Doctor of Education (Ed.D.) in Leadership Dissertations

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https://hdl.handle.net/11414/3265

Dissertations submitted from the School of Education in fulfillment of the Doctorate of Education.

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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.
THE ROLE OF FAMILY, CULTURE, AND POSITIVE PSYCHOLOGY IN THE DEVELOPMENT OF PSYCHOLOGICAL GRIT FOR LATINX COLLEGE STUDENTS
(2023-05) Beavers, Jeffrey
The purpose of this explanatory mixed methods study with qualitative single case study and descriptive quantitative analysis is to explore how familial and cultural factors, along with factors used in positive psychology, influenced psychological grit in Latinx college students at a regional university in the Pacific Southwest. The nature of this study is to explore a gap in literature to better understand the formation of psychological grit of Latinx students as well as to shed light on a current problem space in higher education today. The research questions ask “how” questions. How do Latinx college students describe the ways that family/culture influences the formation of psychological grit? And how do Latinx college students describe the ways hope, courage, finding purpose, and faith (positive psychology factors) influence the formation of psychological grit? The theoretical foundations of this study included positive psychology, a useful framework for understanding college students’ achievement and outlook, as well as psychological grit theory. Data sources are made up of an online survey which includes demographic data, the Grit S-Scale, open-ended questions, semi-structured participant interviews, and data noted in an analytic memo. Data is analyzed by thematic analysis involving a deductive coding approach and descriptive statistics. Recommendations for further research on psychological grit using a positive psychology framework are presented.
THE IMPACT OF TRUST AND LEADERSHIP FOR IEP TEAM OUTCOMES: A PHENOMENOLOGICAL STUDY OF THE PERCEPTIONS OF PARENTS/GUARDIANS AND SPECIAL EDUCATORS
(2023-05) Lynch, William
The Individualized Education Program (IEP) is the central vehicle for school teams and families to develop an individualized program of instruction for students with disabilities. When school teams and families disagree, it can lead to negative results, including due process and mediation (Blackwell & Blackwell, 2015; Mueller & Piantoni, 2013). This study sought to understand how to build successful IEP team meeting agreements. The researcher collectedquantitative and qualitative from 125 families of students with special education through an online survey, that included Likert-style questions followed by three open-ended questions. The survey included demographic information and ratings of experiences, as well as questions related to trust (Lewicki, McAllister, and Biles, 1998), as well as questions related to servant leadership (Liden et al., 2008). Qualitative data was also collected through open-ended question interviews with six district-level leaders in special education, which was analyzed alongside the qualitative responses of the families with students in special education. The analyzed data which was collected provided a deeper understanding for how special education leaders can guide school IEP teams to making appropriate IEP team agreements that benefit the student with families. The research validated the theoretical framework of previous studies related to trust (Lewicki, McAllister, and Biles, 1998). This study suggests that special education leaders who exhibit servant leadership tendencies (Saleem et al., 2020; Russell and Stone, 2002), which can include communication, seeking input, and most notably, empathy, are best able to navigate the diversity of parent feelings of trust and distrust, which can then lead to successful agreements between school teams and families.
SCHOOL CHOICE IN EDUCATION: WHY ARE FAMILIES CHOOSING THE PUBLIC HOMESCHOOLING MODEL
(2023-05) Stoneman, Jodi Lynn
The importance of school choice in providing educational opportunities for students is a core value among families within the homeschooling community. The COVID pandemic brought homeschooling to the forefront of conversations surrounding education, specifically as a valuable learning model for students. This phenomenological study analyzes public homeschooling through two Southern California charter schools. A goal of this research is to inform the reader about the educational perspectives of families, homeschool teachers, and administrators who are part of the public homeschooling community. As a member of the community, the researcher was inspired to study public homeschooling when the following senate bills (S.B. 98 and S.B. 820) and assembly bill (AB 77) were passed in California in 2020-21, affecting the financial budgets of public charter schools. Of the 40 participants who completed the Likert survey, 12 agreed to participate in a one-on-one interview with the researcher. Survey and one-on-one interview questions were developed to align with the guiding factors of school choice, public homeschooling, equity, parental involvement, and efficacy. Results were analyzed through the theoretical framework of Urie Bronfenbrenner’s ecological systems theory, along with the application of psychology to the theory by Kathleen V. Hoover-Dempsey and Howard M. Sandler. The analysis highlighted four themes: individualized learning, equity, supportive learning environment, and choice, with individuated learning being the most significant. Further, research illustrated the relationship between the family and the homeschool teacher is a valuable aspect to the public homeschooling model. Additional research is required to expand upon how the guiding factors are supported and achieved within the educational model of public homeschooling.
EXAMINING EDUCATORS’ PERSPECTIVES OF EFFECTIVE STRATEGIES FOR SUPPORT OF CHINESE AMERICAN ADOLESCENTS LIVING WITH ONLY MOTHERS: HELPING WITH SOCIAL-EMOTIONAL LEARNING
(2023-05) Chen, Jiazhen
This study examined the educators’ perspectives on effective strategies to support the social-emotional learning of Chinese American adolescents living with only mothers in the U.S. This study used quasi-sequential mixed-methods phenomenological research including qualitative research and quantitative research. Participants were administrators, teachers and counselors from K-12 schools in California and the other states of the nation. Both qualitative and quantitative data were collected through snowballing sampling procedures. For quantitative research, Google Form was used for the survey questionnaire and the statistical data analysis. For qualitative research, interviews were conducted. A coding software called Delve was used for qualitative data analysis. In addition to Delve, the Data Analysis Spiral (Creswell, 2018) was also used from organizing the data, classifying codes into themes, developing interpretations to representing and visualizing the data. Chinese American adolescents living with only mothers in the U.S. were observed with various social-emotional and behavioral problems. This study verified the needs for educators to pay attention and support this particular group of Chinese American adolescents and their single mothers. Through this study, the researcher discovered some effective strategies that educators used to help support Chinese American adolescents and their single mothers. This study also brought attention to parents, especially those who have Chinese American adolescents living with only mothers in the U.S., to be mindful of their adolescents’ social-emotional issues. The results of this study validate the need for parents to adopt some of the strategies discussed here to help support their Chinese American adolescents not just academically, but socially and emotionally.
TRANSFORMING SECONDARY GRADING AND ASSESSMENT PRACTICES: A PHENOMENOLOGICAL STUDY ON DEPARTMENT CHAIRS’ LEADERSHIP EXPERIENCES
(2023-06) Kleinschrodt, Daniel
Grading and assessment practices in high schools are often inconsistent within a school and include a mix of academic and nonacademic factors. Redefinition of grading and assessment practices is needed to ensure that grading and assessment lead to accurate reporting of student learning. To understand how new practices are implemented at the teacher level, it is important to understand how school-based leaders work with teachers to implement changes. This study explored the lived experiences of department chairs at the high school level in the study area. This study employed a transcendental phenomenological approach to understand the lived experiences of the department chairs to determine which leadership attributes and which servant leadership behaviors emerged as being beneficial to enacting changes to grading and assessment. Thirteen high school department chairs participated in interviews as part of this study and the interview transcripts were analyzed using the modified van Kaam method. The following leadership attributes emerged as themes: becoming a leader; having a strong personal philosophy; leading by example and influencing teachers; building trust and fostering relationships; being reflective; coping with difficult emotions; and navigating district context and culture. The following servant leadership behaviors emerged as themes: conceptualizing; emotional healing; helping followers grow and succeed; and empowering followers. Additional themes emerged in the areas of revising practices in instruction, assessment, and grading; encountering barriers to change; and building collective efficacy. This study contributed to the literature on revising grading and assessment practices, and leaders can examine the findings of this study to develop policies and practices for implementing change.
IMPACT OF SELF DETERMINATION THEORY MODEL AS AN INTERVENTION TO IMPROVE HIGH SCHOOL ACADEMIC OUTCOMES
(2023-05) Sheppard, Erin
Students who are reluctant to participate in their own education may be in a state of learned helplessness for a variety of reasons which may or may not be within their ability to control. Research from across the past 100 years, as well as more recent education practitioners, indicate learned helplessness can be reversed with non-academic supports. A model of education based on incorporating the components of self determination theory applied to classroom instruction was developed and named self determination theory model (SDTM). Research questions included what correlation is found between student academic outcomes and teachers’ professional relationships with students when using SDTM in sample classrooms, what student academic learning differences are found in sample SDTM classrooms where teachers purposefully invest in professional relationships with students as contrasted with classrooms where SDTM is not incorporated during instructional time, and how does using the SDTM approach cause teachers to deliberately focus on improving teacher-student relationships to increase student academic learning and achievement and teacher engagement for student success. Volunteer teachers were split into two groups, and one received training in SDTM while the other did not. Student outcome data were compared between volunteer-trained, volunteer-untrained, and non-volunteer teachers. Students taking core classes from volunteer-trained teachers performed significantly better than students taking core classes from volunteer untrained or non-volunteer teachers. Further research is needed to determine if external factors influenced these or other finding
THE RELATIONSHIP BETWEEN TEACHERS’ ATTITUDES AND PERCEPTIONS TOWARDS COOPERATIVE LEARNING STRATEGIES AND TEACHERS’ SELF EFFICACY IN AN ONLINE SETTING
(2023-05) Adams, Caris
The purpose of this mixed-methods study was to understand the relationship between teachers’ self-efficacy and teachers’ attitudes and perceptions towards cooperative learning strategies in an online setting. This study also intended to understand the relationship between teachers’ attitudes and perceptions towards cooperative learning strategies in an online setting and teachers’ years of teaching experience. A survey using the Cooperative Learning Implementation Questionnaire (CLIQ; Abrami et al., 1998), the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001), and two free response questions was administered. A total of 123 participants from K-college level responded to the survey and provided information to answer three quantitative and two qualitative research questions. A correlational research design was used to determine there was a statistically significant and moderate, positive relationship between teachers’ self-efficacy and teachers’ attitudes and perceptions towards cooperative learning in an online setting. There was also a significant and moderate, positive relationship between teachers’ attitudes and perceptions towards cooperative learning in an online setting and teachers’ overall years of teaching experience. Thematic coding was used to draw conclusions from the data gathered in the qualitative research questions. The qualitative findings indicated that teachers had both positive and negative experiences contributing to their self-efficacy towards using cooperative learning in an online setting. Furthermore, participants indicated numerous factors such as attitudes, limitations, impact on students and strategies that influenced their perceptions of cooperative learning in an online setting. The results showed that teachers with high levels of self-efficacy and more years of teaching experience had positive attitudes and perceptions towards cooperative learning.
THE ADOPTION OF A LEARNING MANAGEMENT SYSTEM BY K-8 SCHOOL TEACHERS
(2023-05) Thomas, Elizabeth A.
This study used the Unified Theory of Acceptance and Use of Technology (UTAUT) as a survey instrument to determine the factors that affect K-8 teachers' usage of an LMS. The UTAUT consists of four predictor variables: benefits (PE) of the LMS, ease of use (EE) of the LMS, leadership and technology support (FC), and social influence (SI). Using a modified UTAUT questionnaire, 176 participants responded to a survey focused on internal and external factors that affect their usage of an LMS. The internal factors of perceived benefits (PE) of using the LMS and ease of use (EE) had the most significant impact on attitude (A) towards using the LMS. In addition, ease of use (EE) was positively correlated to self-efficacy (SE). The external factors of school site support (FC) and social influence (SI) also impacted attitudes towards the use of an LMS. The results also revealed that teachers who taught grades 5-8 found the LMS more beneficial (PE) to their teaching practice and easier to use (EE) than teachers who taught grades K-4. The findings confirm that the administration plays a crucial role in the success of their staff by understanding teachers’ perceived benefits (PE) of the LMS to their teaching practice and student learning, providing various types of professional development and training to ensure the LMS is perceived easy to use (EE), and to provide dedicated to time for teachers to learn from each other about how they use the LMS for specific grade levels and subjects.
CURRICULAR CONTROL: STUDENT AGENCY AND THE TEACHING AND LEARNING OF CONTROVERSIAL TOPICS
(2023-05) Miller, Tabitha
Since the inception of public education in the United States, members of the public have fought for control over what is taught to students and how concepts are presented. Public education lies continually in the crosshairs of politics and polemics related to issues ranging from prayer and the Pledge of Allegiance to language teaching and the inclusivity of transgender students. Culturally relevant teaching, while extolled by seasoned educators, is often branded as critical race theory by opponents of cultural awareness and sensitivity in schools. This study focuses on the history of such polemics as well as the decision-making process for social sciences curricula. It examines teachers’ beliefs surrounding students’ agency and the attitudes surrounding the teaching of controversial topics. The data revealed that the longer teachers have been in the profession, the less likely they are to be confident in their students’ ability to think critically. Political affiliation impacted teachers’ likelihood of engaging students with the roles of race, gender, and class in the U.S. legal system as part of social sciences coursework. More liberal teachers were less likely to engage with these topics, but only slightly. Recommendations for further research include more study on students’ agency from the students’ point of view, as well as the shift of education from a right supported by public funding to a commodity controlled by consumers.
SCHOOL-WIDE, CLASSROOM, AND HOME ENGAGEMENT FACTORS IN ONLINE EDUCATION FOR ALL STUDENTS
(2023-05) Samuelsen, Tessa
Education is ever changing, and the prevalence of online learning is increasing. Schools across the nation are providing more online learning experiences to allow families flexibility and comfort in the learning process, which also allows learning to continue no matter the circumstance. The present research study provides solid evidence of best practices in students’ engagement in an online learning environment for students. Online learning has been around for decades, but little research has been done to support the online learning environment. Best practices in online learning will help better educators and prepare students for college and careers. Educators need to know and understand what great teaching looks like in all environments, even in a virtual classroom.The purpose of this study was to outline factors that increase students’ engagement in the online learning environment and how educators and parents can work to help eliminate factors that cause disruptions in the learning process. Research was conducted by collecting survey information from teachers and parents in online learning programs. The teachers’ familiarity with technology and use of teaching strategies had the greatest impact of students’ engagement in the classroom. Drawing the conclusion that to best engage students both teaching strategies and the teachers’ ability to navigate technology are huge factors. The internet speed and home environment, two home elements, also impacted students’ engagement. Lastly, platform use, curriculum, and scheduling also impacted students’ engagement and therefore students’ success.
ONLINE LEARNING STRATEGIES: A META-SYNTHESIS OF PEER REVIEWED RESEARCH AND SURVEY OF SECONDARY TEACHERS OF DISTANCE LEARNING COURSES
(2023-05) Lopez, Linda
This mixed methods study investigates the research on strategies for distance learning to identify best practices for distance teaching of secondary students. For this study, distance learning was defined as an organized educational experience that takes place either synchronously or asynchronously while the student is in a different physical location from the instructor. Information and feedback are exchanged over the internet via email, website communication, electronic messaging, audio or video (pre-recorded or live). The first part is a survey of secondary teachers to see which strategies are used by secondary teachers of distance learning courses. The second part of the study consists of a literature review of over 100 studies, narrowed down to a qualitative meta-synthesis of 25 research studies, some quantitative, others qualitative, that attempt to identify the impact of a particular intervention or strategy used in various distance learning scenarios. The studies were identified through scholarly search engines, yielding studies within the year range of 2001 to 2020. The studies were coded and analyzed. A comparison of the research and the actual practices follow. Findings of the synthesis and the survey show that many teachers may be unaware of some of the most highly recommended distance learning strategies. Some teachers came away from the 2020-21 school closures with a negative view of distance learning, but awareness of and use of research-based distance learning strategies can improve student outcomes. Districts should continue to pursue and develop online distance learning options to serve their students.
INTRINSIC MOTIVATION AND ONLINE LEARNING IN ELEMENTARY EDUCATION: A PHENOMENOLOGICAL MIXED METHODS APPROACH EXPLORING CHILDREN’S EXPERIENCES LEARNING ONLINE
(2023-05) Hermann, Brooke
Intrinsic motivation is a crucial factor for students’ learning and academic achievement and the initial drive for capturing students’ interest in learning and engagement in a particular subject. There is a relationship between motivation and learning in traditional schools (Brophy, 2010; Schunk et al., 2014); however, despite the fact that motivation serves as a critical determinant for academic learning, there is a lack of research about how intrinsic motivation affects elementary students’ online learning. Most of the research on traditional and online learning is based on self-determination theory, a theory of motivation. Studies of elementary students who are learning online are minimal and lack concrete examples of how students experience intrinsic motivation in distance learning. This study aimed to investigate how elementary students experience intrinsic motivation while learning online. A mixed methods phenomenological approach was used, incorporating survey questionnaires and interviews with an art task for students to explore how they experience intrinsic motivation while learning online. The study involved 25 students in first grade through sixth grade in multiple subject classrooms attending a full-time online school in a single suburban school district. Students participated in a survey questionnaire and semi-structured interview, measuring the experience of intrinsic motivation according to questions. These questions were based on self-determination theory factors for motivation: autonomy, competency, and relatedness factors. The results from the study have the potential to provide valuable insights for educators teaching online with practical strategies to enhance motivation and academic achievement among elementary students in online learning environments.
HOW DOES EARLY ACADEMIC INTERVENTION WITH LOW-SOCIOECONOMIC MINORITY STUDENTS AFFECT THE SPECIAL NEEDS CLASSIFICATION?
(2023-05) Hyatt-Copeland, Andrea
Early academic intervention programs are designed to support struggling students to assist in overcoming their challenges and having a greater chance of maintaining success throughout school. Studies reveal that children exhibiting weaknesses in emerging skills that lead to reading failure, is most prevalent in low-income communities of color (Ramey & Ramey, 2004). This study investigated the impact of early academic intervention services or response to intervention (RtI) with low socioeconomic minority students and teachers’ perceptions and expectations on the special education classification process. The research was conducted using a mixed-method approach with surveys and interviews. The first method used a snowball sampling technique, with 79 participants. The second method was five structured interviews with two reading specialists and three classroom teachers. The methodological data collection was conducted using a 5-point Likert scale, four open-ended questions, and five interview questions to understand the effect of early academic interventions when implemented with fidelity to low socioeconomic minority students. The quantitative data were analyzed using Microsoft Excel sheet and StatPlus for descriptive results. The qualitative data were analyzed using MAXQDA and REV recording and transcription software to identify similarities, patterns and themes. The findings provided insightful recommendations for teachers when implementing academic intervention services and the impact of teachers’ perceptions and expectations on at-promise student performances. There were significant positive association between implementing the academic interventions with fidelity and using highly effective programs, r(77) = 0.67, p < 0.001 with low SES minority students.
EMERGING FROM A GLOBAL PANDEMIC: A CASE STUDY OF HOW SCHOOL LEADERS MOTIVATED AND RE-ENGAGED MINORITY STUDENT POPULATIONS AT THE SECONDARY LEVEL
(2023-05) Garcia, Humberto
This study looked at multiple factors that have contributed to the achievement gap between Hispanic students and other peers, as well as the impact that the global pandemic, school closures, and the return to school had on learners at the secondary level. The study also drew extensively on self-determination and expectancy-value theories as a contemporary view of what motivates and engages students in their learning process (Deci & Ryan, 2000; Wigfield et al., 2000). This case study combined both qualitative and quantitative measures to provide more comprehensive data to better understand educational leaders’ beliefs on students’ motivation and engagement and how educational leaders are fostering these environments to motivate and engage Hispanic students and improve students’ outcomes. Ten school leaders, individuals who have significant influence over school-wide programs and policies, were selected from a large urban, comprehensive high school with a Hispanic student population approaching 95%. The following themes emerged from data and interviews with school leaders: connection/relatedness; relevance; aspirations/future; adaptability/flexibility; and shared responsibility. School leaders are driven by the beliefs that Hispanic students are capable learners when content is highly relevant. They also believe in building authentic relationships as critical gateways to improved outcomes and that students’ motivation is malleable and responds to change. School leaders also expressed the need to embrace change, act upon it, and equip others to share in the leadership and responsibility of the tasks at hand. Lastly, school leaders reinforce that student choice and flexibility, intentional connections, paired with relevance, and a focus on the future are the catalyst for creating environments that support students’ autonomy, competence, and relatedness.
THE IMPACT OF PERCEIVED FIDELITY OF POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS) IMPLEMENTATION ON STUDENT BEHAVIOR AND ACADEMIC ACHIEVEMENT
(2023-05) Cantrell, Kimberly
PBIS was designed as a framework to promote a culture that establishes positive behaviors and practices to support staff behavior, student behavior, social competence, and academic achievement through data, systems, and practices. This study examines what factors impact the implementation of PBIS over time. Research has been conducted on related topics, mainly how implementing PBIS benefits student achievement and behavior modification. However, teacher intervention and perception variables still need to be researched, mainly when considering the fidelity and sustainability of PBIS. Incorporating evidence from teacher and site administrator surveys, interviews, and student academic and behavioral data, this study illustrates that findings largely support that behavior directly correlates with academic achievement. It also supports that teacher perceptions regarding behavior, and academic achievement are linked to fidelity. Implementing PBIS, when done with fidelity, would be expected to be reflected in increased academic assessments such as district benchmarks. Additionally, it was expected that the implementation of PBIS, when done with fidelity, would be reflected in a decrease in behavioral issues monitored through referrals, suspensions, and expulsions. This study can be used to develop sustainable and continuous professional development for teachers and site administrators in implementing PBIS.

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