Matching Items (246)
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- All Subjects: Educational leadership
- Genre: Academic theses
- Genre: Doctoral Dissertation
- Creators: Arizona State University
- Resource Type: Text
Description
In an era of educational transformation, teacher leaders play a pivotal role in facilitating systemic change within schools. This dissertation presents a single-case action research study investigating the support structures provided by a Team Lead Communities of Practice (TL CoP) to nurture teacher leaders. The primary aim of this research is to explore the effectiveness of the TL CoP in supporting teacher leaders at one school site. Utilizing qualitative data from interviews, participant journals, researcher memos, and agendas, this study captures the perspectives of team leads of interdisciplinary teams. The findings emphasize the need for flexible support systems tailored to the unique challenges teacher leaders face. Offering teacher leaders agency in their learning is paramount to their success. Additionally, structured time for collaboration and problem-solving within the TL CoP is crucial. One significant revelation is the importance of role clarity. Team leads need a clear understanding of their responsibilities to effectively lead teams and drive systemic change. This research contributes to the literature on educational leadership by highlighting the vital role of teacher leaders and the potential of TL CoPs in supporting their development. It advocates for the creation of such communities as a promising strategy to empower teacher leaders, providing them with essential support, dedicated collaboration time, and role clarity. As schools evolve to meet the demands of the 21st century, the insights from this study offer guidance for educational stakeholders seeking to cultivate a culture of leadership and foster systemic change through teacher leadership.
ContributorsPreston, Lee Allyne Cox (Author) / Markos, Amy (Thesis advisor) / Corner, Kevin (Committee member) / Fourlis, Andi (Committee member) / Arizona State University (Publisher)
Created2023
Description
The issue of teacher shortages has been a national crisis in the United States. Teachers have expressed feeling exhausted and burnt out from the profession. The COVID-19 pandemic made these feelings worse, with the rates of teachers leaving the profession being higher than what has occurred in the past. Teachers’ sense of belonging at their schools and their professional identities as educators can have an impact on their decisions to stay in or leave the field of education. Participation in a community of practice has been shown to have a positive impact on teachers’ sense of belonging and identities. This qualitative study cultivated a community of practice composed of teachers who were new to their schools but not necessarily new to teaching. Data collected included interviews, recordings of community of practice meetings, participant reflection documents, and a researcher journal. Results suggested that teachers valued getting to know their colleagues, learning unique classroom practices, and that their participation in the community of practice had a positive impact on their sense of belonging at their new schools. The impacts of the community of practice on teachers’ professional identities were inconclusive. The discussion included an analysis of themes that emerged from the data, limitations of the study, and recommendations for researchers and practitioners.
ContributorsTarbutton, Taylor Lane (Author) / Judson, Eugene (Thesis advisor) / Frias, Elizabeth (Thesis advisor) / Weber, Steven (Committee member) / Arizona State University (Publisher)
Created2023
Description
The problem of practice addressed in this study specifically examined how teachers lack the knowledge and experience of working with Indigenous students, thus creating a lack of connections with these students. Indigenous students have unique life experiences and world views, and the lack of knowledge and experience from teachers makes it difficult to provide adequate connections for the students in Tribal Schools. One of the driving ideas behind this research was that if non-Native teachers do not understand their students, how will they be able to connect with them and teach them effectively? Connections and relationships with teachers are one of the most beneficial factors for students. Generally, teacher preparation programs within the United States do not explicitly address the unique barriers and histories experienced by Indigenous students. The goal of this study was to assist teachers of varying cultural backgrounds in the transition from their teacher education programs to being in the classroom, teaching Indigenous students. This will better prepare future educators to teach Indigenous students in a Tribal School setting.
ContributorsDumarce, Demi (Author) / Gee, Elizabeth (Thesis advisor) / Whalen, Kevin (Committee member) / Smith, Stephanie (Committee member) / Arizona State University (Publisher)
Created2023
Description
Experiential learning has gained the attention of higher education institutions, specifically business schools, as a way to bring the business world into the classroom. It has become a fundamental methodology for designing business schools' curricula that promotes 21st-century skills like problem-solving, creativity, and teamwork. This study evaluates an experiential learning-based undergraduate business program and its signature entrepreneurship course. The goal is to understand how the entrepreneurship course and its experiential learning component, design sprint, influence first-year students' entrepreneurial mindset, creative self-efficacy and teamwork self-efficacy. Additionally, this study aims to understand the perceptions of first-year undergraduate students of their experiential activities and how they make sense of these experiences.
This action research study draws from theories of learning and psychology, such as Experiential Learning Theory (ELT) by Kolb (1984, 2015); mindset theory by Dweck et al. (1995) and Dweck (2006); self-efficacy by Bandura (1977, 1997); and figured worlds by Holland et al. (1998). These theories support the research questions by emphasizing the collaborative nature of learning, how beliefs about learning, intelligence, and capabilities influence an individual's behavior, and how the environment shapes an individual's interpretation of the world.
This mixed-methods action research study combines quantitative data in the form of a pre and post-intervention survey. The qualitative data was gathered from interviews that focused on understanding the experiences of participating students and their perceptions of their learning after the intervention workshop. Additionally, qualitative data included a feedback survey after the workshop to learn students' perceptions of the intervention activities.
The results of this study suggest that experiential learning activities support students' growth of their creative skills and help them view entrepreneurship from a user-centered perspective. Additionally, results suggested that short-term experiential projects tend to inhibit students from growing in their teamwork skills as they focus all their attention to their project. Lastly, results suggest experiential learning programs can become a space for collaboration, skill development, and motivated students. However, it can also lead to students feeling frustrated and alienated due to the professional codes permeating experiential settings. The study concludes with several implications for practitioners.
ContributorsFrias Vargas, Alfonsina (Author) / Carrillo, Juan (Thesis advisor) / Henriksen, Danah (Thesis advisor) / Mishra, Punya (Committee member) / Arizona State University (Publisher)
Created2023
Description
There has been an ever-increasing demand in the United States to produce educated science, technology, engineering and mathematics (STEM) professionals. Because more women and minority students have begun their higher educational preparation at community colleges, these institutions have been uniquely positioned to support these students and increase the number of STEM graduates. Nevertheless, to attain this commendable goal, community college staff and faculty members will need to redouble their efforts to provide active and sustained programs and interventions to support and assure student persistence in STEM fields.
To address the problem of practice, the researcher engaged in a variety of validating practices to influence women and minority students’ intent to persist in a STEM degree. Thirteen, first-year women and minority students participated in the study. Validation theory (Rendón, 1994) provided a framework to inform the intervention and forms of validation. The validating practices included two advising visits and intentional email communications to students in their first semester at community college.
A mixed methods approach was employed to examine two objectives: (a) the types of validation students experienced in their first semester and (b) the influence of validating advising practices on intention to persist in STEM. The Theory of Planned Behavior (TPB; Ajzen, n.d.) guided study efforts in relation to the second objective. Data gathered included survey data, interviews, email communications, and researcher journal entries. Results suggested students experienced academic and interpersonal validation by in-class and out-of-class validating agents. Although not all experiences were validating, students were validated to a greater extent by their academic advisor. Because of validating advising practices, students in this study developed confidence in their ability to be capable college students. Students also felt motivated and expressed intentions to persist toward a STEM degree.
The discussion focuses on explaining outcomes of the four research questions by connecting to the extant literature. In addition, limitations of the study are presented. Finally, implications for practice, implications for future research, and lessons learned are also shared.
To address the problem of practice, the researcher engaged in a variety of validating practices to influence women and minority students’ intent to persist in a STEM degree. Thirteen, first-year women and minority students participated in the study. Validation theory (Rendón, 1994) provided a framework to inform the intervention and forms of validation. The validating practices included two advising visits and intentional email communications to students in their first semester at community college.
A mixed methods approach was employed to examine two objectives: (a) the types of validation students experienced in their first semester and (b) the influence of validating advising practices on intention to persist in STEM. The Theory of Planned Behavior (TPB; Ajzen, n.d.) guided study efforts in relation to the second objective. Data gathered included survey data, interviews, email communications, and researcher journal entries. Results suggested students experienced academic and interpersonal validation by in-class and out-of-class validating agents. Although not all experiences were validating, students were validated to a greater extent by their academic advisor. Because of validating advising practices, students in this study developed confidence in their ability to be capable college students. Students also felt motivated and expressed intentions to persist toward a STEM degree.
The discussion focuses on explaining outcomes of the four research questions by connecting to the extant literature. In addition, limitations of the study are presented. Finally, implications for practice, implications for future research, and lessons learned are also shared.
ContributorsSanchez, Nuria Maria (Author) / Buss, Ray (Thesis advisor) / Sampson, Carrie (Committee member) / Lara, Ernest (Committee member) / Arizona State University (Publisher)
Created2020
Description
American Indian youth are experiencing a mental health crisis fueled by the lingering ramifications of experiencing a near cultural genocide. Scholarly literature indicates that American Indians have used their cultural values to survive the atrocities associated with colonization. The purpose of this Indigenous based mixed-methods action research project was to examine how Blackfoot elders perceive the transfer of values through ceremonies, cultural activities and traditional stories; and to what degree a Blackfoot way of knowing paradigm informs cultural connectedness, and school connectedness for students attending school on the Blackfeet Indian Reservation. The study was conducted through a Blackfoot way of knowing paradigm and consisted of two distinct but related data collection efforts. The first sample consisted of formal and informal interviews with 26 American Indian elders as well as observation notes from attending and participating in American Indian ceremonies in order to discover the traditional values believed transferred during ceremonies, cultural activities, and traditional stories. The elder interviews resulted in identifying ten traditional values encasing spirituality displayed in the Hoop of Traditional Blackfoot Values. The second sample consisted of 41 American Indian youth attending school on the Blackfeet Indian Reservation. The youth learned the values identified in the Blackfeet Education Standards “Hoops of Values” through a Blackfoot way of knowing paradigm and completed measures to assess cultural connectedness and school connectedness. In addition, all students were interviewed to develop a more robust understanding of the role culture plays in cultural connectedness and school connectedness and to lend a Blackfoot youth perspective to a Blackfoot way of knowing. Quantitative data analysis showed that a Blackfoot way of knowing paradigm significantly influences cultural connectedness but does not significantly influence school connectedness. In addition, analysis of the student interviews provided a Blackfeet youth perspective on cultural connectedness and school connectedness.
ContributorsClark, Shawn Douglas (Author) / Wylie, Ruth (Thesis advisor) / Marley, Tennille (Committee member) / Johnson, Lester (Committee member) / Arizona State University (Publisher)
Created2020
Description
Utilizing action research and a qualitative research study design, the purpose of this study was to glean how participation in the Building Community Through Discourse Intervention (BCTD intervention) influenced the cultural and social awareness of six Development and Alumni Relations (DEVAR) managers at The University of California, Davis (UC Davis). To investigate DEVAR managers’ comfort, knowledge, and skills discussing and advocating for diversity and inclusion (D&I), the BCTD intervention featured four topical units: racial issues in the workplace, privilege issues in the workplace, identity issues in the workplace, and applying theory to practice. Over ten weeks, DEVAR managers were required to read assigned chapters from So You Want to Talk About Race by Ijeoma Oluo, watch proposed videos related to D&I, maintain a participant journal to reflect on their experiences throughout the study, and engage in bi-weekly focus group discussions hosted via Zoom to review the prescribed learning material. Guiding the study were two theoretical frameworks: Communities of Practices and a Pedagogy of Discomfort. Through narrative analysis, a storytelling approach was used to present the findings of the study based on four themes derived from the data: the impact of fear on managers’ willingness to advocate for D&I, the importance of dialogue and the role of time in the learning process, and the need for more skills to adequately apply learning to practice. The study discovered that the BCTD intervention improved the comfort and knowledge of DEVAR managers to discuss and advocate for D&I. However, the study did not favorably affect their ability to transfer their increased understanding of the challenges of diverse staff to their managerial practice. Subsequently, as academia and private businesses alike begin to place a greater emphasis on social justice, implications for future research entail: expanding the length of time to conduct a similar situated or designed study to focus on providing participants with enhanced learning opportunities to improve their ability to apply their learning to practice, in-person focus group discussions as opposed to Zoom, and increased representation amongst study participants to enhance the richness of shared experiences.
ContributorsJackson, Craig L (Author) / Markos, Amy (Thesis advisor) / Wolf, Leigh (Committee member) / Keister, Shaun (Committee member) / Hilton, Adriel (Committee member) / Antonucci, Mark (Committee member) / Arizona State University (Publisher)
Created2021
Description
This mixed methods action research study was conducted in a Title I, K-12 public charter school with the purpose of exploring teachers’ capacities to implement student-centered learning after participating in effective professional development (PD). Participants attended a PD cycle where the staff chose the topic, learning was sustained over a three-month period, and teachers received monthly feedback on classroom observations through personalized coaching. The guiding framework for this study was sociocultural theory because the PD design mirrored student-centered learning where the teacher is seen as a guide alongside the student. In this theory, meaning making is a social experience where perspectives of both the teacher and the student contribute to creating new knowledge. Quantitative data collected included a pre-/post-study survey and classroom observations scored on a rubric, and qualitative data consisted of exit interviews. All data was collected and analyzed concurrently, and a researcher’s journal assisted in real-time by providing a space for reflection that was used to determine PD needs, coaching conversations, and interview questions. Quantitative data revealed that the teachers perceived the intervention as slightly boosting their capacity to implement student-centered learning; however, the classroom observations indicated that teachers did not reach levels of proficiency. Through thematic analysis of the qualitative data, six themes emerged, which support the idea that PD can be a transformative experience when it is centered around praxis: 1) collaboration with colleagues, 2) PD gives teachers new ideas, 3) classroom feedback is valuable, 4) teacher reflection, 5) thought partnership, and 6) student choice. The discussion includes limitations and implications for future practice.
ContributorsLoveall, Jill Nicole (Author) / Richardson, Carmen (Thesis advisor) / Frias, Elizabeth (Committee member) / Haddy, Lana (Committee member) / Arizona State University (Publisher)
Created2024
Description
The Pennsylvania Department of Education recently adopted the new academic standards for Science, Technology & Engineering, and Environmental Literacy and Sustainability (STEELS). Scaling STEELS across the commonwealth is a challenging endeavor that depends upon local school districts' implementation of STEELS-based instruction. Therefore, it behooves local school districts to develop strategies supporting local STEELS adoption. The current action research study examined the influence of an intervention built around a Professional Learning Community (PLC) to support a local school district’s implementation of STEELS guided by the Concerns Based Adoption Model (CBAM; Hall & Hord, 2020). Four secondary science teachers from the Bellwood-Antis School District participated in a PLC. The implementation process of the PLC group was measured via the three diagnostic dimensions of CBAM: Innovation Configurations (IC), Stages of Concern (SoC), and Levels of Use (LoU). A concurrent mixed-methods action research design was employed to collect and analyze CBAM measures. The SoC dimension was measured quantitatively via the Stages of Concern Questionnaire. Individual scores were converted to a whole-group PLC SoC Profile for analysis. SoC, LoU, and IC dimensions were assessed qualitatively via semi-structured interviews. Meta-inferences were developed from combined data analysis of quantitative and qualitative data. A CBAM diagnosis for the PLC group was the primary outcome of this action research cycle, which indicated that the PLC members moved into the early phases of implementation during the intervention. Findings from the current cycle of action research informed an updated intervention game plan to be used in the next phase of implementation.
ContributorsMartin, Travis (Author) / Boutot, Amanda (Thesis advisor) / Coudret, Dude (Committee member) / Wagner, Don (Committee member) / Arizona State University (Publisher)
Created2024
Description
This dissertation examines the dynamics of research-practice partnerships (RPPs) through a qualitative multiple-case study that explores the boundary work between university researchers and K-12 practitioners. It is framed within Wenger’s communities of practice theory and focuses on the concept of ‘boundary work,’ which is pivotal in understanding the collaboration and knowledge exchange in these partnerships. The study is titled “A Tale of Two Brokers” reflecting the critical role of individuals who bridge the divide between academic and practical spheres. It argues that the concept of boundary work is critical in understanding and improving the functioning of RPPs, suggesting that more attention should be paid to the role of brokers in facilitating these partnerships. Key findings reveal that effective boundary work in RPPs is contingent on mutual respect, shared goals, and a deep understanding of each community’s values and practices. The study highlights that while researchers and practitioners often have different priorities and approaches, successful brokers can harmonize these differences to create a productive partnership. These brokers often possess qualities such as flexibility, strong communication skills, and a deep understanding of academic and practical contexts.
In conclusion, this study contributes to the broader understanding of how university researchers and K-12 practitioners can effectively collaborate. It underscores the importance of recognizing and nurturing the role of brokers in RPPs, providing valuable lessons for future collaborations between academic researchers and practitioners in various fields.
ContributorsKanavel, Kathie Ann (Author) / Boutot, Amanda (Thesis advisor) / Bowers, Nicole (Committee member) / Going, Mary Kay (Committee member) / Arizona State University (Publisher)
Created2024