Concordia Digital Repository
The repository is currently home to two main collections: the University's electronic dissertations, theses, and capstones, and the University Archives. As this service expands, we also hope to include other scholarship from our academic community.
The purpose for the development of this institutional repository is to collect, preserve, and provide free and immediate access to material produced by the Concordia University Irvine community. We affirm the core value of Concordia University Irvine to contribute to the worldwide academic community with a vision to empower students through the liberal arts and professional studies for lives of learning, service, and leadership. We further affirm the mission of the library to provide access to resources and services beneficial to the intellectual advancement of our students and faculty. For these reasons, this repository has been created in order to share Concordia's academic achievements and historical significance.
Communities
Select a community to browse its collections.
- Dissertations from the School of Education
- The Schroeder Library Archives is the official repository for Concordia University’s valuable historical records, documents, publications, photographs, multimedia and other archival materials related to Christ College Irvine and Concordia University, Irvine.
Recent Submissions
MIDDLE SCHOOL MATH ACHIEVEMENT: A GROUNDED STUDY OF SELF-EFFICACY DOMAINS
(2023-12) Galassi, Heidi
Doors to other educational opportunities and future professions are closed when students have a low motivational profile in mathematics starting in elementary school and continue with an unchanged profile into high school (Lazarides et al., 2020). Students must learn how to increase their mathematical self-efficacy in order to increase their opportunities for the future. Increasing self-efficacy promotes other student agency skills that will generate increased engagement and ultimately academic achievement (Fisher et al., 2021). By prioritizing the enhancement of mathematical self-efficacy among students, we can concurrently foster greater levels of motivation and engagement in the subject.
Although self-efficacy is known to be the primary predictor of math achievement, the aspects of building self-efficacy that work best for middle school students is still unknown. This study seeks to address that gap. Through a thorough review of the literature and analysis of existing research, this grounded research study contributes to our understanding of the importance of self-efficacy in education and provides practical implications for improving student outcomes, specifically in the content area of mathematics, utilizing specific strategies in the classroom setting related to Bandura’s four domains of self-efficacy.
The research conducted included three phases: The first phase included secondary data from 587 middle school students from a school in Northern California who completed a Self-Efficacy Questionnaire for Children (SEQ-C). Phase 2 included a week-long in-situ problem solving experience with 34 students from four different groups using data from the SEQ-C: (a) students who self-reported low self-efficacy and attend a grade level math class, (b) students who self-reported high self-efficacy and attend a grade level math class, (c) students who self-reported high self-efficacy and attend an enriched level math class, and (d) students who reported low self-efficacy and attend an enriched level math class. Transcripts derived from student reflections conducted during Phase 2 of the study were analyzed. Subsequently, a select cohort of 11 students, distinguished by their capacity to articulate their chosen self-efficacy domain and its perceived efficacy, were engaged in comprehensive in-depth interviews. These interviews were designed to facilitate an extensive exploration into the underlying rationales that substantiated their chosen self-efficacy domain and its effectiveness.
Findings from the three phases of the research show that self-efficacy is multifaceted and is not limited to a dominant galvanizer and, in fact, individual students were able to verbalize their preferred self-efficacy domain galvanizer and its effectiveness.
PROFESSIONAL LEARNING COMMUNITIES AND COLLECTIVE TEACHER EFFICACY
(2023-12) Christine N. Wilson
The purpose of this mixed-methods phenomenological study was to investigate the relationship between professional learning community (PLC) implementation and teachers’ perceptions of engagement, professional collaboration, professional growth, and ultimately collective teacher efficacy. This research study collected data from elementary school teachers in a suburban school district located in southern California. The research instrument collected quantitative data using Likert scales along with qualitative data (open-ended responses) in a survey format.
The school district in which the study was conducted has some universal practices in place that support PLC implementation. The goal was to understand if PLC implementation, as perceived by teachers, has a relationship with teachers’ engagement, professional collaboration, and/or professional growth. The results of the Pearson correlational analysis indicate that there is a statistically significant (p < .05) positive relationship between PLC implementation and each of the independent variables; thus, the more deeply PLC is implemented, the more teachers reported positive impacts on engagement, professional collaboration, and professional growth.
Collective teacher efficacy (CTE) is linked to successful academic outcomes for students and has been identified as an accelerant of learning, so it is important to determine practices that may have an influence over teachers’ efficacy beliefs and or collective efficacy beliefs. The results of this study also indicate a statistically significant positive relationship between PLC implementation and CTE. PLC is a specific concept of professional development that can positively impact teachers in many areas.
EARLY INTERVENTION FOR AT-RISK MIDDLE SCHOOLERS: A MIXED METHODS STUDY ON THE IMPACTS OF A MULTI-TIERED SYSTEM OF SUPPORTS AND SPECIAL EDUCATION REFERRAL
(2023-08) Patel, Roshni
This mixed method study evaluated the impacts of tiered levels of early intervention and referral for special education evaluation, on at-risk middle schools, using the Multi-Tiered System of Supports framework. Academic, behavioral, and social-emotional interventions were examined, with a special emphasis on the impacts of these strategies on at-risk middle schoolers and the need for initial evaluation for special education educational services when implementing the MTSS framework. Utilizing Bronfenbrenner’s Social Ecological Theory, research from a large suburban middle school in Orange County, California was collected and analyzed. Social Ecological Theory states that a person is molded by their surrounding environment (Bronfenbrenner, 2019; cited by Gu et al., 2021). The researcher used convenience sampling to collect secondary research and nesting sampling to collect primary research. Secondary data included grade reports, discipline incident data, small group counseling data, and data from a site-based relationship building activity called the Dots activity. Primary data included an educator focus group, counseling department interviews, intervention observations, and an educator survey. Quantitative data was analyzed using univariate analysis. Qualitative data was collected, recorded, and transcribed through Zoom. The computerized program Delve was used to code interviews and the educator focus group, using open coding and thematic analysis. The key findings were seen surrounding student academic, behavioral, and social-emotional desired outcomes and special education referral. When early interventions were implemented with fidelity, the need for further intervention decreased. A decrease in the referral for special education assessment was also seen from the 2021-2022 school year to the 2022-2023 school year.
EXAMINING THE EFFECTS OF POSITIVE BEHAVIORAL INTERVENTION SUPPORTS AND SOCIAL EMOTIONAL LEARNING ON SCHOOL CULTURE
(2023-05) Alvarado, Nicol
Positive Behavioral Interventions and Supports (PBIS) is a framework used by many schools to decrease disruptive behaviors, improve social behaviors and increase academic progress. Social-emotional learning (SEL) is a framework that helps students develop the skills they need to succeed in school and everyday life. The following study explores the impact PBIS and SEL have on school culture and student performance when implemented together. PBIS is a proactive way to teach school expectations and provides a system for improving student behaviors. SEL helps students understand the root causes of behaviors and how to address emotions. The results of this mixed method study will give insight into this dual implementation and give further awareness how these two frameworks help students succeed behaviorally and academically.
RETAINING CREDENTIALED TEACHERS BEYOND INDUCTION PROGRAMS: A STUDY OF IMPACT OF THE BUILD RAPPORT, INSPIRE FEEDBACK CELEBRATE SUCCESS AND EXCEED RESULTS (BICE) MODEL FOR ASSISTING PRINCIPALS AND OTHER SCHOOL LEADERS TO SUPPORT AND RETAIN TEACHERS
(2023-05) Schlottman, Laura
The purpose of the study is to address the teacher attrition affecting public schools in California, specifically with teachers with three or more years of classroom experience. A four-level leadership program, called the BICE model, created by Dr. Nolan in 2017, was used to examine the pre- and post-impact on experienced teacher satisfaction and retention. The BICE leadership program included a plan to build rapport, increase feedback, celebrate success, and exceed results for experienced teachers. This study addresses four areas of focus to analyze the effects of the BICE leadership program on experienced teachers: professional development, stress, administration, and job embeddedness "fit." Experienced teachers reported a higher priority towards professional development with an increased willingness to observe and collaborate. The BICE leadership program results revealed that experienced teachers' stress levels were lowered, and job satisfaction increased. Both novice and experienced teachers benefit alike from the BICE leadership program. This study affirms the effectiveness and importance of administrative rapport among teachers. Further study of the BICE leadership program would continue clarifying its impact on student achievement after multiple cycles and increase the voice of school administration, as they, too, are in dire need of support and mentorship in the educational field.