Because higher education marketing is centrally responsible for overall institutional branding, student recruitment, and fundraising, the data in this study are branding, recruitment, and giving websites. Central California is known for its ethnic and racial diversity as well as its low educational attainment; therefore, California State University campuses in that region were the focus of this research. This study is significant because there is limited research focused on higher education marketing, and even less research connecting its role with diversity, social justice, and neoliberalism. This study found that diversity discourses were rampant in university marketing websites, though the definitions of diversity were vague. This study also found that social justice discourses were more silent than diversity discourses; additionally, social justice rhetoric often came from the voices of quoted students, not the institution. Finally, this study
found that neoliberal discourses were extensive; universities heavily emphasized impacting the economy and connections to private industry. Keywords: higher education marketing, higher education branding, higher education recruitment, higher education fundraising, social justice, diversity, neoliberalism, critical discourse analysis, California State University
Perceptions Of College Promise Programs: The Institutional Commitment of Partner Universities
Chair: Hernández, Susana
Abstract:
Recognizing the individual and collective benefit of increased educational attainment, educational institutions and communities have sought to improve both access to and completion of postsecondary education (Phillips & Horowitz, 2014). Simultaneously, a growing body of research and practice seeks to address long-standing disparities in racial and educational out comes in communities across the United States (Kinzie & Kuh, 2017). A strategy that has increasingly been employed across urban, suburban, and rural communities to address these challenges is the establishment of college promise programs (Kanter, et al., 2016). Such programs seek to provide guaranteed access to postsecondary education with a goal of creating systemic change to improve educational and economic outcomes in a defined community. This research study examined the role of university leadership on practitioner and institutional leader perceptions of college promise programs in California. The study employed applied critical leadership (Santamaría & Santamaría, 2011) in a comparative case study of two college promise programs that had been in existence for more than a decade. The programs are embedded as part of school and university partnerships centered around two public comprehensive universities in California and seek to increase access to and
completion of postsecondary education in the respective communities, particularly for African American, Latinx, students from low-income communities, and students who would be the first in family to complete college. Specifically, the study sought to examine practitioner and leader perceptions of the partner university’s institutional commitment for the respective college promise programs. Through qualitative case studies of the two promise programs, the researcher explored the contrasts, similarities, and patterns between the two cases, with specific consideration of the intersection of institutional commitment, equity, and social justice with leadership. Research was conducted in three phases: analysis of publicly available program documents, survey of study participants, and semi-structed interviews with participants. The results are intended to support the development of strategies which can better institutionalize and sustain commitment to a college promise program, particularly through executive leadership changes at postsecondary institutions. By examining and comparing university leadership and communication related to college promise programs with similar programs, opportunities for program improvement and renewed institutional relationships benefiting students are anticipated.
Teacher Self-Efficacy: Why Special Education Teachers Stay in the Classroom
Chair: Mendoza, Cecilia
Abstract:
As special education teachers continue to leave the classroom early in their careers, this study focused on why they stay. This phenomenological qualitative study focused on the self-efficacy of a small portion of special education teachers in Kern County, California, to understand the factors that keep them in the classroom at different times in their careers. In addition, administrators were asked how they support their special education teachers. Colaizzi’s descriptive phenomenological method was used to determine the themes expressed in participant interviews. Results indicated the themes of honest communication, specific feedback, and collaboration as factors in special education teachers remaining in the classroom. The implications for school districts, schools, and administrators to retain special education teachers are discussed. These include building honest communication, providing specific feedback to the teachers, providing content-specific mentoring of beginning special education teachers, and allowing collaboration time among staff. Keywords: special education, self-efficacy, mentoring, feedback, communication, collaboration.
California Transfer Pathways: An Analysis of Transfer Pathway Guarantee Program Associate Degree for Transfer (ADT) Impact on African American Male Success
Chair: Wandeler, Christian
Abstract:
Improving baccalaureate degree attainment for transfer students continues to be a key topic across the nation. The Associate Degree for Transfer is the latest attempt to improve outcomes. This quantitative study examines the effectiveness of the Associate Degree for Transfer pathway program as compared to other transfer pathway programs over a three year period. Specifically focusing on impacts to African American Males. Additionally, the study examines the impact of the Associates Degree for Transfer in relation to African American Male student success as compared to all other males and African American females. The results of this research indicated that the Associate Degree for Transfer program did not improve outcomes for African American Males at the same or better rate as compared to other males or African American Females. More work is needed to close the opportunity gap for African American Males.
A Narrative Inquiry of the Perspectives of Teachers New to their Practice and their Instructional Coaches Regarding Sustained Cultural Proficiency
Chair: Akhavan, Nancy
Abstract:
The purpose of this study was to explore the experiences and perceptions of teachers early in their practice as they work with an instructional coach to build their cultural awareness in three large, urban school districts at different phases of their implementation. These phases were identified as the levels of implementation of cultural proficiency learning. Phase 1 included gathering baseline implementation data from authors of the cultural proficiency framework. Phase 2 included both journal collection and one-on-one interviews of seven participants in three school districts at varying points of implementation. Together, the phases shaped the lived experiences of both the participants and their organizations and revealed the importance of understanding and evaluating saturation of learning through the primary themes surfaced in the study: cultural proficiency fluency, understanding of identity and reflection, actions beyond professional learning, connection of coaching to cultural proficiency, and ability to understanding systemic obstacles when overcoming barriers.
The Enactment of Culturally Responsive Pedagogy: A Case Study of One Elementary School
Chair: Wahleithner, Juliet
Abstract:
In California’s K-12 public school system, nearly 73% of the total student population are from diverse backgrounds, with African American and Hispanic students making up 60.1% percent of the total. Like the nation, California educators are faced with the challenge of addressing poor educational outcomes for students of color, yet a unique opportunity to leverage the rich socio-cultural strengths of students and their families often goes overlooked. Building capacity for teachers through critical reflection upon the enactment of culturally responsive pedagogy is paramount for better student outcomes. Although culturally relevant pedagogy is widely espoused and applied in educational research and practice, it is often not commonly understood as a conceptual framework that advocates the elements of academic success, cultural competence, and sociopolitical consciousness. A qualitative exploratory case study was employed for this study. Data were collected in two phases over the course of 4 months using a variety of strategies: district-level interviews, semi-structured on-line interviews, and analysis of instructional documents. Results of this two-phased qualitative study indicated that efforts were made at both the district level and the school site level to pursue inclusive practices surrounding students’ cultural diversity. Participants’ iii iii comments leaned heavily on ensuring academic success, shying away from emphasizing cultural competence and sociopolitical consciousness. Most prominent was the concept of Learning Partnerships, which encapsulated the themes of building positive relationships, creating a safe learning environment, and student academic growth--all highly dependent on the socio-emotional wellbeing of students. In the enactment of culturally responsive pedagogy, a continuum of low to high progression was developed in order to address the necessary themes aiming to improve its effectiveness. Laney’s principal and Guidance Instructional Specialist were highly skilled in two areas of school leadership: Valuing Community and Maintaining and Sustaining Relationships and although necessary from an overarching school framework, the support overlooked the in-class instructional guidance necessary for deeper levels of pedagogical refinement. As participants spoke to the need to transform pedagogical collaboration to a more explicit system of feedback, a transformative culturally responsive leadership approach was introduced - providing a lens of equity in regards to lesson feedback and pedagogical collaboration.
Barriers to Lifelong Learning for Third Age Older Adults
Chair: Luna, Christina
Abstract:
Lifelong learning provides older adults with the healthy benefits of physical, mental and social activity. The research illustrates barriers as well as motivations that are present for third age older adults who are motivated and able to participate in lifelong learning, but do not. The research study was conducted using critical educational gerontology(CEG)as a theoretical framework and was conceptually informed by the works of Pierre Bourdieu, Paolo Freire and Erik Erikson. CEG states that education for older adults is not always exercised in the interest of all older adults and that lifelong learning is often treated as a novelty. Older adult education can become a means to further the neo-liberalist agendas of the institutions providing the programs and activities. The research was conducted in two phases utilizing both a widely distributed survey and interviews with select participants. Social justice and equity issues were revealed through participant insights around the discrimination experienced by older adults. This discrimination arose not only within the local community, but also within the institutions providing lifelong learning experiences, and manifested as ageism, sexism, classism and racism. Previous research indicated that many formal lifelong learning programs and activities unwittingly cater to a specific demographic that are typically White, well-educated, in the mid-seventies and of a higher socio-economic class. This research illustrates that while educational offerings may meet
ithe needs and wants of some, they do not equitably reflect the needs and wants of all older adults. Direction is provided for lifelong learning program administrators seeking to create more inclusive and equitable programs that are attractive and of interest to older adults of differing ethnicities, classes, ages and education levels. The research was conducted amidst the COVID-19 pandemic revealing many additional barriers and challenges to potential older adult learners such as digital inequality, where only those older adults with the means, abilities and knowledge to engage with digital society are able to do so.
Thriving in Teaching: The Impact of Asset-Based Psychological Constructs on Teachers’ Well-Being
Chair: Yukhymenko, Mariya
Abstract:
Teaching is a demanding career that requires significant emotional, psychological, intellectual, creative, and relational investment. Using a cross-sectional survey design, the purpose of the present study was to examine relationships between in-service teachers’ levels of sense of purpose, authenticity, and teacher identity and their self-reported levels of resilience, persistence, work commitment, and work satisfaction as factors that support teacher retention. The research questions explored whether there is a difference between purpose, authenticity, teacher identity, resilience, persistence, work commitment, and work satisfaction across demographic and experiential characteristics; whether there are correlations between sense of purpose and purpose orientation, authenticity, and teacher identity and resilience, persistence, work commitment, and work satisfaction; whether purpose, authenticity, and identity predict resilience, persistence, work commitment, and work satisfaction; and whether all constructs predicted the number of years in teaching. Participants of the study were 310 current public non-charter and charter school K-12 California teachers. This study used ANOVA analysis to investigate differences in purpose, authenticity, teacher identity, resilience, persistence, work commitment, and work satisfactions based on descriptive factors such as number of years in teaching and school setting (e.g., urban, suburban, rural, charter). Additionally, the study used
Pearson’s correlation to investigate relationships between purpose, authenticity, teacher identity and resilience, persistence, work commitment, and work satisfaction. Finally, the study used multiple regressions to investigate whether purpose, authenticity, and teacher identity predicted resilience, persistence, work commitment, and work satisfaction. Results showed that purpose, authenticity, and teacher identity all significantly and positively correlated with resilience, persistence, work commitment, and work satisfaction. In addition, resilience was positively predicted by awareness of purpose, altruistic purpose, self-growth purpose orientation, and authentic behavior and negatively predicted by in authentic personal assessment. Persistence was positively predicted by awareness of purpose, altruistic purpose, authentic behavior, and teacher identity. Work commitment was positively predicted by awakening to purpose, awareness of purpose, and teacher identity and negatively predicted by inauthentic personal assessment. Finally, work satisfaction was positively predicted by awakening to purpose, awareness of purpose, and teacher identity and negatively predicted by in authentic personal assessment. Applying an understanding of asset-based psychological constructs can support greater teacher well-being and help teachers to flourish in demanding circumstances. Two areas for potential practical implications given the results of the study are: 1) Considerations for new teacher induction programs in leveraging the new teacher’s sense of awakening to purpose and altruistic purpose and developing an awareness of purpose, a work-focused purpose, and an authentic teacher identity, and 2) Considerations for developing asset-based evaluation practices focused on co-designing and co-producing with successful veteran
iviv teachers to foster their continued awareness of purpose, their continued personal and professional growth, and their sense of expertise, success, and contribution
Trauma-Informed Leadership for Schools: A New Vision for Educational Leadership And Crisis Management
Chair: Mendoza, Cecilia
Abstract:
The world is currently experiencing the COVID-19 pandemic and the field of public education has experienced an unparalleled shift in its operational, instructional, and leadership practices. The currentCOVID-19crisis has created as sense of urgency within the educational system to understand how leaders navigate crises, and more importantly, how they support those within and outside of the organization impacted by trauma. Trauma is interwoven within the landscape of a crisis and needs to be fully considered as part of a leadership response. Prior to, and even within the COVID-19 crisis, California has experienced a series of mega-wildfires that have significantly impacted regions in Northern and Southern California, causing damage to schools, forcing school closures, and placing leaders in challenging circumstances as they navigate the crisis response. This study explored the leadership response of five superintendents from Northern and Southern California whose districts were impacted by a mega-wildfire during 2017 and 2018. Through a multiple case study, the research explored the leadership practices utilized by the superintendents, including how they supported students, staff, and families impacted by trauma, how their
experience with managing the wild fire impacted their current crisis response during COVID-19, and what, if any, prior training they had in crisis management. Using the theoretical frameworks of trauma-informed care and leadership, leadership theory and approaches, andcrisis leadership, the researcher applied both an inductive and deductive approach to the data analysis process. The findings confirmed research that exists in the field of crisis management, crisis leadership in schools, and trauma-informed care, while at the same time introducing a new leadership model within the field, one that envisions the centrality of trauma within the leadership response for a crisis.
Towards Anti-Racism as Stance: White Women Teachers Committing to Transformation
Chair: Low, David
Abstract:
America’s teaching force does not represent the children in its classrooms. The majority of public-schoolteachers are white women, while the majority of their students are not. The system within which U.S. educators operate is infused with racist procedures and curriculum presented through a white, western, Eurocentric, patriarchal lens that erases or obscures the contributions of people who hold other identities. Teachers themselves have been socialized to be colorblind and to perpetuate biases harming the students they are meant to serve. In this qualitative study, I explored ways to better train and support white women teachers to create more culturally sustaining learning spaces. I combined liberatory praxis and critical theories including post-constructivist feminist, Black feminist, and critical race theories. Beginning with autoethnographic vignettes, followed by focus group and semi-structured interview data, I approached this study using inquiry as stance, a methodological paradigm of practitioner research. Using critical discourse analysis, I generated themes including acknowledging white privilege, “Doing DEI,” deprofessionalization of teaching, and addressing structures that perpetuate obstacles for students. I present this study in narrative form both to provide full context and to serve as a transformative act. Findings indicated that white women teachers did not feel prepared or supported navigating issues of race in the classroom and school. Significant causes were deprofessionalization of teaching and limits on teacher discretion. My analysis led to the grounded theory of Anti-racism as stance. I define this as teachers moving past intellectual understandings of race and privilege to the embodiment of anti-racism as the source of decisions and actions to dismantle structures that are obstacles to socially just and racially equitable learning opportunities. Primary implications of this work include a call to trust teachers to use discretion in choosing classroom materials and professional development topics. School districts and training programs should dedicate space, time, and resources for critical conversations. Implications for further study include exploring ways teachers who hold other identities navigate race in their daily decisions. Anti-racism as stance also has applications to other fields such as inclusive science communication, Early Childhood Education, and Human Development.
White Teachers in a Perceived White District Discussing Race and Racism in their Classrooms
Chair: Low, David
Abstract:
This study examined the ways in which White teachers talk about facilitating conversations about race in their classrooms. Through semi structured interviews of eight teachers in a suburban school district in Central California, information was gathered about how teachers talk about race or avoid talking about race in their classrooms and what these teachers had to say about facilitating conversations about race and racism in their classrooms. This dissertation was written in order to bring to light language, trends, and themes that contribute to passive behavior and behavior that only perpetuates our current racist state of society. The goal of this descriptive case study was to illuminate the nature of these conversations so educators serving in many roles may better understand the experiences of White teachers as they navigate potential discomfort, fragility, and whiteness in the midst of race conversations, and adjust their practices in order to better serve students in their capacity as educators.
The Exploration of Hiring Processes of Novice Teachers
Chair: Moradian-Watson, Jennifer
Abstract:
Teacher retention has been a national focus of research for several decades (Gray & Taie, 2015). In California specifically, the number of novice teachers who leave the field within the first 5 years ranges from 19% to 30% (Darling-Hammond et al., 2018). Despite the broad base of research that has examined teacher retention issues, limited research exists in the education arena around the role hiring processes play in education. Grounded in the framework of human capital theory, this study explored the role that the hiring process plays in retention of novice teachers. A collective case study approach was implemented to gain an in-depth understanding of the perceptions and role of the hiring processes in a single school district on the retention of novice teachers. In a cross-case analysis, findings indicate that the hiring process supports the retention of novice teachers in aligning culture and values, determining “fit,” and connection between the novice teacher and the district. Furthermore, there exists varied perceptions on the purpose and effectiveness of the hiring process by participants. In addition to extending current research on districts’ hiring processes, this study seeks to inform better practices in novice teacher retention through the systematic practice of hiring.
Gendered Racial Experiences of Black Women Students at Hispanic Serving Institutions
Chair: Yi, Varaxy
Abstract:
The duality of being Black and a woman presents many challenges for African American women at colleges and universities. Black women navigate multiple identitie and struggle with isolation, microaggressions, stereotypes, racism, and sexism; yet limited research has examined this phenomenon a Hispanic Serving Institutions (HSIs). This study described the unique experiences of five women who self-identified as Black undergraduates attending HSIs. Participants were recruited from 16 public institutions in California with a majority-Latinx student population ranging from 33-67%. A hermeneutic phenomenological methodology was utilized to understand participants' lived experiences through an in-depth data collection process of semi-structured interviews. Black feminist thought as a framework examined the participants' experiences through an intersectional lens (e.g., Black and woman). Three main themes emerged from the data: Black women's experience at HSIs, how Black women navigate multiple identities, and how Black women support each other at HSIs. Although findings suggested Black women students at HISs experienced emotional stress from the cumulative impact of racial and gendered microaggressions, Black women demonstrated resiliency by utilizing coping strategies for themselves and others. The study concluded with implications for policy, practice, and research.
First-Generation Latinx Students: A Qualitative Study of their Transition into Community College
Chair: Yukhymenko, Mariya
Abstract:
The fastest-growing population of Latinx students across California Community Colleges calls for an analysis on institutional practices to ignite change and improve the overall educational achievements of this student population. The purpose of this study was to examine the lived experiences of first-generation Latinx students by employing the conceptual framework of intersectionality as they transition into community college. Using a phenomenological approach and semistructured interviews, the researcher focused on the students’ own descriptions of their experiences to understand the process of their transition into community college and understand how this student population navigates the career decision-making process as a result of their experiences. First-generation Latinx students expressed a mixture of feelings and identified strong sources of support during the initial college planning process. During the transition into college, the first-generation Latinx students expressed financial challenges, the need for more clarity in course sequence and major requirements, and the desire for more experiential learning opportunities to connect with professionals within their career interests. Last, the students confirmed diverse ways in which their intersecting social identities created disadvantages. Understanding the lived experiences of Latinx students is essential in supporting their transition into community college to facilitate student success with equity, access, and inclusion. This study provided implications for higher education professionals to help increase student success.
The Impact of Induction Mentorship On Teacher Retention
Chair: Walsh, Nichole
Abstract:
The demand for high quality teachers in P-12 public school districts in California outweighs the supply. A 2018 report by the Learning Policy Institute states that 88% of teacher demand is a result of attrition (Darling-Hammond et al., 2018). The issue of teacher retention is examined through the conceptual framework of new teacher mentoring. McCallum and Price (2010) assert that teachers are the most important in-school factor contributing to student success, satisfaction and achievement. The research for this study examines the relationship between the veteran teacher (mentor) and the novice teacher (mentee). A multiphase triangulation of qualitative and quantitative data sets was implemented during a concurrent time frame. The findings will show that a positive, inverse relationship exists between the mentee’s perceptions of the mentoring relationship and their overall feelings of remaining in the profession. An understanding of the critical components of one district’s new teacher induction program will be shared with school districts on leading successful and formalized mentoring programs to ignite the change needed in the new teacher’s classroom that motivates them to persevere through the challenges and remain committed to the profession and their students.
A Phenomenological Inquiry into the Lives of Students Experiencing Homelessness
Chair: Luna, Christina
Abstract:
This study utilized a phenomenological approach to understand students' lived experiences experiencing homelessness using an asset-based approach. Students experiencing homelessness are often researched from a deficit perspective, perpetuating negative stereotypes and assumptions. Minimal research has been conducted focused on student's voices and revealing positive academic outcomes. Qualitative research methods were utilized to explore in-depth experiences of homelessness while attaining education. Seven individuals participated in the study and provided incredibly detailed experiences of homelessness during their education. Findings indicated that students experiencing homelessness endure varying levels of trauma within their households. Families move in and out of different residential categories such as living doubled-up, shelter living, or unaccompanied and face unique challenges within each category. Despite the residential instability and trauma, participants were capable of academic achievement. Strong relationships with siblings and various school personnel and exposure to positive academic ideologies became sources of strength and resilience. The dissertation concludes with key implications for practice and policy in K-12 institutions and recommendations for future research.
Special Education Teacher Retention
Chair: Van Horn, Selena
Abstract:
The time is now for educational leaders and policy makers to accept the responsibility of hiring, developing, and retaining a highly qualified, diverse, and committed teaching force in special education. Recommendations from research identify the need to involve key stakeholders at various levels to orchestrate a systematic effort in assisting policy makers and leaders to use what is known from research (Billingsley & Bettini, 2019) to establish the instructional conditions that support the retention of special education teachers, including support, teacher preparation, workload and professional learning opportunities. This was a phenomenological study of 12 special education teachers who provided detailed accounts of their experiences in the first 3 years of teaching. Findings indicate that participants experienced challenges encountered by special education teachers as a result of the requirements of the job. Participants identified the demands of the job, support, and preparation when making meaning of their experiences. Implications for policy, practice, and research are also discussed.
Coming To America: An Autoethnography of a First-Generation Afghan Woman Navigating U.S. Education
Chair: Gonzalez, Juan Carlos
Abstract:
This autoethnographic study explored my academic experiences as a first generation Afghan woman within the American education system. A finite lens was used to review detailed narratives from sixth grade through the present day. The guiding question for this study was: How have my experiences as a first generation Afghan woman facilitated or complicated my success in navigating American education systems (namely the K-12 and higher education systems)? In an attempt to highlight the gaps that currently exist in the literature relating to the need for increased cultural competency, a methodology was employed that relied on results and outcomes evidenced in my narratives. These highlighted a blurred identity of Afghan Americans persons (i.e., being racially coded white and being ancestral coded Asian). I provide a historical background of Afghanistan and female cultural norms. Within this review, I explored a number of significant components relating to the conceptual theoretical framework applicable to my life as a member of a nuclear family falling under the broad umbrella known as Asian American or Pacific Islanders (AAPI). The dissertation details polarizing cultural expectations found at home and school and further exemplifies how the spokesperson myth, the model minority myth, and the Critical Muslim Theory contribute to conceptual misconceptions and continued ostracization.
Through the use of narrative inquiry, I provided a number of vignettes to illustrate my experiences at American middle school, high school, and post-secondary educational institutions. Two primary themes emerged: challenges and resilience. Within the theme of the challenge, four sub-themes emerged: identity, capital, dissonance, and microaggressions. Meanwhile, faith, family acculturation, and hybridity emerged as sub-themes within the resilience theme. The two themes and related sub-themes aid in surmising several recommendations. Since there are some limitations to this study, it is noted that these recommendations and the further research are needed to assist in increasing cultural competency.
Financial Aid Student Retention and Graduation: A Longitudinal Study of the California State University System
Chair: Hernández, Ignacio
Abstract:
University administrators, boards of trustees, and state and federal legislators spend significant time and effort focused on retention and graduation rates at American colleges and universities. The California State University (CSU) is no exception with its systemwide focus on Graduation Initiative 2025 which includes a commitment to eliminate equity gaps for students from underserved communities. This study examined the relationship between financial aid, retention, and graduation for the cohort of first-time freshman enrolled at the CSU in fall 2013. Using 6-years of student enrollment and financial aid data from 22 of the 23 campuses in the CSU system, descriptive statistics and multi-variate analyses highlighted differences in average financial aid packages by campus, by race/ethnicity, and by Expected Family Contribution (EFC) levels. Findings indicated that grants were awarded evenly by race/ethnicity within EFC groups, but differences remained by campus. In total, Black/African American and Latinx students had the highest average grant amounts, but Black/African American students were more likely to take student loans than Latinx students which ultimately lowered their average gap-in-aid. A discrete-time event history analysis drew on Chen’s (2008) heterogeneous theoretical framework to examine the longitudinal connections between financial aid, over time, to rates of stop-out and graduation. The analysis included demographic, college preparation, college academic and financial aid iii variables, along with interactions across variables to measure differential impact of financial aid by race/ethnicity and EFC levels. Results indicated that types and amounts of financial aid and gap-in-aid impact the odds of stop-out and graduation differentially by race/ethnicity. Black/African American students were the only group who had a positive correlation between increased grants and loans and graduation. All other racial/ethnic groups showed slightly reduced or steady odds of graduating as grant and loan amounts increased. However, all students were less likely to stop-out, and more likely to graduate when gap-in-aid was lower. These findings can seem counterintuitive for some student groups and create new questions to be answered with future research that would benefit from a mixedmethods approach to better understand how individual students respond to financial aid choices. University leaders, financial aid administrators and higher education policy makers would benefit from data-driven decision making about the type and amount of financial aid awarded, and also the gap-in-aid left for a student to manage between the amount of aid received and the total cost of attendance.
News Media Literacy and Civic Engagement: Intervention Strategies to Foster News Media Literacy Skills and Build Political Efficacy
Chair: Tracz, Susan
Abstract:
News Media Literacy addresses the specific literacy skills needed to effectively engage with news, which has a unique influence on participatory democracy and informed citizenship. A news media literate individual has the skills to understand and evaluate critical sources of information and the confidence to engage in democratic processes such as voting, community organizing, and communicating with elected officials. Access to and understanding of these critical sources of information is essential to building a strong participatory democracy and an informed citizenry. However, the current, media-saturated landscape has made it more difficult to navigate through the noise to access the information that matters. This mixed-methods study was designed to evaluate the potential effectiveness of intervention strategies to support individuals’ development of news media literacy skills, specifically News Media Literacy Knowledge (NMLK), Value Media Literacy (VML), Internal Political Efficacy (IPE) and Epistemic Political Efficacy (EPE). NMLK is the understanding of news content, processes, and structures. VML is the value someone places on news media literacy for society. IPE is the belief that one can effectively participate in political process. EPE is confidence in one’s ability to determine the truth and/or facts in politics and political issues. The findings from this study showed mixed results. Although the quantitative data analysis showed minimal statistical evidence of gains related to the four constructs, in general the mean average scores increased for the treatment group. Qualitative data analysis revealed nuances in the skills and understanding between treatment and control groups with the treatment group demonstrating a higher VML.
There’s Some Holes in this House: Investigating the Job Satisfaction of Residence Hall Directors in the California State University System
Chair: Hernández, Ignacio
Abstract:
Many Student Affairs Professional leave the profession within the first 5 years. A common position for new Student Affairs Professions is the Residence Hall Director position. This study aimed to determine the level of job satisfaction and what factors contribute to job satisfaction for Residence Hall Directors in the California State University System. A survey which included the Job Satisfaction Survey 2 and two open-ended questions was administered to Residence Hall Directors to assess job satisfaction. Responses were analyzed using the mean scores for survey responses as well as open coding to find themes for the open ended questions. The results suggest Residence Hall Directors are satisfied with the position, but there are aspects of the position that Student Affairs Professionals in Residence Hall Director positions would like to see change including improved communication, better compensation, and more opportunities for promotion.
What Should Be in a Coursework Replacement for the RICA?
Conley, Amy K
Chair:
Abstract:
The much-criticized Reading Instruction Competence Assessment (RICA) is not aligned with current Common Core literacy standards, is expensive, has a low pass rate on the first try of 66%, and keeps People of Color from joining the profession (California Commission on Teacher Credentialing, 2019). The test may be replaced with coursework. Critics argue there is a disconnect between research, what is taught in teacher preparation, and classroom practice (Feiman-Nemser & Buchman, 1985), so this explanatory, mixed-methods study collected ideas from all three about components of the replacement coursework and how they should be assessed. An online survey asked the 233 respondents to rank the importance of concepts from the literacy Teacher Performance Expectations (TPEs) and consider time allotment of various instruction and assessments in literacy courses. Themes from the open-ended survey questions were member-checked and elaborated on during the same-role, video-conferenced focus groups. From both the survey and focus groups, participants expressed that the time spent on test preparation for teacher candidates could be improved by replacing it with more emphasis on foundational literacy, writing instruction, and culturally sustaining pedagogy (CSP). Additionally, participants argued for state of California support for schools recommending curriculum and professional development for existing teachers in the needed areas.
A Narrative Inquiry on the Experiences Of Hmong Men High School Counselors
Chair: Gonzalez, Juan Carlos
Abstract:
Since their migration into the U.S., the Hmong people have settled into the Central Valley in and around Fresno, California. While school districts in the area strive for diversity, many of the high schools have yet to include Hmong men as high school counselors. This study utilized a narrative inquiry under the lens of Asian critical theory to explore the experiences of Hmong men high school counselors in Fresno County. The study discussed the construction of the Hmong’s identity through education and career success, focusing on P-12 and higher education experiences, as well as the Hmong men’s identity in the U.S. The research question that guided the study was What do the stories told by Hmong men about their experiences and career choice reveal about the factors that influence their decision to be a high school counselor? The results are shared through seven identified themes: (a) family impacts who you are or who you become, (b) having a significant other positively impacts your decisions, (c) struggles and challenges will come to pass, (d) racial and gender diversity in role models are needed, (e)identities do intersect, (f)supported counselors are advocates for students, and(g) counseling is a worthy career. In addition, three identified factors are offered and explained in response to the study’s question. The dissertation concludes with recommendations for both research and practice.
Factors Contributing to the Decline of Males Entering the Agriculture Teaching Profession and the Impact of FFA, SAE and Classroom Instruction on College-Going Behavior
Chair: Luna, Christina
Abstract:
This phenomenological qualitative study examined the factors contributing to why males are not entering the agriculture teaching profession. This study also illustrated the value of the agriculture education three-component model and its impact on college and career choice of secondary agriculture education students. The agriculture teacher shortage in California is also addressed in this study. Fifteen semi-structured interviews were conducted with three subgroups of participants that included males who earned a degree in agriculture education but did not become teachers, current students enrolled in a mechanized agriculture course, and leaders within agriculture education in California. Six themes were found throughout the research: Agriculture Teachers Influence on Career Choice, Career Choice Dissatisfaction, Hands-On Learning through SAE, Personal Goals, FFA Involvement Sparks Interests, and No Shortage. These themes were developed through the coding processes which also reported twenty-eight subthemes. Findings of the study suggest the males do not like the extra responsibilities of agriculture teachers. The SAE component was most impactful on career choice reported by participants. The agriculture teacher shortage in California is not a current issue as has been reported in previous years.
The study also identified the FFA impacts a student’s decision to be active in agriculture education, but does not make an impact on the decision to go to college. Agriculture teachers motivate students and are a positive factor in why students choose the agriculture teaching profession.
Boys from the Hood: Understanding the College Choice Process for African American Males Raised in Gang-Impacted Neighborhoods
Chair: Dr. Juan Carlos Gonzalez
Abstract:
Although African American students have similar aspirations as their peers to earn a college degree, they remain under-represented in college enrollment (Holland, 2016). Utilizing Yosso’s (2005) community cultural wealth model, this study explored how African American males use these skills, experiences, and knowledge in their college choice process. The purpose of this qualitative study was to examine the impact growing up around gangs had on the college choice process for African American males attending 4-year public institutions in California. Data collection included a semi-structured interview designed to gather information about the lived experiences of African American males raised in gang-impacted neighborhoods. This study explored the experiences of 15 students attending two 4-year public institutions in Southern California. This qualitative study gathered and analyzed the experiences that impacted the college choice process of the participants enabling them to enroll in college. This research endeavor intended to provide insight to help improve the college enrollment of African American males who grew up around, but who were not directly involved in, gangs. This study identified ways in which students utilized their cultural community wealth assets to navigate gang-impacted neighborhoods successfully and enrolled in college.
Factors that Influence Community College Career Technical Education Automotive Technology Faculty Self-Efficacy
California State University, Fresno, 2020
Chair: Dr. Jennifer Watson
Abstract:
This multiple-case research study examined self-efficacy beliefs of community college automotive technology instructors, and what contributes to those beliefs. In the next decade, the United States is projected to need an increased number of automotive technicians as well as trained teachers to educate them.
The purpose of this study was to explore post-secondary automotive technology instructor self-efficacy and factors that contribute to that self-efficacy. Four cases were selected, and each participant completed: Teachers’ Sense of Efficacy Scale (TSES) survey, demographic information, and an in-person interview. Themes that emerged that contribute to self-efficacy included teacher motivation, external influences, classroom management, and instructional styles. Findings from these data lead to the following recommendations: an evaluation of hiring practices, onboarding training, mentoring, professional development, specialized technical training, and goal setting. Recommendations for future research included studies of instructor demographics, student demographics, and a nationwide research into CTE learner characteristics.
Connecting to Campus from Afar: How Commuter Students Cultivate Their Sense of Belonging through Technology
Chair: Dr. Nancy Akhavan
Abstract:
This dissertation examined how commuter students from Hispanic Serving Institutions build a sense of belonging, and how, if at all, technology plays a role in this cultivation. This study used a qualitative approach to create a grounded theoretical framework. Semi-structured interviews following an interview protocol were conducted both in-person and over the phone for 29 participants. To triangulate the data, member checks were conducted, and optional focus groups and questionnaires were offered. Open, axial, and selective coding were completed to find themes. A total of four themes were identified: positive feelings of sense of belonging, negative feelings of sense of belonging, technology as a catalyst for engagement, and technology access as a factor to engagement. These themes informed the grounded theoretical framework, which emphasizes that technology acts as a resource to support student involvement, whereby cultivating their sense of belonging. Through university and open-access apps which are convenient and accessible, students are likely to become more involved and therefore are more likely to cultivate a sense of belonging. However, universities need to avoid oversaturation of online tools so as to entice engagement. Suggestions for further research are also explored.
A Space to Belong: Space and a Sense of Belonging among Teen and Young Adult Patrons in the Fresno County Public Library System
Chair: Hernandez, Susana
Abstract:
The purpose of this study was to understand how teens and young adults negotiate space in public libraries and explore how their relationship to the space impacts their sense of belonging in the library space. This study used a design thinking framework, which frames creating spaces in public libraries that support a sense of belonging for teens as what Buchanan (1992) has called “a wicked problem.” A visual and arts-based methodology was selected to support the goals of this research study by emphasizing a collaborative and shared view of research, a community-based lens through which to view problems, and a dedication to social justice (Latz, 2017). This study took place at a branch of the Fresno County Public Library system. Participants between the ages of 13–18 completed three activities consisting of a pre-drawn mapping activity, a sketch mapping activity, and an individual follow-up interview. Major findings include the following: young adults use the same areas of the library where they also expressed feelings of belonging; independence and privacy while using the library were important to young adults; staff can have a significant impact on a patron’s feelings of belonging; and that library collections matter to young adults and their sense of self-awareness and identity in the library.
Asian Americans at a Western University: An Institutional Analysis
Chair: Dr. Juliet Wahleithner
Abstract:
Asian Americans and Pacific Islanders (AAPIs) challenge our nation’s dominant Black-White racial paradigm. With varied ethnic, socioeconomic, and historical backgrounds, AAPIs do not align neatly with this simplistic, bimodal model. The lack of research on AAPIs has further contributed to enduring mischaracterizations of this population, including the prevailing “model minority” stereotype. Given the limitations of our nation’s ability to confront its racist history and acknowledge its impacts, the distinct experiences of diverse AAPIs call into question our ways of contending with current inequities.
For this dissertation study, I conducted an institutional analysis at Western University (pseudonym) that is also a designated Asian American Native American Pacific Islander-Serving Institution (AANAPISI) to examine the educational experiences of its Asian American students; because of confidentiality concerns and sheer small number, Pacific Islander students were necessarily excluded from this study. By analyzing socioeconomic and academic achievement data for a cohort of first-time freshmen who entered the university between 2010-2013, I tracked differences between the 10 most prevalent Asian ethnic subgroups contained within this sample. I also performed an environmental scan to identify resources in the campus environment that targeted AAPI student success.
Findings from this institutional analysis revealed Asian American students at the university are at a significant disadvantage. Because the university largely serves first generation, low-income minority students from the surrounding communities, the Asian American students contradict the myth of the “model minority”. Yet, because they are subsumed in the Asian racial category, the aggregated data fail to identify disparities, their needs remain obscured, and misperceptions linger. Findings from the environmental scan uncovered a long history of past and present efforts led by caring individuals committed to addressing inequities impacting Asian American students. However, as they are largely dependent on volunteer leadership, most of these piecemeal efforts have been temporary and unsustainable.
Taken together, the results of this study demonstrate the urgent need for a comprehensive and sustained institutional strategy to address the educational needs of Western University’s Asian American students. As an AANAPISI and the leading university in its region, Western University has an obligation to serve all of its students, particularly underserved Asian Americans who have long been marginalized due to persistent institutionalized discrimination.
A Comparison of Demographic Profiles and Academic Outcomes of Charter Schools and Traditional Public Schools in Fresno, Kings, Madera, and Tulare Counties
Chair: Dr. Ignacio Hernández
Abstract:
This study compared charter schools and traditional public schools in Fresno, Kings, Madera, and Tulare counties to determine whether there were meaningful differences in demographics and academic outcomes between the two types of public schools. It also compared the demographics and academics of the different types of charter schools. School choice advocates have posited that charter schools, freed from the bureaucracy and regulation of traditional public schools, would use their autonomy to become more innovative and improve academic outcomes for their students (Fryer, 2012; Stein, 2015). It was further argued that charter schools would untether poor and minority students from failing neighborhood schools, and result in more integrated schools (Fryer, 2012). This quantitative study examined differences between student subgroups and used Cohen’s h to determine effect size—small, medium, or large. This statistical method was used to determine if any differences between the two types of public schools were meaningful, or practically significant. Student demographics were identified by race/ethnicity, English Language Acquisition Status (ELAS), and socio-economic status (SES). Academics were measured by the percent of students who met or exceeded the standards in English Language Arts (ELA) and Math on the 2018/19 California Assessment of Student Performance and Progress (CAASPP). Findings were that charter schools differed meaningfully from traditional public schools in student demographics, with fewer poor, minority, and non-fluent students. Academically, however, there was no meaningful difference between charters and traditional public schools. Viewed through the lens of critical race theory and whiteness studies, the implications are that charter school advocates may have a less altruistic purpose than purported (Chapman & Donnor, 2015; Henry, 2019). A comparison of the 12 types of charter school configurations further found that charter schools differed meaningfully in demographics and academic outcomes depending on their origination (start-up or conversion), their affiliation (dependent or independent) with a local district, and their curriculum delivery method (site-based, online, or blended).
Participation in Study Abroad at a Hispanic-Serving Institution: Supporting Graduation and Student Success Efforts
Chair: Dr. Susan Tracz
Abstract:
Like many institutions of higher education, California State University leaders seek to identify key student persistence and success factors that will have the greatest impact. CSU Graduation Initiative 2025 (GI2025) emphasizes a commitment to improving graduation completion, improving time to degree, and closing equity gaps between historically underserved and non-underserved students. High-impact educational practices, such as study abroad and global learning, have been shown to lead to higher retention and graduation completion percentages for university students. This institutional study aimed to determine if study abroad participation had any relationship with GI2025 success metrics.
The research collected from this quantitative research study analyzed the degree completion percentages, time to degree and final cumulative grade point average (GPA) of CSU, Chico students who participated in an affiliated study abroad program and compared them with non-participants. The study also included historically underrepresented student population groups in the comparisons, including underrepresented minority students, first-generation college students, and community college transfer students. This was in order to add to the current research on the relationship between study abroad participation and academic success and graduation completion, including for historically underserved populations, typically underrepresented in study abroad.
The study found a significant relationship between study abroad and 5- and 6- year graduation rates for first-time freshmen (FTF) study abroad participants, including for underrepresented minority (URM) and first-generation college students who studied abroad. The FTF study abroad groups all graduated with higher 5- and 6-year graduation rates in all individual cohort years, and higher 4-, 5- and 6-year graduation rates for combined cohort years, though not all tests for each year were significant. While transfer study abroad students lagged in the 2-year graduation rates compared to non-study abroad students, they eventually had significant and higher 4-year graduation rates. This was also true for the URM and FGCS transfer groups. The time to degree between study abroad and non-study abroad students, including URM and first-gen populations, was not significant for the freshmen admits; study abroad participation does not seem to delay graduation for any of these student groups. These combined findings are notable contributions to quantitative research for study abroad participation at a minority-serving institution.
Impacts of National Panhellenic Conference (NPC) Sorority Membership on California First-Generation College Students
Chair: Dr. James Mullooly
Abstract:
There are a large number of first-generation students throughout California campuses. Nearly one-third of California State University students are first-generation (The California State University, n.d.-a), 41% of University of California undergraduates are first-generation (University of California, n.d.), and over 40% of California Community College students are first-generation (Foundation for California Community Colleges, n.d.). According to the First Generation Foundation, first-generation status “is one of the most often cited predictors of higher education failure” (First Generation, n.d., para. 2). Every college and university likely has a goal to increase retention and graduation rates, and data from this study can help campuses determine the best practices to support first-generation student academic success, feelings of belonging, and commitment to service that may help to retain them.
Through the document analysis, this study discovered that academics, sisterhood, and service were the three most frequently identified values across all NPC organization websites. The survey data revealed that there was not a statistically significant difference in academic success or commitment to service between first-generation NPC members, continuing-generation NPC members, first-generation non-members, and continuing-generation non-members. However, there was a statistically significant difference in feelings of belonging, with sorority members and continuing-generation students having greater feelings of belonging. The interview data revealed how first-generation NPC members had greater awareness and access to academic resources, external motivations to succeed, helpful relationships with their sorority bigs and littles, felt respected for their uniqueness and diversity, were involved in leadership roles, found meaning in local opportunities for service, and appreciated philanthropy as a way to bond and interact with their fellow members and with other organizations.
Latino Youth Gangs in Central California: An Autoethnographic Understanding of Academic Aspirations and Success
Chair: Dr. Juan Carlos Gonzalez
Abstract:
The purpose of this autoethnographic study was to examine academic aspirations and life experiences of Latino youth in and affiliated with gangs in Central California. For the reason that Bulldog, Norteño (Northerner), and Sureño (Southerner) gang members are well-known to recruit high school students, ongoing informal discussions from 2016 were conducted with high schoolers to understand their collective lived experiences in neighborhoods where gangs predominate.
Students representing high schools located in Central California’s rural areas engaged in informal conversations and participated in seminars organized for outreach purposes over a 5-year period. It is these discussions, coupled with informal discussion with principals and teachers who work with these youth, that have helped to shape my thinking about how to best serve the academic needs of these youth who are often wrongly labeled “at-risk.” This autoethnographic analysis reveals that although Latino gang members emanated from different high schools and cities throughout Central California, they have similar lived experiences. Four common themes that that will be explicated in detail include: (a) challenges that emanate from living in barrios (neighborhood), (b) challenges with family stability that complicate school success, (c) lack of knowledge or mentorship regarding the college choice process, and (d) schools are not equipped to compete with the familismo (sense of family) bonds that gangs provided.
Overall, this study helped interpret how the dominant culture plays an active role in inducing the identity and behavior of a subcultural group, specifically Latino gang members and affiliates. In addition, this research helps promote future discourse regarding Latino gang members and affiliates that can be extremely beneficial to parents, school personnel, community leaders, and educators in general.
A Retrospective Case Study of a Health Career Pipeline Program in the San Joaquin Valley and the Impact on Participants' Career Aspirations
Chair: Dr. Christina Luna
Abstract:
The study analyzed Health Career Opportunity Program’s (HCOP) influence on students’ career aspirations toward health care professions. Students who have participated in a health career pipeline program at a university in the San Joaquin Valley were interviewed to assess the effectiveness of such program on career choice. Although limited to one university program, the findings
highlighted the importance of a health care career program and how institutional characteristics, policies, and practices may effectively influence college students’ career aspirations to pursue health care careers. It provides useful information to counselors, parents, school administrators and education policy makers to put in place experiential learning strategies to show the way and provide support to students into making health care career choices attainable.
Examining the Relationship between Student Support Services and Completion of College English in Students with Learning Disabilities
Chair: Dr. Susan Tracz
This mixed-methods research study examined the predictive value of student support services, including co-requisite support, tutorial, academic counseling, disability services, and Freshman Year Experience on the completion of freshman English and re-enrollment or transfer for students with disabilities. As the California Community College system moved from a developmental model of curriculum for underprepared students to a co-requisite model in fall 2019, students no longer have developmental supports in their course and many students who need support must seek out services. Previous studies of co-requisite support have not examined the impact on students with disabilities specifically.
This study used the concept of self-efficacy (Bandura 1997) as a lens to examine the perceptions students have about student support services. From the two colleges that participated in this study, data were collected for 5,938 students enrolled in transfer-level English. Participant demographics, student support independent variable information, student disability information, and the Logistic Regressions for completion and re-enrollment or transfer. The quantitative portion of the study used a causal comparative analysis, with a preexisting data set to examine group differences. Frequency, percentage, and a series of chi-squares were reported on demographic variables. Two logistic regressions showed the use of student support services has low predictive value for Completion and Re-enrollment or Transfer for students with disabilities. The qualitative portion of this study used semi-structured interviews to investigate the perception of student support services for students enrolled in the co-requisite English course. The overarching theme that emerged, system self-efficacy, which analyzed the ability of students to navigate the systems of higher education, like timely enrollment in courses, choosing a major, and planning for transfer. Recommendations for future research included studies comparing models of co-requisite instruction and Freshman Year Experience programs to determine the most efficacious model, and studies that specifically explore what an asset-based model of instruction and student support would look like in community colleges.
Effects of Higher Education Internationalization on Student Learning: Student Experiences and Perceptions
Chair: Dr. Juliet Wahleithner
Abstract:
The purpose of this study was to explore how campus internationalization efforts in higher education impact student learning through the lens of the student’s perspective and experience. Grounded in transformative learning theory and guided by a mixed-methods research design, this study investigated the following research questions: (a) What efforts has a California public university undertaken to promote campus internationalization?, and (b) How have the university’s internationalization efforts impacted student experiences and perspectives about internationalization? Comprehensive desk research on the university’s internationalization efforts, an online survey of randomly selected university students, and in-person interviews with selected students were conducted. Six major themes emerged from the results regarding the university’s internationalization efforts: student experience with international academic courses, student experience with international programs, student experience with services for international learning, trends in students with international learning experiences, development of new knowledge and shifts in perspective, and shifts in the student’s academic and career paths. The results showed that the university had provided a wide spectrum of opportunities for international, intercultural, and multicultural learning to students through academic courses, programs, campus events, support services, and resources. The results also showed that students with international learning experiences tended to be more aware and appreciative of the university efforts for campus internationalization than those without international learning experiences. Additionally, the results illustrated that campus experiences that included international learning had prompted students to develop various international competencies, rediscover themselves, and build self-confidence. Furthermore, those international experiences influenced students’ academic and career paths. Hence, the study indicates that it is essential for the university to continue offering various international and multicultural learning opportunities and support so that the university can play an important role in broadening the range of students’ academic interests, career options, and life experiences.
Police Officers' and Residence Life Professionals' Perceptions of One Another Utilizing Six California State University Campuses
Chair: Dr. Jessica Hannigan
Abstract:
This study investigated the perceptions residence life professionals and police officers have of the other professional. Specifically, this study investigated the frequency that the two departments interact with one another, if they consider the current relationship ideal, what makes a successful relationship or impedes on the relationship, and what an ideal relationship would look like. Community policing, specifically situational policing, was utilized as a guide for studying this relationship. Situational policing is the concept that there are four types of neighborhoods and four corresponding types of policing. For this study, the neighborhood was a campus footprint focusing on residential buildings.
An explanatory, QUAN + qual methodology mixed-methods design was employed using two parallel electronic surveys with closed and open-ended questions. A causal-comparative quasi-experimental quantitative design and an explanatory phenomenological qualitative design was utilized. Six California State University campuses were chosen conveniently across the State of California based on location, student population and housing mass. The survey population included 35 police officers and 38 residence life professionals who were employed at the time of distribution within the 12 departments. Qualtrics software was operated to construct the surveys, collect and analyze frequency and percentages of quantitative data, and qualitative data was analyzed, coded and assembled into themes.
Results of this explanatory study showed that overall, 98% of police officers and 83.2% of residence life professionals noted that they felt extremely comfortable/extremely positive or comfortable/somewhat positive with their engagement and rapport with the other professional. Consistent themes found throughout the close-ended responses included the topics of communication, collaboration, training, financial commitment, diversity, equity, and inclusion, relationship building, procedures and crisis response. Given the themes found, communication transpired as the overall persistent theme to what could improve the relationship between residence life professionals and police officers.
The Prison to College Pipeline: The Transformative Impact and Ripple Effects of Hope on Incarcerated Students, Other Inmates, and Their Families
Chair: Dr. Susan Tracz
Abstract:
College degree programs in prison are experiencing a national resurgence in part due to the limited return of Pell Grant eligibility for incarcerated students in 2015. Previous research on the benefits of prison education utilized a deficit lens on reduced recidivism, increased job opportunities, and higher salaries–all of which presumably contribute to lower crime rates and safer communities. This case study on Cal State LA’s Prison BA Graduation Initiative at Lancaster State Prison found that offering a bachelor’s degree program to incarcerated students may contribute to reduced recidivism, but also much more.
This dissertation is built around the hypothesis that college education in prison is a transformative experience that boosts hope for incarcerated students which not only impacts the incarcerated student himself, but also produces a positive ripple effect that extends to the general prison population, friends and family members, as well as society at large. This study examined more than 115 pieces of archival materials and documents including letters, notes, and reflection essays written and submitted by the 45 students who are enrolled in the Prison BA Graduation Initiative. Also included in this research were transcriptions from recorded interviews, original scripts, and letters from men at Lancaster State Prison who are not currently enrolled in the bachelor’s degree program. A focus
group with four students who began their education with Cal State LA while incarcerated at Lancaster State Prison but have since paroled, was also conducted. The themes that emerged from this study are overwhelmingly consistent. Incarcerated students believe the value of a college education in prison is not that it lowers the risk of recidivism, but because it contributes to increased levels of hope, their sense of humanity, and ultimately, their own transformation. There is also strong evidence that even college students serving Life without Possibility of Parole (LWOP) sentences have a significant ripple effect on the prison yard, with friends, and family–all of which positively influence a prison to college pipeline that can ultimately break the intergenerational cycle of incarceration.
Understanding the Similarities and Differences of Academic Aspirations between Regular and Specially Admitted Student-Athletes
Chair: Dr. Jennifer Moradion-Watson
Abstract:
There is little information on the population of student-athletes who are admitted through a special admission process as compared to regularly admitted student-athletes. Understanding the similarities and differences between these two groups could provide necessary information to support academic success. The group of student-athletes who are admitted through the special admission process with lower academic skills are still expected to meet the same eligibility standards as regularly admitted student-athletes (Brecht & Burnett, 2019).
The purpose of this study was to better understand the similarities and differences of academic aspirations to the commitment of earning a degree between student-athletes who were regularly and specially admitted at Division-I universities. This mixed-method study was a quantitative cross-sectional nonexperimental design. Participants (n = 187) from 10 Division-I universities answered questions on a survey with instrumentation from six different scales regarding the transition from school to university, intentions to quit, degree commitment, institution commitment, academic identity, athletic identity, and student staff engagement.
An analysis of the results found that there are significant differences between student-athletes admitted through the regular and special admission process. More specifically, regularly admitted student-athletes are significantly more committed to earning their degree and committed to their institution. However, transition from school to university and student staff engagement show no differences with admission status.
Even though there are significant differences between regular and special admitted student-athletes regarding academic aspirations, research indicated the importance of focusing on the development of initial and continued support of academic success for universities who have special admission processes.
Social Justice and Equity in P3 Projects at Public Colleges and Universities
Chair: Dr. Christina Luna
Abstract:
As leadership seeks alternative funding sources to execute critical infrastructure and capital projects, public colleges and universities are turning to public-private partnerships (P3 projects) as a solution. Initially, higher education P3 projects were primarily used to fund and build student housing projects. However, the success of these P3 projects led to other collaborative efforts that serve the comprehensive nature of the built environment at a public college or university, from event centers to parking garages to classrooms. The need for these projects in the built environment is driven by the wide range of stakeholders that make up the campus community at a public college or university.
With P3 projects, public institutions like public colleges and universities partner with private entities that offer capital, expertise, experience, and an overall willingness to take on various amounts of risk in an infrastructure or capital project. P3 projects are structured so that a long-term revenue models generated by the project are designated to repay the initial investment funding. Provided the unique landscape of P3 projects with concentrated involvement by a private entity in public infrastructure and capital projects, there has been little exploration of how these engagements impact social justice and equity concerns. As P3 projects are common for various kinds of projects and initiatives at a public college of university, a collective case study was selected to evaluate the inclusion of social justice and equity programming in the built environment and P3 projects. The study addressed research questions that attempted to define the concept of social justice and equity in the built environment and identified conditions for the creation, construction, and ultimate inclusion of social justice and equity programs at public colleges and universities in P3 projects.
Six vice presidents who had occupied high-level finance or high-level facilities roles participated in the study by completing a survey and participating in a comprehensive semi-structured interview. Leadership at public colleges and universities in these roles consistently deal with aspects of the built environment and P3 projects; thus their inclusion in the study and no other high-level executives at a public college or universities was warranted. The six vice presidents that participated presided over a total of 11 different P3 projects during their tenures, spread over eight different campuses with the participants in pursuit or working on an additional five additional P3 projects at the time of the study. Responses were reviewed, coded, and analyzed and the following themes extracted:
- Minimal levels of social justice and equity inclusion programming currently exist in P3 projects
- The culture of the public college or university ultimately influences the level of social justice and equity inclusion programming in the built environment
- Structural considerations for inclusion of standards or other social justice and equity programs
- Future P3 projects to include more standards or social justice and equity programming inclusion
As social justice and equity concerns are not a primary focus in the early stages of planning in projects for the built environment, their inclusion in P3 projects is threatened due to the nature of the formal consortium agreements entered into by both the public and private entities. Consortium agreements that govern key performance indicators and closely related performance measurements are defined early on, well before a P3 project begins construction, so any large-scale social justice or equity concerns and programming need to be addressed and incorporated at a much earlier point in time than as is the case with a traditional building project. Given the nature of P3 projects, as public colleges and universities look to cede various responsibilities of the lifecycle of a project to private entities who possess an underlying profit motive, the need to incorporate social justice and equity early on is imperative to leadership at public colleges and universities and this is explored in the study.
Reframing Digital Exclusion through the Experiences of People of Color: A Qualitative Study Using Critical Race Theory
Chair: Dr. James Mullooly
Abstract:
As digital information continues to become part of everyday consumption, an increasing number of people accessing information through the Internet. However, a large number of people still may not have access to the Internet or digital technologies that enable them to do so. Known as the “digital divide,” this enduring problem has major social, political, economic, and cultural implications, and highly impacts all communities today. Within the digital divide, this qualitative research study sought to address the following questions: what are the perceived barriers in using public library’s technology resources experienced by ethnic communities and what are their perspectives, purposes and beliefs in using technologies in the public library? The study framed critical race theory to understand the social relationships and structures of inequities of the deficit model and the digital divide by exploring the human stories and narratives from people of color experiencing this issue in particularly intense ways and how they use the public library’s technology resources purposefully and personally. The study found that individuals experienced the constraints of digital exclusion differently, and that their public libraries have played a central role in providing access.
Women's Perspectives on the Underrepresentation of Women in California Leadership Positions in Kinesiology
Chair: Dr. James Mullooly
Abstract:
This study explored women kinesiologists’ perspectives on the underrepresentation of women in leadership positions of kinesiology in California. Studies on women in leadership suggest that stereotyping and gender bias may limit opportunities for women, especially in a hard science field such as kinesiology. The very few studies that document the experiences of women kinesiologists or other women in higher education leadership in the United States were conducted in the Midwest and on the east coast. There is a gap in the literature; women kinesiologists in California have been overlooked.
This qualitative, narrative inquiry study was guided by two research questions, through the lenses of Pierre Bourdieu, social role theory, and social reproduction theory:
1. How do women kinesiologists view career opportunities in kinesiology regarding gender equity?
2. How do women kinesiologists’ perceptions of gender bias impact their career decisions, goals, and choices?
Twelve women kinesiologists who held a current or past position of leadership in a California higher education institution shared their personal stories of their careers in kinesiology. Semi-structured interviews were conducted in person, over iii
the telephone, via Zoom, and through email. In response to seven questions and an open-ended invitation, participants shared their perceptions and experiences regarding how they viewed career opportunities in kinesiology regarding gender equity and how gender bias may have impacted their career decisions, goals, and choices. Analysis of the narratives in a framework of the social positioning, social role, and social reproduction theories led to two primary overarching themes—sports culture and personal limitations—and five related themes: work-life balance, family obligations, lack of role models, stereotyping, and “good ol’ boys club.” An unexpected finding was that the culture of a geographic region may significantly influence career opportunities and experiences for women kinesiologists.
AWE as a Professional Development Approach in Environmental Education
Chair: Dr. James Mullooly
Abstract:
Practitioners need to feel confident in their knowledge and understanding of the natural world, have a sense of connectedness to the environment around them, and be comfortable in their ability to effectively implement environmental education (EE) curriculum (National Environmental Education Foundation, 2015). EE is a catalyst that promotes the knowledge acquisition of environmental concepts, which in turn can promote the development of appreciation and aptitude for addressing local and global environmental challenges that are ever present in the world today (Environmental Literacy Task Force, 2015). The focus of EE has been approached almost exclusively from a learner’s perspective, often disregarding the professional development (PD) needed to support teachers in their efforts to facilitate effective experiences for students. Linnemanstons and Jordan (2017), as well as Sondergeld, Milner, and Rop (2014), illustrated how teacher empowerment is a critical factor in PD programs for EE. This study explored the impacts of awe in a field-based PD. To best understand the experiences of participants in a field-based PD program, a novel visual-narrative interview protocol was applied through a lens of transcendental phenomenology. The platform for this exploration was the field-based PD experience of the Morpho Institute Educator Academy in the Amazon Rainforest. Participants of the 2019 cohort willing to share their insights and professional learning experiences were engaged in semi-structured, one-on-one interviews. The findings indicated that awe experiences strengthened and fostered deeper connections, and that PD experiences in outdoor settings provided space for practitioners to develop these connections. With respect to the PD investigated, the most impactful connections were associated with culture, environment, and the cohort community. Further indications showed that PD reflective of the desired student experience influenced teacher effectiveness in the classroom setting. The emotional triggers (awe) resulting from experiences in the natural environment can impact personal connections, skill acquisition, and behavioral transitions. In sum, cultural, environmental, and peer connections were central to shifting teacher mindset and increasing their level of comfort with EE instruction. As a result, students were empowered in their own way, gaining a sense of purpose, value, and stewardship directly connected to environmental literacy constructs.
Disrupting Patriarchy: Women Educational Leaders and Their Gendered and Racialized Experiences
Chair: Susana Hernandez
Abstract:
This qualitative research study explored the gendered and racialized experiences of women of color serving within senior educational leadership positions and the ways they are disrupting organizational and gendered norms. As such, this inquiry sought to understand the relationship between gender, racialization, and leadership experience as well as gather the ways in which women of color are responding to the organizational norms that exist within California’s public higher educational institutions. Narrative inquiry was employed to capture the stories of 23 senior educational leaders from the University of California (UC), California State University (CSU), and California Community College (CCC) systems. As found through common patterns identified from shared experiences, women of color occupying positions of senior leadership spoke to the policing of gendered and racialized identities, the manner in which privileged groups are regulating access to power, the influence of gender and race on leadership experience, and participant perceptions of the disruption they are bringing to the organizational and gendered norms of higher education. Such disruptions were categorized within the following themes: (1) Her strength: Unwillingness to accept injustice; (2) Her presence: Unwillingness to remain voiceless; (3) Her look: Unwillingness to abide by socially coded expectations; and (4) Her focus: Unwillingness to give up on her mission to make a lasting impact.
Sense of Belonging in Digital Spaces
Chair: Dr. Kimberly Coy
Abstract:
The purpose of this study was to understand belonging in digital spaces through the experience of 15 college students. Using a qualitative photovoice methodology, participants collected screenshots of content while scrolling that made them “pause” for a data collection period of 2 weeks. Additionally, participants shared about the photos they screenshot in focus groups and individual interviews. Findings indicate that students paused most frequently on content that pertained to the following themes: mental health, college-relatable humor, political climate, aesthetic, and university-related. Students only paused on university-related content when it felt directly relevant or applicable to them personally. A gap emerged between the content that the university is producing and the four other themes.
Self-Regulated Learning In Distance Education Course Design: Student Perceptions Of Embedded Strategies
Chair: Dr. Nancy Akhavan
Abstract:
This dissertation identified components of online course design that students noted helped them engage in self-regulating behaviors. The study utilized a qualitative grounded theory methodology and employed a think-aloud method for observations. A total of 48 Central Valley California community college students who were enrolled in at least one online course completed an observation, either through a live video conference, through a self-recording, or through a written journal. Participants were enrolled in a mock online course designed either with guidelines from the California Virtual Campus – Online Education Initiative rubric, the Community of Inquiry framework, or none. They were then given a series of tasks through the observation and were asked to verbally narrate their thoughts while completing the tasks. Four themes emerged during the coding process, which employed the constant comparative method: metacognitive strategies, perceptions of the community, perceptions of the instructor, and strategies for being successful. In response to student perceptions of self-regulated learning and course design, students referred to components related to having a course schedule and clearly labelled assignments; easy to find instructor contact and help information; activities to engage in peer interaction; and scaffolded assignments with regular check-ins. In response to areas of course design to help them be successful, students referred to having clear due dates and grading criteria; instructor presence; and consistent navigation.
Nursing Students’ Experiences in Providing Patient Education in the Clinical Setting
Chair: Dr. Jennifer Moradian-Watson
Abstract:
Patient education is a vital nursing responsibility clearly outlined in the scope and standards of nursing (American Nurses Association, 2015). Patient education results in an increase in patients’ knowledge of their treatment, including adverse effects of medications (Apor et al., 2018). Reduced readmission rates to the hospital, an increase in quality of life (Rice, Say, & Betihavas, 2018) and a decrease in patients’ anxiety levels (Apor et al., 2018; Gökçe & Arslan, 2019) have been attributed to patient education as well. The purpose of this research study was to explore the perceived challenges, obstacles, self-efficacy, and preparedness of undergraduate nursing students at the School of Nursing at a 4-year institution in Central California in providing patient education. The study’s design consisted of a case study focused on student experiences in providing patient education within the program. The following themes emerged: significance of patient education, the nursing process in providing patient education, an evolving sense of preparation and confidence, and challenges and barriers to providing patient education. Understanding the student experience in patient education preparedness may aid nursing instructors in better tailoring nursing curricula to meet the needs of their students. In addition, nursing instructors will be able to better support students in the clinical setting when students provide education to their patients.
Impacts of Visits to Career Services on Persistence: a Quantitative Exploration
Chair: Dr. Nancy Akhavan
Abstract:
The purpose of this study was to determine whether Sonoma State University (SSU) undergraduate students who visit career services manifest significant differences in levels of persistence, or different persistence rates than students who choose not to go, or choose to go more or fewer times. The researcher used statistical tests to determine whether the relationships between the independent variables (demographic characteristics and number of visits to career services) and the dependent variable (persistence) were statistically significant. Student level archival data were gathered from all SSU undergraduates enrolled in 2018-2019.
Tinto’s (1982) seminal work frames this research. Tinto found that for over 100 years, the national college departure rate has remained consistently 45%. This rate has changed little as first-time, full-degree seeking students enrolled in colleges with open enrollment have between a 52% to 40% departure rate (National Center for Education Statistics, 2019). Further, underrepresented students of color/minorities (URM), first-generation, and low-income students graduate from college at lower rates than their peers (California State University, n.d.-b). Increasing retention and graduation rates is an effort nearly all universities undertake (D. Chase, personal communication, March 21, 2019). In 2016, the California State University tasked each of the 23 CSU campuses with creating a plan to spearhead the campus’ efforts toward their assigned persistence targets and with closing the achievement gap (California State University, 2016a).
There are many reasons students depart including academic irrelevancy and unpreparedness, challenges making decisions about what to study, boredom, and problems adjusting from high school, and unrealistic expectations about college. Career services offices may be able to help address these challenges. SSU’s career services office is tasked with and funded by efforts to increase persistence.
The study found that participants who visited career services were somewhat more likely to persist than those who did not visit career services. The number of career services visits predict persistence. Students who visited once or twice were more likely to persist than students who did not visit. Further, students who visited three or more times were less likely to persist than those who visited once or twice or not at all. Most of the results for the various demographic groups were not statistically significant with the exception of Hispanic/Latino students, transfer students, URM students, and freshmen.
The Secret War: The Forgotten Hmong Heroes
Chair: Dr. Christina Luna
Abstract:
Many K-12 and higher educational establishments in the Central Valley are Hmong-serving institutions. The Central Valley has been the new home to thousands of Hmong refugees who arrived in the United States (U.S.) after the Secret War. However, the Hmong people’s history and war-torn experiences remain invisible in the educational system and a mystery to society at large. Therefore, it is essential for our nation to honor the Hmong boys and men who fought fiercely alongside the U.S. soldiers and those who lost their lives. The U.S. Central Intelligence Agency recruited the Hmong men and boys to fight alongside the Americans and against the communists in Laos from 1961 to 1975. This war was known as the Secret War, America’s deadliest war. The Hmong people have endured and overcame great challenges throughout their history of migration before resettling in the U.S. and around the world. This qualitative study used narrative inquiry to highlight the lived experiences of 10 Hmong soldiers who served in the Secret War. This study highlighted the contributions of Hmong soldiers in the Secret War and provided a better understanding of how their war-torn experiences have influenced their educational aspirations. The four vital themes that emerged were 1) the life experiences of Hmong soldiers during the Secret War, 2) the importance of family, religion, and culture, 3) Hmong soldiers’ transition from Laos to a new life in America, and 4) it was worth the sacrifice.
Strategies to Support Native Spanish Language Acquisition and English Development Among Preschoolers
Jaime-Mileham, Maria Guadalupe
Chair: Dr. Christina Luna
Abstract:
California has the fastest-growing Dual Language Learner (DLL) population. To address the opportunity gap, DLL children are enrolled in preschool. Unfortunately, early childhood educators have not been adequately prepared to provide high quality instruction to this unique population. In efforts to support DLL preschoolers’ long term academic success, some early childhood programs have adopted language instruction models that support the continued development of DLLs’ home languages. This mixed-methods study examined the impact of Personalized Oral Language Learning (POLL) strategies designed to support both English Language Development (ELD) and maintenance and development of their home language, Spanish.
This mixed-methods study examined data collected from a total of 535 preschool children, ages 3-5, test scores for the 2018-2019 school year and included information from four organizations in California. This study employed a series of chi-squares tests of independence and two 2 x 2 repeated measures ANOVAs. The independent variables were defined as (a) enrollment in a dual language immersion program and (b) full/part time daily attendance. The dependent variables were self-regulation, social and emotional, language and literacy, English language development, and cognitive development. This study also employed a qualitative analysis that included purposefully selection through a semi-structured interview and data analysis.
Overall, results on preschool test scores increased across all domains, dependent variables POLL (full and part day), and dual language immersion instruction program. Results also included cognitive advantages for the children in dual language instruction. Recommendations include investing in professional development for preschool teachers to support DLL preschoolers specifically.
Testimonios of Latinx Novice Teachers in California’s San Joaquin Valley
Chair: Dr. Susana Hernandez
With the diversification of the U.S. public education system, an effort to recruit and retain teachers of color who reflect the racial, cultural, and linguistic backgrounds of students has been underway. This study specifically focused on Latinx teachers in order to contribute to the scholarship on the unique experiences they encounter in the workforce due to their racialized identities. Within the context of a growing population of Latinx teachers, a teacher shortage, and high attrition rates, how do the racialized experiences of Latinx teachers play a role in their motivations to enter and stay in the profession? Using LatCrit and community cultural wealth as theoretical frameworks, the testimonios of Latinx novice teachers were collected as a means of uplifting teacher voices within teacher education policy, induction programming, and retention practices within school districts and teacher preparation programs.
School Leadership and the Implementation of Restorative Practices in Four Secondary Schools
Chair: Dr. Jessica Hannigan
Abstract:
For decades, schools have tried to be efficient in responding to students’ disruptive behavior and maintaining the safety of a campus. School administrators have utilized exclusionary disciplinary practices such as out of school suspensions and expulsions as an attempt to fix the students’ behavior. Conversely, research shows that students who are suspended are at a higher risk of dropping out of school, being involved in at-risk behaviors, and likely to enter the criminal justice system. Furthermore, data have identified African American and Latino boys are disproportionately suspended. In 2016–2017, California estimated 763,690 days of lost academic instruction due to suspensions. With California School Dashboard monitoring school districts’ progress, restorative practices (RP) was an alternative to discipline approach identified by the California Department of Education as a support to decrease suspensions and expulsions in PK 12 public school systems. A Central Valley school district adopted RP as an approach to reduce suspensions and expulsions. With the guidance of the district office administrators, four secondary schools were identified to implement RP approaches. This mixed-methods study sought to investigate the coherence between the district office administrators and the school site administrators on the implementation of RP at the four secondary schools. Surveys and interviews were conducted with fourteen school administrators on leadership skills and the implementation of RP. Descriptive statistics were used to determine the alignment between district office and school site administrators. Significant findings revealed that data were not uniformly aligned between the district office and the school site administrators’ perceptions on leadership skills such as collaboration and shared decisions. Semistructured interviews revealed there was no alignment between school site and district office administrators on the goals of RP. Data also suggested there was a lack of: time, staff buy-in, and professional development to successfully implement RP. Future recommendations include identifying the goal of RP, adopting a theoretical framework that includes all staff-in, and identifying a resource toolkit for school administrators to support with alternatives to discipline.
Teachers' Perspectives on Implementing Universal Design for Learning
Chair: Dr. Kimberly Coy
Abstract:
The U.S. Department of Education identified Universal Design for Learning as a scientifically based educational framework that supports the variability of students’ instructional needs in the 2004 Individuals with Disabilities Act, Every Student Succeeds Act (ESSA), Higher Education Opportunity Act (2008), and National Education for Technology Plan (2016). Despite these legislative acts, schools’ and districts’ implementation of Universal Design for Learning continues to be hampered by inconsistencies. A gap persists in knowledge, research and the in practices that can support schools and districts in the consistent and sustainable implementation of Universal Design for Learning. To better understand this current state, this study provides experiences, insights, and learnings from classroom teachers on the implementation process of UDL. This study presented the classroom teachers’ experience of processes and implementation efforts effective in moving implementation forward and those that create barriers to implementation. This study provides a comparative analysis of the growth of students’ scores on the California Assessment of Student Performance and Progress (CAASPP) between teachers who piloted UDL and those who did not. The goal of this study is to provide educational leaders key insights into accelerating effective implementation efforts.
The Educational Outcomes of a Social and Emotional Curriculum on Students' Well-Being in Low Socioeconomic Elementary Schools
Chair: Dr. Alicia Becton
Abstract:
The study was a researched-based examination focused on the impact of social and emotional (SEL) curriculums on student well-being and educators’ perception of an SEL curriculum. The mixed-methods study utilized the CASEL framework and Caring Schools Community curriculum to support the increased social and emotional well-being of students. The purpose of the study was to examine the process for implementing a social and emotional learning curriculum across 27 classrooms with a total student sample size of 439. Additionally, the study highlighted the challenge of supporting students in their social and emotional growth and training teachers to have more efficacy in addressing social and emotional needs. This study analyzed teacher perception of SEL and the impact the teachers believe SEL may have on a student’s well-being. The study involved the implementation of the Caring Schools Community curriculum to assist with overcoming trauma, poverty, anxiety, depression, learning gaps, and community outcomes many students from low-socioeconomic schools may face. The study analyzed the results from the YouthTruth survey comparing the survey data from before implementation of the SEL and post-implementation of the SEL.
The study focused on schools in a district in California characterized as low socioeconomic schools. The YouthTruth survey consists of 20 questions that gather an array of data relating to student well-being. The Youthruth data system reports the percentage of positive answers for each question. The results were analyzed through the use of a paired sample t-test for the quantitative aspect of the pre- and post-survey and a qualitative four-question survey for the teacher perceptions.
The results displayed the impact the Caring Schools Community SEL curriculum has on student well-being as overall not being significant with an alpha level of .056. However, the results did display a growth of student well-being in certain areas such as connection to school, support felt from the teacher, and a sense of security and comfort in the classroom.
Throughout the course of this study, the emphasis was on one specific SEL curriculum. Research with implementation of other forms of SEL curriculums is needed to truly evaluate the stronger curriculums that are available. Continued research in the area of SEL curriculums is needed as students encounter higher levels of anxiety, depression, poverty, and trauma. Implications for practice are discussed as it relates to the elements needed for implementing an SEL curriculum, along with professional development and lesson structures.
Leading Praxis for Equity in California Public Education: A Case Study of Transformative Change at a Latino/a Majority Urban High School
Chair: Dr. Juan Carlos Gonzalez
Abstract:
This explanatory case study investigated and analyzed how the implementation of Cultural Proficiency concepts at a California public high school, comprised of a majority-minority Latino/a population, changed the organizational culture. The study focused on showing how the leadership of key educational leaders combined with the implementation of cultural proficiency created praxis that changed the organizational culture from school-centric to community-centric to improve student achievement.
As California students of color become the majority student demographic in (Pre-K-12) public schools, an urgent need exists for educational leaders capable of addressing individual, organizational, and institutional barriers while meeting academic and accountability standards focused on equity, access, and inclusion. Today’s educational leaders must be knowledgeable of how to change an educational system that historically has failed to engage, motivate, and inspire its largest minority group—Latino/a students. Shifts in thinking about how students learn and how educators teach all students include a framework for equity, access, and inclusion. Using the explanatory case study model, this study examined and explained how leadership, cultural proficiency and praxis combined to change an organizational culture toward improving student achievement.
High-Yield Professional Develoment: A Case Study Examining Job-Embedded Professional Development for Teachers of Emergent Bilinguals
Chair: Dr. Juliet Wahleithner
Abstract:
After decades of research, there is still no single definition for powerful, high-yield professional development. However, research suggests that within a job-embedded professional development model, seven essential elements can result in success. Instructional Coaching is one type of job-embedded professional development. This case study used a mixed-methods approach to study the effects of Instructional Coaching for teachers of Emergent Bilinguals in California. Two research questions guided this study: (1) How, if at all, is the implementation of the specific job-embedded professional development model associated with improved achievement of Emergent Bilinguals as measured by the English language Arts Smarter Balanced Assessment Consortium (SBAC)? and (2) To what extent, if any, does the job-embedded professional development utilize all seven identified elements of successful job-embedded professional development? The study consisted of both a quantitative analysis using repeated measures ANOVAs and chi-square of equality. In addition, Instructional Coaches were surveyed and documents were collected to triangulate responses to the survey. The results show that in this case, Instructional Coaching can be a promising practice and may be helpful in moving Emergent Bilinguals in closing the academic achievement gap.
An Investigation of the Preparedness of High School Principals to Create Conditions for Developing and Sustaining Linked Learning Pathways
Chair: Dr. Nancy Akhavan
Abstract:
Researchers have shown the positive effect of high-quality principal leadership on student achievement (Leithwood, Day, Sammons, Harris, & Hopkins, 2006; Louis, Leithwood, Wahlstrom, & Anderson, 2010). The quality of principal leadership has also been shown to be vital factor in determining student and school success (Leithwood et al., 2006; Louis et al., 2010). Hence, in order to continually increase student achievement, it is imperative that principals are provided the appropriate training and support to develop and sustain successful school systems (Leithwood et al., 2006; Louis et al., 2010). This phenomenological qualitative study investigated the preparedness of four California high school principals to create and maintain seven Linked Learning Essential Elements for developing a Linked Learning approach in their schools. Additionally, this study sought to identify facilitators and inhibitors to leading a Linked Learning approach as well as gain key insights and perspectives of California principals leading Linked Learning for more than 3 years. Four overall themes emerged from the data. The first theme was principal training. The second theme was learning approaches. The third theme was trial and error. The fourth theme was hindsight.
The Influence of Student Math Beliefs on Math Course Selection at a Hispanic-Serving Institution
Chair: Dr. Juliet Wahleithner
Abstract:
The California Community College (CCC) system is required to recommend students into English and Math courses eligible for transfer credit as a result of the California Assembly’s Committee on Higher Education AB705 (California Education Code, 2017a), an act to amend the Seymour-Campbell Student Success Act of 2012. In addition to providing access to transferable English and math courses, colleges are encouraged to redesign their curriculum to increase student success. This mixed-methods study explored how student math beliefs are related to their math self-placement at a community college in Southern California designated as a Hispanic Serving Institution (HSI); furthermore, this study examined how student math beliefs are related to their demographics. The CCC placement policy recommends students directly enroll into transfer-level courses with or without a corequisite support course. However, students may choose to enroll in a transferable course, a transferable course with a corequisite course, or a one-level below transfer math course.
A survey was conducted to collect demographic data and assess student math beliefs. Qualitative data collected from open-ended questions on the survey added clarity to student perspectives on the appropriateness of the math course. The resultant data for this study’s hypothesis demonstrated that students in transfer-level courses value math classes, understand the value of math in their educational and career goals, have a high level of math confidence and low math anxiety; and have not experienced discouraging words about their math performance. The study showed math beliefs were lower for students who plan to transfer and were enrolled in a non-transferable math course.
Narratives of Persistence and Perseverance: Mexican American Men Discuss Overcoming Barriers to Completing a Four-Year Degree
Chair: Dr. Albert Valencia
Abstract:
Mexican American men have the lowest college completion rate of any ethnic group in the United States. Mexican American men lag behind Asian and White students academically and slightly higher than Black and Pacific Islander college graduates. The study attempts to understand the significance of “The Vanishing Latino Male” (Saenz & Ponjuan, 2009) in addressing Mexican males in colleges and universities. This paper will examine the historical journey of Mexican migration to the United States. A brief history of Mexican immigration to the U.S from the time of the Mexican Revolution through the 1940’s Bracero Program and the 1970s is presented. The historical summation seeks to provide clarity as to the large numbers of Mexican Americans migrating to California from World War II through the 1970s. Current literature will address Mexican American males in education through a Critical Race Theory lens. Mexican American males in the study shared stories and photos of persistence and perseverance through a narrative inquiry as they discussed overcoming structural and cultural barriers to completing a 4-year degree. Participants in this study demonstrated their educational journey through moments of hope, appreciation of mentor and familial support, and the desire to overcome barriers to their educational journey.
Examining the Role of High School Mathematics Courses in Determining the Preparedness for College Level Mathematics at a 4-Year Public Institution
California State University, Fresno, 2019
Chair: Dr. Donald Wise
Abstract:
This study utilized a correlational research design to determine the factors associated with the level of preparedness for college level math courses for a California State University (CSU) campus in the Central Valley in California. The factors of particular interest in this study were students’ performance in high school mathematics including number of years of high school math completed, last level of math completed in high school, taking math in the fourth year of high school, and the GPA for math courses taken in high school. Preparedness for college level mathematics was determined using the existing standards set by the CSU system that determines whether students are ready for college level math. The localized study used data from a local high school district that is the largest high school district in California with over 35,000 students and data from the local CSU that has over 10,000 students.
Results of the study showed that taking 4 years of math in high school or taking a math in the fourth year in high school was not statistically significant. Taking a math course that is beyond Algebra II and the average math GPA in high school were the strongest predictors for readiness in college level math. The data showed that for every point increase in average math GPA, the chances of being college ready doubled for students.
Beyond Clickers: Content-Generating Student-Response Systems Giving Students a Voice in the College Classroom
California State University, Fresno, 2019
Chair: Dr. Colleen Torgerson
Abstract:
The use of student response systems (SRS) in the form of polling and quizzing via multiple choice questions has been well documented in the literature (Caldwell, 2007); however, there is minimal research looking at student response systems in which students add text and content. This study addressed the gap in the literature and considered content-generating SRS, such as Socrative and Google Slides, during formative assessment activities in college composition courses. Content-generating SRS display student responses to formative assessment questions, and instructors are able to evaluate and adjust course material and feedback in real-time. Students are also able to self-assess their knowledge and understanding (Boyle & Nicol, 2003). Eight courses, four control and four treatment, were taught by four instructors. Treatment courses offered formative assessment activities using technology with the option of anonymity, and control courses offered formative assessment activities in a traditional raise-your-hand to respond format. Quantitative data measuring student perception using Likert-scale surveys, and student achievement using essay scores were collected. Student interviews were conducted at the end of the study. The student perception data registered significant or approaching significant results for the perception of anonymity, self-efficacy, enjoyment, value, and satisfaction (Pekrun, 2006); however, perception is not an objective measurement of student achievement. The statistically significant results between the treatment and control groups for essay scores is an objective measurement of student achievement, and has implications for how to support both students and faculty in innovative curriculum design. Technology, when combined with formative assessment feedback, creates a powerful tool to positively impact student learning and student success.
Internship Experiences for A Diverse Population: A Mixed-Methods Study of California Community College Students
California State University, Fresno, 2019
Chair: Dr. Glenn DeVoogd
Abstract:
Previous studies have shown that students who participated in an internship have (a) greater motivation, (b) higher GPA, and (c) greater potential for employment. Based on these findings, clear benefits accrue to students who participate in education programs that include an appropriately focused internship course in their program of study. A gap in educational literature exists in exploring the professional roles of internship stakeholders and identity formation among students. Internships create an ideal space for identity development. Using a mixed methods approach, 111 students were surveyed, and 11 students were interviewed after their internship. The results indicated that students had learned a great deal over the internship that they could not learn in the classroom especially in the areas of communication and motivation. Their identity development is examined especially in regard to supports and barriers of the internship.
All Aboard: Onboarding and Socialization Experiences of Community College Counselors in California’s Central Valley
California State University, Fresno, 2019
Chair: Dr. James Mullooly
Abstract:
A complex and cumbersome transfer process has left many California students without timely access to a system of higher education originally designed to provide students with opportunities for upward mobility. Although the transfer pathway remains the leading reason for attending a community college, disconnect between expressed intentions to transfer and the reality of dismal transfer and baccalaureate degree rates continues to exist. Early access to transfer information benefits students during the transfer process because effective planning can help avoid a possible loss in time and money. Community college counselors are well positioned to help students navigate the multifaceted transfer process. To do so, institutions need to embrace the key role they play in onboarding and socializing new counselors to their institution.
This qualitative case study sought to understand the onboarding and socialization experiences of counselors in California’s Central Valley. Nine full time counselors, all employed within one district, participated in a semi structured interview with 19 questions. They were asked questions regarding their community college’s onboarding and socialization practices, their development as a counselor at their institution, and transfer student advising sessions. Findings demonstrated a need for an onboarding process at each of the institutions and potentially a districtwide onboarding process. Counselors expressed concern over the amount of information they are required to know and the short amount of time they feel they need to learn it in. The need to be resourceful, ask questions, and have mentors were identified as valuable for a new counselor. Participants called for increased coordination and communication across the district and with the local university to strengthen the transfer pathway for students in the Central Valley. Recommendations include the development and documentation of a comprehensive onboarding program for all new counselors, the establishment of a Central Valley Advising Council, and the inclusion of a mentoring component into each institution’s socialization practices.
The Underrepresentation of Hmong American College Students in STEM Majors
California State University, Fresno, 2019
Chair: Dr. Albert Valencia
Abstract:
This research study examined the perspectives of Hmong American college students in their career decision making and views of STEM along with looking at data from a state university. The Hmong have been resettled in the United States for 40 years and there has not been much success in their academics. There are a low number of minorities who go into STEM fields, especially Southeast Asians, including the Hmong. The researcher conducted a mixed-methods where 215 Hmong students participated in a survey from two different institutions, two focus groups were facilitated, and data from a state university were collected.
The study was guided by two theoretical frameworks including the decision-making theory and self-efficacy theory. The Model Minority Myth was also used as a guide for this study. The results revealed several factors as to why Hmong students are underrepresented in STEM and potential strategies to increase the number of Hmong American students to pursue STEM. The data from the focus group indicated that students were not aware of STEM or had parents who knew of STEM, lacked the necessary resources, or found themselves stuck between two cultures. To help guide Hmong students into STEM, a stronger support system or pipeline can help motivate students to go into STEM as well as early exposure from educators or family.
Cultivating Cultural Wealth: A Qualitative Study About How Latinx Students Navigate, Persist, and Succeed at a Hispanic-Serving Institution
Pajka Hasendonckx, Michelle Marie
California State University, Fresno, 2019
Chair: Dr. Juan Carlos González
Abstract:
Despite being the largest minority group in the United States, Latinx student college degree completion rates are lower than the rates of their peers. There exist significant barriers that hinder Latinx college student success in the state of California including the lack of culturally relevant pedagogy and engagement strategies that validate the assets, skills, and knowledge students bring with them to college. This study contributes to the evolving field of research on strengths-based, student-focused approaches to Latinx college student success from the perspectives and voices of students themselves. Utilizing Yosso's (2005) community cultural wealth model and Rendón's (1994) validation theory, this study addressed a gap in the literature by investigating how Latinx students attending a Hispanic-Serving Institution (HSI) use the skills, experiences, and knowledge they bring with them to navigate, persist, and succeed in college. The purpose of this qualitative, phenomenological study was to understand how Latinx students have used their cultural wealth assets to successfully navigate and succeed academically in college as well as to identify how Latinx students' cultural wealth assets are validated in their university experience. Data collection included a semi-structured interview design to garner information that provides some understanding of the lived experiences as described by students. This study explored the experiences of eight students attending a midsize, public HSI located in California's central coast region. The study contributed to the body of strengths-based and asset-minded research intended to help improve the success of Latinx students and close equity gaps between college students in timely degree and degree attainment. The study was successful in identifying the ways in which students utilized their community cultural wealth assets to successfully navigate, persist, and succeed in college.
A Progressive Behavior Intervention System's Effect on Secondary Students Placed in a Restrictive Setting
California State University, Fresno, 2019
Chair: Dr. Charles Weis
Abstract:
The purpose of this study was to determine the effect a progressive behavior intervention system had on the return to home district rate, suspensions, high-level behaviors and law enforcement involvement at a small school of secondary special education students placed in a restrictive setting. The progressive behavior intervention system, developed by the researcher and school team, utilized a 15-step program designed to allow multiple opportunities to correct behavior. This quantitative study utilized a single-group interrupted time-series research design and results indicated the treatment had mixed results on the dependent variables. The decrease in overall high-level behavior incidents, verbal aggression and elopement from campus, as well as number of police calls were significant. Although suspensions did not significantly reduce, the high number of physical aggression incidents compared with the low number of suspensions for this behavior type, suggest most incidents of physical aggression were managed by the staff interventions or progressive behavior intervention system, reducing the staff’s reliance on law enforcement support. Based on the mixed results, and the limited data collection period, continued research is necessary to determine the long-term effects of the progressive behavior intervention system.
Can Perseverance Be Taught? The Impact of Teacher Training on the Perseverance and Academic Performance of Elementary Age Students
California State University, Fresno, 2019
Chair: Dr. Christian Wandeler
Abstract:
This study researched the impact of an intervention based on Hope theory and Self-determination theory on the perseverance and reading success of elementary school students. The intervention was designed to implement an instructional design that included student goal setting, pathway development, autonomy, and choice for practicing reading, as well as feedback from the teacher on goals and reading skills. The teachers underwent a 2-hour training and implemented the instructional design for 6 weeks. The intervention was tested with a quasi-experimental mixed methods study. The participants were 134 third-grade students and their six teachers. The teachers were all volunteers and randomly assigned to four experimental and two control classrooms. Quantitative data were collected pre and post through student reading scores and a combination of the Hope and Grit scales. Qualitative data were gathered through observations, journals, and interviews. An analysis of the results of the study found that in the experimental classrooms reading scores increased as measured through DRA assessments. There was no statistically significant growth in hope and perseverance, but an integrated analysis of quantitative and qualitative data showed that students displayed increased autonomy in developing academic goals and pathways, while teachers affirmed the positive influence of autonomy and feedback on student reading competence. The study identified five key instructional practices for supporting teacher efficacy in building perseverance in elementary students through classroom instruction. These include creating positive classroom environments, providing students meaningful feedback to build reading competence and relatedness to learning, autonomy for creating goals and pathways, as well as creating a safe environment for academic interaction with teachers. Overall, evidence suggests that students from a variety of demographics as well as EL students could benefit from this instructional approach.
Disrupting the Summer Slide for Students from Low-income Families
California State University, Fresno, 2019
Chair: Dr. Susan Tracz
Abstract:
A mixed methods study measured achievement for students who participated in a summer learning program for one summer and examined teacher, parent, and administrator perceptions about summer learning programs. The study analyzed five groups of students who attended: all students, low-income students, low-income English only, English learner, and low-income English learner. Programs included in this study used experience-based learning as the frame for engaging students. To measure achievement, pre- and post-assessment scores from the STAR 360 reading and math assessment and a rubric scored writing assessment were used. The results of the study reveal gains in treatment and time. Parent, teacher, and administrator perceptions were gathered through focus groups and interviews. Themes of summer as a time to increase academics, engage students, and provide enrichment were some of the top recorded responses. The data reported in this study support summer learning program impact on student achievement and contribute to research in the field regarding summer for all students and students from low-income families. The examination of the data shows that low-income English only, English learners, and low-income English learners provide new perspective on the success of summer to close the achievement and opportunity gaps that exist for these students.
Testing an Intervention to Foster Academic Optimism in Teachers
California State University, Fresno, 2019
Chair: Christian Wandeler
Abstract:
Stress is an ongoing issue in education. Because of stressors, teachers’ sense of perceived abilities are being affected having an impact on how optimistic they are concerning their students abilities. More recent research has connected mindfulness practices to the alleviation of the feelings of stress by teaching educators to be present and in the moment with their students. This dissertation examined the impact of mindfulness interventions to foster greater academic optimism and mindfulness in teachers. The participation sample included 107 educational professionals (teachers, principals, social workers, and school counselors) from two different school districts in a western state. All participants received a mindfulness intervention in attempts to foster three constructs of academic optimism: teacher self-efficacy, teacher trust in parents and students, and academic emphasis along with mindfulness. Prior to the intervention, participants partook in a pretest. Immediately after the intervention all participants took a posttest, then 8 weeks after the intervention another posttest was given. During the 8 weeks after the initial intervention, half of all participants were randomly selected to participate in a weekly check-in. The quantitative analysis suggests that the only constructs with a statistically significant impact were self-efficacy and academic emphasis. The qualitative data suggest that the mindfulness intervention did have a positive impact on teacher wellbeing, classroom climate, and relationship building between teachers and students. This study suggests that even brief interventions can have a measurable impact on teacher self-efficacy and academic emphasis, while other constructs such as trust and mindfulness seem more difficult to impact.
Effective Instructional Leadership Practices of Principals in High Performing Title I Elementary Schools in California's San Joaquin Valley
California State University, Fresno, 2019
Chair: Dr. Jennifer Watson
Abstract:
Principals play a vital role in student achievement gains by their influences on instructional practices around curriculum, instruction and assessment. The role of the school principal requires that high quality instructional leadership be evident every day to increase academic achievement. The purpose of this study was to investigate the phenomena between principals' instructional practices and student achievement. This study provides insight to instructional leadership practices and school reform, which can lead to improvements in student achievement. This phenomenological case study examined 13 Title I elementary schools in California's San Joaquin Valley. The criteria for the schools had: 1) a high percentage of students from poverty, registering over 50% of the student population, 2) results from the CAASPP assessment in English language arts that were higher than the state average in years 2016–17 and 2017–18, and 3) principals that remained in their schools for 3 years or more and specifically in 2016–17 and 2017–18. The study aimed to analyze instructional leadership practices and the monitoring tools used by Title I principals and its effect on student achievement. The impact of this study provides a model for instructional leadership practices of principals that can be incorporated into their daily habits thus providing additional opportunities for instructional changes that lead to increased student achievement.
Social Emotional Learning and Intersectionality: An Analysis of the Intersection of Gender and Race/Ethnicity in a Highly Diverse School District
California State University, Fresno, 2019
Chair: Christian Wandeler
Abstract:
This study examined the relationship between the intersectionality of ethnicity/race and gender and the self-perception of four specific Social Emotional Learning competencies. Many students experience compounding adversity when they identify with multiple groups that have historically been marginalized. The sample included archival data of 33,992 students in grades 4-12 grade from 3 consecutive years, in a highly diverse school district in California. Descriptive statistics were used to determine if there was a difference in SEL based on gender, race/ethnicity, and the intersectionality of gender and race/ethnicity. The results of the study suggest that for some SEL competencies Asian and White females tended to have the highest self-perception of SEL compared to other subgroups. African American and Hispanic males tended to have the lowest self-perception of SEL compared to other subgroups. When comparing the different grades, there was a tendency for SEL to drop going into middle school and rebound during high school. The main limitations of the study were that measurement of SEL is likely not culturally responsive and thus interpretation of scores across subgroups could be problematic, and because of privacy concerns the provided student data was aggregated by subgroups and longitudinal analyses across years was not possible. The results suggest that schools would benefit to focus specifically on strengthening the social and emotional development of specific marginalized student subgroups and increase student voice, student self-advocacy and ethnic/racial identity specifically for students of color. Implications for this study also include ensuring SEL initiatives are supporting the increase in positive self-perception for marginalized youth.
The Underrepresentation of Latinas in the Central Valley Superintendency: A Qualitative Study of Barriers Faced and Strategies Used by Successful Latinas
California State University, Fresno, 2019
Chair: Dr. Juan Carlos González
Abstract:
The focus of the qualitative study was on the underrepresentation of Latinas in the Central Valley superintendency. The Central Valley served 325,595 Latina students during the 2018–19 school year. There were 273 superintendents working in the Central Valley K-12 public schools during the 2018–19 school year. One hundred seventy-eight superintendents were male, 95 were female, and out of the 95 female superintendents, only eight self-reported as Latinas. Six Latina superintendents agreed to participate in the case study. The six participants were working in the Central Valley K-12 public school system during the 2018–19 school year.
The theoretical framework used to guide the case study was Critical Race Feminism (CRF). The CRT Framework is intended to support storytelling or counterstory in order to understand the various positions of people or a group, with a focus on the social and political stories marginalized people have lived (Berry, 2010).
The participants participated in a 45-minute interview that had open-ended questions. The interview was recorded and submitted for transcription. The data were analyzed and coded. The analysis of the data identified five barriers that the participants overcame as they sought out the superintendency. The five barriers identified were: (a) Latina culture (b) personal insecurity, (c) gender-stereotype, (d) lack of time to balance work and family, and (e) the Good Ol' Boy System. There were six strategies that were identified by the analysis of the data. The six strategies utilized by the Latina superintendents to obtain the superintendency were: (a) mentors that support, (b) successful networking, (c) high levels of resiliency, (d) strong work ethics, (e) influential sponsors, and (f) build strong relationships with the school board.
Based on the findings, the recommendations for Latinas that seek the superintendency as well as for Latinas that are currently superintendents are: (a) surround yourself with people who believe in you, (b) be your best, (c) be assertive, (d) know your stuff, (e) get a mentor, (f) network, (g) and know what you are getting yourself into.
Over Worked and Under Prepared: Self Efficacy Perceptions of Early Care and Education Site Supervisors Using Professional Learning Communities as Professional Development
California State University, Fresno, 2019
Chair: Dr. Elizabeth Quintero
Abstract:
Administrators in early care and education programs play a vital role in guiding and maintaining high quality programs for young children. Strong leadership is critical, and analyzing ways to advance their professional development is an emerging necessity and often omitted from research. Professional learning communities (PLCs) are studied heavily in K-12 and very seldom in early childhood settings. To address this gap, this mixed-methods study examines administrators enrolled in California's Quality Rating and Improvement System (QRIS) and participating in a professional learning community to increase self-efficacy regarding the Classroom Assessment Scoring System (CLASS). Administrators were given a self-efficacy pre-survey, attended three PLC meetings over 5 months and then re-surveyed. Applying the Wilcoxon analysis, results showed an overall increase in mean scores, but only three areas of statistical significance including: basic child development knowledge, analyzing program quality, and guiding staff planning. Qualitative information gathered in open ended self-report questions, assessed the participants perception of the PLC process itself. Participants explained their perceptions as positive for trust, privacy, and contributions to the group. This study initiates a line of research that PLCs can be established in early childhood as a promising model of professional development.
The Urgency of Principal Professional Development and The Implications for Policy and Practice
California State University, Fresno, 2019
Chair: Dr. Jennifer Watson
Abstract:
School principals have a significant impact on student achievement, and the need to adequately prepare and develop them is necessary if districts want to positively impact student achievement outcomes. This case study examined 1) the practices and systems that school districts use to support principal professional development (PD) 2) the alignment of district practices and systems to the California Professional Standards for Educational Leaders (CPSEL) and effective professional development constructs, and 3) principal perceptions of the alignment of received professional development to effective professional development constructs, the CPSEL, and their professional development needs. School district administrators and principals representing the Southern San Joaquin Valley of California participated in this research via interviews and focus groups. The findings indicate a lack of a system of support for principal supervisors. Other findings include that few districts use principal action plans to provide differentiated PD and support to principals, and that differentiated PD was primarily based on district initiatives and school site needs, instead of PD needs as identified directly by principals. The PD and supports provided to principals also primarily focused on instructional leadership and organizational management, two PD areas that most align to principal reported PD needs. Districts are investing in the human capacity of principals by providing principal PD and support. However, there is a lack of leadership development via a systemic framework across districts that provides principal PD and support needed throughout a continuum. Districts need to reexamine their principal supervision structure and utilize the School Administrator System of Support (SASS) suggested by the researcher to intentionally plan for and develop the varied needs of principals throughout their leadership career. The model ensures that principals are not only provided with PD and support based on district initiatives and school needs, but also based on principal identified needs aligned to the CPSEL and effective PD constructs. Consistent with leadership development theory, a systematic approach to principal PD across districts in the state of California, will ensure educational equity and equity in the growth and development of all leaders in the state.
A Systems Inquiry into Organizational Learning for Higher Education
California State University, Fresno, 2019
Chair: Dr. James Mullooly
Abstract:
This study took an applied systems design approach to investigating social organizations in order to develop a synthetic perspective, one that supports pragmatism’s focus on consequent phenomena. As a case study of reaffirmation processes for four 4-year institutions and their accreditor, WSCUC, it looked for evidence of organizational learning in the related higher education systems of institutions and regional accrediting agencies. It used written documents as evidence of the extended discourse that is the reaffirmation of accreditation process. The documents were analyzed from a set of three perspectives in an effort to build a fuller understanding of the organizations.
A structural analysis perspective looked for structural qualities within the discourse and its elements. A categorical analysis perspective considered the evidence of organizational learning that could be found by reviewing the set of documents produced by both WSCUC and the institution as part of the reaffirmation process. The review applied categorical frames adapted from the core strategies identified in Kezar and Eckel (2002b), the five disciplines proposed by Senge (2006), and the six activities identified in Dill (1999). It looked for relationships and interdependencies developed in the content within and between documents. A narrative analysis perspective considered each institution and its relationship with WSCUC through a set of six systemic lenses expanded from the three proposed by Banathy (1995).
Each perspective yielded insight into how institutions of higher education reflect on and describe an intentional pursuit of organizational sustainability and improvement, as well as how both institutions and their accreditor use the reaffirmation process to understand and support their own organizational learning. This study supported the position that multiple perspectives can provide better, though not comprehensive, understanding of a system, and that a system can apply these perspectives to design for its intended future.
The Academic Senate as a Pathway to and Preparation for Community College Administration
California State University, Fresno, 2019
Chair: Dr. Nancy Akhavan
Abstract:
There is a growing concern with the impending retirement of as many as 84% of community college presidents nationwide in the next 10 years. The average age of current presidents is increasing and the percentage over 70 years old has doubled. Chief academic officers/provosts and other vice-presidents have historically replaced retiring presidents, who will in-turn be replace by deans and directors. It is unclear who will be their replacements. Many faculty are not interested in moving into administration and those that do transition feel unprepared and overwhelmed.
This study evaluated if serving as an academic senate president facilitated learning the skills necessary to become a dean at a California community college. Four research questions guided the study: 1) In what ways do deans who served as an academic senate president exhibit leadership readiness skills? 2) In what ways do deans who served as an academic senate president perceive their preparedness for leadership as related to the leadership readiness skills? 3) Are individuals with experience as an academic senate president more likely to serve as an instructional or students services dean? 4) In what ways do demographics make a difference in deans’ perceptions of their leadership preparedness?
The quantitative method survey research was used. The survey addressed 12 skills shown previously as necessary for community college administrators. Respondents rated their expertise with each skill currently and prior to service. Data were collected regarding participants administrative preparation and demographics. Data were analyzed for 101 deans from California community colleges, 11 had served as a senate president.
Findings show that deans with senate experience perceived a greater importance in managing time and documents, leading a group, speaking and communicating succinctly, and being open to new educational theories and ideas. They also felt more prepared to research data and find information to make decisions. The demographics of all deans were similar. Deans with less than 5 years’ experience are more likely to have served as a senate president. Senate experience teaches some of the skills required to become an administrator, and senate presidents should be included in campus administrative professional development.
Influence of Hope Theory and Effect of Personal Reflection on Performance of Surgical Skills
California State University, Fresno, 2019
Chair: Dr. Christian Wandeler
Abstract:
A mixed-methods study examined data derived from surgical technology students who participated in two sequential simulation lab practice attempts related to preoperative surgical case management skills. A comparison group and a treatment group performed the same simulation two times and similar data were collected. Additionally, the treatment group was asked to complete the adult trait hope scale at five intervals and complete a structured reflection activity between the two simulation attempts. Results of the study demonstrated that participation in a structured reflection activity between the first and second preoperative surgical case management simulation practice attempts did not have a significant positive impact on the outcome of future surgical case management practice attempts in the surgical simulation lab, that a significant positive correlation exists between the students' score on the trait hope scale and the score on the second preoperative surgical case management simulation practice attempt and that participation in a structured reflection activity positively impacts learners' levels of hope. Theoretical frameworks used to develop the reflection intervention are very general and are easily adaptable to other career technical education contexts where simulations are used. In general, results of this study contribute to improvement of simulation activities related to many career technical education learning experiences and specifically to the limited body of information specifically related to development of surgical skills and surgical technology education. Improving outcomes in the surgical simulation lab is expected to lead to improvements in teaching surgical technology theory and practice related to surgical case management skills and increase competency of surgical technology students to manage the operative setting, reduce errors, and increase patient safety. Additionally, it is expected that graduates will be better prepared to successfully complete the Certified Surgical Technologist examination administered by the National Board of Surgical Technology and Surgical Assisting, increase graduate employment rates, and increase graduate and employer satisfaction rates.
Problem Based Learning Use in Higher Education: A State University Faculty Study of PBL
California State University, Fresno, 2019
Chair: Dr. Julie Olson-Buchanan
Abstract:
This research study analyzed the faculty perceptions of Problem Based Learning (PBL) at one state university campus. There has been an upsurge in student-centered pedagogies as empirical research has demonstrated the benefits of deeper learning, collaboration, and life skills. Empirical studies, in education identify PBL taught students as experiencing increased benefits in the following categories: collaboration skills, critical thinking, solution solving, deeper learning, creates life-long learners, problem solving skills, reflection skills, better retention, and learned 21st-century skills.
The objectives of this study were to identify key predictors of perceived student learning associated with PBL pedagogy and the perceived barriers of utilizing PBL by the faculty. Additionally, this study examined whether there are demographic factors that predict the use of PBL. The study was conducted at University-X by surveying faculty of all the schools/colleges.
The findings indicated the factors (learning, demographics, and barriers) all related to PBL deployment and sustainability at University-X. As indicated, 90.4% of the responding faculty expressed that PBL has a positive effect on student learning. Participants indicated there were barriers to using PBL. This study revealed an association between recent Professional Development (PD) and the use of PBL by the faculty. Reported recent PD activity is related to PBL adoption by the faculty. This study benefits researchers, administrators, and faculty on the use of PBL pedagogy in higher education and across all fields of education. This study can also benefit sociologists and psychologists on the factors that play in the decisions to utilize active learning programs.
The Evaluation and Effect of Middle School to High School Transition with Regards to Academics, Behavior, and Attendance
California State University, Fresno, 2019
Chair: Dr. Albert Valencia
Abstract:
The transition from middle school to high school has been an ongoing challenge for schools and students. The purpose of this study were to determine if the transition programming currently in place at El Dorado High School is a having a positive effect on students regarding grade point average, absences, tardies, and behavioral incidents. The researcher examined archival data in PowerSchool data system with regards to grade point averages, behavior incidents logged, tardiness and absenteeism data. These data were from the course of 4 cohorted years of all students and high-risk students from four different middle schools transitioning into their feeder high schools in the same district. A multivariate repeated measure one-way analysis of variance (MANOVA) were used with Wilks’s Lamba statistic and partial eta square using the 0.05 alpha level were used in order to ensure a high level of significance. Two research questions were developed, and results yielded rejection of the null hypotheses. The results of this study indicated that there were statistically significant differences of the dependent variables (grades, absences, tardies, and behavioral incidents) among the independent variables (School and School Year) for all students and high-risk students using the multivariate results. Upon further review of the univariate results, it was shown that there was a variety of results depending on the year and variable analyzed. GPA was higher during a student’s eighth grade year compared to the end of their ninth-grade year. For high-risk students, significance was found in the results as the outcomes tended to be in favor of higher GPA, fewer absences, fewer tardies, and fewer incidents at the middle school level. It was concluded that transition programming at El Dorado High School had a positive effect on students as in the final year of the transition components resulted in student’s earning fewer absences, fewer tardies, and fewer incidents in an overall mean average compared to their middle school years. Limitations and recommendations for future research were made that had a focus on expanding the criteria that identified high-risk students and to narrow the focus on certain student populations.
Examining the Impact of California Promise Programs on Latino Male Students in California Community Colleges
California State University, Fresno, 2019
Chair: Dr. Susan Tracz
Abstract:
California Community Colleges are instrumental to creating access to higher education for Latino males, a population of students who tend to have lower college completion rates compared to their non-Latino peers. Programs like Promise support males with improving educational outcomes and academic performance. This mixed-method study explores the relationships between academic performance measures and demographic variables for Latino males participating in Promise Programs. Multiple linear regressions, a logistic regression, chi-squares, and ANOVAs were used to understand the factors that influence educational outcomes for this population of students. Additionally, focus groups were conducted to learn more about student perceptions and feelings about college and financial aid. This study found that programs like Promise are directly connected to improving persistence, attempted units, and GPA
Nontraditional Community College Students and the Impact of Hope Theory on Academic Success
California State University, Fresno, 2019
Chair: Dr. Christian Wandeler
Abstract:
With new California legislation focused on completion and equity, California community colleges now more than ever are expected to ensure success of all students. Nontraditional community college students are not completing their courses at the same rates as their younger age peers. Prior research has indicated nontraditional students face barriers including work and families. Studies have shown a positive correlation between students who implement hope theory and academics. This study examines the impact of hope theory on nontraditional community college students, specifically looking at hope scores, fall 2018 GPA, and fall 2018 course completion rates. The sample consisted of 143 participants aged 25 or older enrolled at a large California community college. Participants all received a hope scale and were then randomly assigned to one of three intervention groups. The intervention groups were (1) complete the online hope intervention and receive an email check-in (2) complete only the online hope intervention or (3) mindfulness intervention (control group). The dependent variables were hope scores, fall 2018 GPA, and fall 2018 course completion rates. While the quantitative analysis showed the findings to be mostly statistically insignificant, there were some significant findings with relation to students completing the mindfulness intervention. The qualitative results indicated nontraditional students impacted by their families, outside responsibilities, and life events. The practical significance of this study encourages California community colleges to implement short, accessible interventions to help nontraditional community college students complete their academic goals at the same rate as their traditional peers.
Examining Gender Inequity in the Superintendency: The Gatekeeper Perspective
California State University, Fresno, 2019
Chair: Dr. Charles Weis
Abstract
The underrepresentation of female superintendents leading school districts today continues to be a persistent educational problem. There are many qualified women actively seeking the superintendency; however, gatekeepers such as school board members and search firm consultants control the gates and channels of the superintendent selection process through which a candidate must navigate that result more favorably for men than women. This quantitative study included a few embedded explanatory qualitative questions. The purpose of the study was to examine search firm consultant attitudes, beliefs, and perceptions about the qualities, characteristics, and attributes a superintendent candidate should have in order to determine if their views were a contributing factor to the gender inequity that exists. This was accomplished by using a cross-sectional survey developed by the researcher that included a mix of closed and open-ended demographic, attitudinal, and factual questions and/or statements drawn both from the review of the literature and from prior qualitative studies. The participants (n = 43) were California search firm consultants who currently work for search firms that conduct superintendent selection processes. Findings suggest that search firm consultants do not consider themselves gender biased yet they hold implicit and unconscious biases related to gender stereotypes and gender assigned qualities, characteristics and attributes commonly held by society which may be a contributing factor to the underrepresentation of female superintendents and have implications for future aspiring female superintendents.
The Barriers, Challenges, and Perspectives of Educational Professionals When Including Students With an Emotional and/or Behavioral Disorder in the General Education Setting
California State University, Fresno 2019
Chair: Dr. Charles Weis
Abstract:
Students with emotional and/or behavioral disorders (E/BD) may experience difficulty in the general education setting due to their challenging behaviors or high emotional status. Educational professionals may not have the knowledge, experience, or confidence to effectively integrate these students in the general education setting. As a result, students with an E/BD may miss out on the educational opportunities afforded them. This causal-comparative, quantitative study surveyed educational professional’s (teaching and non-teaching staff) perspectives of the barriers and challenges to including students with E/BD in general education setting. It also analyzed if teaching or non-teaching staff held more positive perspectives toward inclusion of students with E/BD. The study found that the most significant ratings of the barriers to inclusion included lack of communication between educational professionals, limited knowledge in how to respond to behaviors, and limited classroom management skills. Additionally, the results indicated that non-teaching staff held more positive perspectives to the inclusion of students with an E/BD than teaching staff. The study also discovered that the level of education of educational professionals was not predictive of positive perspectives toward inclusion whereas the level of training in working with students with an E/BD was predictive of positive perspectives of inclusion. The results, as supported by current research, indicates that there is a need for professional development among educational professionals, focusing on how to respond to behaviors and classroom management skills. The results of this study provide additional information to the existing literature as it delivers an insight that has not been researched, the perspectives of non-teaching staff toward the inclusion of students with an E/BD in the general education setting. Professional development coupled with collaboration among educational professionals will provide opportunities to create more inclusive environments for students with an emotional and/or behavioral disorder.
Powering Up: Discourses of Power Used by Aspiring Female Administrators Seeking Leadership Roles
California State University, Fresno, 2019
Chair: Nancy Akhavan
Abstract:
This dissertation examined the discourses of power that aspiring female administrators have access to, are influenced by, and actively use as part of their leadership narratives while seeking leadership roles. This study employed a 2- phase qualitative approach and involved two interview protocols. The first interview phase was a standardized open-ended protocol that utilized the round 1 principal interview guide questions from the American Association of School Personnel Administrators and participant responses were provided in writing using an electronic form. The second phase utilized a general interview guide approach that allowed for the same core questions to be answered and provide the opportunity for follow-up questions based on participant responses. Participants in this study were aspiring female administrators that were enrolled in an administrative services credential program in the state of California including programs located in the north, south, central valley, central coast regions of the state. A total of seven programs participated in the study including three university-based programs, three county office-based programs, and one online program. From the seven programs, 75 aspiring female administrators participated in Phase 1. Phase 2 included a total of 31 interviews. This study utilized six deductive codes based on the sources of power indicated in the political frame of organizational leadership that served as the theoretical framework for this study (Bolman & Deal, 2013). All six deductive codes were identified, and all but coercive power revealed sub-themes in addition to the deductive codes. The open coding process revealed one additional theme that was not being the best candidate for the position
Central Valley Promise: Creating a K-16 College and Career Pipeline for Central Valley Students
California State University, Fresno, 2019
Chair: Dr. James Mullooly
Abstract:
Degree completion has been a topic of debate in higher education institutions. Although efforts have been made to raise the rate of completion, the number of students completing college remains low. Low rates may lead to wasted time and money as students often take unnecessary coursework as a result of not having a well-developed plan for completion. To combat this problem, programs have been implemented at community colleges that are designed to meet student needs, develop tailored educational plans, and help students set goals. One such program is the Central Valley Promise (CVP) program, which offers a solution that could meet the specific needs students of the Central Valley of California. Upon meeting the entrance requirements, students are eligible to receive free tuition for one semester and the promise of support to completion for all students. Because CVP has the potential to affect many incoming students, it was important to examine whether it is achieving its goal. This study sought to gain understanding of student transition and career readiness. A survey was given to 402 CVP students during their first semester of college. A comparison group of 112 students also received the survey. All participants were incoming community college freshmen. Also, observations were conducted during three CVP events. Findings included an increased satisfaction and confidence level in academic performance, social life, and choosing a college major among CVP students. Recommendations include continued support for students, adding a mentorship component, and hiring faculty to exclusively work with CVP students.
Leadership Aspirations of Female Middle Managers in Higher Education and Their Barriers to Advancement
California State University, Fresno, 2019
Chair: Dr. Nancy Akhavan
Abstract:
A mixed-methods concurrent study explored the leadership aspirations of female middle managers in higher education and identified barriers impacting their leadership growth and interest. The achievement theory of aspirational behavior and motivational balance was presented to provide insight into middle manager aspirational behavior and their motivation to seek balance to increase their interest in career advancement. Using the Career Aspiration Scale-Revised, the participants (n = 169) showed aspirational interest in leadership (M = 25.53), education (M = 25.27), and achievement (M = 25.53) yet, experienced barriers when pursuing advancement in their careers. Themes emerged from the study described participants’ experiences as barriers and supports around the following: (a) motivators for leaders, (b) support systems, (c) the presence of the glass ceiling, (d) educational attainment, (e) self-talk, and (f) organizational support. To better support women in the workplace, employers need to engage and empower aspirational success by allowing women the opportunity to find personal and professional balance as they grow in leadership. The results of the mixed method analysis contribute to the literature by indicating middle managers do want to grow in leadership direction, yet barriers hinder their achievement and leadership behavior as a result.
Leadership Aspirations of Female Middle Managers in Industry and Their Barriers to Advancement
California State University, Fresno, 2019
Chair: Nancy Akhavan
Abstract:
A mixed-methods study examined the aspirations of female middle managers in leadership, education, and achievement and barriers to advancement. The achievement theory of aspirational behavior and motivational balance was presented, which provided a lens that people are motivated by things in which they value while fueling the body’s motivational need to seek balance. Using the Career Aspiration Scale-Revised, the participants showed to aspire in leadership, education, and achievement, yet experienced barriers such as organizational structure, internal aspects, and appearance when pursuing advancement in their careers. To better support women in the workplace, employers need to engage and empower aspirational success by allowing women the opportunity to find personal and professional balance as they grow in leadership. The data gathered by this study contribute to the literature by exploring the similarities and differences of women working inside and outside of higher education across the United States.
Effects of a Mentorship Program in a Tier 3 Intervention
California State University, Fresno, 2019
Chair: Dr. Juan Carlos González
Abstract:
The researcher sought to determine whether a mentoring program under Tier 3 intervention practices provided meaningful experiences for 17 tenth-grade urban youths, as well as to uncover collective themes that would benefit future participants, which could provide the district with helpful insights regarding how to continue with the program. Additionally, the researcher sought to convey if the effectiveness of the program to increased student engagement, and reduced discipline referrals. Finally, the researcher hoped to provide broad reaching benefits to Title 1 schools. The research asked the following questions: Does the Accelerated Towards Success Program provide meaningful experiences for urban youth? Based on the perceptions of the participants, will those experiences lead to improved behavior? Based on the perceptions of the participants, will those experiences lead to academic success? Three semi-structured focus groups were conducted with 17 at-risk students who were in the program. Three major themes emerged from the participants’ narratives, which were satisfaction of grade increase, motivation by mentors, help and care through emotional support and enjoyment of rewards. Based on the findings, recommendations for the district were made such as providing professional development training specifically concerning Tier 3 practices, and holding the Accelerated Towards Success mentoring times at academically advantageous time for the students in the program. Additional recommendations for research were presented by the researcher: a broader grade sample, a sample that includes students of all races and ethnicities, and a longitudinal study to follow students after they have graduated from high school.
Telling Their Stories: Using Phenomenology and Critical Incident Technique to Explore the Lived Experiences of High-Potential ELL Students Who Have Obtained a Baccalaureate Degree
Maria S. Reyes
California State University, Fresno, 2018
Chair: Dana J. Whetton
Abstract:
The purpose of this study was to explore the educational experiences of 10 High potential foreign born Hispanic ELL students of Mexican descent. The study focused on uncovering the participants’ experiences in the self or individual context and the contexts of the family, school, and community. Utilizing the phenomenological qualitative research method in conjunction with the Critical Incident Technique (CIT), this study gathered and analyzed the educational experiences that have positively influenced the academic achievement of this group of students enabling them to graduate from high school and later obtain a baccalaureate or a post baccalaureate degree. The essence of this research endeavor was to discover how the educational experiences in the above mentioned contexts assisted Hispanic ELL participants to exceed expectations and to become accomplished young professionals in their respective field of study. The participants’ experiences in each of these contexts provided the insight needed for educators and community members to provide positive learning environments and to create opportunities in order to assist Hispanic ELL students to achieve their educational goals.
The Educational Experiences and Cultural Identity of Second Generation Lao and Hmong American Men in California’s Central Valley
Thianchayphet Phannaphob
California State University, Fresno, 2018
Chair: James Mullooly
Abstract:
Education is the foundation of success for second generation Southeast Asians and is the greatest factor for higher wages (Sakamoto & Woo, 2007). The second generation of most immigrant groups are reported to have higher educational, life aspirations and attainment than their parents (Phommasa, 2016). In California’s Central Valley (hereafter “Central Valley”), the educational trend for second generation Lao and Hmong American men do not reflect those findings of higher educational aspirations or attainment. This qualitative study explored the educational experiences and cultural identity of 28 second generation Lao and Hmong American men in the Central Valley. Five main themes emerged, which are: a) the Telemachus Effect, b) racism, c) environment during the formative years, d) educational experiences, and e) American born identity. The researcher found that all of the five emergent themes have several subthemes, such as: (1) the Orestes Effect (siblings/peers), (2) whiteness/ being whitewashed and Asian tension, (3) neighborhood and crime, and trauma, (4) ESL & GATE, lost & leaving school and completing & returning to school, and (5) cultural preservation, cultural rejection, masculinity & gender role expectations, and gender role expectations of a spouse. This study concluded with a need for future academic research and practice.
Trucha Camp Critical Consciousness Training of Latinos: A Qualitative Study to Understand the Success of Underserved Urban Students
Victor Hugo Manríquez
California State University, Fresno, 2018
Chair: Juan Carlos Gonzalez
Abstract:
This qualitative study examined if the Trucha Camp critical consciousness leadership physical education program contributed to Latino students’ success. Critical Consciousness Pedagogy (CCP) was the Freirean theoretical framework implemented in the program to understand if any participants experienced conscientização or an awakening free from oppression through dialogue, reflection, awareness, and praxis (Freire, 2000). There is a body of literature that supports the positive effects CCP has on marginalized students’ success in curriculum such as math, reading, and writing from elementary to college levels.
I piloted the praxis of CCP concepts in the Trucha Camp program. The origin of the name was an effort to increase culturally responsive methods to a student body where the majority was of Latino ancestry. The word Truchais Spanish for trout and is California’s state fish. It also means critical consciousness. I explored what effects CCP have on Latino students’ character development, leadership, and critical thinking. The study included eight participants (two males and six females). They were 18 years of age or older. Data were collected through open-ended interviews.
Ultimately, the results were encouraging. The students overwhelmingly agreed the program contributed to their success in school. It also influenced decision making at home and work. The Trucha code of conduct G.R.T. (good, right, and true) and the Trucha code of ethics Agape love were the most significant contributors. Future implications suggest that CCP training are critical factors for future teacher preparation programs and crucial component in fostering Latino students’ success.
A Quantitative Analysis of Middle College High Schools on College Readiness For Underrepresented Students
Robert Pimentel
California State University, Fresno, 2018
Chair: Christian Wandeler
Abstract:
In today’s competitive economy, a college education is a necessity to obtain employment in jobs that offer sustainable wages to live a comfortable life. The constant changes in technology are creating a difficult environment for employers to find a qualified workforce across the United States. Colleges and universities continue to face challenges as they attempt to create learning environments that allow students to graduate on time; only 13% graduate in 2 years for community colleges, and about 15% in 4 years from state universities. In many cases, students appear to be unprepared for the rigor of college coursework; however, the curriculum currently offered at the K-12 level does not align well with the curriculum in higher education. There is a struggle between the two systems that appears to have a negative effect on students as they attempt to find their way through college.
This quantitative causal-experimental research study analyzed the differences between Middle College High School (MCHS) and traditional high school students in regards to academic success. The data used for this research study were collected from archival data from a community college in the Central Region of California and the feederK-12 school district. The study compared high school graduation rates, a-g completion rates, total number of units completed at the college level, and overall college GPA between the two groups.
The study found that students from MCHS perform at much higher rates than students who attend traditional public high school. These data demonstrate a statistical significant difference in a-g completion, and overall college GPA between the two groups, demonstrating that MCHS students are performing at much higher levels. There was no statistically significant difference in overall college units completed; however, MCHS students attend both college and high school concurrently. Overall, the MCHS model appears to be successful in promoting student success at the high school level and community college level. The model appears to have positive effects on student success and reverses equity gaps in success for Hispanic and male students overall.
Exploring the Experiences of Hmong Students in Graduate programs at Fresno State
Shur Lee
California State University, Fresno, 2018
Chair: Christian Wandeler
Abstract:
Hmong students in the US are underrepresented in higher education, especially graduate school. This concurrent mixed-methods study explored the barriers, challenges, and motivations of current graduate Hmong students at Fresno State. The quantitative survey was completed by 38 of all 55 current graduate Hmong students and included the Adult Dispositional Hope Scale, the College Specific Hope scale, and the Sense of Belonging Scale. The qualitative portion consisted of two focus groups with 11 participants to explore the students’ experiences. Quantitative results indicated high levels of general hope and college hope, above average sense of belonging, and very high levels of confidence to graduate with a master’s degree. Most of the respondents were traditional students, single, without children and living with parents. Qualitative data revealed that parents and family members were generally supportive, despite often having no formal or only limited education. Time management and navigating the university were the main challenges. The experiences in regards to university and faculty support were ambiguous. While students did feel support existed, they also perceived a lack of resources, and found it difficult to navigate the campus for help. They were not always confident to seek out faculty, or report having difficulty to meet with them. Implications for supporting the success and retention of Hmong students are discussed.
The Effect of a College Preparation Program on the Self-Efficacy of First Generation, Latino/a, High School Students
Alicia Iñiguez
California State University, Fresno, 2018
Chair: Kenneth Magdaleno
Abstract:
Due to our technologic and global based economy, the future workforce demands skilled workers with more than a high school diploma. A college degree will open more opportunities of employment and provide a higher quality of life for its recipients. Due to the current system of education, social constructs, and macro-economic policies, gaining access into higher education is still a challenge for marginalized student populations. College preparation programs are a method utilized to provide information and access for students who are otherwise at a disadvantage when trying to navigate the college pathway. First-generation, Latino/a students face a myriad of challenges such as a lack of academic preparation, lower high school graduation rates, lower college enrollment, and lower degree completion as compared to their White peers. This study investigated the effect of a college preparation program in Phoenix, AZ on the targeted student population via Bandura’s (1977) theory of self-efficacy. A quantitative study revealed the program increased the academic and college-going self-efficacy of student participants.
Defining Academia Influences on Mobility, Identity, and Culture of Deaf Scholars in Higher Education
Trisha Jane Houston
California State University, Fresno, 2018
Chair: Nancy Akhavan
Abstract:
The purpose of the study was to explore Deaf faculty experiences in higher education to identify the common themes related to barriers and successes. Social Phenomenology Theory and Deaf Critical Theory were used to discover common themes regarding accessibility problems and academic mobility in higher education environments. Factors of academic mobility was broken down into several groups including faculty struggles, faculty barriers and successes, their desire to continue teaching, and ability to collaborate with Deaf and Hearing colleagues. The explanatory sequential mixed methods study included Deaf faculty as participants who were teaching in colleges and universities across U.S. and some other regions not in the United States. Coding and triangulation were then used to discover recurring themes from the survey and interviews. The data revealed frequent associations regarding access to interpreters and if it were or were not provided equitably, the need for mentoring, and the issue of onboarding –organizational socialization.
The Practitioner’s Role in the Promotion of Self-Efficacy in Children Who Have Suffered Traumatic Events
Laura Denise Harris
California State University, Fresno, 2018
Chair: Nancy Akhavan
Abstract:
The intent of this critical ethnographic study was to identify the perceived role preschool practitioners have in the promotion of self-efficacy in children who have suffered from traumatic events. This study additionally explored the application of the four principal sources which foster self-efficacy (Bandura, 1977) in everyday interactions and in curriculum implemented in the classrooms. Two research questions guided this study that included 1.) What perceived role does the preschool practitioner have in promoting self-efficacy in preschool children who have suffered from traumatic events? 2.) What methods do practitioners use to integrate the four principal sources of forming self-efficacy into the daily classroom experiences for the children who have suffered from trauma? The data sets were collected in the form of field notes that were previously transcribed by an organization employee, tally sheets, and semi-structured interview transcripts. The participants for the semi-structured interview portion of this study included five practitioners employed at various sites within the organization. Social Cognitive Theory provided the lens which data sets were analyzed. After completing the open-coding and axial-coding phases, triangulation was applied which led to the emergence of three key sections that offered insight into the questions specified. These three key sections were (a) practitioner experiences of working with children who experience trauma: children’s displayed behaviors; (b) Research Question 1: practitioner’s perceived role in promotion of self-efficacy; (c) Research Question 2: integration of four principal sources self-efficacy is derived from. The critical ethnography methodology applied in this qualitative study provided the existing body of literature with perceptions drawn from the participant observer perspective. Further research on this topic would provide additional depth and understanding of the perceived role practitioners have in the promotion of self-efficacy in preschool children who have suffered trauma. Also, additional identification of tangible methods used by practitioners to integrate the four principal sources self-efficacy is derived from into the classroom experiences could be used to continue to inform practice. The methods carried out in this study have not been applied often in the previous literature, allowing this research to offer new insight on the topic of self-efficacy in education.
Examining Faculty Perceptions on Providing Instructional Services to Deaf and Hard of Hearing Students
Jacquelyn Catalina Rubalcaba
California State University, Fresno, 2018
Chair: Susan Tracz
Abstract:
Deaf and hard of hearing (D/hh) students face academic challenges in the post-secondary setting due to low literacy skills and academic barriers. However, despite these challenges, little attention has been focused on mainstream faculty who teach D/hh students. This study investigated perceptions of mainstream faculty at the post-secondary level who teach D/hh students.
Data collected through this dissertation will add to the literature by providing perceptions of instructional faculty from 10 mainstream colleges in California. With the exception of one, these colleges do not house a specialized Deaf college on campus, providing a more representative sample of the general population. A mixed method study design was utilized. Instruments consisted of a 66 item survey consisting of 10 demographic questions and a 56 item Likert scale and an open-ended interview. A total of 585 faculty responded to the survey. Eight faculty throughout California were interviewed. Data collected provide greater insight on instructional services provided to D/hh students from the mainstream faculty perspective.
Faculty exposed to D/hh individuals had significantly higher scores in mean teaching effectiveness, in-class social interaction, and opinions of D/hh. There was no significant mean difference by College Type in teaching effectiveness and in-class social interaction, but CC faculty had a significantly higher mean score compared to CSU faculty in opinions of D/hh. There was no significant difference in taught D/hh between CC and CSU faculty for the three dependent variables. The interaction between college type and having taught D/hh students approached significance for teaching effectiveness and is significant for in-class social interaction. The qualitative portion yielded six key themes which are awareness, accessibility, interpreter logistics, interpreter skill level, language barrier, and professional development.
Implications of this study indicate the need for resources and administrative support regarding the implementation of professional development. Resources regarding Deaf culture, sign language interpreters, and academic accommodations were stated as the most crucial for the institutional vitality and growth toward a Deaf inclusive campus.
STEM Teacher Recruitment at California State University, Fresno State
Scott Harmon Sanders
California State University, Fresno, 2018
Chair: Christian Wandeler
Abstract:
Despite a rebounding economy and an increase in the number of available teaching positions, there is still a struggle to fill certain positions. Some of the most difficult positions to fill are traditional secondary Math and Science positions. As education has turned towards educating students for the 21st century, it has also become important to develop more education in STEM related topics such as Engineering and Computer Science. The Central Valley has begun to adopt career pathways programs that require some teachers to have industry experience and a specialized credential to provide more courses that provide hands on experience. This has created an even larger need to produce more teachers in the STEM field.
This mixed-methods study focused on STEM majors at California State University, Fresno in order to discover what they knew about the teaching profession and the programs available at California State University, Fresno. The study also sought to find whether or not providing more information about the teaching profession or programs available at California State University, Fresno would cause more STEM students to consider teaching as a viable option. The study provided students with a survey that provided qualitative responses to why students did would not consider teaching as a viable option. The study also provided quantitative information on whether or not students knew about specific information about teaching and available programs at California State University, Fresno and how attractive they found this information to consider a career in teaching.
The study found that a majority of students were not aware of programs available at California State University, Fresno and were also not aware of most information about the teaching profession. The study also found that students found most of the information provided about the teaching profession and available programs at California State University, Fresno to be very attractive to anyone considering a job in the teaching profession. After information was provided, there was an increase in the number of students that stated they would consider teaching as a viable option.
Mental Health Assessments for African Americans: An Analysis of Clinician Explicit and Implicit Preferences, Practices, and Perceptions
Tiffany Crystal White
California State University, Fresno, 2018
Chair: Susan Tracz
Abstract:
This exploratory study investigated the complexities of race and racial preferences in mental health as it relates to clinical decision making with African American clients. African Americans seeking mental health services face several unique barriers including the potential for racial bias, prejudice, discrimination, and racist norms that may inform a clinician’s ability to accurately diagnose and provide the most appropriate treatment. This mixed methods study used an electronic survey to collect demographic and perceived effectiveness information, and asked mental health professionals to provide a detailed description of what has worked with African American clients during the assessment portion of treatment. After the completion of the survey, Greenwald, Mcghee and Schwartz’s (1998) implicit associations test (IAT) collected the implicit racial preference of the participants. Semi-structured interviews further explored participant attitudes, perspective and beliefs of assessing African American clients. Two MANOVAs and a Chi-square were completed to analyze the data. Condensed implicit racial bias as identified by IAT score was found to be statistically significant with self-reported effectiveness of Mental Health Assessments with Black clients.
Identifying Predictors Associated with Pluralistic Orientation in College Students
Victoria Y. Taylor
California State University, Fresno, 2018
Chair: Julie Olson-Buchanan
Abstract:
From a theoretical standpoint, pluralistic orientation incorporates higher levels of critical thinking that empower students to engage collaboratively, interact cross-culturally, and develop a higher regard for others’ perspectives, beliefs, and identities. Though many of these attributes may develop naturally over time through life experiences, institutions of higher education have the opportunity to play a vital role in the acquisition of these attributes by providing a space where diverse forms of knowledge converge, differing perspectives are fostered, and students can interact cross-culturally, maybe for the first time. The purpose of this mixed methods study was to identify predictors associated with a pluralistic orientation in college students. Quantitative and qualitative archival data from a 2016 campus climate assessment adapted from the Higher Education Research Institute (HERI) Diverse Learning Environment (DLE) survey were utilized. A conceptual model for examining students’ pluralistic orientation adapted from Dovidio et al. (2004) provided the theoretical framework for this study.
The sample consisted of 978 students from one California State University campus. Findings from this study emphasize the importance of incorporating readings and/or materials about race/ethnicity in the curricula, the promotion of cultural difference appreciation by the University, and the appreciation of differences in sexual identity by the University, which in turn can produce positive direct effects on the development of pluralistic orientation. This study also demonstrates the varying ways in which students in different majors experience and perceive campus life.
Exploring the Knowledge, Training, and Experiences of Special Education Directors Related to Deaf and Hard of Hearing Learners
Rosemary Rashad Wanis
California State University, Fresno, 2018
Chair: Susana Hernandez
Abstract:
Special education administrators in the state of California are responsible to ensure that high-quality education is delivered to 17,000 deaf and hard of hearing (DHH) learners each year. While all administrators must obtain specific types of credentials to prepare them for their role, it is unknown how much knowledge they have pertaining to DHH learners. This study utilized grounded theory to explore the knowledge, training, and experiences that special education administrators in California have about DHH learners. The purpose of this study was to examine levels of confidence and preparedness of Special Education Local Plan Area (SELPA) directors to serve DHH learners within their respective areas of governance based on their thoughts, beliefs, and perceptions of DHH individuals. The study focused solely on SELPA directors in California. Altogether, 22 individuals responded to the survey and five completed individual interviews. The resulting narrative demonstrated that DHH learners are served on a continuum with one end being perceived as more desirable than the other. A list of recommendations are provided to address both structural and programmatic changes to ensure that high-quality education for DHH learners becomes standard practice.
Contextualized Teacher-Training and Racial/Ethnic Tensions in U.S Schools
Cameron S. Guinn
California State University, Fresno, 2017
Chair: Jianjun Wang
Abstract:
Public school teachers are required to have specialized training to appropriately address discipline problems and foster positive school culture. Despite good intentions, many teacher-training initiatives fall short of creating an unbiased school atmosphere. This study used data collected by the National Center for Educational Statistics through the Public School Safety and Discipline 2013-14survey to investigate the relationship between racial/ethnic tension and three categories of teacher training (management, identification, and intervention) across the dimensions of school level, urbanicity, and ethnicity. There is no recent research on public school safety and discipline that attempts to contextualize confounding variables in this way. The innovative research design hinged on articulation of a seemingly unrelated list of safety training courses into three theoretically integrated approaches, which contrast generalizable research outcomes across the United States. Each research outcome was examined across the three independent variables (school level, urbanicity, and ethnicity) through linear regression modeling. Although the complex data analysis associated with this research involved the Jackknife replication (JK1) process within the WesVar program, the use of multiple model-fit indices was built on applications of multiple software packages. Each model of investigation resulted in one or more significant factors at a = .05. For each of the four regression models in this analysis there were four parameters. Because C(p) = 4 was obtained for each regression model, the statistical analysis reconfirmed appropriate model fit. As a conclusion, the results of this investigation indicated that dimension of school level, urbanicity, and ethnicity jointly played significant roles in shaping racial/ethnic tension and all three teacher-training modalities, which urged local schools to comprehensively align discipline training with racially unbiased practices. Based on this investigation, future research recommendations were proposed on three fronts: (1) A combination of direct data gathering and secondary data analysis should occur to make findings more relevant in local settings. (2) Incorporation of qualitative and quantitative inquiries for teacher training selection is necessary to increase the understanding of results from large-scale data analyses. (3) Upgrading the statistical computing platform is needed to increase the capacity software packages like SAS and WesVar for NCES data analyses.
An Examination of the Role of College-Level Mathematics in STEM Major Persistence
Jaimi Paschal
California State University, Fresno, 2017
Chair: Amanda Taggart
Abstract:
The purpose of this study was to examine the association between first-term college-level mathematics course and STEM major persistence. The study utilized data from a medium-sized, 4-year, open access, public institution on the West Coast of the United States. The data consisted of students enrolled at the institution of study between the Fall 2008 and Fall 2013 terms who declared STEM majors at matriculation. Decreasing logistic regression was used to identify significant variables likely to increase in a student’s persistence in a STEM major through their sixth college term. Findings indicated that students with a high school GPA of 3.00 or higher and students who passed a first-term college-level mathematics course were at significantly greater odds of being retained.
California State University, Bakersfield Fab Lab: “Making” a Difference in Middle School Students’ STEM Attitudes
Andrea Lee Medina
California State University, Fresno, 2017
Chair: Randy Schultz
Abstract:
The digital fabrication lab, or Fab Lab, at California State University, Bakersfield provided a 1-week, half-day summer program for local area middle school students. The purpose of this study was to examine the effect this summer program had on their attitudes towards math and science. The theoretical framework used for this study was based on Papert’s (1980) theory of constructionism and Bandura’s (1977) self-efficacy theory. Papert’s interest in how learners engaged in discussions with the items they made, and how these interactions increased self-guided learning, promoted the development of new knowledge. Self-efficacy, or one’s belief in his or her ability to perform behaviors necessary to produce specific achievements, increases as a result of the self-guided learning. These beliefs are proposed to influence future aspirations and the commitment to them. Results of the paired t-tests show a marked difference between 2016 participants (n= 49) and 2017 participants (n=31). Of the 2016 participants, no overall significance was found on attitudes towards math or science, but male attitudes within the math subset did show significance. The results of the 2017 program do show statistical significance in the area of science for females. It is hypothesized that the difference in results were due to the delivery of the program between the 2years. Further research is necessary to confirm this hypothesis.
Building Coherence for Instructional Improvement: Principal Perceptions of Leadership Shifts and Impact on Collective Teacher Efficacy and Student Learning
Angelyn Diana Summers
California State University, Fresno, 2017
Chair: Nancy Akhavan
Abstract:
This dissertation examined the leadership shifts that have taken place in elementary schools that have worked with the John D. Welty Center, formerly known as Central Valley Educational Leadership Institute (CVELI),building coherence for instructional improvement (BCII) and how these shifts have impacted site leadership, the collective efficacy of the staff, and student learning. Specifically, this study investigated the changes in mindset and actions of the school leaders who have been involved with the BCII work, how these changes have enhanced the efficacy of teachers, and the effects on student learning. The three research questions that guided this study were: What are the perceptions of principals regarding their shifts in leadership due to the focused work on building coherence for instructional improvement? What are the perceptions of principals regarding the impact on teacher collective efficacy due to the focused work on building coherence for instructional improvement? What are the perceptions of principals regarding the impact on student learning due to the focused work on building coherence for instructional improvement?
This study employed a two-phase case study qualitative approach, as semi-structured interviews were used. Participants included five principals from BCII cohort 1 schools, and one BCII expert who confirmed and enhanced the data. Qualitative data from the six interviews were analyzed and three primary themes emerged from the data. The first theme was the leadership shift to a shared leadership model with four subthemes: building the capacity of the team, trust, empowerment, and creating a strong culture. The second theme was the collective ownership of instruction by the teachers with two subthemes: psychological safety and lateral press. The third theme was student ownership of learning. Implications for future practice are given, along with recommendations for future research.
SB 1440 (2010): The Effect of Transfer Degrees on Time to Degree Conferral, Unit Accumulation, and Transfer Attainment for California Community College Students
Maria Wright
California State University, Fresno, 2017
Chair: Kenneth Magdaleno
Abstract:
The purpose of this study was to examine the impact of the Student Transfer Reform Act of 2010 (SB1440) on student success. For the purpose of this study, student success metrics were identified as time to degree conferral, unit accumulation, and transfer attainment. Associate Degrees for Transfer (ADT) were systematized as a result of the Student Transfer Reform Act of 2010 (SB 1440). The goal of this initiative is to streamline the transfer process, and ultimately increase the bachelor’s degree completion rates via a guaranteed transfer, for California Community College (CCC) students. The Student Transfer Reform Act of 2010 (SB 1440) established an alignment between CCCs and California State University (CSU). This collaborative partnership allows students to earn priority admissions into a CSU and creates systemic changes via the unit limitations. Students who earn an ADT cannot be required to take more than 60 semester or 90 quarter units for completion at the CSU.
Aggregate data from the CCC Chancellor’s office were examined along with comprehensive data provided from two participating institutions. The two CCCs were identified based on the number of ADT degrees awarded and the compliance of Transfer Model Curriculum (TMC) to ADT development as prescribed by California Education code 66746(b) (Ed Source, 2013).
California Elementary School District Superintendents’ Perceptions Regarding Professional Development Support and Reflective Practice in the Superintendency
Julie Ann Graves
California State University, Fresno, 2017
Chair: Randy Schultz
Abstract:
This dissertation examined perceptions of elementary district superintendents regarding professional development in the superintendency. The current challenges of the superintendency require superintendents to be more prepared than ever before and to serve as effective leaders of school districts. Specifically, this research identified what professional development activities provide effective support in the superintendency, and additionally identified the value of linking professional standards with professional development. This study also focused on the connection between reflective practice and professional development in the superintendency.
The three research questions that guided this study were: In what structures of support and professional development do elementary school district superintendents participate? To what extent are professional development activities of elementary school district superintendents connected to the CPSEL? To what extent do professional development activities enhance the elementary school district superintendent’s application of reflective practice in the superintendency?
This study employed the explanatory sequential design mixed-methods approach. In phase 1 of this study, quantitative data were collected and analyzed from California elementary superintendents’ responses to an electronic questionnaire regarding professional development in the superintendency. In phase 2 of this study, qualitative data were collected and analyzed from a random selection of the California elementary superintendent participants who were willing to participate in a follow-up telephone interview to further explain the quantitative results in this study. A semi-structured interview protocol for the qualitative data collection of superintendent participants was used in this study, followed by a qualitative data analysis in order to discover the emergent themes in the data.
The quantitative and qualitative data in this study uncovered numerous common elements regarding professional development in the superintendency. The three overall themes that emerged in both the quantitative and the qualitative data analyses were: the frequency and need for professional development, the CPSEL alignment of professional development, and professional development support for reflective practice in the superintendency. The frequency and need for professional development had two subthemes: context of district diversity and fiscal alignment and board support. CPSEL guided professional development had one subtheme: pursuit of continuous learning. Reflective practice had one subtheme: collaboration. Implications for future practice were given as well as recommendations for future research.
Instructional Rounds: A Strategy for Closing the Achievement Gap through Collaboration and Equitable Classroom Teaching
Robin Gail Shive
California State University, Fresno, 2017
Chair: John Stark
Abstract:
Superintendents of low income rural school district are challenged to close the achievement gap, specifically the disparity between classrooms. This study took the angle of looking at Equitable Classroom Practices and levels of rigor from classroom to classroom. The reasoning stems from the use of Job Embedded Professional Development for Instructional Rounds.
The Literature pointed to using sustainable systems of professional development. Job Embedded Professional Development, such as Instructional Rounds was one way to incorporate professional development within contract hours. Equitable Classroom Practices and levels of rigor were found to be strong components to improving pupil outcomes among subgroups.
The results of the quantitative and qualitative components indicated that the use of Instructional Rounds is an effective way to increase Equitable Classroom Practices and increase the level of rigor. The qualitative data results strongly supported Instructional Rounds as a Job Embedded Professional Development that increases Equitable Classroom Practices between grade level spans. The quantitative data results showed a marginal correlation between Instructional Rounds and Equitable Classroom Practices and levels of rigor. The lack of significant difference could be due to the small sample size and the short time frame in which the observations were conducted.
Future research is necessary to test the generalizability to other school districts and populations of students. More observations over a longer time span will also increase the validity of the findings.
Policy Analysis of Voluntary Desegregation in the Bakersfield City School District
Justin Osiris Peppars
California State University, Fresno, 2017
Chair: James Mullooly
Abstract:
The Author conducted a policy analysis of the Voluntary Desegregation Policy in the Bakersfield City School District. The study was a quantitative analysis regarding compliance on reduction of high concentration of Black and Hispanic students and integrating them with students in highly concentrated White schools. The Voluntary Desegregation Policy was a solution by leaders in the Bakersfield City School District and U.S. Department of Justice during the Reagan Administration to reduce the concentration of Black, White, and Hispanic students in segregated schools and tried to integrate them to ratios more proportionate to the rest of the district. This quantitative analysis used indices to measure and evaluate racial isolation and diversity. This dissertation was an assessment of a policy based on good faith efforts.
Teachers’ First Impressions of Students: Characteristics, Expectations, and Effects
Jonathan Brian Gage
California State University, Fresno, 2017
Chair: Susan Tracz
Abstract:
The intent of the present study was to examine the teacher-student relationship as a systematic process, which was investigated in four parts:(a) teacher-held beliefs and efficacy, (b) initial impressions, (c) formed and maintained expectations, and (d) effects on student outcomes. The foundations for this research were provided by attribution theory, teacher self-efficacy, and self-fulfilling prophecies, which all represent starting points for investigating the impression-expectancy relationship. A mixed methods research design was used to investigate the relationships between and within the four components described above. A pre-and post-rating survey was administered to 23 teachers from the researcher’s school district. The teacher participants returned 281 completed surveys regarding their initial (pre-) and follow up (post-) impressions of individual students. Teachers also provided basic demographic information about themselves and completed a teacher efficacy survey. The communication of classroom expectations was recorded through observations of teacher-student interactions. Last, measures of actual student performance in the areas of reading and math were obtained and used as a comparison to predicted performance. Several student attributes were shown to have significant relationships to teacher predictions of rule following, reading ability and math ability. Initial student expectation ratings remained significantly unchanged in the areas of perceived math and intelligence. Teacher predictions of student performance in reading and math were not significantly related to measures of actual performance. Participants’ beliefs about their own teaching efficacy in the areas of student engagement, instructional strategies, and classroom management were examined as possible predictor variables of student performance outcomes. Classroom management was found to have a significant relationship to math outcomes.
A Comparative Study of the Empirical Relationship in Student Performance Between Physics and Other STEM Subjects
Maricela Guerra
California State University, Fresno, 2017
Chair: Jianjun Wang
Abstract:
The Next Generation Science Standards (NGSS) advocated by the National Research Council emphasize the connections among Science, Technology, Engineering, and Mathematics (STEM) disciplines. By design, NGSS is expected to replace the previous science education standards to enhance the quality of STEM education across the nation. To support this initiative, this investigation was conducted to fill a void in the research literature by developing an empirical indicator for the relationship of student performance across STEM subjects using a large-scale database from the Trends in Mathematics and Science Study (TIMSS). In particular, an innovative approach has been taken in this study to support the canonical correlation analysis of student plausible scores between physics and other STEM subjects at different grade levels and in a cross-country context. Results from this doctoral research revealed the need to strengthen the alignment between the intended, implemented, and attained curricula to support the integration of STEM disciplines in the United States.
The Role of Linked Learning on Teacher Motivation, Deficit Thinking and Teacher Burnout across Low, Mid, and High Poverty Linked Learning School Settings
Chantel M. Cox
California State University, Fresno, 2017
Chair: Nancy Akhavan
Abstract:
This study examined the role of Linked Learning in teacher motivation, teacher burnout and the deficit thinking paradigm across school poverty levels. This study used Bandura’s Social Cognitive Theory through the Agentic Perspective (1986, 1989, 2001), Maslow’s Hierarchy of Needs (1943), M.E. Ford’s Motivation Systems Theory (1992), and the deficit thinking paradigm (Valencia, 1997), as frameworks for the research. These frameworks were used to explore teacher motivation in terms of goal setting by looking specifically at performance approaches, performance goal structures, mastery approaches, mastery goal structure; teacher personal agency beliefs; personal teaching efficacy (Midgley et al., 2000), and teacher emotions. Teacher burnout was examined through personal accomplishment, depersonalization and emotional exhaustion (Maslach, Jackson, Leiter, Schaufeli, & Schwab, 1996). Deficit thinking was explored by examining perceptions and teacher expectations.
A convergent, parallel and transformative mixed method approach (Creswell, 2014) was utilized to explore whether or not there is a difference in motivation, deficit thinking, burnout and attrition, of Linked Learning teachers in low, mid and high poverty school settings, and to determine possible reasons why or why not. The mixed method study included participants from schools engaged in Linked Learning in five school districts throughout central California on one school serving multiple districts. Thirteen interview participants and 52 survey respondents participated in the study. Interview protocol consisted of one-one-one, semi-structured interviews. The survey consisted of (a) Demographic questions, (b) adapted items from the Patterns of Adaptive Learning Scales-Teacher Survey (PALS) (Midgleyet al., 2000), and (c) adapted items from the Maslach Burnout Inventory –Educator’s Survey (MBI-ES) (Maslach et al., 1996).
No districts participating in the study had a school that fit into the low-poverty category. Across mid and high poverty schools, qualitative findings suggest that teachers are similarly motivated, have little to no deficit thinking, and are not experiencing burnout. Results of a MANOVA indicated no significant differences in any of the variables measured indicating that teachers in both mid and high poverty schools utilizing the Linked Learning approach are experiencing constructs similarly. Correlation coefficients are examined. Recommendations for policy makers, district and school site administrators are presented.
Perceived Self-Efficacy of Principals in Over-And Underperforming Schools
Scott Allen Dille
California State University, Fresno, 2017
Chair: Donald Wise
Abstract:
The role of a principal in today’s schools includes demanding expectations and requires principals to lead in many different capacities in order to support student achievement. The purpose of this study was to investigate whether a principal’s perceived self-efficacy, or the belief in one’s capability to lead, correlates with academic achievement at over-performing and underperforming schools in five key leadership areas—establishing a vision and purpose; transforming school culture and climate; improving instruction; managing people, data, systems, and processes; and building capacity in others.
A mixed-methods study was conducted using a survey asking principals in public school districts across the state of California to rate their levels of perceived self-efficacy in the five key areas of leadership. Principals selected for the survey were identified as leading schools that are either over-performing or underperforming when taking into account a composite average on the 2016 SBAC scores for Math and English Language Arts combined and the percentage of free and reduced priced meals with a high percentage of free and reduced-priced meals.
The results of the study showed that the principals’ perceived self-efficacy had no significant correlation in four of the five key leadership areas. The key leadership area of improving instruction showed some significant difference in principals’ perceived levels of self-efficacy from principals at over-and underperforming schools. In addition, mastery experience, as a source of self-efficacy, showed some significant difference between principals at over-and underperforming schools.
Based on the results of the study, principal training and mentoring programs should focus on supporting principals in the key leadership area of instructional leadership, especially by providing opportunities for mastery experiences in that area of leadership. Future research could further explore the connection between principals’ perceived levels of self-efficacy and instructional leadership to examine areas that may have the greatest impact on both student achievement and improving a principal’s sense of self-efficacy.
Resilient Doctoral Students in California: A reflective Study of the Relation between Childhood Challenges and Academic Success
Randy Layne Bessey
California State University, Fresno, 2017
Chair: Juan Carlos Gonzalez
Abstract:
This qualitative phenomenological study examined a better understanding of how people with four or more Adverse Childhood Experiences (ACEs) were able to navigate adversity, graduate college, and ultimately pursue doctoral programs. The research question asked, “What are the academic and social experiences of doctoral students who had four or more Adverse Childhood Experiences?” A secondary question also explored “How did resiliency help these participants navigate the educational system leading up to entering a doctoral program?” The case study was conducted with seven participants who all had seven or more ACEs and went on to be academically successful. This research discovered insights into the resilient lives of these individuals. Their historical narratives generated an exploration of the nature of trauma and how certain individuals were able to overcome adversity. Several major themes that emerged from the participants’ personal narratives were being resourceful, staying active, being fearful, fighting through tough situations, ability to hide, feelings of guilt, suppressing emotions, and additional nuances to the existing research on resiliency. Based on these findings, recommendations for educators were made: identify students with ACEs and provide proper emotional and social support systems, the need to overcome barriers and develop relationships, the need to promote a student’s self-efficacy and self-worth, the need to provide opportunities for students to be active, and the need for proper goal setting within safe environments. Additional recommendations for research were presented by the researcher and included a longitudinal study, a larger national sample, a sample of similar populations, and samples focused on the types of ACEs in order to expand upon the existing research relative academic success for persons with childhood trauma.
Appreciative Inquiry: The Effects of Using Appreciative Inquiry as a Professional Learning Change Agent at the Community College Level
Sara Couch
California State University, Fresno, 2017
Chair: Donald Wise
Abstract:
Appreciative inquiry (AI) is an organizational strategy first developed by David Cooperrider (1986). If followed rigorously, practitioners use the AI model to guide organizational change through a focus on building from an organization’s strengths and valuing all stakeholder experiences and input.
The purpose of this study was framed using social learning theory and based on the change process at community colleges in California. There were two primary research questions. 1. How was appreciative inquiry used as an institutional change agent?2. What were the long-term effects of using an appreciative inquiry process at each institution?
The researcher conducted open-ended interviews with ten participants from two California community colleges who have engaged in major change processes. Interview data were coded for themes. Major themes included the importance of relationships, the value of campus activists in bringing AI to institutions, and changes that happened at the individual, program, and institution levels.
Participants spoke of the organic nature of the implementation process. They almost universally expressed their desire to create change that was internalized by the other faculty and staff at their institutions. Participants all spoke of the delicate nature of implementing any type of change at a community college and the care they took in building relationships with other faculty and staff as a key component of the process.
Participants did not observe long-term institutional change. However, they did see lasting change for some individuals and groups at each institution. Most participants mentioned their belief that the AI experience can only produce sustained shifts in professional practice for those staff members and campus organizations that willingly participate in the process. Any attempt to force participation will result in failure to create long-term change.
Based on these results, the researcher concluded that the AI process has potential to create institutional change at California community colleges. The process must be carefully introduced by motivated individuals. Change must be allowed to take place organically, even as the AI structure is deliberately applied. Any effort to coerce participants to embrace the principles of AI is likely to produce diminished results.
Developing Purpose and Hope in First-Year Students: A Mixed Methods Study of Students at a California State University
Rosie Lucy Hernandez
California State University, Fresno, 2017
Chair: Christian Wandeler
Abstract:
Disconnected and uncertain about the future before them, first-year students are struggling to complete their college degrees. According to College Board Advocacy and Policy Center (2011), California State University system’s goal for 2025 is to increase freshmen graduation rates from 19% to 40%, while also minimizing years of degree completion from the average 6 years to 4 years. First-year students do not always have a sense of purpose and clarity about their academic pathway, causing students to take excessive units, change majors, and/or drop out of college. Research has shown a positive relationship between psychological constructs (e.g., self-determination, self-actualization, the development of a sense of purpose)and academic achievement. This dissertation examined an online interventional strategy to promote a sense of purpose and hope in first-years students and contributes supportive evidence in the importance of integrating total development of students in higher education. The sample consisted of 81 students enrolled in University 1 (an introductory college course) and a matched sample of 181 students not enrolled in University 1 courses. The intervention was tested with a pre-post test randomized controlled trial. There were two comparison groups: an online hope intervention and a control group with neutral content. The dependent variables were sense of purpose and hope. Quantitative analysis showed the findings to be statistically insignificant, however a majority of the trends showed an increase in sense of purpose and hope measures. Qualitative results revealed four themes focused on motivators and purposes first-year students had in attending college. The practical significance of findings from this study was to encourage post-secondary institutions to adopt and promote methods in helping students develop a sense of purpose and foster holistic development of first-year students such as the empirically tested online intervention: Grounding Exploration Self-Actualization to gain a sense of Purpose (GESAP).
School Choice, Segregation, and Equity: California’s Chapter Schools’ Missions, Markets, and Voices of Charter School Leaders of Color
Stephen H. Morris
California State University, Fresno, 2017
Chair: Kenneth Magdaleno
Abstract:
The phenomenal growth of charter schools in urban under-resourced communities with high concentrations of minority students impacts access to effective education. The purpose of this dissertation was to examine the trends toward segregation in charter schools as systemic and correlated with the unintended adverse consequences of the lack of racial awareness in a market-based public educational system. This study employed the self-reported perceptions of charter school leaders of color to analyze the systemic processes and practices within the charter school movement that produce under-resourced segregated schools in urban areas with high levels of poverty.
This study is a qualitative study presented to provide an understanding of charter school racial segregation. The responses given by charter school leaders of color were analyzed through a critical race framework along with Howard’s (2010) research of practices of effective schools. The statements from the charter school leaders of color were reviewed through causal-comparative observation to find common themes and suggestive hypotheses.
For students of color the academic quality provided by public education has consistently been unsustainable in America. Three years after the Brown decision, Sputnik launched and the public education system in American was shamed for the second time in 1957. In 2011 Chubb and Moe declared, “If Americans want effective schools, it appears they must first create new institutions that [hinge] on the choices of individuals” (p. 21). Charter schools represent a different structure focused on student outcomes.
School choice reform provides a critical opportunity to empower the disenfranchised. Carter (1980) wrote “The African American urban poor is permanently trapped on the bottom rung of our society, with no hope of upward mobility unless the means can be found to raise the educational standards in the schools of African American concentration” (p. 27).
Brown’s promise to deliver educational equity over the next 50 years is dependent upon its promise to forge connections between disempowered families of color and the American dream through a diverse and robust public education system. Race, as complex as it is, plays a very significant and multifaceted role in the establishment of charter schools in California.
The Role of the Linked Learning Approach in Student Self-Efficacy (Personal Agency) and Motivation in Low, Mid-Low, Mid-High, and High Poverty School Settings
Cherie A. Solian
California State University, Fresno, 2017
Chair: Nancy Akhavan
Abstract:
This study explored personal agency and motivation of students enrolled in Linked Learning Path ways across low, mid-low, mid-high, and high poverty school settings. Specifically, the study examined student personal agency beliefs, goal setting practices, and student emotional connectedness. The researcher aimed to examine student perceptions of Linked Learning pathway experiences. A convergent parallel and transformative mixed method approach (Creswell, 2014) was used to better understand student experiences across poverty levels. The study extended to explore reasons why differences in experiences did or did not exist. Data were collected from four high school districts and seven school sites in Central California. A total of 293 students participated in a 35-question online survey which measured patterns of adaptive learning. A representative sample of 14 survey participants engaged in semi-structured focus group interviews consisting of a total of eight questions regarding pathway experiences.
Latina Women in STEM: A Critical Analysis of Ph.D. Students’ Experiences
Jorge Luis Arroyo
California State University, Fresno, 2017
Chair: Susan Tracz
Abstract:
The intent of this qualitative study was to better understand factors, which impacted Latin@ women’s development of resilience and how they continued their education in science, technology, engineering, and mathematics (STEM). The participants were enrolled in Ph.D. programs at 5 of the 10University of California campuses currently designated as Hispanic Service Institutions (HSIs). The study utilized the narrative storytelling format of testimonios, which capture the lived experiences of individuals from under represented backgrounds. These testimonios demonstrated the systemic issues that have led to the lower number of women of color in advanced degree programs in STEM that are currently dominated by White men. Utilizing LatCrit, a branch of critical race theory, this dissertation presented educational issues such as racism, sexism, gender bias, and cultural norms that universities can address to create more inclusive environments and better support women of color that are continuing their post baccalaureate education. As a challenge to deficit thought, the participants shared the factors that helped them continue their education, such as faculty mentorship, undergraduate research programs, family support, encouragement from peers, and awareness of career options. Although change is necessary at multiple levels of education, the emphasis should be directed at colleges and universities to support undergraduate and graduate students in STEM disciplines.
Relationships between Special Education Teachers’ Leadership Styles, Self-Efficacy, and the Team Dynamics in their Classrooms
Mario Alberto Uresti
California State University, Fresno, 2017
Chair: Susan Tracz
Abstract:
This study examined the relationships between leadership styles, self-efficacy, and team dynamics of special education teachers (SETs) working with the moderate/severe student population. Review of the literature suggests that it is common for special education teacher candidates to receive little to no training on how to supervise and collaborate with teaching assistants (TAs) in their classroom and rely on real life experience to learn how to become a leader and collaborate with their TAs. Using the Team Assessment questionnaire (Lencioni, 2002), the Leadership Orientation Survey (Bolman & Deal, 1991), and the Generalized Self-Efficacy Survey (Schwarzer & Jerusalem, 1995), it was found that all team dysfunctions/strengths (dependent variables) were correlated with a statistically significant level of <.001 among each other. All leadership styles and self-efficacy (independent variables) were correlated and statistically significant at <.001. All dependent and independent variables were correlated and statistically significant at <.001. One canonical correlation function was interpreted and explained75.1% of the variance in the five dependent subscales for team dysfunctions/strengths. For the five regression analyses run, the F values were significant at <.001, and each of the dependent variables could be predicted from the five independent variables. The dependent variable of trust was predicted by structural leadership and self- efficacy. Conflict was predicted by self-efficacy. Commitment was predicted by structural and self-efficacy. Accountability was predicted by political, structural, and self-efficacy. Results were predicted by structural and self-efficacy. Themes emerged from the open-ended questions regarding conflicts due to their lack of training were interpersonal conflict/unprofessionalism, lack of training of TAs, lack of knowledge of policy/procedure, TAs with medical/disabilities, and TAs undermining SET authority. The approaches resulted in two themes: individual/group and direct/indirect. Individual/group refers to the teacher addressing the team members individually or as a group. Direct and indirect approaches were SETs empowering TAs, reprimanding TAs, SET self-acquiring skills through outside resources, having TAs recognize the problem followed by readjustment, and reviewing expectations/job descriptions.
The Impact of Service-Learning on Engagement and Degree Completion for Undergraduate Students
Kathleen Rhodes Schock
California State University, Fresno, 2017
Chair: James Mullooly
Abstract:
In light of growing concerns over increasing the number of college graduates in the U.S., particularly among traditionally underrepresented student populations, this mixed methods study evaluated the impact of service-learning on institutional engagement and graduation rates. The study focused on the impact of service-learning experiences on students with low socio-economic status (SES) or those who identify as members of traditionally underrepresented minority (URM) populations. The intent was to develop a better understanding of how engagement indicators are influenced by service-learning in order to help practitioners design service-learning courses that maximize the experiences that contribute to student success. Quantitative methods were used to evaluate if participation in service-learning is predictive of degree attainment, and to identify the differences in engagement indicators from the National Survey of Student Engagement (NSSE), among students who participated in service-learning compared to those who did not. Qualitative methods were used to deepen the understanding of how service-learning impacts engagement and graduation rates for SES and URM undergraduate students. Interviews were conducted with students at senior status who participated in service-learning, and focus groups were held with recent alumni about the factors that contributed to their institutional engagement and degree attainment. The quantitative results found that service-learning is significantly associated with graduation rate, and that students in service-learning courses reported enhanced academic challenge through collaborative learning. Qualitative findings revealed that service-learning experiences supported an improved campus environment for students through quality interactions with other students, faculty, and individuals at their service-learning site. The study confirmed previous research indicating that service-learning is an effective high-impact practice that promotes improved outcomes for undergraduate students.
Defining the Relationship of Student Achievement between STEM Subjects Through Canonical Correlation Analysis of 2011 Trends in International Mathematics and Science Study (TIMSS) Data
Melissa Jean O’Neal
California State University, Fresno, 2017
Chair: Jianjun Wang
Abstract:
Canonical correlation analysis was used to analyze data from Trends in International Mathematics and Science Study (TIMSS) 2011 achievement databases encompassing information from fourth/eighth grades. Student achievement in life science/biology was correlated with achievement in mathematics and other sciences across three analytical areas: mathematics and science student performance, achievement in cognitive domains, and achievement in content domains. Strong correlations between student achievement in life science/biology with achievement in mathematics and overall science occurred for both high-and low-performing education systems. Hence, partial emphases on the inter-subject connections did not always lead to a better student learning outcome in STEM education. In addition, student achievement in life science/biology was positively correlated with achievement in mathematics and science cognitive domains; these patterns held true for correlations of life science/biology with mathematics as well as other sciences. The importance of linking student learning experiences between and within STEM domains to support high performance on TIMSS assessments was indicated by correlations of moderate strength (57<r<85) between life science/biology and mathematics content domains, as well as by stronger correlations (73<r<97)between life science/biology and other science domains. Results demonstrated the foundational nature of STEM knowledge at the fourth grade level, and established the importance of strong interconnections among life science/biology, mathematics, and other sciences. At the eighth grade level, students who built increasing levels of cognitive complexity upon firm foundations were prepared for successful learning throughout their educational careers. The results from this investigation promote a holistic design of school learning opportunities to improve student achievement in life science/biology and other science, technology, engineering, and mathematics (STEM) subjects at the elementary and middle school levels. While the curriculum can vary from combined STEM subjects to separated mathematics or science courses, both professional learning communities (PLC) for teachers and problem-based learning (PBL) for learners can be strengthened through new knowledge construction beyond the traditional boundaries of each subject. It is the knowledge transfer across subjects that breaks barriers of future STEM discoveries to improve STEM education outcomes.
Aligning Leadership Qualities of Special Education Teachers with Teacher/Paraeducator Collaboration
Jennifer Celeste Rivera
California State University, Fresno, 2017
Chair: Susan Tracz
Abstract:
Most special education teachers work with a number of paraeducators in the classroom. Working with multiple paraeducators requires being an effective leader. If teachers are not trained to appropriately supervise paraeducators, then there is likely to be a disconnect between what should be going on in the classroom and what is actually taking place in the classroom. Teachers who are not adequately prepared to supervise paraeducators may not be able to model the best example for paraeducators or make the best use of paraeducators’ time.
The purpose of this study was to align the leadership qualities mentioned by John Adair (2009) with the qualities effective special education teachers must possess in order to have effective collaboration with paraeducators.
An online survey was used to measure demographics, leadership, and collaboration variables. Individual interviews with teachers on how they learned to supervise, work with, and collaborate with paraeducators were also conducted. Results from 58 surveys and 11 individual interviews found that teachers reported a lack of preparation to work with paraeducators.
An Intervention that Promoted a Sense of Belonging, Grit, Mindset, and Hope in Minority First-Generation Students
Felipe Mercado
California State University, Fresno, 2017
Chair: Christian Wandeler
Abstract:
The aim of this research was to test the Shame Resilience Theory (SRT) in a higher education setting by replicating specific processes of the Difference-Education Intervention (DEI). The literature reviewed in this study examined four non-cognitive skills: grit, hope, mindset, and sense of belonging. As a result of a careful review of the literature, SRT was used as a precise theoretical foundation to explain and further develop DEI. A convenience sampling technique was utilized to recruit 174 first-generation and continuing-generation first-year students from seven class sections of a college preparation course at Fresno State. Data were collected using written responses from 12 panelists who were post-graduate students at Fresno State. The study took a quantitative approach to measure students’ grit, hope, mindset, and sense of belonging, using a pre and post test to determine if the intervention made any difference on non-cognitive skills for students in the intervention. A qualitative approach was taken to determine: (1) if panelists referenced their background in the intervention,(2) what themes first-generation students shared in their transition to Fresno State, and (3) if and how SRT was used as the panelists shared their stories. The findings suggest that SRT can serve as an additional theoretical foundation to explain processes occurring in interventions like DEI and wise social-psychological interventions. This study outlines recommendations for how to increase student equity and student resilience, and suggests that shame should be further explored in higher education settings.
Cultural Capital, Social Identity, and Self-Efficacy Impact on the Academic Achievement of Professional Hmong Women
California State University, Fresno, 2017
Chair: Dr. Susan Tracz
Abstract:
Hmong women today are revolutionizing their lives by entering elite professional occupations as a result of their advanced academic achievements. Because of gender roles and cultural expectations anchoring Hmong women to Hmong cultural norms and traditions, it is essential to investigate changes that Hmong women, who are pioneering diverse careers, are experiencing. The objective of this narrative research study was to investigate 10 professional Hmong women’s journeys toward academic achievement. This study utilized a qualitative approach that included 15 interview questions that were created and guided by three theoretical frameworks: Cultural Capital, Social Identity, and Self-Efficacy. The qualitative data included multiple perspectives of professional Hmong women on their childhood backgrounds, experiences growing up as Hmong women, educational journeys, career choices, cultural heritage, and family perception on education. Results, conveyed through narrative inquiry analysis of first-hand experiences of participants, found three themes: self-actualization, educational value, and support system. Findings revealed certain factors within Cultural Capital and Social Identity do impact academic achievement. Self-Efficacy factors, such as the ability to achieve goals and complete tasks, contributed to academic achievement and goal attainment for participants.
Fostering College Readiness among Diverse Middle-Achieving High School Students: A Quantitative Analysis of the Effectiveness of California Dual Credit Course Offerings
Bonita Steele
California State University, Fresno, 2016
Chair: Juan Carlos Gonzalez
Abstract:
The objective of this study was to determine the effectiveness of dual credit course taking on the college readiness of diverse middle-achieving California students. Extensive site review resulted in the selection of Shasta College, Santa Barbara City College, and Mt. San Jacinto College, and their respective feeder high school partners with whom they have collaborated to offer dual credit courses and programs during the 6-year study period.
Descriptive and inferential statistics were used to evaluate the impact of dual credit course taking on the college readiness of diverse middle-achieving dual credit participants, as measured by high school graduation, high school GPA, and first-year college GPA, and completion of college certificates and degrees.
Study findings indicated that middle achieving dual credit participants benefitted as to high school graduation, high school GPAs, and higher first-year college GPAs. High school GPA strengthened the high school graduation and first-year college GPA findings. Non-White students of color participating in dual credit benefitted generally more than did their White peers. This study did not find a causal relationship to college certificate and degree completion, possibly due to the short study period. This study found that dual credit programs support equity objectives. The research suggests that eligibility should be extended to middle achieving students and improvements should be made to education data systems.
Telling their Stories: Using Appreciative Inquiry to Explore the Lived Experience of Students in Clinical Nursing Education
Laura Ann Hill
California State University, Fresno, 2016
Chair: Danny Whetton
Abstract:
The purpose of this research was to discover and understand an untapped aspect of previous research in clinical nursing education that addressed the positive experiences of students in clinical nursing education, essentially what “gives life” to their experiences and fosters student learning. The overall intent was to move the study of nursing education away from problem solving rhetoric and towards a more positive and affirming celebration of action. The impetus to use an Appreciative Inquiry (AI) into students lived experiences in nursing clinical education arose from the plethora of deficit-based research in nursing education, specifically that of incivility in nursing and nursing education. The overarching research question that guided this study was, how do nursing students describe, “What gives life” to their experience in clinical nursing education environments? A qualitative transcendental phenomenological research design was utilized for this study. This approach utilized AI, an action research methodology, to uncover what “gives life” to student’s clinical experience. Seven recent graduates from an associate degree nursing program participated in the study and through their stories, provocative propositions were crafted to provide faculty, program directors, and higher education administrator’s evidence upon which to develop effective teaching-learning environments that foster student success.
Latinos in Linked Learning and California Partnership Academies: Sources of Self-Efficacy and Social Capital
Daniel Ledesma
California State University, Fresno, 2016
Chair: Mahmoud Suleiman
Abstract:
For the past few decades, policy makers and educators have been trying to address the problem of getting students prepared for the 21st-century workforce through reform efforts. Currently, there are established career academies such as California Partnership Academies (CPA) and Linked Learning (LL) in high schools through California. Prior research has investigated benefits of joining career programs, but little research has been done on the impact on Latino students. According to Bartley and Robitschek (2000),not all experiences in career academies are the same for all ethnicities and therefore require additional research. This research study examined Latinos’ perceived sources of social capital and experiences that help shape self-efficacy in a CPA and LL program. In addition, this study investigated how parents influence Latinos’ career development.
Data were collected in three counties in California using a mixed-method approach guided by three research questions. Quantitative data were gathered from 120 participants using a 35-item survey. Qualitative data were collected through open-ended survey questions, interviews, and focus groups and analyzed using the software SPSS. Qualitative data collected were transcribed, coded, and analyzed for themes using the NVivo software.
Three major components emerged using the Principal Component Analysis (PCA). Using a one-way ANOVA, the three principal components were analyzed with the location of the career program and types of career academy. Also, an independent samples t-test was conducted to see whether gender differed with the three principal components.
Quantitative and qualitative data results found that sources of social capital and self-efficacy vary depending on the location of the program and the selection of the career academy. Participants expressed that teachers were the primary source of social capital. Teachers provided students with networking capabilities, support, and information to make career decisions. Participants experienced internships as well as hands-on and communication activities that helped develop skills and career self-efficacy. Parent encouragement and support provided participants opportunities to seek career information and gain autonomy in making career decisions.
Gender Equity in STEM: The Role of Dual Enrollment Science Courses in Selecting a College Major
Christopher Andrew Persons
California State University, Fresno, 2016
Chair: Mahmoud Suleiman
Abstract:
A disproportionately low number of women, despite rigorous high school preparation and evidenced interest in STEM through voluntary participation in additional coursework, declare a STEM-related college major. The result of this drop in participation in STEM-related college majors is a job market flooded with men and the support of an incorrect stereotype: STEM is for men. This research seeks to assess the effects, if any, that Dual Enrollment (DE) science courses have on students’ self-identified intent to declare a STEM-related college major as well as the respective perceptions of both male and female students. Self-Determination Theory and Gender Equity Framework were used respectively as the theoretical frames. High school students from six schools in two district participated in an online survey and focus groups in this mixed methods study. The results of the research identified the role the DE course played in their choice of college major, possible interventions to correct the underrepresentation, and societal causes for the stereotype.
Blended Learning: A Case Study Using Aleks and Small Group Instruction to Increase Math Literacy of English Learners
Melissa Ann Bradex
California State University, Fresno, 2016
Chair: Dana Whetton
Abstract:
There is a continuous increase in the English Language Learner (ELL) population in the United States contributing to a growing achievement gap. The ELL population in California is higher than the rest of the nation but California ELL students continue to underperform. This study argues that second language acquisition teaching strategies and methods must change to meet growing demand particularly in the areas of Language Arts and Mathematics. The theoretical framework for this study was Technological Pedagogical Content Knowledge (TPCK) and Sociocultural Learning. To achieve the three dimensions of TPCK, educators utilized hybrid teaching methods. A California school district with a high population of ELLs agreed to employ this study’s prescribed curriculum for mathematics in random classrooms. The imposed approach for blended learning had multiple facets. The tool used to demonstrate the technological knowledge of TPCK was the ALEKS mathematics computer program. Simultaneously, teachers engaged students in small groups to achieve pedagogical knowledge. The final area of content knowledge aligned with Common Core State Standards. The researcher used mixed methods sequential explanatory research design and established that blended learning works. Using paired sample t-tests and focus groups, this study found statistically significant data of increased mathematical academic achievement of the ELLs in the test classrooms where blended learning was utilized.
An Analysis of the Effectiveness of Curriculum Embedded Handwriting Instruction and Its Impact on Student Learning
Erin T. Dolin
California State University, Fresno, 2016
Chair: Donald Wise
Abstract:
Common Core Standards bring increased educational demands with focused expectations for the production of quality writing however explicit handwriting instruction has minimal presence in today’s elementary school classrooms. The purpose of this study was to investigate the effect of handwriting instruction, using the Handwriting Without Tears handwriting curriculum, on student achievement. Performance on measures of handwriting legibility, written literacy, and basic literacy skills were compared between two groups; students receiving Handwriting Without Tears curriculum instruction and those who were receiving typical classroom instruction. Participants included a total of 789 Kindergarten and First-grade students from two Central Valley school districts in California. Analysis indicated significant differences between the two groups for handwriting legibility and Written Literacy. Students who received instruction using the Handwriting Without Tears curriculum demonstrated significantly higher performance on specific elements of written literacy as compared to those students who did not receive Handwriting Without Tears curriculum instruction. These findings support the use of specific handwriting instruction for promoting student achievement with written production and written literacy. Implications of these findings for instructional practices and the development of written literacy as related to academic achievement are addressed.
An Examination of Individual, Family, and School Factors that Promote Knowledge and Motivation for African American Females to Attend College
Arika Rochelle Jackson
California State University, Fresno, 2016
Chair: Bruce Friedman
Abstract:
African American females have been marginalized and persistently overlooked in educational literature. Presently, very little attention has been given to the academic achievement for African American females (Evans-Winters, 2011). Instead, researchers have focused on social problems (e.g., economic issues or racial, gender, and ethnic inequalities). This dissertation examined and explored factors that promote knowledge and motivation for African American females to attend college. This study contributes to the literature by helping to provide a clearer understanding of the challenges experienced by African American females to gain admission into postsecondary education. Critical Race Feminism was used as its conceptual and theoretical foundation to examine the phenomenon.
Qualitative methods were used for data collection and analysis. Individual and focus group interviews were administered to 24 African American females and one administrator from the same California State University. The collected data indicated that most African American females were not sufficiently prepared for college level work, as many of them were enrolled in remedial courses. Analysis of the data further revealed that parents played a significant role in influencing their daughters to attend college, yet they were not actively involved in the process of preparing them with the necessary knowledge to gain admission and be successful.
Although the African American female participants had access to knowledge about college and were motivated to attend, they did not know what to do to reach their intended goal. Furthermore, to be adequately prepared for college, participants expressed a need to have more information about transitioning from high school to college, understanding the importance of putting forth their best effort, and knowing the cost for college. It suggests that there may be some systemic failures in the education system for these girls that may relate to critical race feminist factors. There is the need for proper guidance from parents, teachers, counselors, mentors, or positive role models to prepare them for college-level work and to be successful in their transition from high school to college.
A Study of Teacher Education Programs for Preparedness in Classroom Management to Create Conditions for Student Learning
Lisa Ann Harrington
California State University, Fresno, 2016
Chair: Colleen Torgerson
Abstract:
Educational policies over the past two decades have revealed the need for changes in the way teachers are recruited, trained, and retained. While teachers are the most critical component to student learning, not all new teachers have entered the profession highly qualified, especially in the area of classroom management. Much effort on the part of school districts and institutions for higher learning (IHEs), have paved the way to improve teacher preparation programs. Many programs today are alternative in nature and provide teacher candidates experiential learning (Kolb, 1984), in how to effectively create conditions for student learning. This study focuses on first-year teachers from one such program, the Fresno Teacher Residency (FTRP) Program, a collaborative effort between Fresno Unified School District and California State University, Fresno and first-year teachers trained through traditional fifth-year university based credential programs (TPP). A three-group, three-measure, mixed-methods design was used to determine differences in preparedness for classroom management to create conditions for student learning between teachers of both programs. Through the use of an online survey, interviews, and classroom observations, the difference in perceptions between teacher groups and site administrators was examined and explored. Expected results show there is a difference between groups in perceptions of preparedness and the perceptions of their site administrators. Unexpected findings indicate mixed results between quantitative and qualitative measures for implementation of classroom management strategies and job satisfaction as measured between teacher groups and site administrators. These results lead to questions for further study.
An Analysis of the Effectiveness of Hmong Literacy Programs at the Secondary Level in California
Ton Cha
California State University, Fresno, 2016
Chair: Donald Wise
Abstract:
Language loss seems to be an inevitable outcome confronted by the Hmong people since their arrival here in the U.S. over 40 years ago. Despite the first generation being able to retain the spoken, cultural, and written aspects of their language, the threat of language loss resides in the second and now very young third generation living in an English dominated society. Though organizations have worked to meet the needs of this targeted Hmong population, they have been unable to expand their scope to encompass the broader population which can only be reached within the public education system. California is one of three states in the U.S. with the highest concentration of K-12 Hmong population. This dissertation study conducted by a Hmong Native Speaker teacher in the secondary level analyzed Hmong World Language programs in California to determine elements within the teaching profession that define effective teaching practices in Hmong language courses. This study encompassed four California districts with Hmong World Language programs to analyze student and teacher perceptions, literacy skills, teaching pedagogy, and resources.
Findings showed that the Hmong World Language programs in California had a mean percentage score of 83%on the assessment instrument. Correlations were found between student assessment scores, student literacy skill perceptions, resources utilized, and use of teaching pedagogy. Correlations between student assessment scores and Hmong student literacy perception may help explain the relationship between students’ academic performance and their perception of their heritage language. Other correlations such as student assessment scores compared to teaching pedagogies and resources utilized in the classroom provided further insight on how resources and teaching practices may influence student learning outcomes. Personal interviews showed common themes regarding challenges faced by Hmong students. In the future, this research may be used as a guiding element to create instructional resources for Hmong World Language programs.
Equity and Impact of Linked Learning for Students with Disabilities: An Investigation of Implementation Fidelity
Jocelyn D. Hively
California State University, Fresno, 2016
Chair: Nancy Akhavan
Abstract:
Students with disabilities have diverse needs that can be difficult for schools to meet. One promising approach that addresses this issue is Linked Learning, a high school reform initiative aimed at simultaneously preparing all students for college and career (ConnectEd, n.d.). Although research has shown that participation in Linked Learning is associated with positive student outcomes such as higher rates of graduation and enrollment in postsecondary institutions, educators continue to report difficulties of Linked Learning schools to meet the needs of students with disabilities (Guha et al., 2014; Saunders, Rogers, & Terriquez, 2013). Significant inconsistencies in the implementation of Linked Learning practices across districts may be impeding the initiative’s equitable and meaningful impact for all students (Saunders, Rogers, et al., 2013). Likewise, the fragmented nature of special education service delivery related to transition programming has historically disrupted the achievement and sustainability of positive outcomes for students with disabilities.
This convergent mixed-methods study compared transition practices in both Linked Learning and Non-Linked Learning high schools, examined the self-determination, career maturity, and school engagement of students from both settings, and investigated the factors that inhibit or facilitate effective transition programming. The quantitative phase consisted of a cross-sectional survey design and the qualitative phase included individual semi-structured interviews. Participants included a convenience sampling of special education teachers and students with disabilities from six Linked Learning high school districts and six non-Linked Learning high school districts spanning across northern, Central Valley, and southern California.
Findings suggest suboptimal levels of implementation fidelity of overall transition programming across schools. Nonetheless, compared to Non-Linked Learning teachers, Linked Learning teachers reported higher levels of implementation of specific transition practices related to students’ self-determination and career maturity and teachers’ professional development. Interaction effects were found between grade level and Linked Learning pathway participation on student behaviors related to career maturity. The findings also suggest areas for developing practices and future policy initiatives relevant to transition programming for students with and without disabilities.
Investigating the Effects of a Performance-Based Instructional System on the Perceived Academic Self-Efficacy and College Readiness of Students
Michael Anthony Burchett, Jr.
California State University, Fresno, 2016
Chair: Susan Tracz
Abstract:
The purpose of this study was to investigate the effects of a Performance-Based Instructional System on the perceived academic self-efficacy and college readiness of high school students and recent graduates. This study used a mixed-methods convergent parallel design. Quantitative data collected were from one high school’s seniors using the performance-based instructional system and a comparison high school, and include cumulative GPA, SAT scores, whether students took AP English, and answers to an instrument on perceived academic self-efficacy. Qualitative data were collected by conducting semi-structured interviews from seven selected college freshmen, three from a performance-based instructional system, and four from a comparison school. Qualitative analysis was done using a grounded theory approach, and codes were collected into themes and analyzed.
Quantitative data were analyzed using a MANOVA and an independent sample t-test. Most results using the MANOVA were not significant; the only significant result was that students who took AP English as a senior had higher HSGPAs than those who had not. When survey subscales were investigated using a two-sample t-test, two survey subsections were found to score significantly higher for the comparison school than the PBIS school.
Qualitative results were more useful. Five themes grew out from the interviews, three of which were in common between comparison schools, and two which were unique. PBIS graduates generally enjoyed PBIS as a system, but felt that the addition of real deadlines and comprehensive assessments would have made them more college ready. Traditional school graduates felt that teachers tended to have low expectations, and felt the purpose of learning for understanding was lacking in high school.
One-to-One Technology Integration: An Examination of Academic Tasks and Pedagogical Shifts and Changes to the Instructional Environment
Jason Michael Hodgson
California State University, Fresno, 2016
Chair: Linda Hauser
Abstract:
Teachers across the nation are being asked to do something they have never done before and may not have developed the capacity to do, yet—educate every student at a high level for the 21st century by designing lessons and academic tasks that integrate the use of one-to-one technological devices to deepen learning of Common Core State Standards and 21st century skills. However, what this integration looks like in K-12 classrooms remains largely unknown. Key to understanding the rigor of the academic work expected of students and a predictor of future student performance is the academic task. Little is known about the academic tasks teachers are using to produce a literate 21st century learner. The purpose of this study was to examine and describe classroom academic tasks middle school teachers are designing and using that integrate one-to-one technological devices (computers) focused on learning of Common Core State Standards. Most specifically, this study described the nature of the academic tasks, which included how the technological device (computer) was used --as a tool to substitute, augment, modify, or redefine (SAMR) traditional academic tasks; the degree of 21st century skill (4 Cs) integration; the level of task complexity (DOK); aspects of student work (type of work product, cognitive processes/Bloom’s Taxonomy, and other resources available); and the integration of other technology. In addition, the most significant changes made to the instructional environment and the pedagogical shifts that have resulted in the greatest impact due to the integration of one-to-one devices in the classroom were explored. A mixed method approach was used involving the concurrent collection and analysis of archival/written documents (student academic tasks) with a corresponding written survey and teacher focus group interview data. Purposive criterion sampling was the technique used to select study participants, teachers from two school districts where one-to-one classroom technology integration is a district initiative.
Task content analysis revealed that technology was used most often (51.22% of tasks) to augment previously existing tools. Nearly 70% of tasks designed technology use as an enhancement (substitution and augmentation) tool and 30% as a tool to transform (modify and redefine) student tasks. The complexity of the majority (85.37%) of tasks was designed at DOK levels 3 and 4. Task content analysis relative to aspects of student work indicated that tasks included multiple cognitive processes. More than 50% of all student work products expected students to generate work requiring thinking or cognitive processing in the domain or category of evaluating (N=22 or 53.66%) or creating (N=23 or 56.10%).
Findings revealed that all (100%) tasks integrated at least one of the 4Cs of 21st century education. Critical thinking was the 21st century skill noted most frequently, in 90.24% (N=37) of academic tasks using one-to-one technology devices.
Relative to the type of work products students generated as part of their academic tasks, 46.34% (N=19) of the work products noted or described included Google Slides Presentation and Google Docs. In addition to the one-to-one technology device (computer), findings revealed that more than30 different supplemental software programs were used to complete the designed tasks. Two themes, facilitator and coach/mentor, emerged regarding how teachers described their role during the time students were engaged in the actual work or academic tasks.
Nine themes emerged relative to the most significant changes to the learning environment due to one-to-one technology integration in the classroom: Increased Teacher Collaboration and Flexibility, Access to Instructional Resources and Supports(Teachers and Students), 21st Century Learning, Student Engagement & Ownership of Learning, Digital Citizenship and Literacy, Collaboration of Students & Teachers, Creativity of Students and Teachers, Differentiation -Design & Product, and Increase in Teacher Time. Of the nine themes, eight of the changes were perceived as beneficial and two changes were perceived as obstacles or challenges.
The most frequently noted beneficial changes were increased teacher collaboration and flexibility, access to instructional data and resources (teachers and students), 21st century learning, and student engagement & ownership of learning. The two themes perceived as obstacles or challenges to the instructional environment or student learning were an increase in teacher time and digital citizenship and literacy.
Eight primary themes emerged relative to the pedagogical shifts that teachers in one-to-one technology integrated classrooms have made that they believe have had the greatest impact on their students or on them as teachers: a shift in the design and delivery of content, a shift in the role of the student in the learning process, flexibility of the learning environment, student collaboration, methods of differentiation, student choice in evidencing outcomes/learning, uncertainty of the learning environment, and 21st century learning and literacy. Participants had very little or nothing to say regarding additional shifts that still need to be made, however, the vast majority of focus group participants recommended a one-to-one instructional setting and affirmed that teachers in other schools across California and/or the nation should get involved in one-to-one technology integration.
Teaching the Next Generation of Scientists: Science Education in the Primary Grades
Kathy Bays
California State University, Fresno, 2016
Chair: James Mullooly
Abstract:
This study examined the conduct of primary grade science education in two school districts in Central California in order to identify opportunities for improvement, which, if generalized to systemic levels, may have the potential to positively impact student achievement and participation in STEM fields. The shortage of STEM-qualified workers has been of significant economic and strategic concern for decades, sparking scores of programs intended to address this persistent shortage. Teams of scientists and educators have developed effective science education curricula over the past six decades, but as education policy shifts and accountability models change, these programs, even when proven effective, fall out of favor and use.
Data mining was used to gather information regarding current levels of science achievement among students in Grades 5 to 10. A mixed methods design was used to gather data regarding the science content knowledge, pedagogical content knowledge and self-efficacy for teaching science of teacher participants. Quantitative data appeared to show that the variables of content knowledge and pedagogical content knowledge did not have a significant effect on the self-efficacy for teaching science of participants. Qualitative data appeared to demonstrate an affinity for teaching science among participants, but that classroom activities purported to be science education were more oriented toward English/Language Arts education possibly due to accountability model constraints which place greater emphasis on English/Language Arts and Mathematics achievement over other curricular areas. Transcripts of qualitative data are contained in Appendices Band C. Additionally, teacher participants reported during interviews to feeling less prepared to teach science during undergraduate preparation and teacher education programs than for teaching other subjects, which may indicate lower self-efficacy for teaching science, and possible reasons for this decreased self-efficacy. Further, teacher participants expressed concerns regarding a perceived lack of resources to teach science, and eagerness for additional professional development opportunities that conform with the best practices of adult learning theory.
The Educational Experiences of Southeast Asian Students at Three California State University Campuses
Kaomine S. Vang
California State University, Fresno, 2016
Chair: Kenneth Magdaleno
Abstract:
Asian and Pacific Islanders are one of the most rapidly growing populations and are becoming more intertwined in higher education. Most data sets have indicated that API groups are the model minority group and are generally academically successful. However, recent studies have found that this is not true for all API groups. While many Asian immigrants came to the United States well educated, many others entered from countries that had limited educational and social opportunities for upward mobility (Teranishi, 2012). One such group is the Southeast Asians. This research examines the educational experiences and challenges of Southeast Asian (SEA) students at three California State University (CSU) campuses (CSU Fresno, CSU Sacramento, CSU Long Beach). Semi-structured one-on-one interviews were conducted with 14 Southeast Asian students. The information gathered from these interviews were viewed through Critical Race Theory (CRT) and the Model Minority thesis. Through the CRT lens the model minority portrayal of Asian Americans is an attempt to maintain power structures that perpetuate the marginalization of people of color. The model minority thesis is used to combat the proponents of theories of institutional racism within the educational system and support that Asian minority groups ought to be able to succeed as well as the Japanese and Chinese without affirmative action or any other institutional change (Li, 2005). The data from the interviews were then transcribed and aggregated into liked themes and concepts. The study distinguished different student experiences and identified factors that either influenced or inhibited the participating SEA student’s progress towards degree attainment at three CSU campuses. The study found that students faced challenges from family and cultural obligations, teacher and student interaction, stereotypes, invisibility, and lack of school support programs. Furthermore, small differences amongst Hmong males and the other participants were found. These were the main themes found as challenges that may be utilized for future research.
Agricultural Literacy of Students in the Central Valley in California
Nicole Elaine Richardson
California State University, Fresno, 2016
Chair: Nancy Akhavan
Abstract:
This research study investigated the agricultural literacy of students in the Central Valley in California. Surveys were administered to students throughout the Central Valley in California to assess their understanding and knowledge of Agriculture. Follow-up interviews were conducted with their teachers to further assess their knowledge. This study was conducted using a concurrent triangulation mixed methods design which allows for the confirmation, cross-validation, and corroboration of results. The results revealed that the proficiency level of all students’ performance on the Food and Fiber Systems Literacy (FFSL) survey clearly indicates a need for more agricultural literacy in the Central Valley. The fact that the scores were not significantly different depending on grade, location, school and individual teacher indicates that this is a systematic issue in which agricultural literacy is currently not being taught in the school setting. Teachers currently do agree that agricultural literacy is very important and admit they lack knowledge of literacy. A systematic approach that includes policy change and mandated curriculum and support from the state and district level can help the implementation of agricultural education in the school setting. Although this study did have some limitations, the implications of the students’ and teachers’ knowledge will lead to further research.
An Investigation on the Sustainability of Character Education Programs and the Impact of Principal Turnover
Rebecca Jeanette Rocha
California State University, Fresno, 2016
Chair: Susan Tracz
Abstract:
This dissertation examined the impact of principal turnover on the sustainability of Character Education Programs (CEPs) in the elementary school setting. The four research questions that guided this study were: What content on the Bonner Center Character and Civic Recognition Application results in qualification for the award? What are the principals’ perceptions of their CEP? How do the principals influence the sustainability of the school’s CEP? How does principal turnover impact the continuity of an elementary school’s CEP?
This study explored the CEPs in a total of 96 elementary schools from 4 counties and22 districts in California’s Central Valley in schools that applied for a distinguished character education award through California State University, Fresno’s Bonner Center for Character Education and Citizenship. This study focused on data from the years 2000-2014, focusing on alternating years which pertained to elementary schools. This study employed a case study qualitative approach through the use of content analysis, 10 principal semi-structured interviews, and the researcher’s journal to ensure triangulation.
Data from applications have been archived through the Bonner Center and semi-structured interviews from principals were collected to analyze a relationship between principal turnover and the continuity of CEPs. Principals who have continued to lead at winning schools and principals who have experienced principal turnover in their position will be interviewed and data will be triangulated.
Three primary themes emerged from the data. The first theme was principal beliefs and convictions. The second theme was continuous improvement and refinement. The third theme was student engagement with two subthemes: community and internalized factors.
Students at Low Income Elementary Schools: A Case Study about Nutrition, Fitness, and Attendance Patterns
Kashmir Singh
California State University, Fresno, 2016
Chair: Susan Tracz
Abstract:
The intent of this mixed methods study is to present a case study that describes the eating patterns of students and how they relate to health, fitness, and academics and to examine the academic, fitness, nutrition, and attendance differences at three elementary schools in comparison to two districts with like schools. Research suggests that proper nutrition improves the executive functioning of the brain. Researchers have suggested that for every dollar invested in childhood nutrition programs, potentially three dollars is gained in academic achievement and more. Additionally, physical fitness data indicate student achievement improvement.
This case study caught the complexity of a single phenomenon at three schools in Fresno Unified School District. The qualitative data were collected through face-to-face interviews with parents, focus groups of teachers, cafeteria managers, and administrators. Observations were conducted at all three school sites during the lunch periods.
In addition, quantitative analyses examined differences among students who had the Fresh Fruit and Vegetable Program (FFVP) at their site compared to like schools that did not have the FFVP with academics, fitness, and attendance. Data mining was completed from a public CDE Web site for district Annual Yearly Progress reports per No child Left Behind mandates to determine changes in student achievement. The outcome of the qualitative data analysis indicates that there is a lack of nutrition education, students are hungry and poor, and the healthy snacks (FFVP) at each school site meet the hunger needs of students and provide opportunities to eat foods that might not otherwise be available to them. The quantitative results also show similarities among schools.
Specific Practices of High Poverty Improving Elementary Schools in the San Joaquin Valley
Lorena Maldonado
California State University, Fresno, 2016
Chair: Kenneth Magdaleno
Abstract:
In the past two decades, two policies, No Child Left Behind Act (NCLB) of 2001and Race To The Top (RTTT), have created a paradigm shift in the way schools are educating children. The paradigm shift pushed educators to reevaluate and redirect the implementation of curricula in the classroom. Despite the negative perceptions of the American educational system and notwithstanding the demands of policy, many high poverty schools have been able to overcome the challenges of NCLB and RTTT and have become high performing schools (Leithwood & Riehl, 2003; Reeves, 2003; Santoro, 2011). Such schools have been labeled High Poverty High Performing (HPHP) schools (Carter, 2000; Izumi, Coburn, & Cox, 2002; Reeves, 2003). The literature reveals the Four Key Areas—Effective Leadership, Teacher Knowledge, Effective Practices, and Parental Involvement—as being the core to the effectiveness of HPHP schools (Leithwood, 2010; Reeves, 2003; Young 1979).
Through a mixed method sequential design, via a principal survey and face-to-face interviews, the researcher gathered information regarding the specific Effective Practices implemented by the principals in the high poverty improving elementary schools in the San Joaquin Valley (HPISSJV). Quantitative and qualitative results indicated that when leaders hire qualified principals who mirror the population of their students, hire teachers who have a passion for education and love children, and bring back the “art of teaching” by the modification of curricula high poverty low performing schools are given the opportunity to become HPHP schools. This study also contributed to literature in describing the in-depth specific Effective Practices by leaders of HPISSJV to become more knowledgeable of the fact that each school is its own entity; however, when the application of specific practices are implemented, effective changes can take place (Balfanz & Brynes, 2006; Beecher & Sweeney, 2008; Carranza, You, Chhuon, & Hudley, 2009; Gurr, Drysdale & Mulford, 2006; James, Dunning & Connolly, 2006; Jesse, Davis & Pokorny, 2004;Larocque, Kleiman, & Darling, 2011; Leithwood, Steinbach, & Jantzi, 2002; Leithwood & Riehl, 2003; Peabody, 2011; Reeves, 2006; Waters, Marzano, & McNulty, 2004; Youngs, 1979).
Effects of Professional Learning on Productivity of Elementary Teachers: Impact on English Learners’ Reading Achievement and Language Acquisition
Maria Witrado Maldonado
California State University, Fresno, 2016
Chair: Donald Wise
Abstract:
English learners have been part of the landscape of California public schools for many years. Since English Learners (ELs) became a “significant subgroup” under the No Child Left Behind Act of 2001, the urgency of ensuring the academic achievement of ELs has become a major focus for schools throughout the state. However, teachers are unprepared to meet the instructional needs of this group of students. A quantitative research method was utilized to examine the effects that professional learning focused on EL instructional practices has on the academic achievement of ELs. A professional learning survey was used to measure teacher perceptions about the effectiveness of specific aspects of professional learning in preparing them to teach ELs. Additionally, results of the Benchmark Assessment System (BAS) and Degrees of Reading Power (DRP) were used to measure impact in reading achievement. Results of the California English Language Development Test (CELDT) were used to measure impact in learning English. Findings indicate that teachers found the professional learning moderately effective, with Job-Embedded Instructional Coaching slightly more effective than Traditional, and Understanding and Applying the Standards. Findings revealed a significant, but small difference between the mean scores in reading achievement of Cohort 1 and Cohort 2 of the treatment group. Findings also revealed significant, but small difference in mean language acquisition scores for some grade level groups between Cohort 1 and Cohort 2. Similar studies throughout the nation would be helpful in identifying the most effective professional learning teachers need to accelerate the academic achievement of ELs.
The Impact of Positive Behavioral Interventions and Supports on Academic Achievement among African American Male Students Diagnosed as Emotionally Disturbed
Terry Fitzgerald Welch
California State University, Fresno, 2015
Chair: James Mullooly
Abstract:
There are clearly many issues that need to be addressed when attempting to bring strength and resolve to school districts across the United States. In order to influence the culture of struggling school systems we must effectively manage student behavior within the classroom setting and on the campus at large. In class discipline is paramount for students to engage in active and efficacious learning. When students are identified for special education as emotionally disturbed (ED), their overall academic achievement has been shown to be lower than that of students identified with other disabilities. Additionally, the long-term academic achievement of students identified as ED may also be compromised by discipline issues that often take them out of the academic learning environment. This study will examine whether the African American males referred to special education programs under the diagnoses of emotionally disturbed (ED) are positively influenced by the implementation of positive behavioral interventions &supports(PBIS). Recent literature maintains PBIS is growing in popularity among state departments of education and local systems as an efficient and effective strategy for addressing students’ increasing and intensifying discipline needs.
PBIS has been found to increase the effectiveness of instruction, improve academic performance, and reduce inappropriate behavior (Yeung & McInerney, 2005). Many believe the interventions strategy could be implemented to address discipline issues and student achievement. The problem is there is not sufficient research available involving proactive methods to redirect reoccurring disruptive behavior among African American male students receiving special education services under the diagnosis of emotionally disturbed to improve their educational outcomes.
Addressing a Nursing Shortage: A Joint Entry-Level Nursing Education Program
Alicia Espericueta Lozano
California State University, Fresno, 2015
Chair: Diane Oliver
Abstract:
The Affordable Care Act, through its Health Insurance Market place, has over 8 million participants and many questions have arisen about dealing with mandatory health care. Providing health care to all Americans requires an infrastructure of highly trained professionals including Registered Nurses (RN). A major barrier to increasing the number of RNs lies in the lack of capacity to educate them. Over60% of the qualified applicants for California’s associate and bachelor degree pre-licensure RN programs are turned away.
The purpose of this qualitative study was to examine a joint entry-level nursing education program (the Paradigm Program) to determine if this approach could potentially help to address a nursing shortage. The Paradigm Program was unique in its design and extensive collaboration between local acute care hospitals and the community college. Data collection methods included semi-structured interviews with faculty and administrators from the community college, administrators from the local acute care facilities, and Paradigm Program graduates, review of archival documents, and graduate questionnaires.
Themes that emerged from the study included the students’ perceptions of feeling well equipped for the culminating NCLEX examination, as well as a sense of camaraderie with classmates in their cohort, and the perception by all participants that the program had a positive impact on reducing the local RN shortage. Strengths of the Paradigm Program included students’ feelings of being supported socially, academically, and by their employers; stability in the administration; and an increased sense of personal contribution to the community in general. Several areas also were identified for program improvement.
Together the hospitals and community college created a partnership that infused over 600 Associate Degree Registered Nurses into the San Joaquin Valley over a 10-year period. This study showed that a hospital sponsored pre-licensure nursing education program (a Paradigm-like program) could help to address a nursing shortage by adding educational capacity and acceleration to existing pre-licensure RN programs.
A Critical Pedagogy Perspective of the Impact of School Poverty Level on the Teacher Grading Decision-Making Process
Joshua P Kunnath
California State University, Fresno, 2015
Chair: Mahmoud Suleiman
Abstract:
This dissertation examined the effects of school poverty level on the teacher grading decision-making process. Utilizing two theoretical frameworks––a critical pedagogy framework primarily based on the work of Paulo Freire (1996) and a teacher grading decision-making framework from the work of McMillan (2003)––the study sought to compare teacher grading practices, the influences of teacher grading, and teacher grading rationale by low-, mid-, and high-poverty schools in order to determine poverty’s impact on the process. A small, yet significant number of studies have found grades in high-poverty schools to be less accurate and more subjective than low-poverty schools in communicating student achievement. This study contributes to the literature by helping to establish the link between high-poverty schools and inaccurate student grades. Additionally, this study is novel in being the first (to the knowledge of the author) to combine the concepts of teacher grading, poverty, and decision making.
Set in an ethnically and economically diverse high school district in California’s South San Joaquin Valley, this study employed a transformative explanatory sequential mixed methods design to answer a guiding research question: How does school poverty level affect the teacher grading decision-making process? A 36-item grading survey was used to collect quantitative data from 251 teachers and additional qualitative data from 121 of these teachers. Focus groups were conducted at four schools sites to collect qualitative data from a total of 15 teachers. Quantitative data were analyzed with one-way ANOVAs, a MANOVA, Kruskal-Wallis tests, and descriptive statistics, while qualitative data were analyzed with a constant comparative analysis method.
Results indicated that the direct effects of school-poverty level on the teacher grading decision-making process are intricate and nuanced, yet existent and influential. The findings explained that teachers seek to grade in objective, pedagogically-sound ways that align to their own philosophy, but influences––both internal and external to the classroom––cause them to stray from these practices. These influences occur more often in high-poverty schools, and this leads to greater subjectivity and less accuracy of student grades. Models for interpreting teacher grading rationale and the impact of poverty on teacher grading decision making are presented.
Latino Male College Students in Study Abroad Programs: The Role of Identity and Culture, Family, and Faculty in Making the Decision to Attend
Daniel Gutiérrez
California State University, Fresno, 2015
Chair: Juan Carlos Gonzalez
Abstract:
It is evident that in today’s world there is an interest in expanding study abroad opportunities for all students. However, in the last decade, even with the large increases in students participating in study abroad, the actual percentages of groups participating has virtually stayed unchanged. It is evident that more needs to done to reach higher numbers of the current underrepresented students. This study provides guidance in understanding the encouragements and discouragements related to identity and culture, family, and faculty for Latino male students who study abroad by answering two questions: (a) In what ways do identity and culture encourage and/or discourage Latino males to study abroad? and (b) In what ways do family and faculty encourage and/or discourage Latino males to study abroad? This qualitative research study interviewed nine Latino male students from the three California regions (north, central, and south). Through purposeful sampling and semi-structured interviews this research provides a valuable compilation of Latino personal perspectives on their encouragements and discouragements related to identity and culture, family, and faculty as they made their decision to study abroad. All the data collected were organized, analyzed, and reported using NVivo10 qualitative computer software. The findings offer practical information for study abroad staff and researchers, student affairs professionals, and Latino higher education leaders interested in increasing the participation rate of Latino male college students in study abroad programs. This study informs education leaders about the factors that motivate and discourage Latino male students to study abroad. Recommendations follow the findings.
Gender-Responsive Justice: Supporting Incarcerated Girls in California’s Central Valley
Nancy Fraleigh
California State University, Fresno, 2015
Chair: James Mullooly
Abstract:
Studies in 2008 showed that girls and boys in the juvenile justice system were using identical programming, in spite of the fact that research has identified two very different sets of needs (Miller, 1976).In 2010, the Juvenile Justice and Delinquency Prevention (JJDP) Act offered Challenge grants that would entice facilities to create new, more gender-responsive programming for girls. This qualitative study analyzes the mental health and drug rehabilitation programs currently used with incarcerated girls in the Central Valley of California, both in the facility and outside the facility while on probation, to determine the level of gender-responsive methodology used. An examination of Community benefit organizations (CBOs) also looked for gender-responsive methods. An interview of leadership at each venue attempted to learn more about the presentation of programs, and in some cases, the effectiveness of these programs. In addition, a walk-through of each facility was conducted to ascertain to what degree the climate is gender-responsive. Using the frame work supplied by Jean Baker Miller, and operationalized by Morgan and Patton (2002),a number of guidelines are included which are not considered when working with boys. In addition, using the concept of praxis, as defined by Paulo Freire, it can be seen to what extent the community is accommodating girls as they serve probation. This study provides a progress report on our adaptation to the needs of justice-involved girls in the Central Valley of California, over the 5-year period 2010-15.
The Effect of a Summer Kindergarten Readiness Program on Third-Grade Student
Brandon Scott Duncan
California State University, Fresno, 2015
Abstract:
The Ready to Start program in Kern County is a brief, summer intervention program designed to prepare children without prior preschool experience for kindergarten. Prior to the creation of Transitional Kindergarten which serves children whose fifth birthday falls between September and December, kindergarten was the point of entry for most children into formal schooling. Research shows that children who attend formal preschool or prekindergarten programs outperform their peers. However, research indicates that a disproportionate percentage of low-socioeconomic children and English language learners fail to participate or enroll in preschool programs. This low-socioeconomic demographic also underperforms more affluent peers academically in a variety of measures, including California standardized testing. This quantitative study investigated the Ready to Start program for associations between participation and third grade academic achievement. The findings were derived from California Standards Test data collected by the Kern County Superintendent of Schools Office and provided for the purposes of this research study. These data included English language learner status and scaled scores from the entire population of third grade students from three participating school districts during the 2011, 2012 and 2013 school years. Quantitative statistical analysis of these data suggest that Ready to Start participation is associated with a significant, positive effect on the academic performance of participants in mathematics and English language arts in third grade. Moreover, this significant positive effect was more pronounced for children identified as English language learners. The findings in this study highlighted positive associations between Ready to Start participation among English language learners and academic achievement in third grade, but were inconclusive in revealing similar associations for low-socioeconomic students.
The California State University System and Online Retention and Attrition
Tamar Asatryan
California State University, Fresno, 2015
Chair: Sharon Brown-Welty
Abstract:
This study was conducted to find out why student retention is low in online programs and to come up with possible solutions to help retention increase in online programs. The study was conducted at six CSU campuses that offered online MA/MS programs in Teaching or Education. Eleven instructors from the six campuses were interviewed.
The study addressed the research question: What factors are related to students dropping out of online programs? The instructors interviewed were asked 11 questions, which were then categorized into four subtopics to focus on the results. The subtopics were student-related issues, instructor-related issues, program or course-related issues, and other issues.
The study utilized a qualitative design; specifically, online instructors at the six universities were interviewed. The interviews were recorded and then transcribed. The researcher then grouped the questions into subtopics and looked for major themes.
Findings showed that online programs that utilize a cohort model have higher retention rates than those that do not follow a cohort model. Personal reasons were one of the main reasons why students drop out of online programs.
Nursing Faculty Experiences with Providing Support to Psychologically Distressed Students: A Phenomenological Approach
Deborah Jean Boschini
California State University, Fresno, 2015
Chair:
Abstract:
In the context of an increasing focus on college student success and retention, concerns about campus violence, and reports of deteriorating college student mental health (Pryor, Hurtado, DeAngelo, Palucki-Blake, & Tran, 2010), ensuring that psychologically distressed students receive effective support is a high priority for institutions of higher education. When students experience psychological distress, they often choose to share their concerns with their support system—including family, friends, and faculty—instead of accessing mental health services (Kelly, Jorm, & Wright, 2007). As part of this support network, faculty members should be prepared to recognize and respond to psychologically distressed students, and refer them to the appropriate resources when necessary.
Nursing students have been identified as at higher risk for distress due to stress, anxiety, and depression (Chernomas & Shapiro, 2013). The primary causes of distress for nursing students have been identified as heavy academic workload with high expectations, the challenges of the clinical setting, and personal stressors (Jimenez, Navia-Osorio, & Diaz, 2010).Nursing faculty members, therefore, should be prepared to provide assistance to distressed students who are experiencing academic and personal challenges that can have a negative impact on academic performance and well-being. Nursing student mental health has been extensively studied; however, the body of knowledge related to the role of nursing faculty members in responding to distressed students is scant.
The purpose of this study was to describe the lived experience of providing support to psychologically distressed students from the perspective of nursing faculty members. A qualitative, phenomenological approach was utilized to explore the phenomenon of interest through a hermeneutic circle of inquiry, based on the philosophy of Heidegger and the traditions of van Manen. Data were gathered from nursing faculty members from public 2-year and 4-year pre-licensure registered nursing programs throughout California. Convenience sampling yielded 78 respondents to an online survey designed to generate an overview of the experiences of nursing faculty who have provided support to distressed students. The survey also elicited contact information; purposive sampling from this pool resulted in 21 interviews with nursing educators.
Through an extensive manual coding process, interpretive analysis yielded four dominant themes: utilizing the nursing process to provide support, working within the environments of nursing education, understanding the experience of distressed students, and defining the role of the nursing educator. These themes are presented as the four dimensions of a conceptual model based on Ida Jean Orlando’s Nursing Process Theory. This conceptual model serves as a visual representation of the lived experience of nursing faculty members who have provided support to distressed students. Recommendations for best practices include providing training for recognizing and responding to distressed students, initiating campus-wide programs to encourage self-care and help-seeking behaviors, and establishing policies and procedures to ensure that distressed students are connected to the appropriate resources and treated fairly. Recommendations for future research include investigation into the socialization of nurses into the faculty role, how faculty members can provide more effective support to students in the environments of nursing education, and trends in student distress.
Using Student Voices to Understand Community Cultural Wealth: How Forms of Capital Influence High-Achieving Latinas/os to Attend Community College
Adriana Cervantes-Gonzalez
California State University, Fresno, 2015
Chair: Juan Carlos Gonzalez
Abstract:
The purpose of this qualitative study was to investigate in what ways cultural capital influenced high-achieving Latina/o students in their decision to attend community college. Yosso’s (2005) community cultural wealth model outlines various forms of capital that communities of color bring with them to their educational settings. These six forms of capital include aspirational, familial, social, navigational, resistant, and linguistic. The researcher utilized community cultural wealth as the guiding frame work to better understand Latina/o students’ college choice. In addition, Stanton-Salazar’s (1997, 2011) work informed this study by providing a focused lens in how access to resources by way of institutional agents and protective agents provide social capital to minority youth during critical transitions in their schooling experiences.
Eleven participants agreed to be interviewed for this study from two central California community college sites with a Latina/o student body comprising more than 50% of the student enrollment. Participants reported having received notification of acceptance into a University of California campus or selective private university at the end of their high school senior year. Participants were asked to reflect on the experiences that influenced their decisions to begin their postsecondary educational journeys at community college.
Participants’ narratives provided many valuable insights regarding the ways forms of capital and institutional and protective agents in and outside of school settings influenced high-achieving Latina/o students’ decisions to attend community college, when they were otherwise qualified to attend more selective institutions. As a result of studying Latina/o students’ choice to attend community college, valuable insights arose from which K-12 educators, higher education educators, coordinators of college planning programs, Latina/o students, and their families could benefit from.
The study concluded with a discussion of the findings throughout the literature with the researcher’s practical recommendations to K-12 institutions, community colleges, University of California Campuses and private institutions who are seeking to recruit high-achieving Latina/o students from the Central Valley of California.
The Transition to College Intervention and the Enrollment, Disclosure, and Access of Services of Students with Disabilities at Community College
Aaren Allen Cobb
California State University, Fresno, 2015
Chair: Donald Wise
Abstract:
The purpose of this study was to determine the effect of the Transition to College (TTC) intervention on enrollment, disclosure of a disability, and access of services on students with disabilities at community college. Previous research indicates the transition from high school to postsecondary education can be very challenging for students with disabilities as accommodations and services are provided differently under two separate pieces of federal legislation.
Data were provided for 235 students for this study of which 100 students participated in the TTC intervention and 135 served as a comparison group. Independent t-tests indicated students in the comparison group disclosed their disability to the DSP&S office, specifically during their first semester on campus, at a greater rate than the treatment group. There were no statistically significant findings in the comparison of the groups across total semesters enrolled, consecutive semesters enrolled, total semesters of contacts with the Disabled Students Programs & Services office, and consecutive semesters of contacts with the Disabled Students Programs & Services office. Analysis using Two-Way ANOVAs indicated no statistically significant interaction between the TTC intervention and ethnicity, disability, and gender across the same measures.
This study provides a snapshot of how the TTC intervention operates and some of the outcomes. Based on the findings, implications for practice include a closer examination of how students are selected for participation in the TTC intervention and an examination of why male students and students categorized as the primary disability type Other appear to lag behind their peers. The TTC intervention and this field of research could benefit from a larger scale, longitudinal study that includes data on the number of units earned versus number of units attempted, grade point average, financial aid status, graduation and transfer rates, and degree type in addition to the data on enrollment, disclosure, and claims data collected for this study.
Latinas/os at Selective Colleges and Universities: Using Student Voices to Understand How Cultural Capital Influences College Choice
Jesús González
California State University, Fresno, 2015
Chair: Juan Carlos Gonzalez
Abstract:
The purpose of this qualitative study was to investigate in what ways forms of cultural capital influenced high-achieving Latina/o students in their decision to attend a selective college or university. Yosso’s (2005) Community Cultural Wealth Model guided this study which focused on the strengths communities of color brought with them from their home environments and communities. This model outlined six forms of capital: aspirational, familial, social, navigational, resistant, and linguistic. Stanton-Salazar’s (1997, 2011) work also informed this study by incorporating how specific resources, such as institutional agents and protective agents provided social capital to minority Latina/o youth during critical transitions when making their college choice decisions.
This qualitative inquiry utilized semi-structured interviews in order to capture an in-depth understanding of the students experience when making the decision to enroll in a selective college or university. Participants for this study were selected from existing scholars of a program in the city of Parlier, California known as the Ivy League Project (ILP). Scholars of the ILP must complete a former application process in late-Spring of their Freshman or Sophomore school year in order to become an ILP scholar the following school year. The ILP was founded in 1992 by Martin Mares to encourage economically disadvantaged Latina/o students from throughout the Central Valley to apply to the most selective universities in America.
A purposeful sample of 11Latina/o students who met the following criteria participated in the study: (a) each self-identified as a Latina/o, (b) each were a participant of the Ivy League Project, (c) each attended a high school in Central Valley of California, (d) and they were a first, second, or third year student at the time of the interviews at a selective college or university.
The data provided the number of participants that relied on the particular agents within each capital and the influences that the institutional and protective agent had on the participants to choose to attend a selective college or university. It is important to note that the findings within each capital were not mutually exclusive, but rather overlaid or built upon one another (Yosso, 2005). This meant certain phenomena were categorized in multiple capitals depending on the context shared by the participants. Each of the six capitals varied in the amount of influence it had on the participants’ choice to attend a selective college or university. Also, within each of the six capitals, the institutional agents and protective agents varied in the degree of influence it had on the participants’ choice as well.
The researcher acknowledged the intent of the study was to provide the Latina/o students insights as to how they perceived to have benefited from the influences of institutional and protective agents and the various forms of capital aforementioned in their decision to attend a selective college or university. As a result of this qualitative inquiry, valuable insights and commonalities surfaced from which stakeholders in the field of college access and choice can learn from for the continued improvement of practices that serve high-achieving Latina/o students.
Investigating the Impact of Common Core Integration on Early Literacy Curriculum Systems
John Edward Hannigan IV
California State University, Fresno, 2015
Chair: Linda Hauser
Abstract:
This study investigated the impact of Common Core (CC) integration on early literacy programs in SCALE Up districts. Specifically, this study examined perceptions of teachers and administrators regarding how CC integration has influenced the early literacy curriculum system, benefits related to the change, and perception differences of teachers and administrators relative to extent and benefit of change, and teacher perception differences of extent and benefit of change relative to years of CC integration and grade level. In addition, this study investigated specific changes made, values, and challenges of the change, and focus area(s) for future action(s).
A pragmatic, QUAN + QUAL concurrent mixed-methods design was employed using electronic surveys (forced-choice/open-ended), individual principal interviews, and teacher focus group interviews. The survey population included 17principals and 115K-3 teachers from 6 districts involved in a SCALE Up collaborative. The interview population included eight principals and eight teacher focus groups, consisting of K-3 teachers. The unit of analysis was the early literacy curriculum system. Ninety-percent or more of respondents indicated moderate to great deal regarding extent of change to the curriculum system for 2 of 15items: rigor of standards and lesson design/planning. Nearly 40% of respondents indicated no change to very little change for 2 of 15 items: interventions and frequency of data collected.
Qualitative data from written survey results, individual principal interviews, and teacher focus groups were analyzed, and three main themes emerged regarding changes/impact to the early literacy curriculum system due to CC integration: written curriculum themes, taught curriculum themes, and tested curriculum.
Two themes emerged regarding most challenging changes: inadequate resources and students more self-directed, and two themes for most beneficial changes: students’ thinking process and classroom collaboration. Responses varied regarding least beneficial change; no common themes emerged. Regarding needed changes, three themes emerged: time, cohesiveness, and guidance.
Understanding Variations in Acceptance and Use of Tablet Technology by Students at a Public Four-Year University
Philip Glenn Neufeld
California State University, Fresno, 2015
Chair: Linda Hauser
Abstract:
The effective use of information and communication technologies (ICT) is an integral component of 21st century learning experiences and is, itself, a fundamental learning outcome. However, this only becomes possible when students accept and meaningfully use technology to effectively participate in 21st century learning. To improve acceptance and use of ICT, it is important to understand (a) the determinants for acceptance and use of technology, (b) the dynamics of the diffusion of innovation, (c) the factors effecting implementations, and (d) the perspective and context of prospective adopters. Variations exist within populations relative to the acceptance and use of technology such that segments of the population may have differing perceptions and lived-experiences relative to the technology. This instrumental, mixed methods case study investigated variations among student populations relative to the acceptance and use of tablet technology for academic purposes at a4-year, public university. Most specifically, this study explored (a) variations in students' perceptions of the determinants (performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, and price value) for behavioral intention and use behavior relative to the demographic constructs of socioeconomic status, race/ethnicity, and gender, (b) the strength of the determinants, and (c) the effects of the moderators (self-efficacy, access, experience, socioeconomic status, race/ethnicity and gender).
Findings from a two-phase electronic survey revealed that these determinants of acceptance and use of technology explained 38% of variance in behavioral intention and 44% of variance in use behavior. The moderators affected to varying degrees the determinants, with differences revealed for Hispanic students, first generation students, and other gender students. Seven thematic findings, derived from photo diary and focus group interviews, reflected students’ expressed meaning associated with tablet technology: the situatedness of technology; new ways of practice; choice continuum and resourcefulness; levels of responsiveness to students’ brought-technology; naturally occurring segments; expertise across social networks; and meaningful experience matters. The study confirmed that differences exist within segments of populations relative to the perceptions and meanings associated with a technological innovation. These segments can best be understood based on the (a) perceptual predictors of acceptance and use and (b) expressed meanings relative to associated technology. Adjustments to design, implementation, and support for technological innovations should be made to improve alignment with these segments of prospective adopters, which will in turn result in faster, less costly, and deeper integration.
The Impact of Culture and Acculturation on the Academic Achievement of Hmong American College Students
Linda Vang
California State University, Fresno, 2015
Chair: Susan Tracz
Abstract:
Each year, the population in the United States grows more diverse, and that diversity is being reflected in the classroom. Because students come from different social, cultural, and ethnic backgrounds, it is important to uncover how these factors impact students’ academic achievement, particularly among those whose cultural capital differs from that of the mainstream. The objective of this research study was to determine the extent to which cultural factors and acculturation impact the academic achievement of Hmong American college students as measured by their grade point averages. Using a mix-methods approach that was grounded in theories of social identity and cultural capital, the researcher gathered data from Hmong students residing in California, Minnesota, and Wisconsin. The quantitative and qualitative data include students’ perceptions of their family, cultural heritage, and native language fluency, as well as students’ experiences in academia. Findings reveal that certain factors within culture and acculturation, such as family and perceptions of gender, do impact the academic performance of Hmong college students.
Current Hmong Perceptions of their Speaking, Reading, and Writing Ability and Cultural Values as Related to Language and Cultural Maintenance
Vicky Xiong-Lor
California State University, Fresno, 2015
Chair: Susan Tracz
Abstract:
The literature showed that one language is lost every 2 weeks, and that by the end of the 21st century, there would only be 100 languages left in the world. The Hmong people are one of the newest refugees from Laos. They came to America 40 years ago. According to Pfeifer, Sullivan, Yang, and Yang (2013), there are about eight million Hmong people worldwide, and256, 430 of them live in the United States. Today, the Hmong students are losing their language at an alarming rate. The purpose of this study was to investigate the current perceptions held by Hmong people ages 18 and older about the Hmong language and whether or not it should and could be maintained and passed on to future generations. This study hopes to create awareness in the community and prevent the Hmong language from disappearing from the Ethnologue. A sequential mixed methods design was used to collect the data. Findings showed that respondents perceived the Hmong language as important and would like to see it preserved for future generations.
Alignment between the California Common Core Content Standards for Higher Mathematics (9-12) and the California State University Entry-Level Mathematics Placement Test
Evelyn Christene Young Spath
California State University, Fresno, 2015
Chair: Sharon Brown-Welty
Abstract:
Six subject matter experts rated the alignment between the California Common Core Content Standards for Higher Mathematics (9-12) and the California State University (CSU) Entry Level Mathematics (ELM) placement test using the Webb alignment analysis method and Marzano scale of cognitive demand, and found partial alignment in content, cognitive complexity, and breadth of knowledge. Content was aligned in Number and Quantity, Algebra, and Interpreting Functions. The ELM included too few items to align in Geometry or Statistics and Probability. Cognitive complexity was aligned at the lowest levels of cognitive demand. Eighty-four percent of the test items assessed the two lowest cognitive levels, requiring rote memorization/recall and comprehension. Fifteen percent of the items assessed higher order thinking skills requiring analysis. Zero items assessed the highest level of cognitive demand requiring knowledge utilization. Rather than assessing 3years of rigorous high school math, including Algebra I, Algebra II, and Geometry as the ELM intended, reviewers found the majority of placement test items measured middle school math skills (Algebra I).The range of topics covered in the ELM was narrower than the range of topics addressed in the standards. The standards were distributed equitably in the assessment items.
A review of a 2010 ELM validity study showed that entering CSU students who scored below the ELM placement test cut-score, but enrolled in entry-level baccalaureate math courses without remediation were just as successful as students in the baccalaureate courses who scored above the cut score. The ELM failed to predict students who would succeed in the college-level math courses based on CSU success criteria, but was an effective predictor of highest performance (A and B grades).
An Examination of the Mathematical Academic Preparedness of High School Students and Placement in Post-Secondary Remediation
Eugene Christmas III
California State University, Fresno, 2015
Chair: Susan Tracz
Abstract:
This ex post facto quantitative study examined the relationship between academic achievement at the secondary level of education and student demographics as they pertained to the ability of freshmen in college to be academically prepared for mathematics in post-secondary institutions. It specifically focused on students’ ability to earn an exemption from remedial mathematics at the post-secondary level. Specifically, this study sought to examine the factors associated with meeting college course remediation criteria among high school students. Student academic and demographic data were examined in an effort to discover any possible relationships between variables, such as mathematical coursework, demographic data and standardized test scores, as it pertained to predicting the remedial placement in post-secondary mathematics. The quantitative data showed that students earned an exemption from remedial mathematics at a significantly higher percentage if a parents’ education level was at least a high school diploma. The quantitative data also shows that students that completed more than the 3years, of the required secondary mathematics courses, earned an exemption from post secondary mathematical remediation at a significantly higher rate and that rate increase even more with higher level coursework.
Investigation of Principal Leadership Actions Focused on Hackman’s Five Impact Conditions to Support the Work of Teams
Joshua Shapiro
California State University, Fresno, 2015
Chair: Linda Hauser
Abstract:
The purpose of this study was to investigate the actions of school leaders that foster work team effectiveness and support the work of teams to maximize performance. Specifically, this study examined the leadership actions/practices of elementary principals in relation to Hackman’s high impact conditions, and the perceived importance of focusing on these conditions. In addition, principal perspectives regarding the most challenging conditions to put in place and the conditions where they have experienced most success were explored. Hackman’s five high impact conditions follow: ensure that each team is a real team rather than a team in name only; provide each team with a compelling direction for its work; create an enabling structure within teams that facilitates rather than impedes teamwork; provide a supportive organizational context for the work of teams; and provide strategically timed, expert coaching in teamwork. All teacher and principal participants were involved in the work of building internal coherence in their schools.
The study employed a mixed methods approach, as descriptive survey research and individual and focus group interviews were used. Participants included104 teachers and six administrators from schools within a district involved in a collaborative relationship with the Harvard Graduate School of Education and the Central Valley Educational Leadership Institute focused on building internal coherence in schools.
Of Hackman’s five conditions, the most frequent teacher responses of accurate or highly accurate were for features related to the conditions of Compelling Direction and Enabling Structure while the most frequent teacher responses of inaccurate or highly inaccurate were for features related to the conditions of Supportive Organizational Context and Expert Coaching. However, the most frequent administrator responses of accurate or highly accurate were for features related to the conditions of Enabling Structure and Supportive Organizational Context while the most frequent administrator responses of inaccurate or highly inaccurate were for features related to Real Teams. Both teachers and administrators perceived all five conditions as important or highly important. More than 90% of teacher responses indicated highly important or important for each of the five conditions while the most frequent responses of not important were for features related to Supportive Organizational Context. One hundred percent of administrator responses indicated highly important or important for four of the five conditions (Compelling Direction, Enabling Structure, Supportive Organizational Context, and Expert Coaching),and95% of administrators indicated highly important or important for the condition of Real Teams.
Qualitative data derived from five individual principal interviews and six teacher focus group interviews revealed variety of leadership actions that support the work of teams. Findings revealed that teachers are executing many of the leadership actions related to Hackman’s conditions in supporting the work of teams.
Analyzing the Impact of Study Abroad: A National Study on Student Learning Outcomes
Russel David Statham
California State University, Fresno, 2015
Chair: Donald Wise
Abstract:
The purpose of this study was to evaluate whether four specific student learning outcomes were attained by students who studied abroad. These learning outcomes were 1) individual and personal growth, 2) global awareness, 3) knowledge development of cultural, geopolitical, economic, and social issues, and 4) cultural competence. The study included 2,385 students who demographically closely matched the national population of American students studying abroad.
This study was the first national analysis of study abroad student learning outcomes conducted and contains a framework that can be replicated across institutions of higher education in the United States. The study found that the students surveyed achieved significant perceived gains in each of the four core student learning domains. The study also found significant differences between length of study and gender in the construct of individual and personal growth, significant differences in length of study and ethnicity in global awareness, significant differences in length of study, academic level, and gender in cultural, geopolitical, economic, and social knowledge development, and significant differences in age, length of study, academic level, gender, and ethnicity in cultural competence. The study’s most significant finding was that individual and personal growth, global awareness, and cultural, geopolitical, economic, and social knowledge development constructs are building blocks in development of cultural competence, with greater gains seen in as program length increases.
Developing High Quality Teachers through Professional Pre-Service Teaching Opportunities
Nicole Renée Walsh
California State University, Fresno, 2015
Chair: Nancy Akhavan
Abstract:
Based on the reform movements over the past two decades, it is evident that while effective teachers are critical to student learning, not all teachers are coming to the profession highly qualified. Policy and research continue to highlight the need to reorganize and refocus teacher preparation programs to produce higher quality teachers ready to meet the demands of the classroom from day one of employment. This study focuses on the enhancement of traditional preparation programs in public Institutions of Higher Education (IHEs) as this continues to be the context for which most teacher candidates come to the profession. Using a six-group, four measure mixed-methods design, the objective of the study is to determine the impact California Teaching Fellows Foundation (CTFF), a pre-service teaching and learning opportunity for future teacher candidates, has on developing higher caliber teachers prepared in a traditional University-based teacher preparation setting. Through the use of an online survey, interviews, and focus groups, the relationship of CTFF participation to teacher efficacy before, during, and after traditional preparation participation is examined and explored from the perspective of teacher and supervisor. Unexpected findings show that CTFF participation has a relationship to decreased Teacher Efficacy for teacher candidates and CTFF is not creating a significant pipeline to teaching as proposed, leading to questions for further study.
Young, Diverse Alumni and the Impact of Affiliation, Affinity, Belonging, and Engagement on Philanthropy at Hispanic Serving Institutions and Non-Hispanic Serving Institutions
Dana Zupanovich Lucka
California State University, Fresno, 2015
Chair: Susan Tracz
Abstract:
Today’s college campuses are increasingly more diverse than in years past. Current students are largely women and individuals of color, with Hispanics making up the largest, growing segment of the population. Alumni giving, conversely, has been dominated by older, White males. The change in demographics suggests a need for change in fundraising practices as the motivations of the younger, diverse alumni population are significantly different than of their White male counterparts. Understanding how student affiliation, affinity, belonging, and engagement impact graduate engagement and philanthropic motivations will influence long-term goals within university advancement.
This mixed methods study of three universities in the California State University system explores the affiliation, affinity, sense of belonging and engagement of young, diverse alumni and examines whether philanthropic perceptions are different by time, ethnicity (White and Hispanic), and Hispanic Serving Institution (HSI) campus designation and if sense of belonging influences current giving or the inclination to provide philanthropic support to a person’s alma mater.
The findings show statistical significance in affiliation by time, HSI designation and ethnicity, in belonging over time, and in engagement between HSIs. Further powerful themes emerged highlighting the foundations needed for lasting connections that, if nurtured, lead to philanthropic support, as well as frustrations that lead to detachment and disconnect.
Examining the Relationship between School Protective Factors in Fifth-Grade Students and Academic Performance
Dylan Matthew Capilla
California State University, Fresno, 2015
Chair: Kenneth Magdaleno
Abstract:
Problem. The over-arching purpose of the research study was to investigate the significance of school –based protective factors and how the interplay with academic outcomes of at risk elementary aged-students in California. The ongoing federal, state and local accountability measures mandate that the achievement gap for at risk high poverty students be closed. Historically, these groups of students have consistently underperformed when compared to their counterparts. This study examined the data, tools and developing body of research surrounding of school based protective factors that promote resiliency and academic performance for at risk elementary students.
Procedure. Three school districts reflecting homogenous demographics (high poverty, high EL percentages) were selected from California’s Northern, Central and Southern California regions. Individual school site survey data were collected from a total of 52 schools. The data targeted fifth-grade students and their attitudes and perceptions of their schools. Additionally, six principals from these districts were interviewed for the purpose of gaining qualitative data surrounding the research. The quantitative survey data were analyzed using simple statistical correlations between student survey responses and school API scores. The qualitative data were analyzed and coded for the purpose of identifying emergent themes.
Findings. Correlation analysis of student survey results indicated a moderate to significant correlation between student feelings about opportunities to meaningfully participate at their schools, and higher average API scores. Principal interview indicated a general lack of awareness of protective factors, and they described cultural underpinnings that act to either strengthen or weaken support of external school protective factors.
Summary. The findings indicate the relevance of being able to identify and cultivate protective factors for the purpose of promoting resilience and increased academic achievement in at risk elementary students. Furthermore, results demonstrated a need for school leaders to proactively support the stewardship of school culture that values the elements that comprise external school protective factors.
Organizational Practices of High-Achieving Rural School Districts in the San Joaquin Valley of California
Amanda Lopez Doerksen
California State University, Fresno, 2015
Chair:
Abstract:
The purpose of this study was to investigate the organizational practices of high-achieving rural school districts in the San Joaquin Valley of California that served predominately high-poverty and minority students. California’s San Joaquin Valley provides a unique context for studying high-achieving rural school districts due to its predominately rural setting, changing population, high rates of poverty and English learners, and low rates of postsecondary education as compared to state demographics. The study of rural school districts is particularly significant due to the limited amount of research conducted in rural school systems. This study sought to provide a framework for rural districts to identify, understand, and engage in organizational practices that lead to high academic achievement.
An embedded, mixed methods multiple case study was conducted in order to gain a deeper understanding about the practices utilized in the selected districts. Interviews and focus groups provided an in-depth description of the organizational practices employed in each of the participating school districts, while a survey was used to examine the degree to which organizational practices were perceived as being used and had attributed to the success of the district. Analysis of documents from each district provided support and validated practices utilized within each district.
Results of four of the seven survey items identified significant main effects for district worked: (1) this district is committed to high standards for every student, (2) this district helps schools focus on teaching and learning, (3) this district uses common assessments to evaluate progress toward school and district goals, and (4) this district organizes professional development targeted on instructional issues in the district. Each of the four school districts studied provided insights into organizational practices that led to its high achievement. Six organizational practices were found to be employed in all four districts: (1) a focus on instruction and student achievement; (2) frequent monitoring and data-driven decision-making; (3) shared beliefs and district culture; (4) alignment of curriculum, instruction, and assessment; (5) strong instructional leadership; and (6) collaborative learning communities. Each district employed these practices in slightly different, but coordinated ways that led to high levels of student achievement.
The Impact of Principal Leadership Style, Experience, and Tenure on School Climate in Times of Instructional Reform
Shannon Capshew
California State University, Fresno, 2015
Chair: Susan Tracz
Abstract:
This study found transformative Leadership is found to have an impact on positive school climate. Transformational leaders provide support, motivation, shared leadership, and behaviors that support a collective efficacy in the school. The sample included 170 elementary teachers working in 25 schools in the Central Valley. A quantitative analysis was conducted. Several analyses were conducted: A) Correlation, B) Canonical Correlation, C) Regression, and D) MANOVA. A Google Survey was used to gather data. Data also showed principals with less than four years tenure in their schools had low means, as compared to the experienced principal with four years tenure and the inexperienced principal.
Educational Entrepreneurship: The Relationship between Organizational Structure and Innovation
Jazmine Lizette Frias
California State University, Fresno, 2014
Chair: Mahmoud Suleiman
Abstract:
This dissertation thesis examined the relationship between organizational structure and educational entrepreneurship within K-12public education institutions. Specifically, the research question which guided this study was: What is the relationship between four dimensions of organizational structure (i.e., management support, work discretion, rewards/reinforcement, and time availability) and educational entrepreneurship in K-12 public education institutions? Four related hypotheses sought to investigate the predictive ability of structural variables. Additionally, a conceptual model of education entrepreneurship in K-12 public education institutions was proposed within this study. Quantitative data collected from an electronic survey was analyzed using descriptive and inferential statistic procedures. A qualitative open-ended response item was also provided to study participants in order to capture any additional information including emerging elements of educational entrepreneurship which were not anticipated prior to the study.
Results from this study confirmed internal dimensions of organizational structure as a significant predictor of educational entrepreneurship, subsequently validating organizational structure as an identified antecedent of educational entrepreneurship within the proposed conceptual model. Additionally, three of the four hypotheses were confirmed in this study. A significant positive correlation was found between management support, work discretion, rewards/reinforcement and educational entrepreneurship. Time availability was not significantly correlated with educational entrepreneurship. Furthermore, management support and rewards/reinforcement were the primary predictors of educational entrepreneurship within this study.
Additional findings on special populations (i.e., charter schools, Golden Bell winners) were noteworthy. These findings included the lack of significant differences between charter school and non-charter schools on organizational structure as well as the emergence of significant differences between Golden Bell winners and non-Golden Bell winners on organizational structure and reported levels of educational entrepreneurship.
Findings from this study were significant as there were numerous implications for policy and practice. First, this study underscored the importance of continued policy reform efforts as a catalyst for change and innovation in public education. Additionally, findings from this study demonstrated the potential role of educational leaders as buffering agents between district-level bureaucratic structures and/or processes and school site organizational structure and/or processes. Furthermore, findings from this study recognized educational leaders as having the strongest predictive power on school innovation. For instance, educators were more likely to produce small and large scale school innovation when they perceived management to support their endeavors. Management support was found to be evidenced through establishing organizational priority on school innovation through messaging platforms, collaborative decision making mechanisms, teacher empowerment, entrepreneurial school goals and/or values, and allocation of resources.
Keywords: educational entrepreneurship, K-12 public education, educational leadership, school innovation, school reform.
An Analysis of Principal Selection Criteria and Procedures in California
Brandon Guy Palmer
California State University, Fresno, 2014
Chair: James Mullooly
Abstract:
Student achievement is at the forefront of the public education agenda as there are increasing and at times contradicting demands from public school stakeholders. Numerous researchers have correlated the role of the principal with student achievement and school success. How principals are selected plays a key role in determining the quality of principal at any given school. It is paramount to identify and examine the critical aspects of principal selection processes.
This study had two purposes. First, to investigate the criteria and selection procedures used to select principals. Second, to examine principals’ experiences and perceptions regarding the fairness of principal selection processes. This study investigated the criteria and procedures used to select principals as reported by principals in their most recent experience within the selection process. Additionally, this study examined principals’ experiences and perceptions regarding the fairness of principal selection utilizing Leventhal’s (1976) rules for evaluating procedural fairness.
The population of this study was 5,840California public school principals. An electronic survey was sent to the entire population with221 surveys completed by participants. The survey solicited the experiences and perceptions of principals regarding selection criteria and procedures as well as the fairness of principal selection. Results for criteria and procedures were analyzed using descriptive statistics. Results for fairness of principal selection were analyzed using constant comparative analysis.
The results identified the criteria and procedures from participants’ recent selection experiences. Results suggested school districts rely on the most common procedures which are also the most subjective and least predictive. Additionally, results suggested a significant number of principals experienced unfairness in principal selection based on analyses of participant responses utilizing Leventhal’s (1976) rules for evaluating procedural fairness. Finally, participants described hiring cultures within their school districts as merit-based as well as cultures which were based on factors other than merit.
If the principal is a significant contributor to student achievement as research has suggested, it would appear school district selection processes and hiring cultures do not widely ensure the most-qualified candidates are selected to the principalship.
The Impact of STEM Enrichment Programs on California’s High School Latino/a Seniors
Gretchen Skrotzki
California State University, Fresno, 2014
Chair: Sharon Brown-Welty
Abstract:
This study seeks to determine if Science, Technology, Engineering, and Mathematics (STEM) enrichment programs, such as summer camp programs, after-school programs, or STEM-based high schools motivate Latino high school graduates to enter into STEM bachelor programs in college as compared to those students enrolled in non-STEM enrichment programs.
A mixed-methods approach consisting of pre-and post-surveys and focus group interviews were used to determine students’ level of interest in STEM, confidence in their ability to do well in STEM subjects, consideration to pursue advanced courses in STEM, and consideration to pursue a job in STEM. An average change (Post-Pre) across survey questions was calculated for each student. This provided an overall change across all variables and allowed for one variable called “Total Interest” to be derived.
A Study of Education and KSAOS on Career Entry for Product Engineers: What Employers Really Want
James Thornburgh
California State University, Fresno, 2014
Chair: Julie Olson-Buchanan
Abstract:
The purpose of the study was to investigate the ways that employers of product engineers evaluate potential employees’ job readiness, and which theories related to the education-work transaction are supported by practice. This study used a mixed methods approach and consisted of a state-wide survey (N=106) and local interviews (N=8).
The results of the research indicate that attributes of both the Theory of Individual Differences and Credentialing Theory are present in the hiring practices of product engineers. Consistent with the Theory of Individual Differences, employers indicate they look for evidence of various job-related Knowledge, Skills, Abilities, and Other attributes (KSAOs) and they indicate they are willing to hire applicants who have less than a bachelor’s degree. Consistent with Credentialing Theory, employers advertise a formal education minimum which represents only one way that individuals may learn to be an engineer. This study also confirmed prior research that most employers use primarily non-evidence based predictors to evaluate applicants. The primary initial screening predictors were experience, GPA, and major, while the primary finalist selection predictors were unstructured interviews, and applications, followed by structured interviews, job knowledge tests, and work sample test.
Contrary to previous findings, this study did not find any major differences between what HR professionals, engineering managers, or other manager look for in terms of qualifications or what predictors they use when evaluating applicants for product engineer positions.
An Investigation of the Relationship between School Leader Cultural Competency and English Language Learners’ (ELL) Academic Success
Susana Ramirez
California State University, Fresno, 2014
Chair: Susan Tracz
Abstract:
The purpose of this study is to describe and identify supports and professional development opportunities about cultural competency provided to large urban districts with high EL enrollments and their school leaders. More specifically, the study explores and describes barriers and challenges to ELL student success and best practices to support acquisition and gain knowledge of cultural competence strategies for district and school leaders who work with this student population. Lastly, the study sought to describe cultural competence best practices exhibited by district and elementary school leaders who provide academic support to schools with high EL student populations for the purpose of improving student achievement.
Elementary School Teachers’ and Principals’ Formative Assessment Beliefs, Practices, and Assessment Literacy
Rene Rosas
California State University, Fresno, 2014
Chair: Sharon Brown-Welty
Abstract:
The purpose of this study was to investigate elementary teachers’ and principals’ formative assessment beliefs, assessment practices, and assessment literacy. The study addressed the following questions: Are teachers’ and principals’ levels of assessment literacy different? Are there differences in level of assessment literacy, assessment beliefs, and assessment practices among teachers related to their years of experience (0to 11 years and more than 11 years), grade level assignment (primary vs. intermediate), level of education, and intensity of assessment training? Results showed a significant difference between teachers (M=19.03) and principals (M=23.14) on level of assessment literacy. In addition, significant differences on level of assessment literacy emerged in relation to teachers’ years of experience, grade level assignment, level of education, and intensity of assessment training. Moreover, results revealed the need for more education and sustained professional development on assessment literacy among Central Valley educators.
La Voz Paternal (The Paternal Voice): A Qualitative Study of Mexican Immigrant Fathers and the College Choice Process of their Children
Sophia Rizzo
California State University, Fresno, 2014
Chair: Juan Carlos Gonzalez
Abstract:
The purpose of this qualitative study was to determine what could be discovered about the experiences of nine Mexican immigrant fathers in the college decision-making process of their children. The exploratory study sought to contribute to the existing literature on the Mexican immigrant population. Hossler and Gallagher’s (1987) three-stage model of college choice, which is comprised of a predisposition, search, and choice phase, guided the study. The study utilized semi-structured interviews in order to gauge a better understanding of the experiences of Mexican immigrant fathers in the college choice process of their children. Participants were from the Central Valley of California and had children who were currently enrolled in or completed at least a bachelor’s degree. Individual face-to-face interviews took approximately one hour to complete. Interviews conducted in Spanish were recorded and transcribed. Emerging themes were identified using Nvivo 10 software. The voices of nine fathers were highlighted in the predisposition, search, and choice stages. Findings revealed more similarities than differences to the factors from Hossler and Gallagher’s (1987) College Choice Model. Parental encouragement and support primarily facilitated the predisposition and search stages. The choice stage centered on perceived ability to pay for college. With the absence of parental collegial experiences, a new foundation is offered in revealing new findings. The development of the value for education was a foundation established throughout the participants’ children’s lives. A new phase, named trajectory, is proposed by the researcher. Trajectory emerging themes included love, motivation, pride, faith, and work ethic. Recommendations for both educators and other Latino parents are based on participants’ and researcher’s suggestions. Findings from this study demonstrate the strong support Mexican immigrant fathers provide for their children. Studies to further explore and develop the trajectory phase are proposed. Examining school policies that include engaging parents in the college choice process of their children are also recommended.
An Examination of Social Deficits and Recommended Practices for Individuals Historically Diagnosed with Asperger’s Syndrome
Jose M. Reyes
California State University, Fresno, 2014
Chair: Susan Tracz
Abstract:
The purpose of this study is to examine the academic skills of students with Asperger’s Syndrome (AS).More specifically, this study examines perceptions of school psychologists in the field who work with individuals with AS to see if social communication deficits increase as students with AS move through elementary, middle and high school. The study also sought to determine what prevalent interventions have been implemented by school personnel and professionals in the field which have had a positive effect on individuals with Asperger’s Syndrome. Determining effective interventions and best practices will provide needed assistance to individuals with AS and help them achieve future success.
The study found that students with AS excel academically and typically do not struggle with academic content. Students with AS were perceived by participants as to having increased anxiety and continued social communication difficulty as they progressed through elementary, middle and high school. Increased anxiety and social communication difficulties will potentially lead to undesired behaviors such as depression and bullying. The study also determined recommended practices to support students with AS, teachers, parents and schools.
The Impact of Resilience on College Student Persistence
Maria Eaton
California State University, Fresno, 2014
Chair: Debra Harris
Abstract:
Floundering college student retention rates and a lack of effective techniques to combat them are challenges that have plagued colleges and universities for decades. The negative impact of low student retention is not solely absorbed by the higher institutions. Low student retention rates have societal and personal economic implications. Millions of dollars are spent each year funding the incomplete education endeavors of students who drop out. Persons with less than a college degree will earn less money over time compared to college graduates. Many theories have been developed over time and colleges and universities have responded by developing and implementing programs to address the issues that have been identified. However, despite the various programs and services that are common across higher education institutions, the student departures continue.
The purpose of this study is to examine the relationship that resilience has on students’ persistence. The three campuses chosen are located in California’s Central Valley, have more than 50% of underrepresented minorities attending, and award Pell grants at a higher percentage rate than average. The implications of this study are discussed and recommendations are made to inspire the retention and success of this student population.
An Examination of the Critical Components and Efficacy of Professional Learning Communities
Merriellen Cohrs
California State University, Fresno, 2014
Chair: Debra Harris
Abstract:
The movement of reform has been a part of the field of education since the change to an urbanized society. The look of the reform has swung like a pendulum as programs and expectations have changed. The introduction of Professional Learning Communities has seemed to be one program that has remained intact as was originally intended. Studies have shown that when the efficacy of the educational staff is high, achievement has seen to increase. The purpose of this study was to explore whether there was a correlation between student achievement scores, teacher, administrator, and Professional Learning Communities efficacy at a school site. Correlations to achievement scores and efficacy were evaluated using a mixed methods research approach by examining the data from the efficacy scales, comments provided by respondents, and the achievement scores for each responding school. There was a correlation found between teacher efficacy and achievement scores.
Investigating Learning-Oriented Feedback as an Instructional Process: A Pedagogy of Engagement and Contingency to Empower Student Learning in the 21st Century Classroom
Lisa Lynn Bizer-Hansen
California State University, Fresno, 2014
Chair: Sharon Brown-Welty
Abstract:
Learning-oriented feedback as an instructional approach that addresses 21st Century instructional demands and the complexity of implementing instructional attributes that provide a framework for instruction were investigated. This study explored instructional attributes that are more consistent with the research on formative assessment as an instructional process to promote student learning. The scope of relationship that exists between and within the seven instructional attributes and teacher awareness, teacher efficacy, perceived-use as well as actual observed instructional practices were investigated.
The target population was third and fourth grade teachers and the study was conducted in a suburban school district in the Central Valley of California. A mixed-methods, non-experimental research design was employed to determine relationships between instructional attributes of the learning-oriented feedback process and compare perceived use and actual observed implementation of the attributes. This study clarified differential perceptions of teacher awareness and teacher efficacy for instructional attributes as well as the disparity in teacher reported use and observed employment of attributes. The two most pervasive and strongest findings of the study were that teachers did not yet possess the capability to implement instructional attributes as research defines is effective and the seven instructional attributes are highly correlated and interwoven strategies within the learning-oriented feedback process.
This study contributes to advancing the conceptual understanding of learning-oriented feedback as an instructional process comprised of several attributes and also in the application of the findings to classroom practices. This study has the potential to provide information to facilitate education reform that differs from previous efforts and offers a fresh approach to teaching and learning. Fundamentally, findings clearly indicate the need for teachers to participate in a reflective systematic process to build teacher capacity for implementing the instructional attributes of the learning-oriented feedback process. The findings, therefore, deserve careful attention from both researchers and educators as districts and schools across the state of California and the nation begin to implement CCSS and search to identify and deliver effective instructional strategies to help educators develop students who are self-directed and self-motivated learners for the 21st Century classroom.
Leading Change for the Implementation of the Common Core State Standards in Rural School District
Pablo Castro Lopez
California State University, Fresno, 2014
Chair: Donald Wise
Abstract:
This study investigated the concerns of teachers and administrators and their levels of use as they relate to the California Common Core State Standards (CaCCSS) in 13 California rural school districts. This study also investigated leadership steps taken to lead the change processes for CaCCSS implementation. A total of 352 teachers and 36 administrators responded to the Stages of Concern Questionnaire (SoCQ), which measured the concerns of respondents associated with CaCCSS implementation. Results from teacher responses demonstrated a general trend towards the highest relative intensity in the Information and Personal stages of concern and lowest intensities in the Refocusing and Consequence stages. In general, administrators’ responses trended towards the highest relative intensity in the Collaboration stages of concern.
Qualitative responses by administrators to questions relating to concerns and leadership approaches associated with CaCCSS implementation were also analyzed. School leaders expressed a range of leadership concerns and needs and communicated leadership steps taken to implement the CaCCSS. Several important themes emerged. Administrators were providing training to all of their teachers via their county offices of education, were in the process of developing new assessments aligned with CaCCSS, were encouraging teachers to experiment with CaCCSS, and were investing in technology to meet the demands of CaCCSS. District and site administrators were also participating in trainings alongside their teachers. Taken overall, the results suggest that teachers and education leaders are in the early stages of CaCCSS implementation and as a result will need more time and resources including professional learning opportunities to meet the demands of CaCCSS.
Relationship between Teacher Collective Efficacy and Instructional Rounds Elements and Teacher Perspectives Regarding Impact on Teaching and Learning
Lori Ann Grace
California State University, Fresno, 2014
Chair: Linda Hauser
Abstract:
The purpose of this study was to investigate connections between collective efficacy and elements related to teacher/school involvement in the Instructional Rounds process. Specifically, this study examined(a) the relationship between elements of the Instructional Rounds process and collective efficacy, (b) differences between the collective efficacy of teachers and number of years a school has been involved in Instructional Rounds, and differences in the collective efficacy of teachers who have directly participated and those who have not directly participated in the Instructional Rounds process, (c) main effects on collective efficacy for school type, duration of Instructional Rounds, and the interaction, and (d) impact of the Instructional Rounds process on teaching and learning.
A mixed method, QUAN –QUAL design was employed using both a web-based survey and focus group interviews. Survey population included 187 teachers from 12 schools within five districts who are members of the Executive Instructional Leadership Program for Rural Central Valley School Districts.
Quantitative results revealed a significant moderate positive correlation for the relationship between Collective Efficacy ratings and Instructional Rounds Elements ratings. However, no difference was found between number of years a school has been involved in Instructional Rounds and Collective Teacher Efficacy Scale ratings.
Results revealed no significant difference between Collective Teacher Efficacy Scale ratings of direct participants and indirect participants. No significant differences were indicated for Collective Teacher Efficacy Scale ratings by school type or number of years a school has been involved in Instructional Rounds. However, there was a significant interaction between school type and years involved in the Rounds process on collective efficacy ratings.
Qualitative data from six focus group interviews were analyzed and five themes emerged regarding the impact the Instructional Rounds process has had on teaching and learning: (a) Observation Outcome -Learn Additional Strategies, (b) Focused Improvement, (c) Importance of Commitment to and Collective Understanding of the Problem of Practice, (d) Cultivating the Next Steps –Next Level of Work, and (e) Cultural Shift.
Data Collection and Progress Monitoring in Special Education: Factors that Influence the Use of Data
Cari Kayleen Loete
California State University, Fresno, 2014
Chair: Colleen Torgerson
Abstract:
The purpose of this study was to examine teacher perceptions about progress monitoring, to identify barriers to using data to inform instructional practices and program planning, and to make recommendations for improvement. Specifically, this study investigated perceptions about data use, resources and supports necessary, and data use practices. The study was conducted using an electronic survey that was distributed to approximately 600 special education teachers. The researcher received 163 completed survey responses. Participants represented eight school districts in the Central Valley.
The research study addressed four research questions: 1) What factors influence special educators’ use of data to monitor student progress?, 2) What are teacher perceptions about how they are prepared to collect, analyze, and utilize data for progress monitoring?, 3) How do teachers use data to drive instructional practices?, and 4) Are data collection and utilization practices and perceptions correlated with place of teacher training and/or place of employment?
This study utilized a concurrent nested strategy where both quantitative and qualitative data were collected. The quantitative research consisted of a survey with Likert-type scale questions and the qualitative research was comprised of 15 phone interviews with randomly selected special education teachers, four special education district administrators, and four general education principals. These qualitative interviews allowed for participants to expand upon their experiences with data collection and progress monitoring in order for the researcher to study the barriers to data collection and progress monitoring as well as identify successful data collection strategies being used. Frequency Distribution, Measures of Central Frequency, Correlations, and Multivariate Analysis of Variance (MANOVA) were used to identify statistical significance.
Findings revealed that teachers perceive data collection and progress monitoring to be valuable tools in instructional decision-making. Three major themes emerged from the qualitative and quantitative data analysis. Teachers identified barriers to effective data collection and progress monitoring to be time, resources, and training. Significant correlations were found between teacher perceptions of data collection and progress monitoring and barriers identified through survey responses and interviews.
An Examination of Faculty and Administrator Collaboration across Institutions in a Community College Consortium
Stephanie Michele Droker
California State University, Fresno, 2014
Chair: Susan Tracz
Abstract:
Higher education institutions are becoming increasingly responsible for securing additional funding in order to augment decreasing public and private financial support. At the same time, grant funders are requiring these institutions to demonstrate their capacity to leverage resources with partner agencies. The purpose of this study was to provide insight regarding factors affecting collaboration, including collective efficacy, organizational learning, and constructive conflict resolution, in a large community college consortium where an organizational team approach was taken to develop accelerated, intensive programs of study in three specific Career Technical Education industries so students earn a degree or certificate of value in a reasonable amount of time. This required the consortium’s colleges to align course curricula across the region, as well as to industry standards.
A mixed methods design was used to examine the relationships among the independent variables of collective efficacy, organizational learning, constructive conflict resolution, and the dependent variable of faculty and administrator perceptions of project outcomes. For the quantitative phase, each independent variable was measured using Likert style survey questions adapted by the researcher. The dependent variable was measured using Likert style survey questions developed by the researcher. These data were analyzed with descriptive statistics, correlation coefficients, regression, and MANOVA. The results indicated that collective efficacy, organizational learning, and project quality outcomes were highly correlated, while constructive conflict resolution was not significantly correlated with collective efficacy. The regression analysis indicated that collective efficacy and conflict were significant predictors of project outcomes. There were no differences between work groups on all variables indicating they had similar experiences.
The qualitative phase consisted of an in-depth interview protocol that included questions designed to elicit faculty and administrator reactions to the project’s collaboration process. Four themes, grounded in coherence theory, emerged as a result of the analysis of the qualitative data: relationship building/dissolving competition, sense of empowerment, supportive leadership, and fear for the future/sustainability. Recommendations and suggestions for future research were also presented.
Exploring Embedded Remediation for Community College Career Technical Education Pathways: Promising Practices
Donna Walters Cooper
California State University, Fresno, 2014
Chair: Diane Oliver
Abstract:
Public community colleges enroll nearly half of all undergraduate students in the United States and many of these students are enrolled in 1-and 2-year Career and Technical Education programs. Employers have indicated that colleges should place more emphasis on reading, writing, and critical thinking skills. Career Technical Education can address the gap between employer expectations and students’ skills through classroom redesign.
In 2011, a consortium of California community colleges received a Trade Adjustment Assistance Community College and Career Training Grant from the U. S. Department of Labor to address postsecondary educational needs and improve student outcomes in an economically distressed area. The consortium adopted eight guiding principles to inform their work within designated Career Technical Education pathways. The purpose of this research study was to explore the implementation of one of the eight guiding principles—embedded remediation.
The study used a qualitative, multi-case study method to discover promising implementation practices, and was guided by five research questions: How can embedded remediation at each case study community college be characterized and how did the implementation evolve? How are faculty trained to embed remediation? How do faculty members perceive that the implementation of embedded remediation has affected student learning, completion and preparation for employment? What recommendations do faculty members have for embedding remediation in CTE programs? How do students perceive embedded remediation in relation to their learning? Data were collected using semi-structured interviews, focus groups, observations, and documents. Faculty, tutors, and students at the three case study colleges participated in the study. A content analysis was used to identify themes and triangulate data from different sources. Finally, a cross-case comparison was conducted.
Several themes emerged from the study including the importance of on-going communication among faculty, with the institution and with students; the use of trained tutors to provide supplemental learning both within and outside of the classroom setting; professional development for faculty to assist in the paradigm shift of classroom redesign; and collaborative learning for faculty and students. Based on the findings, promising practices were developed for implementing redesigned vocational pathways that support student success.
Investigating the Impact of a State-Supported Proficiency Based Teaching and Learning Educational Model in Changing Student Assessment Outcomes and Teacher Efficacy
Lurena Arlene Brubaker
California State University, Fresno, 2014
Chair: Kenneth Magdaleno
Abstract:
The principal objective of this study was to determine whether the academic increases obtained during a previous study regarding Business Education Compact’s (BEC) program of professional development and coaching for Proficiency-Based Teaching and Learning (PBTL) for students from three Oregon school districts, were sustainable over time. Teachers in the original study were given four or more full days of intensive onsite professional development, with follow-up training and coaching throughout the first year. A quasi-experimental research design was used to compare grades 7, 8 and 11 Oregon Assessment of Knowledge and Skills (OAKS) achievement outcomes of the BEC treatment schools with those of socio-economically matched controls. The control group schools were given one formal day of offsite training. Short, 3-question post-training surveys were administered online at the end of each school year to evaluate teacher perceptions of their proficiency-based pedagogical knowledge, efficacy, and success with students.
Statistical power analyses were conducted to determine the minimum sample size needed for confident ANOVA analyses for treatment-control differences, and to detect the very small differences that occurred between treatment and matched controls in the original study. Subsequent ANOVA analyses of the post-baseline, 2011-2013 treatment-control groups indicated significant differences in the OAKS Reading/Literature and Mathematics in favor of the treatment group. Effect sizes indicated very small impacts for both content areas in 2011 (ES=0.10 to 0.13), and small Mathematics impacts (ES=0.27) and moderate sized Reading/Literature impacts (ES=0.40) in 2013. Covariate ANCOVA adjustments for 2010 baseline differences eliminated the significant differences found in both content areas with the ANOVA analysis. However, this may have falsely rejected the legitimate, initial and sustained moderate-impact gains seen in the ANOVA analyses. These results were similar to meta-analytic research studies, which also report small effect size impacts of educational reform and professional development programs on State achievement exams. ‘Counter-causes’ for low effect sizes in this study and in the literature were considered.
Finally, it was recommended that major funding be sought, sufficient for an Oregon Department of Education (ODE)-BEC research project that investigates the length, saturation, and fidelity of professional development and coaching needed for successful implementation of PBTL.
Projecting Enrollment in Urban Schools: A Comparative Study of Three Forecasting Models
Mary Estelle Anderson
California State University, Fresno, 2014
Chair: Susan Tracz
Abstract:
Enrollment projections are vital for decision making in public education institutions. As public schools and districts across California are preparing their Local Control and Accountability Plans which tie directly to future apportionment allocated according to the newly adopted Local Control Funding Formula, estimations of future student population size, demographic composition, and enrollment patterns provide invaluable data for planning future resource allocation. The most commonly used methods for calculating enrollment projections are variations on Cohort Survival Rate models and have changed little in recent decades, despite improvements in the collection of student information and increased sophistication of data management and widely available analysis software. This study was designed to determine the most accurate method for calculating a series of monthly enrollment forecasts among two commonly used enrollment projection methods, Cohort Survival Rate and Linear Trend Analysis, and a third experimental Student-Level Migration Regression model for one large urban school district. Four types of error were compared, and results showed that while the Cohort Survival Rate and Linear Trend Analysis were comparable for forecasting school and grade level aggregate populations, the experimental Student-Level Migration Regression model proved to be more accurate in forecasting enrollment across school mobility rates, grade levels, and for student subpopulation enrollment, including Special Education, English Learners, Foster and homeless students.
Identifying Non-Graduating Students before Departure: Linking Secondary Institutional Characteristics and Postsecondary Achievement to Attrition after the Second Year
Daniel Robert Ayala
California State University, Fresno, 2014
Chair: Sharon Brown-Welty
Abstract:
This study sought to develop a predictive model of undergraduate degree non-completion, using institutional-level secondary characteristics and individual-level postsecondary achievement data to predict non-graduating students’ academic year of departure. Longitudinal data pertaining to first-time, full-time freshmen admitted in the fall 2007 semester from several universities were used in this study. Using multiple linear regression, factor analysis, and discriminant function analysis, it was determined that students could be assigned an academic year of departure using data readily available by the end of a student’s third academic term.
Students who are Deaf and Hard of Hearing in California: A Cross-Sectional Analysis
Nan Owensby Barker
California State University, Fresno, 2014
Chair: Susan Tracz
Abstract:
Students who are deaf or hard of hearing (SDHH) have unique educational needs and are served in numerous education settings throughout California, with a variety of specialized services, equipment, and materials. The variability of individual students within the larger group of SDHH creates additional challenges when conducting research aimed at measuring the effectiveness of teaching and learning. A description of SDHH in California, based on statewide data, was needed to understand the conditions and experiences of SDHH.
This study was a sequential mixed methods study framed with a pragmatic theoretical base. Cross-sectional descriptive study of data for SDHH and semi-structured interviews of professionals in the field were used to describe the conditions and experiences of SDHH served in California in 2012/2013 and their service providers experiences in accessing student-level data.
The expected incidence rate for SDHH is less than 1% of the total statewide enrollment and impacts the accessibility of student-level data. The limited number of SDHH in one location also affects programmatic planning for leaders in the field of deaf education. In a unique irony, many general education administrators on school sites with access to data for their students do not have expertise in addressing the educational needs of SDHH, and administrators for programs serving SDHH at a variety of school sites do not have access to individual-level data disaggregated only for SDHH.
The use of academic achievement data to drive instruction for SDHH is extremely limited due to the accessibility of data management systems and student participation in different levels in statewide assessments. The heterogeneity of SDHH, the known variability within same age groups, and the lack of meaningful data on SDHH supports the need for further research studies.
Building Capacity for Behavioral Intervention Plan Development
Timothy Allison
California State University, Fresno, 2014
Chair: Colleen Torgerson
Abstract:
With the passage of Assembly Bill 86, the requirement that highly trained professionals are required to develop behavioral intervention plans (BIPs) for at-risk youth has been waived. State superintendents are now authorized to decide which level of credentialed professional is qualified enough to develop these plans going forward. Research will show that a vast majority of the BIPs that are developed in actual practice have been rated, by research-based instruments (Browning-Wright et al., 2007), as inadequate, missing key evidence-based components, and potentially legally invalid due to substantive and procedural violations (Cook et al., 2007) putting districts at risk and highlighting a need for capacity building of professionals in writing high quality plans. This study examined the effects of professional development training on a high school treatment group’s ability to significantly improve current BIPs from the same plans developed prior to the intervention. Based on the results of the training, the treatment group’s scores significantly increased from the pre-test to the post-test, and the increase was significantly different than the change of scores at the statistically similar high school setting’s plans, which did not receive any interventions. While growth was made due to the interventions used in the study, limitations of the intensity of the intervention reduced the impact it might have had. At the conclusion of the study, nearly half of the plans at the treatment group were still rated as inadequate. Future research would have an opportunity to develop more intensive in-services a longer treatment periods to study the impact it had on a setting.
Impact of Technology on Teacher Efficacy and Instruction Time
Jeffrey Michael VanderNoor
California State University, Fresno, 2013
Chair: Sharon Brown-Welty
Abstract:
In light of the emerging emphasis on interpreting technology, this study investigated how teachers’ technology self-efficacy influenced their use of technology in the classroom technology use. The secondary purpose was to examine the extent teacher technology self-efficacy was related to instructional time. The study findings answered questions of technological perceived effectiveness and perceived value from both the educator’s point of view and the learner’s viewpoint.
Study participants (N=18) were sixth-grade teachers in three school districts in Northern, Central, and Southern California. The study sought to answer the following research questions: To what extent is perceived ease of use and usefulness related to instruction time? To what extent is teacher technology self- efficacy related to instruction time?
The questions investigated used descriptive statistics and the analysis of means, standard deviations, minimums, and maximums. A Pearson Product Correlation was computed to examine the relation to the variables in each research question. The major findings of the study were that in the analysis of perceived ease of use and usefulness descriptive statistics showed the teachers had a positive mean score for all items and/or behaviors of at least 6.0, which is between 6 (quite likely) and 7 (most likely). Furthermore, the technology self-efficacy survey items rated the teachers at a high level of confidence with a mean scaled score of 4.0 or higher. In other words, the teacher’s level of confidence with technology self-efficacy was between 4 (agree) and 5 (strongly agree). Correlational results indicated that there was a moderate positive correlation (r=.663), with a strong significance (p<.01, p=.003) between the total score from the teacher self-efficacy and the total score from the teacher perceived ease of use survey. In other words, a majority of the teachers felt positive about their use of technology and they perceived the iPad to be useful in their classroom.
An Examination of the Relationship between Tablet Computing and Student Engagement, Self-Efficacy, and Student Attitude toward Learning
Troy Odell Tenhet Jr.
California State University, Fresno, 2013
Chair: Sharon Brown-Welty
Abstract:
The purpose of this research study was to examine the relationship between tablet computing in the classroom and student engagement. This study examined the sixth-grade students’ time with the tablets, student self-efficacy, and attitude toward learning as it impacts student engagement with the tablets. Additionally, the study looked at the relationship between student use of tablets and their attitude toward technology in the classroom-learning environment. The study encompassed 18classrooms across California (N= 279) and the grade level was grade six. Through the use of a survey instrument from Moran, Hawkes and El Gayar (2010)that gathered information about gender, working computers at home, parent college experience, and time with the tablets, the researcher examined relationships between the tablet usage and engagement. Also, the instrument looked at performance expectancy, effort expectancy, student cognitive engagement, attitude toward the tablet technology, and student self-efficacy. This study is relevant because of the paradigm shift in education that includes a significant presence from tablet computing. Districts are currently spending millions of dollars on tablets for their classrooms. This study found that although students indicated high levels of efficacy and engagement, the survey indicated a relationship between tablets and efficacy or engagement that was not statistically significant. The study suggested that student engagement with the tablets does not equate automatically with academic engagement with the tablets. Future studies should perhaps look at tablets in their appropriate role as “helpers of collaboration” Future research designs should include qualitative focus groups and interviews of student tablet users.
The Role of Leadership in Implementing and Sustaining a Performance-Based System
Hana Suleiman
California State University, Fresno, 2013
Chair: Donald Wise
Abstract:
The purpose of this study was to investigate leadership factors and actions that may be related to the implementation of a performance-based system (PBS)and its sustainability. This thematically driven study investigated pertinent variables that affect leadership in PBS schools. This study utilized the mixed methods approach in data collection and analyses. The data was collected and analyzed from three sites across the United States in which PBS is being implemented. The primary goals of this study involved identifying key dispositions and factors of leadership that drive implementation and sustain such reform efforts.
Specific areas of leadership have been explored including demonstrated actions of a shared vision, efforts to build capacity and distribute leadership, as well as the process of continuous improvement. The findings of this study revealed areas of strengths in balancing short and long term goals, developing collective meaning and commitment, and communicating a moral purpose. In addition, findings revealed areas of weakness in distributing leadership, providing professional development, and monitoring classrooms.
Finally, this study provided guiding principles for school reform in general, and effective PBS models in particular. Recommendations for each district include allowing time for adaptation and reflection, increasing classroom observations, and developing a formal process of distributed leadership.
Performance-Based Assessments: Analyzing Impacts on Perceived and Actual Student Success in Three Performance-Based Districts
Andrew James Scherrer
California State University, Fresno, 2013
Chair: Donald Wise
Abstract:
As one dissertation in a thematic study comprising off our researchers, this study delved into the performance-based assessment (PBA) practices of three focus Performance-based System (PBS) districts. The study investigated the perceptions of teachers regarding the accuracy of their assessments in predicting standardized assessment success, identified the alignment of aggregate grades/marks from different schools and districts against their respective state-standardized measures, and analyzed how teacher perceptions compared to actual results of the accuracy of student achievement on standardized assessments. Through a mixed-methods approach, both survey and focus group question data were analyzed through a variety of statistical measures.
Findings indicated that the increased use of performance-based assessments positively influences teachers’ perceptions of student achievement. As usage of classroom performance-based assessments increase, perceptions of student achievement increase. Furthermore, PBS classroom grades/scores do not necessarily align with student achievement on statewide-standardized measures, and any strength of alignment differs between districts, grade levels, and subject areas. Finally, although data allows for some conclusions to be made, overall there is not a strong association between teacher perceptions of student achievement and actual performance outcomes.
An Exploration into the Factors that Impede the Social and Academic Progress of African American Males in Foster Care
David Lee Sandles, Jr.
California State University, Fresno, 2013
Chair: Kenneth Magdaleno
Abstract:
The purpose of this qualitative research study was to investigate the social and academic plight of African American males in foster care. The researcher conducted this study to gain a clear understanding of the challenges experienced by those who were formerly in foster care. This study also sought to identify the causes preventing African American males in foster care from achieving a comparable level of social and academic success as their counterparts from traditional homes, and it also sought to explore potential remedies for those challenges. This study used Critical Race Theory as its theoretical foundation to examine the difficulties experienced by African American males in foster care.
Findings from this study showed that African American males in foster care face a number of challenges to their success, including racism, low expectations and a lack of social/family support. The findings of this study reveal that the following features can promote resiliency in African American males and assist in addressing the barriers to success: mentoring, extracurricular activities and increased interaction with biological family members.
Adult Transition Services for Students with Disabilities
Jesus Rodriguez
California State University, Fresno, 2013
Chair: Sharon Brown-Welty
Abstract:
This qualitative collective case study explored the experiences of adult transition students who have been directly involved with adult transition program services, located in a county in central California. In addition, the study helped identify best practice services that are currently being provided by these adult transition programs. Using semi-structured interviews designed to explore personal experiences of types of services being provided by adult transition programs, along with an observation checklist were utilized to help better understand and serve adult transition students with disabilities.
The findings revealed that all participants in the study felt that the adult transition programs are indeed better preparing transition students for the future. Most participants expressed that the treatment of students and the component of work experiences were the most helpful in assisting young adults with disabilities become independent. In addition, the participating adult transition programs demonstrated that they provided and practiced most services described in the literature as best practices, with the exception of career/vocational assessments, interagency collaboration, and similar aged peer and people integration. As well, the delivery of these services ranged significantly from program to program. Most transition completers in the study stated not experiencing any challenges, such as discrimination, inadequate transition services, and lack of work and site accommodations, while enrolled in their adult transition program. However, some of the most mentioned challenges by the transition participants were the demand of more functional skills teaching and the increase of teachers and/or staff support. Overall, the vast majority of adult transition participants who participated in the study expressed feelings of satisfaction for the services that were provided by their perspective adult transition programs.
Factors Motivating Latino College Students to Pursue STEM Degrees on CSU Campuses in the Southern San Joaquin Valley
Gabriel Ramirez
California State University, Fresno, 2013
Chair: Sharon Brown-Welty
Abstract:
The purpose of this study was to determine what factors were motivating Latino/a students
in the southern San Joaquin Valley to pursue STEM degrees and whether these factors
were specific to the Latino/a culture. A 12-question survey was administered to STEM
majors at California State University, Bakersfield and California State University,
Fresno and interviews were conducted with those survey respondents who agreed to be
part of the process.
The results of the survey suggested that factors such as STEM subject matter, STEM career knowledge, the possibility of a high paying salary, high school STEM grades, and family influence were significant in motivating Latino/a students to pursue STEM degrees. The results of the Chi Square Test suggested the Latino/a students’ responses about college STEM degree granting statistics, the possibility of a high salary, and the effects of setbacks were significantly different to those of their non-Latino/a counterparts.
Descriptive Case Study of Theories of Action, Strategic Objectives and Strategic Initiatives Used by California Female County Superintendents to Move their Organizations from Current State to Desired Future
Valerie Darlene Park
California State University, Fresno, 2013
Chair: Linda Hauser
Abstract:
The purpose of this study was to describe the theories of action, strategic objectives, and strategic initiatives of school systems led by female county superintendents in California and examine their impact on improving system outcomes. Additionally, the factors influencing theory of action, strategic objective, and initiative development were investigated.
The research design was a qualitative, descriptive case study. The specific subjects of interest were six female county superintendents representing various regions in California: coastal, mountain, and central valley, and the unit of analysis was the theories of action, strategic objectives and strategic initiatives these leaders are using to move their organization from current state to a desired future.
Qualitative data served as the source of information for this case study. Individual in-depth, in-person interviews, a written open-ended survey, and a strategic plan matrix were the instruments used. The resulting themes provided valuable insights into the theories of action, strategic objectives, and strategic initiatives focused on transforming county education organizations to a desired future state.
Three primary themes emerged relative to theories of actions: create and maintain both internal and external collaborative relationships and partnerships, use technology to be innovative, and provide professional development. Six themes emerged regarding focuses of the strategic objectives/initiatives: (a) collaborate, coordinate programs, and build meaningful partnerships; (b) communicate county services provided; (c) provide quality preschool; (d) build capacity in the organization through staff development; (e) recruit, hire and retain high quality employees; and (f) increase the use of technology to be innovative. The primary factors identified as influencing theory of action and initiative development included core values; vision of the organization; commitment to provide services to the community; importance of a collaborative culture; personal education and upbringing; new state policies, direction, and mandates; new expectations for student assessment; and an acknowledged need.
The Influence of Extrinsic Motivation on Student Performance on Large-Scale Assessments
Carl Dean McGee
California State University, Fresno, 2013
Chair: Jason C. Immekus
Abstract:
The purposes of this mixed method study were to examine the relationship between student motivation and performance on large-scale, low-and high-stakes examinations and identify the types of incentive programs used by principals to promote test performance among high school students. The study took take place in California’s Southern San Joaquin Valley and was situated in a large high school district with an enrollment of 37,070 students. A total of 5,245 10th-grade students were included in the study after completing the mandated state assessments in the spring of 2013. The qualitative findings for this study indicated that principals believed that students do not always put their best efforts forward when taking mandated exams; incentives are motivational for students; some teachers support the use of incentives for test-taking effort; more data should be used by school leaders to make decisions about incentive use; and incentive programs require financial and human resources that are difficult to provide. The quantitative findings of this study indicated that student performance on low-and high-stakes assessments is significantly correlated to test-taking effort. The study revealed that schools with performance-based incentive programs demonstrated greater growth in API scores than non-incentive schools and performance-based incentives deployed were substantially different across the sample of school sites indicating that students may be motivated in a variety of ways.
Teacher Self-Efficacy and Teachers’ Collective Efficacy in Performance-Based System
Becky MacQuarrie
California State University, Fresno, 2013
Chair: Donald Wise
Abstract:
This dissertation is one part of four thematically linked dissertations which aimed to illustrate the intricacies of a performance-based system of education at three selected districts nationwide. The dissertations explored aspects of leadership, assessment, teacher self-efficacy, and instructional practices. The purpose of this study analyzed the relationship of PBS implementation and teacher self-efficacy and teachers’ collective efficacy. A mixed-methods approach was utilized, including SPSS statistical analysis and qualitative examination. Each dissertation used a common survey, focus group and individual interviews, and classroom observation data to hone in on the key elements of a performance based system of education. All data were triangulated to ensure strength of reliability and focused interpretation of data towards findings regarding a PBS. General findings revealed that high PBS implementation correlated with high teacher self-efficacy and teachers’ collective efficacy. It is recommended that high PBS implementation is first reached as quickly as possible with a small cadre of educators. Once the system is in place, and success is attained, the process should be implemented throughout an entire district with a fully devised structure in place in order to increase teacher self-efficacy and teachers’ collective efficacy within the PBS system.
A Study of Instructional Practices in a Performance-Based System
Anna Dawn Kauble
California State University, Fresno, 2013
Chair: Donald Wise
Abstract:
The purpose of this study was to investigate the instructional practices which may be related to effectiveness of a performance-based system (PBS) and their impact on student achievement, as part of a thematic dissertation that examines different aspects of a PBS system. This specific study examined the role of instructional strategies in implementing and sustaining a performance-based system in order to better understand how instructional strategies can improve the implementation of an innovative school reform as well as support a sustainable outcome that improves student academic achievement. In the study, a questionnaire was utilized to measure instructional strategy perceptions. Next, instructional strategy actions and perceptions were explored through face-to-face focus groups with participants. Finally, classroom observations were conducted to determine which components of instructional practices are commonly used in a PBS. The design for this mixed method study integrated both qualitative and quantitative methods.
The results of the study indicated that there were some differences in the perceptions and usage of instructional practices across grade levels and districts. It was found the participants believe that the individualized nature of a PBS along with instilling student self-motivation is what promotes student achievement, not the use of specific instructional practices.
Does Watching Do the Math Affect Self-Efficacy and Achievement in Mathematics?
Blanca Guadalupe Cavazos
California State University, Fresno, 2013
Chair: Donald Wise
Abstract:
Do The Math, a 1-hour, live, educational television program provides on-air instruction in general math, geometry, pre-algebra and algebra to a target audience of4th–12th graders. A team of math teachers also provides tutoring to students who call in for help with homework. The purpose of this study was to investigate whether watching Do The Math has an effect on middle school students’ self-efficacy and achievement in math. A secondary purpose was to examine whether the self-efficacy measurement instrument, The Sources of Middle School Mathematics Self Efficacy Scale, was valid for a population that is predominantly Hispanic/Latino and low socioeconomic level. The theoretical framework for this study was based on Social Cognitive Theory and personal agency as posited by Bandura (1977). The theory hypothesizes that human beings operate based on interactions between their thoughts and emotions, behaviors, and existing conditions in their environment. These interactions are interpreted from four main sources of information –mastery experiences, vicarious experiences, social verbal persuasions, and emotional and physiological states (Bandura, 1997).
Study participants (n= 293) were fourth (n= 135), fifth (n= 94) or sixth graders (n= 64) enrolled in an After School program. One district is in a rural community and the other is in a metropolitan area. The majority of participants were female (n = 164). The Sources of Middle School Mathematics Self Efficacy Scale was used to measure self-efficacy and a 20-problem mathematics diagnostic test was used to assess achievement. Pre and posttests using both instruments were administered 8-12 weeks apart. More than half of the study participants (n= 153) watched Do The Math and logs were maintained of the time spent watching the show and the number of episodes watched. The study found there were no statistically significant differences in self-efficacy and achievement in math between students who watched the show and those who did not view the program. Only the fourth-grade level and one school showed a significant relationship with the sources of self-efficacy. The sources also showed a significant relationship with one another, as in previous studies.
Examining the Experiences and Adjustment Challenges of Saudi Arabian Students in the California State University System
Jeremy Dean Caldwell
California State University, Fresno, 2013
Chair: Kenneth Magdaleno
Abstract:
The purpose of this study was to examine the experiences and adjustment challenges of Saudi Arabian students in the California State University (CSU) system. Specifically, the study was conducted to better understand and serve the Saudi Arabian students studying in the system. The design for this mixed method study integrated both quantitative and qualitative methods. A modified version of the Michigan International Student Problem Inventory was utilized at 10 of the campuses in the CSU to determine the adjustment problems of Saudi Arabian students. Those students currently studying in the CSU and living in the United States for at least 1 year were invited to participate. Invitations were sent by email to 1,141 Saudi Arabian students, and 245 participants completed the inventory.
Additionally, 60 to 90 minute focus group sessions were held at five participating campuses within the CSU system. The sessions took place on northern, central, and southern California campuses, and included 31 participants from the five schools. The purpose of the focus group sessions was to gain an in-depth understanding of the experiences and challenges of these students. The results of the study found that although Saudi Arabian students were generally satisfied with their lives in California, that they encountered adjustment problems after arriving. The findings revealed that Saudi Arabian students experienced challenges with admissions, homesickness, friendships with Americans, living and dining, English, and with discrimination. Additionally, the study found that while many of the institutions in the CSU system provided services that helped Saudi students with their adjustment, these students expressed the need for more help from their respective institutions.
Expanded Learning (Afterschool) Leaders’ Perceptions Regarding Most Important Elements for Program Quality and Use of Self-Assessment Tools for Continuous Improvement
Julie Anne Boesch
California State University, Fresno, 2013
Chair: Linda Hauser
Abstract:
California allocates $550 million to expanded learning through After School Education and Safety (ASES) state grants, and $140 million of federal money in 21st Century Community Learning Center grants each year, more than all other states combined. Much variability exists in program quality, and research has identified mixed results as to the value of these programs.
The purpose of this study was to identify (a) Quality Self-Assessment Tool (QSAT)elements and Learning in Afterschool and Summer (LIAS)principles frontline implementers and technical assistance providers perceive as most important or essential to developing, executing, and sustaining a high quality program and(b) explore the value and impact of using the QSAT and LIAS principles tool to improve and sustain program quality.
A mixed methods design included both quantitative and qualitative data. Fifty Q-sorts, using Q Methodology, explored participants’ perceived level of importance regarding statement elements related to developing and sustaining a high quality after school program. Findings revealed that participants consistently ranked four statements derived from the LIAS principles as most important for developing a high quality afterschool program. These statements described programs that engaged students in active, collaborative, meaningful learning activities that expanded horizons. Participants indicated four elements as critical to operating an afterschool program of quality: well defined, hands-on, student-centered activities incorporating academics, youth development and recreation; students and staff with a strong sense of ownership and belonging; active learning experiences; and meaningful learning experiences.
Twelve individual interviews with frontline afterschool program implementers explored the use of self-assessment, most specifically the use of the QSAT and LIAS principles tool, to improve and sustain program quality. Six themes emerged relative to what participants identified as a need to move their programs to highest quality: money, training, staff, leadership, systems for continuous improvement, and support from stakeholders. Four themes emerged as facilitators to improving and sustaining an afterschool program of quality: leadership, establishing a vision and setting goals, staffing -recruiting, hiring, training and retaining quality staff who develop positive relationships, and support, while money or level of funding was the primary theme perceived as a barrier.
A Pilot Validation Study of the Early Assessment Program English Examination
Michael Anthony White
California State University, Fresno, 2013
Chair: David Tanner
Abstract:
The purpose of this study was to determine whether results on the English Early Assessment Program (EAP) examination predict college-level English success. Previous research indicates a relationship between EAP college-prepared status and academic achievement. The present study is unique, in that student-level community college English grades were used as the predictive outcome. The hypothesis for this study was that that the mean college level of performance in college-level English classes is higher for EAP “prepared” community college students than for those students with a “not prepared” status.
Subjects for this study were 484 first-semester students enrolled in fall 2011 college-level English courses within five Central California community colleges. All subjects had completed the EAP English examination as fall 2009 high school juniors. Hispanic, White and Asian ethnic groups within the sample were generally representative of California’s community college students. The sample’s gender composition was similar to that of California’s community college system as a whole.
Chi-square test results indicated a statistically significant relationship between students’ EAP status and final letter grades in their first-semester college-level English course. Analysis of chi-square results indicated that English grades were significantly related to EAP status for the students in the Hispanic ethnic group only. English grades were also significantly related to EAP status for females. Final English letter grades and EAP status were also significantly associated with EAP status for full-time students. Analysis of logistic regression results indicated college-level English success (C or better) across ethnic, gender and enrollment status was significant. Ethnicity and gender had significant partial effects in the overall predictive model.
Predicting Student Engagement in Online High Schools
Christopher James Vieira
California State University, Fresno, 2013
Chair: Glenn VeVoogd
Abstract:
The purpose of this study was to analyze student engagement in online high schools based on demographic information of high school students using a mixed methods research design. Key findings through a multiple regression analysis and Pearson correlation coefficient suggest that although the majority of participants in the study are highly engaged with their online curriculum, no specific determination can be made as to which demographics are significantly engaged in comparison to their counterparts in online high school. An analysis of the independent variables included gender, GPA, and active time, while dependent variables (including measures of engagement) showed no significant relationship between the variables. Qualitative data conducted through open-ended questions and interviews indicated that although students seemed to be engaged with the e2020curriculum, student recommendations for curriculum providers included creating more interactive and game-based activities to increase overall student engagement.
Resilient African American Male College Students: A Qualitative Study of Supports and Challenges for those from Foster Care
Darlene Murray
California State University, Fresno, 2013
Chair: Juan Carlos Gonzalez
Abstract:
The purpose of this qualitative study was to investigate the factors that have contributed or hindered the resiliency of African American college students from foster care and to gain a deeper understanding of how they have overcome life challenges despite the obstacles experienced in foster care. This qualitative study explored the factors of resiliency in 10 African American male college students from foster care. Participants of this study were students from the California State University, University of California, and the California Community College systems. Students participated in1-hour in person interviews and completed a two-page demographic questionnaire. Interview transcripts were coded based on Benard’s (2004) protective factors that facilitate resiliency.
Findings from this study revealed that African American male college students from foster care have hindrances and supports found within their family, community, and college. The following hindrances within the family were identified as unstable home environments, lack of supports, family challenges, and supporting others financially. The supports that facilitate resiliency within their family were having a caring adult, contributing back to the family, high expectations, and a trust in God. Community factors that were identified as hindrances to resiliency were poverty, pressures of street life, lack of opportunities, and low expectations. Supports that facilitate resiliency within the community were identified as having a mentor or caring adult, having good friends, church, and having high expectations. Lastly, college factors that hinder resiliency were isolation, lack of resources, discrimination, and low expectations. Supportive factors were foster youth programs, campus clubs and activities, having freedom of expression and opportunities to be involved.
This study concludes with a discussion of findings across the literature with practical recommendations for professionals in child welfare, higher education and college students formerly in foster care. Additionally, implications for future research will be discussed pertaining to the impact of Assembly Bill 12 and the influence of racism and discrimination on the college experience of African American male college students.
A Leadership Competency Study of Higher Education Chief Business Officers
Cynthia Teniente-Matson
California State University, Fresno, 2013
Chair: Sharon Brown-Welty
Abstract:
This is a mixed-methods replication study to compare leadership competencies between the original sample frame and a national sample of chief business officers (CBOs).A principal component analysis established the original 5-factor model, loading scores > .50, component labels entitled analytical, communication, student affairs, external relations and behavioral as leadership constructs identified by athletic directors, chief academic and student affairs officers. This research was conducted in collaboration with the National Association of College and University Business Officers (NACUBO) and embedded within the 2013 Chief Business Officer (CBO) Profile.
The principal component analysis produced differences between the two groups. Based on the CBO results, a4-factor model emerged with loading scores >.45 and component labels entitled strategic leadership, inclusive leadership, organizational engagement and emotional intelligence. The results varied because of (1)lower loading scores in the 4-factor model, (2) different empirical variable clustering and (3) the emergence of four factors versus five.
The constructs represent meta-competencies for effective CBO leadership. Strategic leadership and organizational engagement suggested comprehensive institutional knowledge that combined strategic thinking, vision, planning and execution to enhance the organization within the context of higher education. Inclusive leadership and emotional intelligence provide an awareness of one’s impact within the organizational culture. Emotional intelligence and inclusiveness suggest that effective CBOs develop positive relationships and ably synchronize themselves and others to lead in a manner that demonstrates inclusion, equity and respect. The results provide a statistically valid model with qualitative evidence about business officer leadership competencies. The results can guide curricular reviews and self-assessment tools for current or aspiring CBOs. Further qualitative research with stakeholders such as presidents, chief academic officers or governing boards would triangulate the findings.
Best Technology Practices of Conflict Resolution Specialists: A Case Study of Online Dispute Resolution at United States Universities
Kimberli Marie Law
California State University, Fresno, 2013
Chair: Debra Harris
Abstract:
The purpose of this study was to remedy the paucity of knowledge about higher education’s conflict resolution practice of online dispute resolution by providing an in-depth description of mediator and instructor online practices. Telephone interviews were used as the primary data collection method. Eleven interview questions were relied upon to explore the perceived best practices of eight online mediators at universities across the country. These institutions included Creighton University; California State University, Dominguez Hills; University of California, Los Angeles; University of Massachusetts, Amherst; San Joaquin Valley College of Law; Stanford University; Southern Methodist University; and Wayne State University. Three research questions provided the basis for the protocol developed for the individual interviews. Interview questions explored the protocols online mediators use to resolve conflicts at their higher education institution, the technology tools online mediators use in their professional and/or teaching practice at their institution, and online mediator perceptions regarding online mediation practice at their higher education institution. Analysis of the data gathered in this qualitative study provided insight into the world of higher education mediation professor-practitioners and their perceptions about their practice. Based on study results, recommendations are made to universities whose goal it is to provide a structure for safe and civil conflict resolution education.
Students’ Preparedness for First-Year Music Theory Courses, Their Perception of that Preparedness, and Music Theory Course Content in the California State University System
Bradley Wayne Hufft
California State University, Fresno, 2013
Chair: Kenneth Magdaleno
Abstract:
With the advent of Senate Bill 1440 (SB 1440), a need has developed to examine the ways in which music theory is being taught in the California State University (CSU) system. The changing nature of music education in the K-12 system has caused a disconnect in expectations between the teachers in that system and those in the CSU. The purpose of this study was to examine students’ perceptions of the preparation they received in their K-12 years for university music theory courses and what that preparation was, as well as course content at various CSU campuses.
The study was conducted using a concurrent mixed methods process. Music students from 10 CSU campuses participated in an online survey with a mixture of quantitative and qualitative questions. Three of those students later were interviewed in a one-on-one setting. Music theory instructors from eight CSU campuses were interviewed; all in a face-to-face setting. Quantitative data were analyzed using a t-test and several one-way ANOVA. Qualitative data were analyzed through content analysis to look for commonalities.
The findings of this study seem to indicate that students’ preparation for university music theory courses during their K-12 years had little if any impact on their success in those university courses. Faculty interviews showed a large variance in course content and method of delivery in music theory courses between the various CSU campuses. These findings suggest that a greater dialogue between CSU campuses and between those campuses and the K-12 system could greatly improve student success in university music theory courses.
Hiring Processes in California of the PK-12 Superintendency
Marcelline Marie Guthrie
California State University, Fresno, 2013
Chair: Susan Tracz
Abstract:
In California and nationally, women are underrepresented in the position of superintendent, yet women are overrepresented in the field of education. Therefore, the two researchable questions for this study were (a) What are the processes used to hire superintendents? and (b) What are the processes when a woman is hired as superintendent? In addition, this research examined how organizational culture, including climate, structure, systems, sex stereotype, role congruity, and concept of fit are related to access, attainment, and selection to the superintendency. Designed with an institutional ethnographic methodological perspective, this mixed-method study was conducted sequentially by surveying school district board members and interviewing school district board members and consultants. The three themes identified in this study—(a) board relations, (b) the types of hiring processes, and(c) the use of a consultant—are also interrelated with each other.
Faculty Perceptions regarding Implementation of the Student Transfer Achievement Reform (STAR) Act
Ellery Paden Burgess
California State University, Fresno, 2013
Chair: Linda Hauser
Abstract:
The purpose of this study was to explore faculty perceptions regarding implementation processes and facilitators and barriers to implementation of SB 1440, also known as the Student Transfer Achievement Reform (STAR) Act, which is focused on creating an open and clear articulation and transfer process between California Community Colleges (CCC) and California State University (CSU). Bardach’s (1998) Interagency Collaboration Capacities (ICC) framework was used to explore faculty perceptions based on the assumption informed by research that collaboration is key to successful articulation and transfer. Policy implementation was divided into three phases: pre-implementation/planning, implementation, and post-implementation. The study sought to answer two questions: What are faculty members’ perceptions of STAR Act implementation? What do faculty members perceive as facilitators and barriers to STAR Act implementation?
Instrumental case study approach was the research design, and a single transfer partner case considered one of the most promising cases for informing the field about the phenomenon of interest, STAR Act implementation, was selected. Purposeful sampling technique, criterion and extreme case, was used to select the transfer partner case comprised of one CCC and one CSU. The primary data collection method was semi structured individual interviews, document review and field notes.
Findings revealed two different STAR Act implementation processes for each institution. Five themes emerged for the CCC relative to the planning/implementation phases: process, leadership, communication, collaboration, and advocacy. Curriculum changes were the most mentioned theme regarding post-implementation. Facilitators to implementation were the institution’s context, communication, values, leadership, and a faculty-driven process. Resources, collaboration, and student success emerged as barriers. Six themes emerged regarding the planning/implementation phases at the CSU: process, advocacy, leadership, curriculum, values, and collaboration. Similar to the CCC, the primary theme for the post-implementation phase was curriculum changes. Facilitators to implementation included context of the institution, values, and curriculum, and inhibitors to implementation were values, resources, and collaboration. Although study findings revealed distinctly different processes supporting STAR Act implementation on each campus that included collaboration among faculty within the institution, a virtual organization, or a collaborative group using personnel and other resources from both institutions was not formed.
Perceived Effectiveness of Specific Coaching Components on Teachers’ Instructional Practices
Megan Campagne Bennett
California State University, Fresno, 2013
Chair: Donald Wise
Abstract:
An increasing number of school districts are investing in instructional coaches as a means to improve instructional practices and increase student achievement. The purpose of this mixed-methods study was to identify the components of coaching used by instructional coaches in the Central Valley of California and to explore the impact of those coaching components on teaching practices. This study seeks to determine which specific coaching components, according to teachers and instructional coaches, are most effective in improving teachers’ instructional practices and to examine how those perceptions differ. The specific coaching components examined were coplanning, coteaching, use of reflective questioning, modeling, debriefing, and observing. Survey data were collected from coaches and teachers receiving coaching from three school districts within California’s Central Valley. Additional data were collected through focus groups and observations of different types of coach/teacher interactions.
Results of the study indicated that coaching is generally viewed as positive. Teachers and coaches have different perceptions of both the frequency and effectiveness of the six coaching components. No significant difference in perceptions existed for gender. There was a significant difference in perception among experience levels. Coteaching rated as the strongest coaching component according to teachers and coaches.
Faculty Commitment to Basic Skills: A Mission in California Community College
Sherie Jane Burgess
California State University, Fresno, 2013
Chair: David Tanner
Abstract:
The purpose of this study was to investigate faculty commitment to basic skills as an organizational mission of the California community college system. Empirical research provided the level of commitment among faculty members.
This study determined whether there are group-related differences in faculty members’ commitment to basic skills. Related to this research question is whether there are differences in commitment between full-time and part-time faculty, or differences based on gender, ethnicity, and faculty participation. Finally, can commitment be predicted by educational experience?
Findings from the analysis determined there are differences in commitment scores based on gender, with females having significantly higher scores than males. There were differences in faculty commitment scores related to differences in faculty participation. Faculty teaching basic skills have significantly higher scores than those who have never taught basic skills. Analysis of survey responses indicate that those teaching presently have a significantly higher commitment to basic skills than those who have taught basic skills courses in the past. However, there were no significant differences between faculty who never taught and those who have taught basic skills in the past. Furthermore, there are no significant differences in faculty commitment scores based on the faculty members’ race.
The multiple regression model predicting faculty commitment based on number of years spent teaching at the community college level, the number of years spent at the current institution, the gender of a faculty member, and the level of participation in basic skills is significant. Analysis showed that both gender and participation were significant predictors of faculty commitment.
Effective Site-Based Leadership Development Programs
Marc David Barrie
California State University, Fresno, 2013
Chair: Sharon Brown-Welty
Abstract:
In higher education, many new administrators report difficulty adjusting to new leadership positions due to a lack of leadership development. Despite the widespread implementation of leadership development programs, research indicates that organizations have traditionally spent little time evaluating the effectiveness of their programs (Sogunro, 1997). Using Guskey’s (2000) model for professional development, this mixed-methods study investigated the impact of site-based leadership development training provided in the California State University system.
Eight California State University campuses currently operating leadership development programs were contacted to participate in the study. Individuals who have completed their campus’s program within the past 2academic years were selected and given an email link to the online Leadership Practices Inventory (LPI). The LPI is a 24-item assessment reported on a 10-point Likert scale. For this study, the LPI was administered as a retrospective pretest and posttest. Approximately 123 individuals were invited to participate in the survey, 62 individuals started the survey while 59 completed. In addition, 11 individuals participated in 20-minute follow-up telephone interviews. The preliminary findings revealed that on all 24 items, there was a significant change in reported leadership practices following participation in campus leadership development programs.
Robert Noyce Mathematics and Science Teacher Preparation and Retention at Two California State University Campuses
Jaime Arvizu
California State University, Fresno, 2013
Chair: David M. Andrews
Abstract:
There is a persistent and growing shortage in the supply of “highly qualified” future science and mathematics teachers in the nation’s classrooms. As a consequence, as many as 53% science and 23% math students take classes from teachers who are teaching out-of-field. Currently, there are many established programs that provide incentives for science and math students to enter the teaching profession. One program in particular, the Robert Noyce Scholars Program, was the genesis of the Authorization Act of 2002 -P.L. 107-368 and is funded by the National Science Foundation specifically to address the need for highly qualified STEM Teachers. IHEs, which are awarded these grant funds, are provided with significant funding for student scholarships and are expected to provide programmatic support for these students who are planning to become teachers. Programmatic support is intended to enhance the preparation of these future STEM teachers who are expected to teach in high needs classrooms. The purpose of this study was to examine if different views of the teacher education program exist between teachers who have been supported by the Noyce programs and those who have not received Noyce support. Noyce teachers and non-Noyce teachers are two aggregate groups that included teachers from CSU, Fresno and CSU, Long Beach. This study also examined retention percentages and demographic composition of Noyce-supported teachers from both campuses as an aggregate group in comparison to teachers in the nation and in the state. The study found no significant differences between Noyce teachers and non-Noyce teachers on their views about their teacher preparation program. Both groups on average reported their preparation to be adequate. Significant proportional differences by ethnicity were found between Noyce teachers and the general teacher population in the U.S. and California. Significant proportional differences by ethnicity and content area were also found between high school teachers in the U.S. and high school teachers in the Noyce Teacher community. Retention rates among beginning teachers were also found to be higher for the Noyce Teacher Community when compared to the general population of teachers in the U.S. and California.
Understanding Parental Involvement Experiences of Latino Parents
Angelica Reynosa
California State University, Fresno, 2012
Chair: Kenneth Magdaleno
Abstract:
The involvement of parents in the educational process of their children is an important factor inclosing the achievement gap. The literature positively associates parental involvement with the academic success of their children, including better attendance, behavior, grades, and high school completion (Epstein & Sheldon, 2002; Harvard Family Research Project, 2006; Henderson & Mapp, 2002; Hoover-Dempsey et al., 2005; Miedel & Reynolds, 1999; U.S. Department of Education, 2007).
Despite the recent increased focus on parental involvement, a serious issue is the involvement of Latino parents in their children’s education (De Gaetano, 2007). Challenges, such as communication issues, cultural differences, and unfamiliarity with the U.S. educational system, affect the relationship between Latino parents and schools. These disconnects become even more important when considering the increasing Latino population and their significantly lower academic levels in the United States (Delgado-Gaitan, 2004; Gándara & Contreras, 2009).
Through a mixed-methods approach, via a parent survey and semi-structured interviews, the researcher gathered information regarding parental involvement through the experiences of Latino parents of students enrolled at a large suburban high school in central California. Quantitative and qualitative results indicated Latino parents have high academic expectations for their children, but better ways of embracing their language and culture in schools are needed. Five major themes emerged from the qualitative analysis representing parents’ beliefs and experiences, including trust, estar al pendiente [vigilance], communication, knowledge, and cultural connectedness. This study adds to the literature regarding parental involvement and provides recommendations to policymakers and educators regarding culturally and linguistically appropriate strategies to support Latino parents.
The Impact of a Literacy Intervention Program on Student Achievement and Behavior at Two Urban High Schools
Steven Martinez
California State University, Fresno, 2012
Chair: Kenneth Magdaleno
Abstract:
The purpose of this study is to determine the impact of a literacy intervention program on student achievement and behavior at two urban high schools. Two groups were identified and the sample was a convenience sample for this study. One group of students is not enrolled in the intervention program, while the other group of students is enrolled in the literacy intervention program. The study will examine the correlation between improved reading ability, academic achievement, and student behavior. Student achievement is defined by credits earned towards graduation, A-G credits earned, and results of the California Standardized Test and California High School Exam. Student behavior is defined by student attendance and suspension data. The literacy intervention program used in this study was structured to provide research-based instructional strategies to improve reading and is aligned to the scientific-based reading research which incorporates the five elements of effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and reading comprehension). The primary foci of this study are those students deficient in reading who lacked grade-level reading skills and the impact of a literacy intervention program on these students over one academic year.
The Effects of Fiscal and Human Capital on Student Achievement
Sarah Lynne Koligian
California State University, Fresno, 2012
Chair: Susan Tracz
Abstract:
The purpose of this study was to examine the effects of per-pupil funding, the amount allocated to fund students in K-12 public education, and how this funding related to student achievement. This is one of the most contentious issues in education, especially in light of the current economy in California, where the state budget crisis has decreased the amount of per-pupil funding for K-12 students. Yet, K-12 public schools must adhere to the stringent federal accountability measures mandated under the No Child Left Behind Act of 2001 by achieving the ever-increasing federal Adequate Yearly Progress (AYP) and state Academic Performance Index (API) accountability targets (No Child Left Behind, 2001).
The participants in this study included almost all K-12 unified school districts in California. The dependent variables included district level Academic Performance Index (API) scores, percent Proficient on English-Language Arts and Mathematics California Standards Tests, Adequate Yearly Progress (AYP), and One-Year Dropout Rates. The independent variables included school predictor variables that were grouped for the purposes of this study into three categories: demographic, fiscal, and human resources.
This quantitative correlational research study determined the relationship between the achievement variables and the independent variable using Pearson’s correlation coefficients. A canonical correlation was calculated to determine which functions and variables were the strongest predictors of achievement. Regression with statistical control was computed to ascertain if independent variable groups could predict student achievement while controlling for other variables. Stepwise regression was used to present a more parsimonious interpretation to determine which of the independent variables had the greatest impact upon student achievement. Lastly, MANOVA was used to determine what size district expends more to maintain human and fiscal resources.
The results of this study revealed that smaller school districts were more costly to operate. Demographic variables, especially poverty and percent English Learners, were strong predictors of student achievement. Expending more money to enhance teacher salaries and lower class sizes had a strong impact on student achievement. Fiscal and human resources do make a difference!
Schooling Experiences of Central California Indian People across Generations
Tara Williams
California State University, Fresno, 2012
Chair: Susan Tracz
Abstract:
This exploratory study took a post-colonialist lens to record, examine, and document schooling experiences of California Indian people across several generations representing three Central Valley tribes: the Mono, the Tachi Yokuts of Santa Rosa Rancheria, and the Tule River Tribe. Past and present perceptions of Indian schooling were elicited through personal interviews and framed by archival data from educators and students through multiple generations. Mission school, boarding school, and public school experiences were documented and compared. Interviewees agreed on the importance of education for tribal youth as a collaborative effort between tribes and public schools. Boarding school experiences were reported as having been positive or negative depending on historical and socio-political context. Interviewees indicated a strong interest in including traditional culture and language as part of the schooling experience for California Indian youth. Gaming as a source of revenue was perceived by interviewees as having both positive and negative ramifications for the education of tribal youth.
Academic and Nursing Aptitude and the NCLEX-RN in Baccalaureate Programs
Mary Ann McCarthy
California State University, Fresno, 2012
Chair: Debra Harris
Abstract:
Predicting NCLEX-RN success has a positive impact on all stakeholders of nursing education. The focus of this study is on the ability to predict NCLEX-RN pass rates based on prenursing academic aptitude variables and the Assessment Technologies Institute (ATI) nursing aptitude program. The prenursing variables consisted of the prenursing GPA, a prerequisite communication course, and the ATI Test of Essential Academic Success (TEAS) composite subscores of TEAS Reading, TEAS Math, TEAS Science, and TEAS English. The ATI assessment included Nursing Fundamentals, Medical/Surgical, Pediatrics, Psychology, and Maternal/Child. This study included 794 participants from four baccalaureate nursing programs in the California State University system. Results of canonical correlation, multiple linear regression, and logistic regression revealed a significant correlation between prenursing, ATI scores, and NCLEX-RN first-try pass rates. Prediction of NCLEX-RN success rate using standardized testing data is supported, with the strongest predictors being the ATI Medical/Surgical and ATI Psychology tests.
An Analysis of the Collaborations between the California Workforce Investment Boards and the California Community Colleges
Natalie Culver-Dockins
California State University, Fresno, 2012
Chair: Donald Wise
Abstract:
Various types of partnerships exist between community colleges and community agencies, groups, and organizations (Cohen & Brawer, 2003). Community colleges partner with business and industry, non-profit organizations, governmental agencies and other educational institutions. One such partnership is between California community colleges and Workforce Investment Boards (WIBs).
The purpose of the study was to analyze the relationships that exist between California community colleges and their Local Workforce Investment Boards (LWIBs). The focus areas in this study included characteristics of collaboration, models of collaboration, and processes by which colleges and LWIBs collaborate. The study examined what collaborative relationships exist and determined which colleges and LWIBs perceive their collaborations as successful. Communication, process and structure, membership characteristics, and other key components in collaboration were analyzed.
Major findings included that overall LWIBs perceived their collaborations with community colleges as slightly more successful than community colleges perceived their collaborations with LWIBs. Between the community colleges and the LWIBs, community college upper administration perceived their collaboration highest. Of the six Wilder Collaboration Factors Inventory factor groups, Environment had the highest overall mean indicating that this factor group was perceived as being the most influential factor contributing to successful collaboration. There is both practical and theoretical significance in this research study. The practical significance is that the results will help California community colleges and Local Workforce Investment Boards understand their collaborative dynamics. The theoretical significance is that this study will add to the body of literature on how to improve collaboration between dissimilar organizations.
Under the Radar: The Impact of Relatively Young Age for Grade Level on Academic Achievement
Klazina Ryken
California State University, Fresno, 2012
Chair: David E. Tanner
Abstract:
The purpose of this study was to determine whether age differences affect students’ academic achievement, and whether age differences affect students in low-income areas differently than those in mixed or higher-income areas.
Student achievement data for grades 3, 7, and 11 in language arts and math were obtained from a variety of schools located in an economically diverse region of central California.
Results of Multivariate Analysis of Variance (MANOVA) suggest that age-related differences contribute only minimally to the differences in academic achievement, and that youngest students’ academic performance is nearly equal to or actually better than that of the oldest and overage students (those who entered kindergarten a year later, repeated kindergarten or were retained in a later grade) as they progress through the educational system.
University Preparation of Social Justice Leaders for K-12 Schools
Rosmary “Sandie” M. Woods
California State University, Fresno, 2012
Chair: Linda Hauser
Abstract:
The purpose of this study was to examine the social justice principles embedded in California State University (CSU) Educational Administration Preparation Programs. More specifically, this study explored the intended, implemented, and assessed curriculum relative to social justice and critical consciousness, and investigated if differences exist between university instructor demographic characteristics (age, gender, race/ethnicity, employment status, and years of teaching educational administration preparation courses) and the degree of social justice course integration and integration importance. In addition, this study examined the approaches used to align social justice leadership curriculum.
A chronological mixed-methods design was utilized for this study, as descriptive survey research, interviews, and document review were used. Qualitative data from survey short answers and open-ended questions, individual interviews, and document review explained the survey quantitative results in greater detail. The unit of analysis was the curriculum in CSU Educational Administration Preparation Programs. Curriculum included the intended, implemented, and assessed curriculum. Independent variables examined were instructor demographic characteristics and social justice course integration and integration importance. Seventy-one participants responded to the electronic survey, representing 19 of the 21 CSU campuses that offer an educational administration preparation program. Fourteen survey respondents also participated in individual interviews.
A series of Chi-Square tests of independence were conducted resulting in significant findings for the degree of social justice course goal integration and integration importance, and the degree of critical consciousness principle course integration and integration importance, indicating that social justice course goal integration and critical consciousness principle integration are dependent on instructors’ perception of the importance of integration into their courses. Results revealed instructors’ demographic characteristics were independent of social justice goal integration and instructor perceptions of importance of goal integration. Although results showed variability, no results were significant.
Four overarching themes specific to the social justice curriculum emerged from qualitative data analysis: institutional support of the curriculum, academic freedom and the curriculum, student push-back to the curriculum, and the hidden social justice curriculum.
Student Conversations: How Diverse Groups of Students Perceive College Culture, Supports, and Challenges in College Education
Kimberly Ann Cole
California State University, Fresno, 2012
Chair: Susan Tracz
Abstract:
The purpose of this study was to identify and examine student perceptions of the lived experience of college and what supported or challenged their adaptation to college culture. Focus groups divided by gender and race or ethnicity served as the primary “self-contained” data collection method. Although the questions surrounding this purpose are many and varied, this study focused on selected aspects that make up student identity and college culture. Theories examined in this study come from various academic disciplines including the social and cognitive sciences, language acquisition, theories of identity and categorization, critical thinking and others. Poly culturalism is a relatively new ideological approach and provided the conceptual framework for this study. The 2-hour focus groups were used as the primary data collection method. Ten focus group questions were used to explore the perceptions of 32 student participants from the population groups with changing presence on the California State University, Fresno campus: Black/African Americans, Hispanics or Latina/o, Southeast Asians, and White/Caucasians. Three research questions provided the basis for the protocol developed for the focus groups. Each of the questions explored in further detail how students perceived the culture of college and their place within the institution. Analysis of the data gathered for this qualitative investigation provided insight into the world of students and their perceptions of their widening culture. Results of the study provided a look into the worlds of racially and ethnically diverse students and how they navigate and adapt to the complex, often unfamiliar culture of college. All of the students indicated their appreciation and enjoyment as a student on a diverse college campus. At a time when public higher education seeks to streamline services and maintain a consistent level of service, many students felt that help from faculty, counselors, and other support personnel on the campus would improve their ability to continue and graduate, also preparing them for future careers in an ever-widening environment.
Fundraising Practices of the University of California, the California State University and California Private Universities
Kent J. Karsevar
California State University, Fresno, 2012
Chair: Sharon Brown-Welty
Abstract:
Factors such as declining tax revenues and an underperforming economy have created the need for additional external private funding to meet the increasing needs of a growing California higher education system and ethnically diverse student body. The purpose of this study was to examine ways in which California private higher education institutions, the University of California (UC), and California State University (CSU) have become successful with their fundraising efforts. The goal of this study was to identify specific themes and patterns that contributed to the understanding of fundraising and highlight insights from university presidents and chancellors.
A concurrent mixed methods design was used to conduct the study. For the quantitative research, upper level advancement administrators and development personnel responded to an online survey and for the qualitative research 11 university presidents and chancellors from the UC, CSU and California private universities were interviewed. Interviews were recorded and immediately transcribed. A content analysis was conducted to find common themes.
This study’s findings suggest that some differences in higher education fundraising practices do exist between UCs, CSUs and California private universities; that there is a relationship between development officer qualifications and donation revenues, and factors exist that can increase or decrease the involvement of the university president or chancellor in the fundraising process. As UC, CSU, and California private university fundraising professionals continually seek to develop effective ways to provide accessible and affordable educational opportunities, the efficient investment in proven fundraising methods and professionals will assume greater importance.
The Effective of Leadership for Positive Behavior Intervention and Equity
Justin Dean Miller
California State University, Fresno, 2012
Chair: Donald Wise
Abstract:
Educators in the state of California have struggled to reduce the number of minorities being suspended and expelled annually and significantly improve overall school climate and culture. To address this area of improvement, educators have begun to turn to a proactive approach to improve overall school climate and culture at their sites by implementing the Positive Behavior Intervention & Supports (PBIS) framework. Similar to many other school-wide intervention programs, the principals’ ability and his or her leadership behaviors usually make the difference in whether the intervention program will be successful or not. In this study, the researcher surveyed 51 principals that were participating in PBIS Cohort 1 located in the Central Valley of California to gather data related to principal leadership behaviors. Follow-up interviews were conducted by the researcher of 7of the participating principals in this study. Finally, suspension data were gathered from a sample of participating schools where the number of suspensions was compared between pre implementation and post implementation of tier 1 PBIS. In this study, the researcher found shared decision-making and developing a “team concept” was essential to the implementation of PBIS. Level of implementation was significantly higher in schools where the principal made the decision to implement, rather than the district office. Also, there was an overall decrease in the number of suspensions (24.4%) in a sample of 13 schools.
Strategic Planning Implementation: A Case Study of a California Community College
Jesse Eugene Wilcoxson
California State University, Fresno, 2012
Chair: Diane Oliver
Abstract:
Strategic planning is designed to help plan for the future, which affords institutions the opportunity to avoid or minimize the impact of unforeseen or sudden events and at the same time implement the institutions goals and objectives. When completed successfully, strategic planning can provide valuable insight about the opportunities and challenges that an institution may face.
All colleges within California’s public community college system conduct some form of strategic planning. While some institutions struggle with developing a meaningful strategic plan, other institutions go beyond the required accreditation standards and put a great deal of effort into making the process effective and meaningful. This case study was conducted using a California community college that has placed a strong emphasis on their strategic planning practices. Although this study focuses predominantly on the implementation phase of the strategic planning process, all phases of the strategic planning process were investigated. The study sought to answer five research questions: (a) How are the planning, documentation and dissemination phases of the strategic planning process conducted at a community college known for its strategic planning; (b) what methods have been used to implement the strategic plan; (c) what methods have been most effective in implementing the strategic plan; (d) what are the biggest challenges a community college must overcome to successfully implement a strategic plan; and (e) how is strategic planning implementation monitored?
The findings of this study revealed that SPCC places a strong emphasis on planning for institutional effectiveness which feeds into the strategic plan, units/departments are assigned to submit and report on strategic objectives, strategic decisions are based on the strategic plan, resource allocation is tied closely to the strategic plan and strategic planning practices at SPCC utilize both a top-down and a bottom-up approach. Challenges to implementing the strategic plan include the large size of the institution, resistance to the planning process, integration of other planning processes with the strategic plan, conducting the strategic planning process annually and having too many college goals. Methods to more effectively monitor the implementation of the strategic plan are being adopted.
An Investigation into the Involvement of California Central Valley High School Students with Disabilities in the IEP Process
Cheryle Ann Anderson
California State University, Fresno, 2012
Chair:
Abstract:
The purpose of this study was to investigate the involvement of California Central Valley high school students with disabilities in the Individual Education Plan (IEP) process. Specifically, this study investigated the involvement of students with disabilities in the development of the IEP and IEP meetings. In addition, this study explored the activities and processes special education teachers used to involve students in the IEP process.
A chronological mixed methods design was utilized for this study as both a quantitative approach through descriptive survey research and qualitative methods were used. This chronological approach was implemented as the researcher collected data via an electronic survey from 99 California Central Valley high school special education teachers who educate students with learning disabilities and moderate intellectual disabilities, 16 years of age or older, and then used survey results to inform a qualitative portion of the study, in-depth interviews of 10special education teachers.
The quantitative study portion focused on frequency of involvement of students with disabilities in the IEP process, including both involvement in IEP meetings (invited to attend, attendance, participation, and student led) and development of the IEP (transition plans, present levels, goals, services provided, educational setting, accommodations, and IEP meeting preparation and scheduling). Results revealed that although students were invited to attend their IEP meetings, with a majority of students attending, student participation was much lower than actual attendance, and student led IEP meetings were scarce, and in many instances never occurred. Results also indicated that although the majority of students were involved in the development of transition plans and accommodations at varying degrees, more than half of respondents indicated that students were involved less than 50% of the time, if at all, in development of present levels, goals, services, educational settings, and preparation and scheduling of IEP meetings.
Four major themes emerged from the qualitative analysis relative to the activities and/or processes special education teachers used to involve their students with disabilities in the IEP process: Student Interview/Discussion/Conference, Career Assessment, Student Portfolios, and Role Play.
Measuring Teacher Effectiveness
Amber Leann Jacobo
California State University, Fresno, 2012
Chair: Jason Immekus
Abstract:
Prior research has shown that there is a correlation between teacher characteristics (e.g., pedagogical knowledge, teacher preparation/certification) and student achievement. Current political contexts call for the utilization of student achievement data to measure the effectiveness of our education systems. A solid research base of how teacher characteristics impact student achievement could help higher education and K-12 systems improve their teacher selection, induction and development processes. The purpose of this research was to build and test a model of teacher effectiveness using hierarchical linear modeling to investigate the impact of cognitive ability, pedagogical content knowledge and teachers’ perceived ability to build relationships with students on student achievement. After accounting for students’ prior English Language Arts achievement, teachers’ pedagogical content knowledge and perceived relationships with students were not significant predictors of student achievement. For mathematics, prior math achievement and gender were significant predictors, whereas teacher characteristics were not related to student achievement. Implications of study findings to practice, research, and policy are discussed.
An Examination of Price Elasticity of Demand for Underrepresented Students in the California State University System
Jennifer Ann Whyte
California State University, Fresno, 2012
Chair: Donald Wise
Abstract:
Diminished state support has caused the California State University to increase student fees, leaving a greater portion of the financial burden for higher education on the students and families. This mixed methods study examined the relationship between the change in student fees and the change in application rates. As student fees continue to rise, concern exists about who is being given access to higher education and who is being denied. Using demand theory as a theoretical lens, this study utilized price elasticity of demand to quantify the relationship between the change in student fees and the change in demand as measured by application rate. Applicant data were disaggregated by ethnicity and price elasticity of demand was computed for each group to determine differences in sensitivity to price.
Following the quantitative phase, three top performing enrollment managers were interviewed to further examine the impact of student fee increases on demand as well as strategies being used to counter the potential of increased student fees. Campus application rates for the targeted populations were examined and compared in order to select the enrollment managers invited to interview. Findings from the qualitative phase of this study included strategies to attract underrepresented students and other insights about the effects of increased student fees on demand.
The literature reviewed for this study found African Americans and low income students the most sensitive to changes in price. This study found mixed results depending on the year and the campus. With few exceptions during the specified time period, application rates continued to rise despite rising student fees. This suggests that the price point has not yet been reached, meaning that while student fees have continued to rise, prices have not yet reach the point beyond which students are willing to pay to attend the CSU.
Perceptions of California Middle School Teacher Leaders Regarding Preparedness to Execute Functions of Teacher Leader Model Standards
Alison Marie Mosley
California State University, Fresno, 2012
Chair: Linda Hauser
Abstract:
This study examined preparedness of teacher leaders to assume leadership roles in schools and the profession. In 2008, a group of educators across the U.S. formed the Teacher Leadership Exploratory Consortium to discuss the valuable roles teacher leaders play in helping to create school success. The consortium developed a set of standards outlining the knowledge, skills, and competencies required for teacher leaders to assume leadership roles and assist in building capacity of other teachers. Specifically, this study investigated: (1) the perceptions of teacher leaders relative to their level of preparedness to perform the primary functions described in the seven domains of the Teacher Leader Model Standards and how these teacher leaders rate the importance of these functions in their roles, (2) differences in teacher leader levels of preparedness and importance, and school achievement status, (3) the antecedents producing highly prepared teacher leaders to perform the primary functions, and (4) the facilitators and inhibitors of the role of teacher leader.
This mixed methods study utilized an electronic survey and in-depth follow-up interviews with survey respondents indicating high levels of preparedness. Participants included teacher leaders from California middle schools, grades 7 and 8, with enrollment of 400 students or more.
Results revealed that for all seven domains and functions, teacher leaders rated importance in their roles much higher than they indicated their level of preparedness to perform the functions. Emerging themes relative to antecedents producing preparedness included site/district training/professional development, experience, and master’s degree. Facilitators of the teacher leader role included coaching, mentors/colleagues, administration, and training, and inhibitors included need for more training and teacher leader preparation programs, time, and uncomfortable with challenging conversations.
Case Study Analysis of Service-Learning Institutionalization and Student Attitudes toward Service-Learning and Future Civic Engagement
Amy Elizabeth Brogan
California State University, Fresno, 2012
Chair: Sharon Brown-Welty
Abstract:
This study examines student attitudes toward service-learning and future civic engagement based on level of institutionalization at 4-year state universities with the Carnegie Classification for Community Engagement. Using the Wingspread Principles as a guide for document analysis of each university’s application for the Carnegie Classification for Community Engagement, common themes were identified regarding service-learning and community engagement among the five institutions participating in the study. Analysis reveals all institutions participating in the study have a centralized service-learning office, strong university leadership support, and numerous community partnerships that designate all five universities as “high” institutionalization for service-learning and community engagement. Common themes among the universities may assist other institutions in service-learning and community engagement institutionalization. Student attitudes were examined in four categories: Attitude Toward Service, Social Responsibility, Expected Community Results, and As a Result of Participation. Findings indicate there is a difference in student attitudes in all four categories among ethnicities and universities. Findings reveal no difference in student attitudes in all four categories between genders.
Intrusive Advising: A Proactive Intervention for 2nd and 3rd – Year Hispanic College Students
Janell Lorraine Morillo
California State University, Fresno, 2012
Chair: David Tanner
Abstract:
Advising programs serve as a conduit between the university and the students’ educational, personal, and career goals. There are many different advising models in post-secondary institutions. The intrusive advising program is based on the assumption that closer communication and stronger personal relationships between advisor and student make attrition less likely. Frequent and meaningful contact with advisors is expected to increase students’ involvement and motivation.
The Intrusive Advising Model is multi-faceted in that it involves a combination of advising sessions with specific goals targeted for students. Intrusive advising programs are proactive. They are intended to intervene with at-risk students in order to keep students retained and on track to graduate. They are more highly structured than alternative advising programs. Intrusive programs attempt to foster personal relationships between the students and their advisors with frequent student contact, and the goal to increase university retention.
Do advising programs affect students’ progress? If they do, which programs are most effective? Does the type of program interact with the kind of student served? This study examined the impact of an intrusive advising program on grade point average, retention, and progression to graduation for 2nd and 3rd year Hispanic students.
High School Students’ Perceptions of Distributive, Procedural, and Interactional Justice: An Exploratory Study of Justice with Correlates or Counterproductive and Withdrawal Behaviors
Carmen Rodriguez
California State University, Fresno, 2012
Abstract:
This study explored a construct seldom acknowledged in high school contexts in the United States: organizational justice. Organizational justice is a construct that refers to perceptions of justice in the work place. Contrary to examining the justice perceptions of employees as is customary with this construct, this study examined the three most ubiquitous dimensions of organizational justice through the lens of California Central Valley high school students. Distributive justice refers to the fairness of the distribution of resources and outcomes (e.g., grades and punishments). Procedural justice refers to the fairness of the processes that are utilized to make decisions and arrive at outcomes. Interactional justice refers to the quality of interpersonal treatment that individuals receive. This triangulation mixed methods study examined student perceptions of justice, alluding to teachers as the distributors of outcomes, decision-makers, and the persons in positions of authority who determine the quality of interpersonal treatment that students receive. This study had two main parts. Part 1 examined differences in justice perceptions in an array of group disaggregations. Part 1 also examined the effect of perceived justice on student withdrawal and counterproductive behaviors. Part 2examined high school students’ conceptualization of injustice, feelings that are triggered from perceived injustice, and reactions to perceived injustice. This study utilized a variety of newly-developed instruments. Extensive quantitative in addition to qualitative methods were used. Findings indicated that perceptions of justice varied by ethnicity, grade in high school, academic subject, and by achievement and behavior status, but not by gender. Justice perceptions were also found to be significant predictors of withdrawal behaviors: continuance commitment and intentions to drop out. Interactional justice was found to be a significant predictor of defiance as a counterproductive behavior. Findings also indicated that perceptions of injustice triggered an array of negative feelings and reactions from students.
The Impact of Collaboration in After-School Programs on Student Achievement and School Attendance
Matilda T. Soria
California State University, Fresno, 2011
Chair: Susan Tracz
Abstract:
Schools continue to struggle with addressing the achievement gap for low-income students. After-school programs are viewed as a promising strategy to close this achievement gap between poor and affluent students. Over the past 10 years, the level of federal and state funding for after-school programming has increased significantly. The current funding level for California Department of Education’s After School Education and Safety (ASES) Program is $550 million (2010). Although each ASES funded after-school program subscribes to a common model, the variable that differs is the degree of collaboration with community-based partners. While ASES grantees are encouraged to establish collaborative partnerships to deliver after-school programming and theoretical research exemplifies the benefit of collaboration on student success, there is very little empirical evidence to support the effectiveness of this collaborative model. Thus, the purpose of this mixed methods study was to investigate the impact of collaborative partnerships in after-school programs on academic achievement and school attendance. This study examined archival data of third through sixth grade students enrolled in ASES programs over 2school years. The independent variable in this study included degree of collaboration and the dependent variables included student academic performance, as measured by the Math and English language arts CST and school attendance. Results showed strong effects of collaboration in several analyses. The findings of the study are beneficial for after-school programs, in addition to schools and school districts that are exploring the possibility of developing collaborative partnerships with community-based organizations.
Exemplary Practices for Addressing Institutional Effectiveness in Accreditation
Shelly Conner
California State University, Fresno, 2011
Chair: Ron Unruh
Abstract:
Accreditation of higher education institutions in the United States has consisted of self-study and peer evaluation based on metrics that are commonly understood and consistently measured. Since the passage of the GI Bill, the federal government has become increasingly involved in assessing higher education institutions. Regional accrediting agencies have assumed a significant role in evaluating institutions that seek to maintain eligibility for federal funding. In the past two decades the focus of accreditation has been on outcomes measurements, with increasingly stringent evaluation measures.
Public 2-year colleges in California are accredited by the regional Western Association of Schools and Colleges, Accrediting Commission on Community and Junior Colleges (WASC-ACCJC) based on four standards, one of which is institutional effectiveness. Colleges have been challenged to meet the standards, with more than one third receiving sanctions for non-compliance. One of the standards that is especially difficult for colleges to pass is that of institutional effectiveness (Standard IB).
The purpose of this mixed-methods study was to identify and document practices to address institutional effectiveness. The study addressed the following research question: What practices have community colleges in California engaged in to meet Standard IB (Institutional Effectiveness) in reaffirmation of accreditation?
The research was conducted in three phases. In the first phase, institutions that passed their most recent accreditations without sanctions and those that passed standard IB with no recommendations for improvement were identified. chi-square tests were conducted to find out if a relationship exists between institutional characteristics and passing the standard. A significant relationship was found between size of the institution and passing the standard. In the second phase, self-studies were reviewed as were evaluation team reports to catalogue practices. In the third phase interviews with selected presidents and faculty members from successful colleges were conducted to triangulate the findings of the study.
Three components were critical in meeting institutional effectiveness: Student learning outcomes, evaluation and assessment, and integrated planning. Success at passing the standard was found to be context specific, with critical elements including streamlined processes and procedures, institution-wide dialogue, faculty leadership, professional development, and access to data.
Effective Implementation of Professional Development and Student Achievement
Robyn Lynn Castillo
California State University, Fresno, 2011
Chair: Donald Wise
Abstract:
The purpose of this mixed method study was to determine if teacher implementation of mastery learning strategies learned through professional development increased student achievement. The study also sought to determine if professional development training combined with coaching increased the levels of teacher knowledge, teacher efficacy, and teacher implementation of mastery learning strategies. Teacher outcomes included knowledge of mastery learning strategies, teaching efficacy, and implementation of mastery learning strategies; the student outcome was academic achievement.
Overall findings indicate that professional development training combined with coaching did not increase the level of teacher knowledge, teacher efficacy, and teacher implementation strategies. Teachers who received professional development training combined with coaching did not show an increase in teacher knowledge of mastery learning strategies, but did show non-significant increases in teaching efficacy, perceived teacher implementation, and observed teacher implementation of mastery learning strategies. Further, overall findings indicate that teacher implementation of mastery learning strategies were not directly correlated to student achievement. A recommendation of the study was to analyze the same variables after one full year of implementation to determine if the results are the same.
Variables of High-Performing Hmong English Learners
Tachua Vue
California State University, Fresno, 2011
Chair: Sharon Brown-Welty
Abstract:
Across the nation, the growing number of non-English speaking students continues to increase. With the significant number of English Language Learners entering the school system, it is a cause for concern that these students are not performing academically at the same level as other students. An existing group of English Language Learners are Hmong students. Hmong English Learners, in particular, face challenges in their pursuit of academic success as a result of English as a second language. As one of the immigrant groups in the United States, Hmong students are faced with many challenges in the school system, one of these challenges includes acquiring a second language. Presently, there is existing research pertaining to programs and issues of unsuccessful English Language Learners, but limited research on the factors that lead to the academic success of English Language Learners. Therefore, a particular interest for this study was to examine the variables of high-performing English Language Learners in the K-12 educational sector, particularly for Hmong students. A qualitative study was conducted with a focus on gaining a deeper understanding of the various experiences of high-performing Hmong English Learners. The data from this study was gathered through interviews and document analysis, and the findings indicated that the overarching variables of high-performing Hmong English Learners were teacher support, the act of balancing the two worlds they exist in, and self-determination.
The Effects of Participatory Governance on Collaborative Communication between Administration and Faculty
Richard Anthony Santos
California State University, Fresno, 2011
Chair: Donald Wise
Abstract:
This study researched the effective intra-organizational communication structures and processes of California community colleges. The research was modeled on the interorganizational communication model developed by Keyton, Ford, and Smith (2008) and Stagich’s (1999) faculty and student communication model. A total of 557 administrators, faculty, and academic senate executive board members responded to a survey sent to all 110 California community colleges. The survey measured respondents’ perception of the effectiveness of their colleges’ communication structures and processes. Using the results of the survey, the top three colleges who perceived their communication to be effective and the bottom three who perceived their colleges’ communication to be weak were analyzed and compared to the state results. Interviews were then conducted with representatives from each of the six campuses to gain a further understanding of why their communication systems were or were not effective.
Two important results emerged. First, statewide, there was a significant difference between administrations’ and faculties’ perception of the effectiveness of their communication structures. Administrator rating of the structures’ effectiveness was generally higher than the faculty. Second, developing effective communication depends on developing effective communication structures that support the communication processes. For example, the top three performing colleges were developing common terminology that could be used by all constituent groups in meetings, protocols specifically for the use of e-mail, and training in the protocols. The bottom three lacked such structures. These results led to the recommendation that college leaders pay close attention to developing strong communication structures which support the communication processes.
Presidents’, Chief Financial Officers’ and Chief Instructional Officers’ Perceptions on the Effectiveness of Strategic Planning in California Community Colleges
Monica Nolasco
California State University, Fresno, 2011
Chair: Ron Unruh
Abstract:
The study examined the effectiveness of strategic planning in public community colleges in California. Strategic planning is used in higher education and public community colleges in California for planning and resource allocation purposes and for accreditation purposes. Additionally, it serves as an evaluation tool strategic planning helps colleges monitor the provisions of services to students.
This study design was modeled after Ford (2008). Strategic planning as a planning tool has been used in higher education for over forty years. This quantitative study surveyed presidents, chief instructional officers (CIOs) and chief business officers (CBOs). In general, survey results revealed that the perceptions of the effectiveness of the institution’s strategic planning process were significantly different among the three groups. Presidents’ perceptions significantly differed from that of CBOs and CIOs on the effectiveness of the strategic planning process. Participants also rated survey items as they applied to their strategic planning process, and no significant differences in perceptions among presidents, CBOs and CIOs were found. When asked to rate the extent of the impact of the CCCCO strategic planning process, results revealed a significant difference in perceptions between presidents and CIOs.
There are two major implications this study. First, it must be noted that the author was only able to identify differences in perceptions where presidents differed from CIOs and CBOs on the effectiveness of strategic planning, therefore, there is a clear need development of opportunities for CBOs, CIOs and presidents to collaborate as a team on strategic planning. Along with this, a second implication is the need to develop opportunities for CBOs to take more of a leadership role in strategic planning; survey results indicated differences in perceptions between CBOs and presidents. The leadership role of the CBO in strategic planning may help improve perceptions of strategic planning effectiveness.
Finally, the findings of this study are consistent with other studies. Although this study’s results indicated differences in perceptions among senior administrators, they are similar to other states, therefore, presidents may wish explore creative ways to encourage CIOs and CBOs to take more of a leadership role in strategic planning in general.
Administrator Development from Transactional to Transformational Leadership under the Federal and State Accountability Mandates
Osvaldo De Luna
California State University, Fresno, 2011
Chair: Donald Wise
Abstract:
The purpose of the study was to analyze the factors and perceptions that possibly related to the development of transactional leadership to transformational leadership. The study investigated variables that impact the development of leadership for administrators in San Joaquin Valley of California, specifically Madera County. The elements explored in this study include the political history of legislation affecting educational accountability, program improvement status, and federal and state administrator accountability: Elementary Secondary Education Act, No Child Left Behind, and Race to the Top.
The respondents from Madera County incorporated 14 schools from eight school districts which serve approximately 30,000 students; composed of elementary schools (grades K-6), comprehensive middle schools (grades K-8), middle schools (grades 7-8), continuation education high schools (grades 9-12), and comprehensive high schools (grades 9-12).
Participants included educators from Madera County Office of Education administrators, district office administrators, principals, vice-principals, and teachers. There were 348 participants who responded to the study. The participants included 31 school district administrators, 45 school principals, 25vice- principals, and 247 teachers. The 247 teacher participants were broken down into these categories: 81 elementary (grades K-6), 19 comprehensive middle schools, (grades K-8), 52 middle school (grades 7-8); 23 alternative high school (grades 9-12); and 72 comprehensive high school (grades 9-12).
Major findings of the study were that school administrators tended to perceive themselves as lower in transformational leadership characteristics than the teachers perceived the administrators. Vice-principals and new administrators in general tended to perceive themselves as higher in transformational leadership characteristics. However, when looking at the pre and post survey results, administrators who attended transformational leadership training had rated themselves as increased in transformational leadership characteristics after the attending the training. The findings of the study suggest that continuous transformational leadership training is necessary for school administrators to face the growing demands of state and federal accountability.
The Effects of Coaching on Teacher Efficacy, Individual Academic Optimism and Student Achievement
Nancy Louise Akhavan
California State University, Fresno, 2011
Chair: Susan Tracz
Abstract:
The intent of this study is to present an argument for coaching as an effective professional development venue for teachers in elementary school settings. Adult learning suggests that coaching, where a teacher and coach work together through a cycle of planning, modeling and conferencing, is an effective method to increase teacher ability. Teachers who exhibit effective teaching methods often display high teacher efficacy and academic optimism. A mixed methods design was used to examine the construct of academic optimism which consists of three variables, teacher efficacy, trust in adults and students, and academic emphasis. A survey was given to teachers in four regions of the United States for the quantitative portion of the study. Focus group interviews and observations were also conducted to represent the regions of the U.S. Data mining was completed from public websites for district Annual Yearly Progress reports per No Child Left Behind mandates to determine changes in student achievement.
Thus, teachers who receive coaching do have impact on positive change on student achievement. Professional development through coaching is significantly related to teacher efficacy, student achievement and teachers’ belief that coaching increases their ability to impact student achievement. The types and levels of coaching also have a significant impact. The results of the qualitative analysis indicate that the presence of coaching, and teachers high academic optimism, have a positive effect on student achievement as determined by state testing results.
Teacher and Principal School Practices as Predictors of Reading Proficiency for all Students and Reading Language Acquisition for English Learners
JoDee Lynn Marcellin
California State University, Fresno, 2011
Chair: Susan Tracz
Abstract:
Research was conducted to identify predictive teacher and principal school practices that positively impact reading proficiency of all students as measured by the California State Test (CST) and reading language acquisition for English Learners (EL) as measured by the California English Language Development Test (CELDT) in grades 3, 4, and 5. The quantitative study utilized a multiple linear regression model to examine the relationship. The findings indicated that teachers and principals varied in their perceptions of School wide Practices, in Curriculum and Instruction, in Assessment and in Data, and for English Learners. Patterns in the data were inconsistent, but some generalization could be gleaned from varied results by grade level and from current trends in state level student achievement. Reading proficiency is crucial to student achievement and closing the achievement gap between EL students and their counterparts. Therefore, future research studies should examine individual practices described in the survey to determine specific relationships to student achievement. The specificity of practices would give teacher and principals more explicit information regarding practices that significantly predict student achievement in reading and language acquisition.
Examination of the Physical and Social Environments and their Effect on Health Promotion Program Participation, Self Initiated Physical Activity and Nutrition Choices among University Employees
Lisa Janzen Leininger
California State University, Fresno, 2011
Chair: Debra Harris
Abstract:
The worksite can be an effective arena to elicit health behavior change. Worksite health promotion programs now exist in 90% of all companies with more than 50 employees. These programs have become prevalent due to the high rates of obesity and lifestyle related diseases that are present in the United States.
The purpose of this study was to examine if the social and physical environment is associated with participation in university worksite health promotion programs, self initiated physical activity and healthy nutrition choices. Despite the prevalence of programs, participation rates are traditionally low. Social ecological theory postulates that the environmental factors of an institution can help facilitate positive health behavior.
Three California State University (CSU) Campuses without health promotion programs and four CSU campuses with a program participated in this study. Physical activity and nutrition choices were compared for those with and without a program. The campuses with a program were classified as high, medium or low social and physical support as indicated on the Environmental Assessment Tool (EAT). Program participation, physical activity and nutrition choices were compared between campuses designated as high, medium and low support
The results indicated that there was no significant difference in the amount of vigorous and moderate physical activity between those with and without a program, but there were significant differences for walking, with the employees with a program having the highest rates.
Program participation was highly influenced by support level, with the high support campus reporting the highest participation rates, followed by the medium and low support campuses. Nutrition choices were not affected presence of a program or level of support. The top barriers to participation were time constraints and marketing.
Overall findings indicated that support was highly related to program participation, but employees were still not meeting minimum requirements for physical activity. Therefore, heath promotion directors on university campuses should strive to increase physical and social support and implement best practices to increase physical activity among employees to improve health outcomes, reduce absenteeism and increase productivity.
Entitlement Legislation in California: Effectiveness of Cal Grant Program SB 1644
John Elmer Quinto
California State University, Fresno, 2011
Chair: Linda Hauser
Abstract:
This mixed methods study examined the effectiveness of California’s Higher Education Cal Grant Program enacted by passing Senate Bill 1644. The study compared pre-SB 1644 (1990-2000) and SB 1644 (2001-2009) to investigate whether SB 1644 legislative objectives were met: (1) increase higher educational opportunities and (2) lower student loan debt. Instrumentation included archival data sets and student debt reports from the California Postsecondary Education Commission, and interrupted time series design (ITSD) was used to assess change. Additionally, three individual interviews were conducted to identify factors that led California legislators to enact entitlement higher education grants while other states were embracing merit grants. Interviewees were selected based on expertise; national expert on higher education student access (Dr. Heller), California State expert on national and state higher education policy (Ms. Deborah Cochrane), and the Executive Director of California Student Aid Commission and team member involved in writing SB 1644 legislation (Ms. Diana Fuentes-Michel).
Results revealed that the first objective was met and the second objective showed promise. The second objective was effective for the first 3 years lowering average student debt levels of graduates entering re-payment; however, data were unavailable for all years in order to complete a thorough study of this objective. In order to make informed decisions, Lawmakers must understand the effect of their policy decisions and whether or not policy is meeting its intended objectives. Two factors (values and resources) emerged regarding what influenced California legislators to embrace entitlement higher education grants, which may have implications for national and state policy legislation.
Can Job Embeddedness Help predict Novice Teacher Retention?
Jennifer Lisa Moradian Watson
California State University, Fresno, 2011
Chair: David E. Tanner
Abstract:
The purpose of this study was to determine whether the strength of teachers’ off and on-the job connections, their job embeddedness, is related to turnover.
Over 143 novice teachers with less than 5 years of experience were surveyed from three Central California school districts. Teachers from elementary, middle, and high schools responded to questions measuring embeddedness.
Results indicate that job embeddedness is related to novice teacher retention. Specifically, job embeddedness is negatively related to educators’ intentions to leave. However, the educators from districts with the lowest turnover rates weren’t necessarily the educators with the highest levels of job embeddedness.
On reaching Proficiency: A Case Study of Outcomes Assessment Success at a California Community College
Marla Ellen Prochnow
California State University, Fresno, 2011
Chair: Ronald Unruh
Abstract:
In their outcomes assessments, California’s institutions of higher education have tried to meet accreditation standards for two decades. The challenges of planning, implementing, improving and sustaining outcomes assessment have been addressed by several leaders, and through great effort, several California Community Colleges have met with success. One successful college campus, as defined by Western Association of Schools and Colleges-Accrediting Commission of Community and Junior Colleges: Rubric for Evaluating Institutional Effectiveness—Part III Student Learning Outcomes, was studied to identify organizational behaviors within the context of organizational culture and how these behaviors led to success in outcomes assessment. Three main questions were explored in the study. How was outcomes assessment introduced to the campus? What role did organizational culture play in planning, implementing, improving and sustaining the assessment cycle? How did the campus maintain momentum to complete the assessment cycle? This qualitative case study was conducted using one California Community College campus. The findings revealed organizational behaviors within an organizational culture; interpretations of the findings provided an assemblage of exemplary practices for planning, implementing, improving and sustaining outcomes assessment.
Community College Implementation of State Policies Related to Developmental Education: A Comparative Case Study of California and Texas
Diana Banuelos
California State University, Fresno, 2011
Chair: Diane Oliver
Abstract:
The most recent data available from the National Center for Educational Statistics (2004) estimate that 60% of community college freshmen and 25% of freshmen at 4-year public institutions nationwide complete at least one remedial course. Nationally, fewer than 40% of students who are referred to developmental education actually enroll in college-level courses.
State policy plays a significant role in supporting the improvement of outcomes for remedial students. Policy can create an environment that encourages the identification, dissemination, and implementation of procedures that improve outcomes for students who are identified as needing remediation. States can provide additional funding for colleges and universities to test and refine bold new delivery and instructional models. Equally important, states can remove obstacles that limit colleges and universities’ ability to take up more flexible and efficient models for strengthening students’ basic skills. With this information, it has been determined that there is a lack of research on how policy has affected students who enroll in developmental education in community colleges.
The purpose of this qualitative comparative case study is to determine the policies that are in place in California and Texas that address developmental education and how they are implemented at the institutional level. The overarching research question is how does policy formulation in California and Texas address community college students in developmental education?
Findings for California unveiled that state funding legislation drove institutional policies and implementations procedures. Findings for Texas uncovered that under the direction and advocacy of the Texas Higher Education Coordinating Board (THECB), Texas has been a forerunner in presenting legislation directly focusing on students in developmental education.
Based on the various systems and legislative policies that have been implemented at the institutional level, policy formation plays a key role in addressing the issues community college students in developmental education face. If accountability and evaluative procedures are in place, policy formulation and implementation can help students in developmental education succeed.
Predictors of Success and Failure for AND Students on the NCLEX-RN
Diane Benefiel
California State University, Fresno, 2011
Chair: Debra Harris
Abstract:
The purpose of this study was to: 1) analyze the relationship of preprogram and nursing program variables on National Council Licensure Examination for Registered Nurses (NCLEX-RN) success and failure, and 2) develop a model to predict success and failure on the NCLEX-RN. The convenience sample was comprised of 245 spring, summer, and fall midterm 2010 graduates from two large Central California community college associate degree in nursing (ADN) programs who took the NCLEX-RN of the three-year test plan cycle, which began April 2010. The sample was: 85.7% female, 14.3% male, 24% Hispanic, 33.1% White/non-Hispanic, 5.3% African American, 18% Asian, 1.2% American Indian, with most students (31.4%) between 31- 40years old. The NCLEX-RN first-time pass rate was 86.1%.
The study was a non-experimental, quantitative, retrospective, correlational design, which analyzed 11 preadmission and five nursing program variables with NCLEX-RN success and failure. The chi-square and t-test analysis indicated a significant relationship between prenursing GPA, type of student (traditional, contract, LVN to RN, transfer), Assessment Technologies Institute (ATI) Test of Essential Academic Skills (TEAS) composite score, TEAS English and reading subtest scores, number of attempts on the TEAS, first semester GPA, nursing GPA, ATI Comprehensive Predictor score, number of course repeats, and time from graduation to NCLEX-RN. Gender, ethnicity, age, TEAS science and math subtest scores did not have a significant relationship to NCLEX-RN success. Four models were developed using backward stepwise logistic regression to predict NCLEX-RN success and failure. Model 1 includes the traditional and contract students, all study variables, TEAS composite score (versus TEAS subtest scores), and has a 92.3% overall predictive accuracy. Model 2 has the same variables as Model 1 except with TEAS subtest scores versus the composite score, and a 91.7% overall prediction accuracy. Model 3 includes LVN to RN students, all study variables minus TEAS variables and first semester GPA, and is 100% accurate in predicting NCLEX-RN pass and fail rates. Model 4 includes all students minus TEAS variables and first semester GPA. The overall predication accuracy of Model 4 is 90.2% with the highest accuracy in predicting fails (47.1%) between Models 1, 2, and 4.
Leadership Skills and Competencies of Latina Community College Presidents
Claudia Lourido-Habib
California State University, Fresno, 2011
Chair: Ronald Unruh
Abstract:
Although the representation of women in higher administrative roles at California community colleges has improved, Latinas continue to be underrepresented, mostly at the level of the presidency. Many forecasts of impending retirements among college presidents offer a unique opportunity to further diversify the leadership of higher education. Leadership at the Community colleges does not adequately reflect heir student population demographics. As the number of women and Latino students enrolling in community colleges continues to increase, the number of Latinas in administration is not keeping pace.
A review of the literature on women’s career development puts in evidence that little research has been completed on Latina’s career paths leading to senior level positions in 2-year community colleges. The focus of this study was to gather data from sitting California community college Latina presidents regarding their perceptions about skills, qualities, and competencies, compensatory strategies and professional development programs that contributed to their ascension to the presidency.
The study relied on the willing and candid participation of sitting Latina community college presidents in the fall of 2010. The results of this study may encourage other Latinas currently in entry-level positions to realize the opportunities available to them. In addition, this study may assist colleges, as they review their own administrative structures, to diversify their leadership ranks.
Factors of High School Dropouts: Success Stories of Former Dropouts who Earned College Degrees
George M. Alvarado Jr.
California State University, Fresno, 2011
Chair: Sharon Brown-Welty
Abstract:
The accomplishment of earning a high school diploma in the United States has been one of the most important values of education and the gateway to unlimited possibilities. Nevertheless, the Alliance for Excellent Education (2009) reported that over a million incoming freshmen will drop out of school four years later, which equates to approximately seven-thousand students each school day. The Alliance of Excellent Education also noted that if all students of the class of 2009 had graduated, they would have earned a total of approximately $335 million in additional income in their lifetimes. The staggering amount represents a reduction in potential tax revenue and an increase in government spending on crime, health and welfare programs.
This study examined the various factors that influence a student’s decision to drop out of high school but then complete a four-year college degree or higher. A qualitative approach was used to interview 10 college graduates who met the criteria of dropping out of high school and completing a four-year college degree or higher. Dropouts were operationally defined as individuals who did not finish high school in the traditional four year track and/or did not earn a high school diploma. The focus of the study were the factors that appeared to motivate high school dropouts to return to school and what factors assisted them in becoming successful as they pursued four-year college degrees or higher. The literature review provided the eleven most significant factors that have impacted the graduation rates of high school students throughout the country: Socioeconomic Status; Family Structure; Influence of Grades; Demographics; Student Engagement; School Expectations and Structure; Teen Pregnancy; Employment; Grade Retention; Lack of Adequate Intervention and High School Exit Exam. The results found that many of the factors including influence of grades, student engagement and employment had a significant impact, while socioeconomic status, grade retention and High School Exit Exams had a little to no affect. The implications of the study demonstrate hope in identifying factors among at-risk students earlier and providing the necessary opportunities to become successful. Further, the study provides insight on how higher educational institutions can increase the success of students who were dropouts.
An Investigation of California Central Valley Schools and Districts Leading Academic Expectations for Students with Disabilities
Adrian Edward Varanini
California State University, Fresno, 2011
Chair: Linda Hauser
Abstract:
The purpose of this study was to examine the policies, practices and procedures of California Central Valley schools and districts whose academic performance of students with disabilities leads expectation. Specifically, this study investigated schools’ and districts’(a) process management, (b) workforce development, and (c) information and management systems related to students with disabilities. Additionally, challenges to continuous systems improvement were explored.
Research design was explanatory case study and cross-case analysis. Cases selected for in-depth study were districts and schools whose academic achievement for students with disabilities leads expectation. Based on Educational Results Partnership linear regression analysis, districts’ and schools’ performance leads expectation when compared to the performance of other schools/districts in California with the same percentage of students with disabilities. Participant selection criterion was Central Valley schools and districts whose ELA and math academic performance for students with disabilities over three consecutive years (2008, 2009, 2010) was at least 15 percentage points above expectation for a school and 10 percentage points for a district in California with the same percentage of students with disabilities (subgroup).
Focus group interviews of school site teachers and individual interviews of school and central office district personnel were the instruments used in this study. Based on content analysis, themes that emerged relative to improving the academic achievement of students with disabilities included a focus on providing a quality education to students, the use of collaborative practices between special education and general education staff, and the implementation of comprehensive student reviews.
Factors Affecting the Attrition and Retention of Middle School and High School Mathematics Teachers
Carol Curtis
California State University, Fresno, 2011
Chair: Donald Wise
Abstract:
Shortages of mathematics teachers have plagued the nation for over 50 years. The purpose of this study was to identify which factors contribute to the decision of middle school and high school mathematics teachers’ to leave the teaching profession.
This research used a mixed methods approach to identify issues in the attrition and retention of the nation’s mathematics teachers. Using surveys and interviews to assess teachers’ perceptions of their jobs and their intention to remain in the teaching profession, this study attempted to answer five general research questions. Surveys were sent to a national random sample of 5,000 mathematics teachers (3,000 high school and 2,000 middle school teachers). The response rate was approximately 31% with 1,571 teachers responding. Interviews were conducted with 32 teachers who were randomly selected from those indicating the intention to leave the profession in the next five years.
Results of the study showed significant findings in each of the relationships between the independent demographic variables of age, ethnicity, years of teaching, and region with the dependent variable of retention. The independent variable of teacher participation in an induction or mentoring program showed significance with the dependent variable of retention. The teachers’ perception of classroom control showed significance with retention. Specifically, teachers’ ability to select textbooks, course topics, and teaching techniques was significantly related to their decision to remain in the teaching field. Other factors were also significantly related to teacher retention. Administrative support, compensation, student behavior, job security related to student achievement, satisfaction with being a teacher, the choice to become a teacher again, and personal happiness outside of the workplace were each significantly related to teacher retention.
Recommendations from the outcomes of this study include mentoring, fewer preparations, and smaller class sizes for new teachers. It is recommended that all administrators be trained in methods of teacher support. In addition, it is recommended that a public relations campaign be instigated to increase the level of support for teachers, and to promote teacher input in future local, state, and national education legislation.
Admission Criteria as Predictors of Success for Licensed Vocational Nurses Enrolled in Public California Associate’s Degree in Nursing Programs
Bridget Bousquet-Heyne
California State University, Fresno, 2011
Chair: Sharon Brown-Welty
Abstract:
California, like most other states, is experiencing a registered nursing shortage. In an effort to address this concern, California continues to promote an increase in the number of registered nurses (RNs) entering the workforce. Encouraging licensed vocational nurses (LVNs) to obtain RN licenses is one way to increase the number of registered nurses and address the RN shortage.
This study examined selected admissions criteria for LVNs entering ADN (Associate Degree in Nursing) programs as predictors of program completion, on-time program completion, NCLEX-RN (National Council Licensure Examination for Registered Nurses) success, and first-attempt NCLEX-RN success. The selected admissions criteria included program admission GPA, science GPA, science recency, the TEAS standardized exam, and prior LVN work experience. Individual nursing programs (school) were included as an independent variable because of noted variations in NCLEX-RN success rates among ADN programs.
Data were obtained from nine California ADN programs on degree-seeking LVN-to-RN students admitted between fall 2006 and spring 2009. Descriptive statistics provided summative features, and Chi-Square analyses assessed the level of significance between independent and dependent variables. Stepwise backward logistic regressions identified predictor models in response to the four research questions.
Outcomes of the study revealed school, program admission GPA, and LVN work experience were individual predictors of program completion, and the combined variables TEAS, school, and LVN work experience produced a predictor model for program completion. TEAS, school, LVN work experience, science GPA, and program admission GPA were individual predictors of on-time program completion. However, school, science GPA, and LVN work experience, when combined, produced a model for predicting on-time program completion.
School, science GPA, and science recency were individual predictors of NCLEX-RN success, but no combination of the independent variables produced a predictor model. School, science recency, and program admission GPA individually predicted first-attempt NCLEX-RN success, and LVN work experience and school in combination produced a first-attempt NCLEX-RN success predictor model.
Organizational Environments’ Effects on Affective and Cognitive Student Outcomes as Perceived by Students in the Puente Program
Christina Enquist
California State University, Fresno, 2011
Chair: Sharon Brown-Welty
Abstract:
The purpose of this study was to explore organizational behavior variables and Puente program organizational variables on the success of students participating in the Puente program. The Puente program has proven to be successful in increasing the number of Hispanic graduates and transfers from a community college to a 4-year institution. Obtaining student perceptions of the organizational behavior of the Puente program and the community college as a whole were unique perspectives that provided some understanding of organizational behaviors specifically on 1) intent to persist, 2) self-efficacy, 3) GPA, 4) English grade, 5), contact with faculty, 6) contact with peers, and 7) extracurricular involvement.
The research questions posed in this research included:
- Do students in the Puente program perceive organizational behaviors within the community college at large and organizational behaviors within the Puente program using Berger’s (2000) definition of organizational behavior dimensions (bureaucratic, collegial, political, symbolic, systemic) as predicting their intent to persist?
- Do students in the Puente program perceive organizational behaviors within the community college at large and organizational behaviors within the Puente program using Berger’s (2000) definition of organizational behavior dimensions (bureaucratic, collegial, political, symbolic, systemic) as predicting their self-efficacy?
- Do students in the Puente program perceive organizational behaviors within the community college at large and organizational behaviors within the Puente program using Berger’s (2000) definition of organizational behavior dimensions (bureaucratic, collegial, political, symbolic, systemic) as predicting their first semester GPA and English grade?
- Do students in the Puente program perceive organizational behaviors within the community college at large and organizational behaviors within the Puente program using Berger’s (2000) definition of organizational behavior dimensions (bureaucratic, collegial, political, symbolic, systemic) as predicting their contact with faculty, peers and in their extracurricular involvement?
This research examined the perceptions of students in the Puente program at three community colleges that were members of the Central Valley Higher Education Consortium. Surveys, interviews, observations, and the mining of data were methodologies used to triangulate information to identify and categorize the educational environment of the Puente program and the educational environment of each community college as a whole.
The findings indicated that the Puente program was a cohesive environment. The research also showed that a cohesive environment which included collaboration and open communication was analogous to a learner-centered paradigm. Students felt they were validated in the Puente program and that the cohesive environment contributed to their academic success.
The organizational behaviors within the Puente program and within the community college at large predicted English grade. The organizational behaviors were also able to predict contact with peers for both the community college as a whole and the Puente program.
The Academic Success of School Choice within the Public School System: Are there Academic Achievement Differences when Parents Choose their Child’s Public School?
Ann-Maura Kunz Cervantes
California State University, Fresno, 2011
Chair: David Tanner
Abstract:
This purpose of this study was to determine whether parent-initiated transfers from one public school to another, result in better academic performance by students. Previous research indicates that changing school is associated with lower academic achievement, but there is little research on school changes driven by parent choice. However, a better opportunity for the student is often the rationale for changing schools so the hypothesis for this study was that students who change schools because of parents’ desire for better academic experience will demonstrate higher academic performance as a result.
Subjects for this study were 833, 3rd through 12th grade students for whom records were available for 2005-2006 to the 2008-2009 school years. They were all students, in a high performing rural-fringe school district in Central California. The sample was demographically similar to the school district as a whole.
Dependent t-test results comparing pre to post change CST ELA scores indicate that there was a statistically significant decrease in student scores after students transferred. One-way ANOVA results indicated no significant differences in student test scores by ethnicity, English Language Learner status, or school of choice performance level. Two-way ANOVA results indicated no significant differences in performance related to the students’ socioeconomic levels. There were significant changes in academic performance between grades 7 and 9.
An Exploration of Flow Experiences among California Central Valley High School Instrumental Music Students
Christine Marie Montanez
California State University, Fresno, 2011
Chair: Linda Hauser
Abstract:
In the wake of the No Child Left Behind Act, parity in education results for all students has become the prevailing objective in schools. By examining optimal learning environments, we can suggest to educators how to implement Flow Theory in order to achieve this goal. This chronological mixed methods study provides baseline data on the flow phenomenon, explored factors and conditions influencing the flow experience, and examined perceived benefits, facilitators, and inhibitors of flow in the music environment. The study identified and described demographic characteristics of a sample (N=481) of California Central Valley high school instrumental music students. Additionally, this study sought to determine if differences exist among each demographic characteristic (gender, instrument group, performing group, performance participation outside of school, and mother’s education) on the nine flow state dimension subscale scores. Further analysis examined the relationship between students’ nine flow state dimension subscale scores and experience in years playing, duration of practice weekly, and years of private study. Both a quantitative approach, through descriptive survey and correlation research, and qualitative methods were used. Instruments included an electronically administered Flow State Scale-2 (FSS-2) survey (N=481) followed by individual interviews of 24 “high flow status” participants. Results indicated that outside school performance contexts differ from inside school performance environments in ways that may affect flow experiences and flow status of students. Both quantitative and qualitative data suggest that certain facilitators and inhibitors exist that are more apt to produce or prevent a flow experience in a particular setting or with a specific population. Results obtained from the data reduction coding method revealed six overarching themes specific to participants’ descriptions of flow facilitators and inhibitors. Facilitators include optimal physical preparation, mental preparation, and optimal environment, and inhibitors include non-optimal physical preparation, mental distracters, and non-optimal environment.
Perceived Leadership Practices of California Elementary Principals in Relation to Leadership Coaching
Marc Bryan Hammack
California State University, Fresno, 2010
Chair: Donald Wise
Abstract:
The purpose of this research study was to compare the self-reported leadership practice of California’s elementary school principals using the Kouzes and Posner Leadership Practices Inventory between principals who had received leadership coaching and those who had not received leadership coaching. The study was conducted using a survey in which 1,000 California elementary school principals were randomly selected to participate. A demographic section, along with the 2003 edition of Kouzes and Posner’s Leadership Practices Inventory (LPI) Self-Form, was used to gather information and determine if there was a significant difference between the two groups. The response rate was 32.5%.
The findings indicated that there was no significant difference in mean scores, in the five dimensions, for those principals who had received coaching and those who had not received coaching. However, the data indicated that there are some differences in gender and ethnicity between elementary principals receiving coaching and those not receiving coaching.
Outcomes of a Summer Institute for Teachers of Students with Autism and Emotional Disturbance
Tangee Gae Pinheiro
California State University, Fresno, 2010
Chair: James Mullooly
Abstract:
The Summer Achievement Center is a collaborative partnership between a large urban school district in Fresno County and California State University, Fresno designed to prepare teachers to teach students with autism and emotional disturbance. The purpose of this study was to examine characteristics of individuals teaching students with autism or emotional disturbance within a large urban school district and examine differences related to teacher preparation or professional development. Two research questions were developed. Question 1 examined the perceived benefits and outcomes of Summer Achievement Center participation and Question 2 measured differences in self-efficacy between participants of the Summer Achievement Center and nonparticipants.
Participants reported that the program, or the skills taught during the program, contributed to their ability to be prepared for their current teaching position. Participants also had higher mean scores on a self-efficacy scale and had an expectation to remain in the field longer than nonparticipants.
Second Grade Teachers’ Literacy Instruction: Linking Beliefs to Practice
Tracy Marie Smith
California State University, Fresno, 2010
Chair: Elaine Garan
Abstract:
Teachers hold beliefs about how children best learn how to read. It is clear from the literature how beliefs are acquired, and that it is possible for beliefs to change. What is not clear is if teachers’ beliefs are connected to classroom practices as they relate to teaching reading, and if legislation mandates impact instructional practices. The purpose of this study was to look at second grade teachers’ beliefs about how students learn to read, examine instructional practices, and determine factors that may cause a conflict between the two. Another reason for the study was to determine if teachers’ instructional practices have had an impact on relationships with their students or had an impression on their feelings toward the teaching profession. One hundred and forty two second grade teachers from four districts in the Central Valley of California served as participants. A researcher created survey in a Likert 1- 4 scale format was used to measure teachers’ theoretical beliefs about reading pedagogy and practices as they relate to a behaviorist or constructivist view. An open-ended section of the survey asked if teachers were aware of a disconnect between beliefs and practices, if legislation had on impact on teacher/student relationships, and what their feelings were toward the teaching profession. Follow-up interviews were conducted with three volunteers. Demographic information regarding district, type of school, year of initial teaching, and ethnicity were also collected. There were significant differences between Reading First and non-Reading First teachers, between teachers who began teaching prior to or after 2002, and between Title I and non-Title I teachers on survey items, beliefs, and practices within the classroom. Constructivist responses from the survey were more evident with groups of teachers under less legislative mandates than those with fewer.
Closing the Achievement Gap: Factors that Promote Academic Resilience in High School Foster Youth
Shannon Diane Lawrence
California State University, Fresno, 2010
Chair: Kenneth Magdaleno
Abstract:
The purpose of this study was to gain a deeper understanding of the factors that are helpful in producing academic resilience in a sample of high school foster youth. Participants include 80 foster youth from seven Fresno County high schools. Demographic and academic data: gender, grade level, attendance rate, suspension rate, current grade point average, CST English Language Arts scale scores, and CST Mathematics scale scores were obtained from the district foster youth liaison. Assessment of Academic Self-Concept and Motivation (AASCM), a survey instrument to assess students’ goals, self-concept and motivation was administered to participants. Follow-up interviews were conducted by the researcher with eight participants, four with GPA of 2.0 or higher, considered academically resilient and four with GPA below 2.0, considered not academically resilient. This study posed minimal risks to foster youth. Participants were voluntary and assured of their confidentiality.
Cronbach’s Alpha yielded reliabilities for the AASCM ranging from 0.77 to 0.93. Multiple analysis of variances (MANOVAs) and subsequent ANOVAs were used to examine differences between groups in both placement settings and grade point average (GPA). The findings did not prove statistically significant within-groups differences for placement settings. However, results did reveal statistical significance within-group differences that vary from one GPA group to another.
Correlation and multiple regression analyses were conducted to examine the relationship between academic variables and various potential predictor variables and were not statistically significant. Additionally, a Canonical Correlational Analysis (CCA) was conducted and did not prove statistically significant for the full model. However, the first three functions were considered noteworthy in the context of this study due to the substantial amounts of variance accounted for: 44.3%, 28.1%and 22.6%, respectively. The qualitative component revealed two emerging themes: students’ attitude toward school and students’ perceived support at school.
Effectiveness of Student Support Services Programs at California Community Colleges
Mark Christopher Sanchez
California State University, Fresno, 2010
Chair: Ron Unruh
Abstract:
Historically, first-generation, low-income, and students with disabilities have had very high attrition rates at California Community Colleges and institutions of higher education in general. Based on figures compiled by the National Center for Educational Statistics in 2004, 4.5 million low-income, first-generation college students comprise approximately 24% of undergraduate students in the United States. According to research, low-income, first-generation college students were nearly four times more likely to leave higher education after the first year than students who had neither of these risk factors. Furthermore, six years later, nearly one-half (43%) of low-income, first-generation college students had left college without earning degrees(National Center for Educational Statistics, 2004).
Student Support Services (TRiO) programs are designed to assist first-generation college going, low-income, and students with disabilities with gaining the academic and self-advocacy skills necessary to persist towards an educational goal, 2-year degree completion, transfer to a 4-year university, and/or completion of a certificate program. Services provided to student program participants included: academic counseling, financial assistance, transfer preparation, study skills, test-taking strategies, university visits, major and career exploration, cultural activities, and peer academic tutoring.
The purpose of this study was to determine if students who participated in Student Support Services (TRiO) programs at California Community Colleges were more likely to persist and complete an educational goal compared to non-program counterparts with similar demographic backgrounds.
As a growing trend of first-generation college-going, low-income, and students with disabilities are enrolling at California Community Colleges, it is important to understand how this population of students is experiencing our institutions of higher education. More importantly, it is critical for college administrations and leaders to understand the importance of creating a culture of success at their institutions by which all students will have the support and advocacy to realize their academic and personal goals.
The Effects of Classroom Management Beliefs/Ideologies on Student Academic Success
Teneecia Shaa Brannon
California State University, Fresno, 2010
Chair: Sharon Brown-Welty
Abstract:
This study was undertaken to explore how classroom management is currently being used by teachers in classrooms and to examine if classroom management practices have any effect on student academic success. The study took place in two Fresno County school districts. The study consisted of a 15 minute voluntary survey being sent out to fourth and fifth grade teachers in each district, as well as, data mining of historic student data from district data bases. The study explored the effects of classroom management beliefs and ideologies on student academic success. The study was based on the classroom management beliefs and ideologies of Glickman and Wolfgang (1978), in which there are three groups: Noninterventionist (more constructivist), Interactionalist (combination of constructivist and behaviorist), and Interventionist (more behaviorist). The Attitudes and Beliefs on Classroom Control (ABCC) Inventory-R was used to determine the teachers’ ideological group, then data base California Standards Test (CST) information was used to analyze the relationships between classroom management beliefs/ideologies and student academic success.
A Comparative Study between Online Charter High Schools and Traditional High Schools in California
Robert Worthington Darrow
California State University, Fresno, 2010
Chair: Kenneth Magdaleno
Abstract:
The percentage of students who graduate from high school within four years in the United States has remained between 65 and 70% since the late 1960s. Despite various educational reforms, the number of students who are at-risk of dropping out of high school has remained constant, increasing in some years and decreasing in other years. Two innovative educational movements developed in the 1990s may help to reduce the number of school dropouts: charter schools and online schools. The first state charter school law was passed in Minnesota in 1991 and then California in 1992. Since then, more than 4500 charter schools have developed across the U.S. Among all states, California has the largest number of charter schools and the largest number of charter school students (20% of all students attending charter schools reside in California).
This study compared students attending online charter schools with students attending traditional high schools in California to determine if at-risk students are more successful in online charter schools. There were 10 online charter high schools (grades 9-12) chosen that had operated for more than two years. A random sample of 10 traditional high schools were chosen as comparison schools based on the percentage of free and reduced lunch students, an indicator of at-risk students. Analysis revealed that the number of students attending online charter schools increased yearly by more than 80% between 2006 and 2009 in California and represents less than 1% of the total high school enrollment. Further analysis revealed that the percentage of students who scored proficient or above on the California Standards English Language Arts test was similar in both online charter and traditional high schools. Conversely, the number of students who drop out of high school was greater in online charter schools than in traditional high schools. Pearson’s chi-square was used to determine significance. Although chi-square results did show significance in sampling, there was not enough data available to suggest that at-risk students are being more successful in online charter schools at this time.
An Examination of the Relationship between Teachers’ Perceptions of the Presence of Professional Learning Community Attributes and Student Achievement
Melissa Witt Ireland
California State University, Fresno, 2010
Chair: Susan Tracz
Abstract:
Educators in the Central Valley of California face mandates for student achievement growth with the additional challenge of high concentrations of traditionally underserved students. Over the past 15 years, professional learning communities have been increasingly identified as a promising approach for improving school performance. The purpose of this study was to examine the relationship between the practices associated with professional learning communities and student learning. Is there a relationship between teacher perceptions of the presence of PLC attributes and student achievement?
This study was quantitative in nature, and measured the relationship between the independent variables of teacher perceptions of the presence of PLC attributes and the dependent variables of student achievement in language arts, mathematics, history, and science. The independent variable was measured using a researcher developed 6-point Likert-like survey based on the attributes of PLCs as described by Hord (1997). The dependent variable was measured using 10th-grade student performance data from California Standards Tests (CSTs). High schools with student demographics representing the mid-range of English learner and socio-economically disadvantaged student populations in Fresno, Madera, and Tulare counties were invited to take part in the study. Teachers of 10th-grade students in high schools that agreed to participate responded to a 6-point Likert-like survey.
Teacher survey responses were paired with 2009 CST results of their students. These data were analyzed utilizing descriptive statistics, the ANOVA, bivariate correlations, canonical correlation, multiple linear regressions, chi-square goodness of fit, and the independent t-test. The overall results indicate that teacher perception of the presence of PLC practices has a positive relationship with student achievement.
Library 2.0 and Information Competency in California Community College Distance Education Programs: A Descriptive Study
Ronald Lynn Oxford
California State University, Fresno, 2010
Chair: Ron Unruh
Abstract:
This descriptive research study was designed to explore how California Community Colleges are integrating Information Competency(IC) into their distance education programs and if they are using Library 2.0 tools to accomplish this. A secondary component of the study was designed to discover what types of assessments are in place and if they are linked to Student Learning Outcomes. A researcher designed descriptive survey was the method of data collection. The survey gathered both qualitative and quantitative data by utilizing open and closed ended questions. Along with the growing importance of teaching information skills to students is the expanding usage by this generation of Web 2.0 tools such as social networking sites, blogs, chat, and a host of other web-based tools. The study was intended to expand the understanding of library professionals in how this changing education environment is being addressed by college librarians and how they are meeting the needs of an increasing online curriculum. Of the 110 colleges surveyed 54 responded for a response rate of 49%. Experimentation with even the newest social networking tools like Virtual Worlds was taking place. Information Competency (IC) instruction online seemed to mirror what is being done face-to-face and very few colleges had IC requirements in place for receiving fully online degrees. Some results were expected and others were unexpected. The lack of assessment taking place being the most unexpected considering the current push by accrediting bodies for accountability.
Encouraging Preadolescent Emotional Intelligence through Leadership Activity
John Henry Alvarado
California State University, Fresno, 2010
Chair: Pamela Lane-Garon
Abstract:
The study sought to determine effects of leadership activity on emotional intelligence in preadolescents. Ninety-two Central California Valley sixth grade students in two schools and four classes were assessed on emotional intelligence. Treatment and comparison groups were identified. A Two-Way Repeated Measures ANOVA examined change over time with respect to treatment, main effect, and interactions. Questions guiding the investigation were: (1) Is pre-adolescent emotional intelligence affected by leadership activity? (2) Will students of lower SES improve emotional intelligence scores as a result of leadership activities in distinctively different ways when compared to those students of higher SES, as measured by the Mayer, Salovey and Caruso, Emotional Intelligence Test: Youth Version (MSCEIT:YV)? Findings revealed partial support for these predictions. Main effects reveal significance for 5 out of 7 areas with treatment group generating greater means, and SES groups approaching significance for 2 out of 7 areas. Results suggest that leadership activity may be an important vehicle for improving emotional intelligence in schools, students of lower SES may benefit more than students of higher SES, and assessment instrument, regarding vocabulary, for younger populations may require revision.
The Influence of Mentoring on Female Administrators and Leaders in California Community Colleges
Jothany Blackwood
California State University, Fresno, 2010
Chair: Sharon Brown-Welty
Abstract:
The purpose of this study was to examine whether middle-level female administrators in the California Community College System were being mentored to higher-level positions, and whether the retention of leaders in higher-level positions was influenced by mentoring. Specifically, this research study examined the mobility and retention of female administrators through a web-based survey that was completed by 156 females currently working in administrative positions at the dean’s level or higher in California Community Colleges. Data was also collected through face-to-face interviews with eleven female administrators in senior-level positions from vice president to chancellor. These interviews reflected a range of demographics and were located in Northern, Central, and Southern California.
The research study addressed two research questions: 1) What effect did mentoring, if any, have on a person’s ability to achieve higher-level leadership positions? and 2) What relationship does mentorship have on the retention of women in leadership?
The study utilized a mixed-methods design employing both quantitative and qualitative methods. The Univariate Analysis of Variance (ANOVA), Cross Tabulation, Frequency Distribution, Measures of Central Frequency, Independent t-tests, and Correlations were used to identify statistical significance between those who had served as a mentor and those who had not, and between those who had been a mentee and those who had not.
Findings reported that mentoring had a positive and significant influence on female administrators and leaders in the California Community College System. There were also important common themes that emerged that indicated the research study was also influenced by family dynamics, mobility and retention strategies, interim positions, the influence of mentors, faith, the timeline for having mentors, gender and racial issues, and participants’ own willingness to mentor others.
Investigating Differences among Asian American Youth Participating and Not Participating in Grant-Funded High School After-School Programs
Kimberley A.M. Boyer
California State University, Fresno, 2010
Chair: Susan Tracz
Abstract:
The popular stereotype of Asian Americans in American society is that they are high achievers with high expectations. Consequently, they have been termed the model minority. While there are varied and historical reasons for reporting this group under one umbrella, it is critical to recognize that individuals who comprise this group occupy positions along the full range of socioeconomic spectrum. The purpose of this study was to investigate differences in academic achievement, social behavior, self-esteem and acculturation when comparing Asian American youth who participate in grant funded high school after-school programs to Asian Americans youth who do not. This was a mixed methods research design combining both quantitative and qualitative research. This study examined Asian American high school youth and the 21st Century Community Learning Center’s High School After School Safety and Enrichment for Teens (ASSETs) Program at three California schools that have ASSETs programs. The independent variables in this study included Asian subgroup membership which has 10 subgroups and after-school program participation. The dependent variables in this study included student academic performance, student social behavior, student psycho-social attitudes related to self-esteem and acculturation. Implications for this study included bringing awareness to the unique needs of Asian-Americans and high school after-school programs.
How Course Articulation Agreements Facilitate the Transfer and Completion of a Bachelor’s Degree: A Comparison of Native and Transfer Students
Klaus-Georg Tenbergen
California State University, Fresno, 2010
Chair: Sharon Brown-Welty
Abstract:
A seismic economic shift has changed the rules by which Americans strive to get ahead in society. Hard work, once the bedrock of opportunity, is no longer sufficient in and of itself to ensure individual prosperity and security for either individuals or the larger community. The consequence of this new economy is the need to educate students in the shortest possible timeframe, so they will have an impact on society.
This study was designed to research the use of well-established articulation agreements traditional within higher education institutions in California and their impact on student’s transfer and completion time-frames and rates. The purpose of this study was to explore how long it takes a student who has transferred from a 2-year college to a 4-year university (transfer students) to complete a bachelor’s degree and compare it to the completion rates of students who enter and graduated from 4-year universities (native students) at selected institutions in California. In addition, perception of the administration of those 2-year colleges and 4-year universities related to the policies and procedures of articulation agreements were gathered to explore what barriers or assistance these policies and procedures created for students or the articulation process.
This study provides important information for the benefit of students, academic articulation officers and administrators, and to reach an understanding of the impact of articulation agreements, policies, and procedures on students who desire to transfer articulate coursework within the higher education environments. From the study was learned that starting at a 2-year college and transferring to a 4-year university will accelerate the degree completion time-frame dramatically. This research provides data and findings to administrators and articulation officers interested in continuous improvement, allowing them to plan their implementations to avoid pitfalls, break down any existing barriers and enhance the benefits of any student who desires to complete a bachelor degree in these systems in a timely and acceptable manner.
The failure of the community colleges and state 4-year universities to agree on common transfer requirements creates tremendous confusion. It has become one more factor discouraging students from pursuing a 4-year degree. The 110 community colleges have created individual articulation agreements with 4-year universities to which they feed the most students. Beyond that, the transfer system is a maze to negotiate. Unsure where the students will transfer to, community college students hedge their bets by taking more courses than they need. Once the students have been re-admitted to a 4-year university, community college transfer students learn they often have to take extra courses peculiar to that school’s requirements for a major.
The Impact of the College Assistance Migrant Program on Migrant Student Achievement in the California State University System
Adrian Dee Ramirez
California State University, Fresno, 2010
Chair: Ron Unruh
Abstract:
The purpose of the 7-year longitudinal study was to examine the College Assistance Migrant Program (CAMP), a student services intervention, to determine its impact on migrant student achievement in the California State University (CSU) system. Participants included336 migrant students who were enrolled as first-time, full-time freshmen in fall 2002 to spring 2009 from six of the 23 CSU campuses with CAMP federal program funding. The comparison groups were Latinos and other students from the general student population for a total of 9,362 student level data records.
The study intended to address one overarching research question: Does the CAMP intervention have an impact on migrant student achievement? The Analysis of Variance (ANOVA) and Chi-Square Test of Independence were used to explore differences among CAMP, Latino, and other students from the general population. The variables used to determine academic achievement included persistence, first year and cumulative grade point average, and baccalaureate degree attainment. Data findings reported CAMP was having a positive impact on migrant student participants enrolled in the program.
Closing the Achievement Gap: The Relationship between Emotional Intelligence, Race, Identity Attitudes, and Academic Achievement with African American Adolescents
Ben Amuku Drati
California State University, Fresno, 2010
Chair: Kenneth Magdaleno
Abstract:
The purpose of this study was to investigate whether African American high school students’ emotional intelligence and their race identity attitudes are related to their academic achievement. The following research questions were explored in the study: What is the correlation between African American adolescents’ race identity attitudes and their academic achievement? What is the correlation between an African American adolescents’ emotional intelligence and their academic achievement? What is the correlation between African American adolescents’ race identity attitudes and emotional intelligence?
Representing three high schools, a total of 165 African American students were invited to participate in the study. The students were randomly selected and administered the EQ-i:YV (S) and CRIS surveys. Students’ survey results were correlated against each other and against their 2008/2009 ELA CST scale scores. Analyses indicated positive, modest, and significant adaptability subscales of EI to ELA results. MICI attitudes were positively, modestly, and significantly correlated to ELA results. MICI results were positively and significantly correlated with adaptability. Adaptability and multicultural inclusive attitudes are discussed in the context of Oppositional Culture, Nigrescence, and emotional intelligence theories in relation to academic achievement for African American adolescents.
The Impact of Student Response System on Third Graders’ Learning, Motivation, and Engagement
Idia Adejumoke Abode
California State University, Fresno, 2010
Chair: Susan Tracz
Abstract:
The positive role feedback plays in student learning has been documented by several education researchers. Obtaining immediate feedback can be difficult and impractical without technological assistance. The persistent demand for accountability has resulted in a continuous search by educators for alternative means of promoting student engagement in order to boost academic achievement. Student response systems (SRS), among other learning tools, have been employed towards this end, mostly at the higher education level. Therefore, there is a great need for research that addresses the effectiveness of such emerging technology at the K-12 level.
This research investigated the implementation of student response systems on student motivation, engagement, and student achievement on third graders using a quasi-experimental research design. Student response systems are a group of developing technologies that have been adapted for use in classrooms as a tool for providing feedback. The student response system developed by SMART Technologies was used for this study. Both quantitative and qualitative data were collected. Treatment teachers provided feedback to students using the student response system from November, 2009 to February, 2010, while the comparison teachers provided feedback to students the traditional way. Both groups administered pretest and posttest measures to assess academic achievement aligned to third grade critical standards, motivation (using the School Achievement Motivation Rating Scale), and engagement. Repeated measures ANOVA was used to analyze the data collected.
The student achievement outcomes were mixed. The SRS had a positive outcome for both motivation and engagement. A post survey was administered to both teachers and students in the treatment group to determine perceived suitability of the technology. All three treatment teachers interviewed and surveyed were in agreement about the effectiveness of the SRS. The majority of the treatment students believed the SRS had a positive impact on their learning. Future research should consider expanding the pool of participants, modify the administration of the achievement test, and address other implementation challenges posed by this study.
The Effects of Participation of School Children as Mediators in Contrast to Non-Mediators in a Mentored Mediation Program as Related to Academic Achievement, Developmental Disposition, and Conflict Orientation
Eimear M. O’Farrell
California State University, Fresno, 2010
Chair: Elaine Garan
Abstract:
This study focused on the effects of elementary students’ participation in a mentored peer mediation program during a school year as it related to three variables, academic achievement, developmental disposition, and conflict orientation.
Phase I, academic achievement, focused on the relationship between participation in this program and academic performance on the California STAR tests in English Language Arts. Archival data from approximately 1,180 upper grade students in seven elementary schools were studied to examine this relationship.
Phase II, the developmental disposition component, aimed at gaining an understanding of the multidimensional nature of empathy. It focused on the cognitive responses of individuals, as well as the emotional facets of perspective taking as students engaged in mediator experiences. The instrument used to assess this component was the Davis Scales of Interpersonal Reactivity Index, which measured separate aspects of empathic reaction. Conflict Orientation was measured using a free-response questionnaire, providing a qualitative data component. Two hundred ninety seven upper grade students at five elementary schools participated in the dispositional and conflict orientation components.
Four school districts with diverse socioeconomic, demographic, and ethnic representation were included in the study.
Phase I data indicated that grade 5 was a critical year in the mentored mediation program, impacting academic achievement at a significantly greater level than the two other upper grade levels. The data suggested that grade 5 students may have benefited from two years of participation as mediators before realizing academic gains. Decreases in sixth grade participation due to attrition led to diminished representation of mediators. This perhaps accounted for the minimal academic gains evidenced at that grade level.
Phase II data provided evidence that students demonstrated higher levels of developmental disposition and positive orientation toward conflict management when participating as mediation facilitators than when participating as non-mediator disputants. Mediators tended to implement effective conflict resolution skills, while non-mediators sought out peer mediators to resolve conflicts.
It is hoped that the results of this study will contribute to the sustainability of mentored peer mediation programs in schools, by providing a clearer understanding of the interconnections among academic achievement, developmental disposition, and conflict orientation.
Correlations between California Academic Performance Index Scores and College Attendance Rates
Gary Lowe
California State University, Fresno, 2010
Chair: David Tanner
Abstract:
Educators have struggled to assess educational quality in high schools, particularly in terms of the impact that the high school experience has on subsequent student success in college. Attempting to quantify the quality of learning that occurs in educational settings is both complex and controversial.
One approach to evaluating secondary school quality in California is to rely on the Academic Performance Index (API) score available for each school. A second is to associate school quality with students’ subsequent college attendance. In this study the two are combined in order to determine whether API scores are correlated with college attendance rates. Although API scores were not specifically designed as a method of measuring college attendance rates, they are a measure of school quality and it is reasonable to expect that higher quality schools would produce more college ready high school graduates.
A Pearson correlation test and the coefficient of determination (r2) were calculated using API scores from 1999 and 2007 to study the amount of variance in college attendance rates that could be attributed to changes in API scores.
Statistically significant correlations between API scores and college attendance rates were found. Correlations were also found between student demographics (gender, ethnicity), API scores and college attendance rates. In addition, the study found a correlation between API scores and student attendance at the University of California and California State University system.
Whose Accountability is it? Conceptual Metaphor and Affinity for Learning Outcomes Based Accountability: Comparisons between California PreK-12 and Higher Education Leaders
Devin Dag Blizzard
California State University, Fresno, 2010
Chair: Sharon Brown-Welty
Abstract:
The strength of leaders’ identification with education accountability language framed by Conceptual Metaphor (Lakoff & Johnson, 2002) was evaluated across California PreK-12 and Higher Education groups. Survey and short-answer data from 549 California college deans, college presidents, PreK-12 superintendents, and PreK-12 school principals revealed that where you work (professional level) was an indicator for the way education leaders believed schools, colleges, and universities should be held accountable. One’s political party affiliation was an indicator for how education leaders believed students should be held accountable.
PreK-12 education leaders showed a greater overarching affinity toward school accountability statements than Higher Education leaders. This finding was evidenced by higher levels of Social Identification (Mael & Tetrick, 1992). PreK-12 leaders demonstrated higher affinity for accountability statements framed using hierarchical Nation as a Family (Lakoff, 2008) style metaphoric content and also greater affinity toward language statements rich in quantification metaphoric content . Finally, Education leaders demonstrated differences between professional levels in their use of student learning outcomes data. PreK-12 education leaders used data more frequently than their Higher Education counterparts. An inductive analysis of short answer response content is provided as well as a discussion of theoretical, methodological, and practical applications for conceptual metaphor theory in the context of educational leadership.