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- All Subjects: Educational Administration
- All Subjects: Honors
- Creators: Jimenez-Silva, Margarita
Description
ABSTRACT
This mixed methods study examined how a high-poverty urban school district implemented four initiatives to support special education teachers and increase student achievement. The initiatives that were implemented consisted of direct instruction teaching methods, the use of a district-approved curriculum, monitoring program fidelity with walkthroughs, and increased professional development opportunities.
Quantitatively, the study compared walkthrough data and student achievement scores. The walkthrough data was collected from 52 special education teachers employed at the 19 schools making up the district while teaching reading and math. Student achievement scores were collected from the students taught by the 52 special education teachers. The walkthrough data compared the percentage of students making academic growth on district assessments with the percentage of teachers implementing the district initiatives with a high level of fidelity. Data was collected and analyzed between the first and third quarters of the 2013–2014 school year.
Qualitatively, six special education teachers were interviewed to examine their thoughts on the change process and to determine their needs to be successful as they continued to implement the district initiatives.
The results of the quantitative data indicated that students demonstrated growth as walkthrough scores increased in 16 out of 19 schools, specifically in the area of math. Fidelity to the initiatives increased throughout the year as teachers began to use and implement the initiatives.
The results of the qualitative data indicated that special education teachers positively responded to the support they received through the Special Services
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Department and the district’s initiatives. Using grounded theory, it was determined that teachers need opportunities for collaboration, feedback, and time to practice in order to be successful.
Lastly, the epilogue discusses the next steps that are being taken by the district to support all students with their learning needs.
This mixed methods study examined how a high-poverty urban school district implemented four initiatives to support special education teachers and increase student achievement. The initiatives that were implemented consisted of direct instruction teaching methods, the use of a district-approved curriculum, monitoring program fidelity with walkthroughs, and increased professional development opportunities.
Quantitatively, the study compared walkthrough data and student achievement scores. The walkthrough data was collected from 52 special education teachers employed at the 19 schools making up the district while teaching reading and math. Student achievement scores were collected from the students taught by the 52 special education teachers. The walkthrough data compared the percentage of students making academic growth on district assessments with the percentage of teachers implementing the district initiatives with a high level of fidelity. Data was collected and analyzed between the first and third quarters of the 2013–2014 school year.
Qualitatively, six special education teachers were interviewed to examine their thoughts on the change process and to determine their needs to be successful as they continued to implement the district initiatives.
The results of the quantitative data indicated that students demonstrated growth as walkthrough scores increased in 16 out of 19 schools, specifically in the area of math. Fidelity to the initiatives increased throughout the year as teachers began to use and implement the initiatives.
The results of the qualitative data indicated that special education teachers positively responded to the support they received through the Special Services
ii
Department and the district’s initiatives. Using grounded theory, it was determined that teachers need opportunities for collaboration, feedback, and time to practice in order to be successful.
Lastly, the epilogue discusses the next steps that are being taken by the district to support all students with their learning needs.
ContributorsHecht, John, Jr (Author) / Puckett, Kathleen (Thesis advisor) / Lawton, Stephen (Committee member) / Jimenez-Silva, Margarita (Committee member) / Arizona State University (Publisher)
Created2015
Description
Despite the vast research and attention given to education, little is known about teacher preparation to raise the quality of education for the honors students. There is an apparent disconnect from the honors students at Arizona State University and the education major. This study uncovers the perspective of the honors students who are majoring in education. Qualitative data was collected using one-on-one interviews. Results showed that all seven interviewed subjects were not satisfied with the education they were receiving as an honors education major.
ContributorsHan, In-Hye (Author) / Jimenez-Silva, Margarita (Thesis director) / Lambson, Dawn (Committee member) / Borden, Ryen (Committee member) / Barrett, The Honors College (Contributor) / Department of Speech and Hearing Science (Contributor) / Division of Teacher Preparation (Contributor)
Created2013-05
Description
This thesis is a two-part theatre and literature project on The Importance of Being Earnest by Oscar Wilde. The research component will consist of gathering information from the origins of this play in writing and in production to further understand my knowledge of the time it was written in and how it has been interpreted over the years. The theatrical elements will come as I direct and produce my own production of the play, and compare my research of Wilde's play and past productions to my own directorial decisions in attempt to make a successful student performed play.
ContributorsMarnick, Courtney Melissa (Author) / Miller, April (Thesis director) / Brown, Dori (Committee member) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Due to federal mandates, Title I schools now are being asked to implement parent involvement programs that meaningfully involve parents in the schools to increase academic gains. This action research study was based on three different concepts from the literature: a) critical pedagogy theory from Paulo Freire, b) parent involvement from diverse scholars including Epstein, Olivos, Mapp, Henderson, and Gonzalez-DeHass, and c) Wenger's communities of practice approach. The study was designed to determine whether a community of practice approach could provide the necessary conditions to meaningfully involve Latino Spanish-speaking parents in school. This innovation took place for 14-weeks, during which the community of practice approach was developed and utilized during meetings. Data were collected during each community of practice meeting at two schools. The data sources were surveys, audio video transcriptions of the meetings, journal, field notes, leadership meetings, and analytic memos. To add reliability and validity, mixed methods were applied to triangulate the data sources. Results indicated that through a community of practice approach Latino Spanish-speaking parents could become meaningfully involved in their children's schools. Parent participants reported that the community of practice allowed them to dialogue, contribute, learn, reflect, and become self-aware of their role in the schools. Data also showed that parent participants applied the community of practice approach to contribute to the solution of problems at their school. After participating in the study, parent participants realized their potential to impact in their children's school. Additionally, they started purposefully becoming more interested in participating and planning activities with the parent liaison. Based on the results, further cycles of action research are suggested.
ContributorsBarrantes Santamaria, Alfredo G (Author) / Jimenez-Castellanos, Oscar (Thesis advisor) / Jimenez-Silva, Margarita (Committee member) / Chavez, Jacob (Committee member) / Arizona State University (Publisher)
Created2012