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- All Subjects: Educational leadership
- Creators: Buss, Ray
- Creators: Buss, Ray R
- Member of: ASU Electronic Theses and Dissertations
Description
In this dissertation I employed a culminating cycle of action research following two earlier ones to facilitate the creation of a professional learning community (PLC). My research took place at an elementary school in an urban area of the American southwest. As principal of this school I had initiated the policies and procedures that were often recommended to create PLCs. However, observations of teachers in PLC meetings indicated that conversations focused on logistical planning issues, rather than on the in-depth pedagogical discussions that characterize high functioning PLCs. To address this problem I introduced a form of peer observation into the PLC meeting. This was achieved by showing short video recordings of teachers in their classrooms. I used a mixed methods approach to investigate how this innovation influenced three constructs associated with PLC meetings: professional learning, the sharing of tacit teaching knowledge, and collaboration in the PLC.
Quantitative data consisted of responses to a survey given as a pre-, post-, and retrospective pre-test. Results showed significant gains for all three constructs between the retrospective pre-test and the post-test, but no significant gain between the pre- and post-test. Analysis of qualitative data produced four assertions. First, the process of peer observation during a PLC meeting benefitted the personal learning of teachers. Second, peer observation benefitted teacher teams' abilities to demonstrate the critical behaviors of a true PLC. Third, the process of facilitating peer observation through video recordings evoked negative emotions. Fourth, the degree to which teachers were able to learn from a video was influenced by their perceptions of the video's authenticity and similarity to their own classrooms.
In the discussion, complementarity of the quantitative and qualitative data was described and results were explained in terms of previous research and established theory. Additionally, practical lessons that were learned, limitations, and research implications were described. In a concluding section, I discussed my personal learning regarding leadership, innovation, and action research; the purpose of the doctorate in education; and strengthening connections between research and practitioners.
Quantitative data consisted of responses to a survey given as a pre-, post-, and retrospective pre-test. Results showed significant gains for all three constructs between the retrospective pre-test and the post-test, but no significant gain between the pre- and post-test. Analysis of qualitative data produced four assertions. First, the process of peer observation during a PLC meeting benefitted the personal learning of teachers. Second, peer observation benefitted teacher teams' abilities to demonstrate the critical behaviors of a true PLC. Third, the process of facilitating peer observation through video recordings evoked negative emotions. Fourth, the degree to which teachers were able to learn from a video was influenced by their perceptions of the video's authenticity and similarity to their own classrooms.
In the discussion, complementarity of the quantitative and qualitative data was described and results were explained in terms of previous research and established theory. Additionally, practical lessons that were learned, limitations, and research implications were described. In a concluding section, I discussed my personal learning regarding leadership, innovation, and action research; the purpose of the doctorate in education; and strengthening connections between research and practitioners.
ContributorsMacKinney, Bennett (Author) / Buss, Ray R (Thesis advisor) / Zucker, Stanley (Committee member) / Haghighat, Ibi (Committee member) / Arizona State University (Publisher)
Created2015
Description
Teacher shortage crisis were consistent across the nation. Higher education institutions, K-12 school districts, and political leaders were actively seeking solutions to ensure classrooms did not sit vacant and were not staffed by individuals who are unqualified to teach. This mixed methods action research study examined one strategy for teacher recruitment by targeting high school students who attended a Title 1 school. Due to the growing Hispanic population in Arizona, coupled with the underrepresentation of Hispanic teachers compared to the number of Hispanic students, a particular focus was devoted to targeting Hispanic high school students as they represented a potential untapped pipeline of future educators. The study was conducted to explore factors that might increase student interest in declaring education as a major upon graduating from high school and eventually pursuing teaching as a career. Three theoretical frameworks guided the study: (a) Theory of Planned Behavior, (b) Self-Efficacy, and (c) Social Cognitive Career Theory. A total of 20 participants engaged in the intervention over the course of three weeks. The intervention included engagement in curriculum exposing students to the teaching profession as well as clinical experiences. Data gathered included pre- and post- intervention survey results and semi-structured interview questions. It was anticipated the intervention would increase students’ interest in becoming a teacher. Results demonstrated a decrease in intention post-intervention. Future research should examine alternative recruitment approaches for students who do not already have an interest in pursuing the profession.
ContributorsDiaz, Elora Denae (Author) / Buss, Ray (Thesis advisor) / Borden, Ryen (Committee member) / Preach, Deborah (Committee member) / Arizona State University (Publisher)
Created2019
Description
How does a university create a culture of affinity where students seek and maintain life-long connections to the institution? The purpose of this action research study was to examine how affinity increased or developed for undergraduate students at the Arizona State University Polytechnic campus through meaningful student-centric activities. Three theoretical frameworks guided the study including the work of Baumeister and Leary, Kuh, and Ajzen.
In this mixed method study, quantitative data about affinity, attitude, toward Arizona State University was collected using pre- and post-intervention surveys and qualitative data were gathered through individual semi-structured interviews at the conclusion of the study. Study participants were degree-seeking, undergraduate students whose degree programs were affiliated with the Polytechnic campus. The study was conducted during the first semester for first-year students. The intervention was implemented over a four-week period and consisted of providing information and opportunities to students to initiate connecting to the institution.
Quantitative data exhibited slight upward changes or slight to modest decreases in the dependent variables between pre- and post-intervention assessments. Qualitative data provided a content-rich explanation that helped in understanding the quantitative results. For example, students indicated high behavioral beliefs, attitudes toward involvement, and intentions. Moreover, they demonstrated high levels of connectedness and loyalty to the institution. Discussion focused on describing the complementarity of the data, explaining outcomes relative to the theoretical frameworks, limitations, implications for practice and future research, and lessons learned.
In this mixed method study, quantitative data about affinity, attitude, toward Arizona State University was collected using pre- and post-intervention surveys and qualitative data were gathered through individual semi-structured interviews at the conclusion of the study. Study participants were degree-seeking, undergraduate students whose degree programs were affiliated with the Polytechnic campus. The study was conducted during the first semester for first-year students. The intervention was implemented over a four-week period and consisted of providing information and opportunities to students to initiate connecting to the institution.
Quantitative data exhibited slight upward changes or slight to modest decreases in the dependent variables between pre- and post-intervention assessments. Qualitative data provided a content-rich explanation that helped in understanding the quantitative results. For example, students indicated high behavioral beliefs, attitudes toward involvement, and intentions. Moreover, they demonstrated high levels of connectedness and loyalty to the institution. Discussion focused on describing the complementarity of the data, explaining outcomes relative to the theoretical frameworks, limitations, implications for practice and future research, and lessons learned.
ContributorsMatos, Maria Regina (Author) / Buss, Ray (Thesis advisor) / Krasnow, Aaron (Committee member) / Givans Voller, Julie (Committee member) / Arizona State University (Publisher)
Created2019
Description
With organizations’ rising interest in creativity as one of the most sought out skill sets for graduates, it has become crucial to infuse creativity training in academic programs. This study evaluated freshmen business students’ perceptions about their personal, everyday creativity and examined the influence of infusing creativity training in their freshmen seminar course.
This action research study drew upon the intersection of three creative self-belief theories from management and education psychology literature: Jaussi, et al (2007) Creative Identity Theory; Karwowski (2014) Creative Mindset Theory; and Tierney & Farmer (2002) Creative Self-efficacy Theory. These theories arguably stemmed from Burke (1991) Identity Theory; Dweck (2006) Mindset Theory; and Bandura (1977, 1997) Self-efficacy Theory, respectively. This approach was used to understand what factors influenced students’ perceptions about their personal, everyday creativity.
Freshmen business students participated in the study. A concurrent mixed methods approach was used to gather data from the students. Quantitative data came from a post- and retrospective pre-intervention survey that assessed four constructs: creative identity, creative self-efficacy, growth mindset, and fixed mindset. The data also came from the quantitative section of a post-workshop feedback survey asking to rate the effectiveness of each workshop. Qualitative data were gathered in several ways. Student interviews focused on asking how they defined creativity, shared reasons that motivated or inhibited them to practice creativity, and explained to what extent the workshops influenced them. Additional qualitative data came from student reflection essays and the qualitative section of a post-workshop feedback survey.
Research results suggested students gained an increased understanding in the importance of adopting a growth mindset, designating ‘creative’ as a critical identity and building confidence in their creative endeavors. The students’ interview and reflection essay data were consistent with the survey data. Finally, research results from the study highlighted the benefit of creativity training as a crucial, complementary, and iterative form of study in an academic setting allowing students to know themselves better and to prioritize their creative performances as part of their program learning outcomes.
This action research study drew upon the intersection of three creative self-belief theories from management and education psychology literature: Jaussi, et al (2007) Creative Identity Theory; Karwowski (2014) Creative Mindset Theory; and Tierney & Farmer (2002) Creative Self-efficacy Theory. These theories arguably stemmed from Burke (1991) Identity Theory; Dweck (2006) Mindset Theory; and Bandura (1977, 1997) Self-efficacy Theory, respectively. This approach was used to understand what factors influenced students’ perceptions about their personal, everyday creativity.
Freshmen business students participated in the study. A concurrent mixed methods approach was used to gather data from the students. Quantitative data came from a post- and retrospective pre-intervention survey that assessed four constructs: creative identity, creative self-efficacy, growth mindset, and fixed mindset. The data also came from the quantitative section of a post-workshop feedback survey asking to rate the effectiveness of each workshop. Qualitative data were gathered in several ways. Student interviews focused on asking how they defined creativity, shared reasons that motivated or inhibited them to practice creativity, and explained to what extent the workshops influenced them. Additional qualitative data came from student reflection essays and the qualitative section of a post-workshop feedback survey.
Research results suggested students gained an increased understanding in the importance of adopting a growth mindset, designating ‘creative’ as a critical identity and building confidence in their creative endeavors. The students’ interview and reflection essay data were consistent with the survey data. Finally, research results from the study highlighted the benefit of creativity training as a crucial, complementary, and iterative form of study in an academic setting allowing students to know themselves better and to prioritize their creative performances as part of their program learning outcomes.
ContributorsHomayoun, Sogol (Author) / Buss, Ray (Thesis advisor) / Henriksen, Danah (Committee member) / Underiner, Tamara (Committee member) / Arizona State University (Publisher)
Created2019
Description
Honors colleges have offered an academically rigorous option for growing numbers of diverse students. This study took place at a large, public university that required undergraduate students to complete a thesis to graduate from the honors college. In 2017, 97% of students who began the honors thesis prior to senior year completed it. Thus, the aim of this study was to help more students begin the honors thesis process early.
Thesis Launch was a six-week intervention that was designed to provide support for students in the critical early steps of thesis work such as brainstorming topics, examining professors’ research interests, reaching out to professors, preparing for meetings with potential thesis committee members, and writing a thesis prospectus. Thesis Launch offered web-based resources, weekly emails and text message reminders, and was supplemented by in-person advising options.
A mixed methods action research study was conducted to examine: (a) students’ perceptions of barriers that prevented beginning thesis work; (b) self-efficacy towards thesis work; (c) how to scale the intervention using technology; and (d) whether participants began the thesis early. Quantitative data was collected via pre- and post-intervention surveys, journals, and prospectus submissions. Qualitative data came from student interviews, journals, and open-ended questions on the surveys.
Quantitative data showed that after students participated in Thesis Launch, they had higher self-efficacy to work with professors, perceived fewer barriers to thesis work, and greater proportions of students began thesis work early. The qualitative data were complementary and showed that participants overcame barriers to thesis initiation, built self-efficacy, preferred an online intervention, and began thesis work early. Findings also showed that a primarily technology-based intervention was preferred by students and showed promise for scaling to a larger audience.
Thesis Launch provided a framework for students to begin work on the honors thesis and have mastery experiences to build self-efficacy. Strategies that fostered “small wins” and reflective efforts also assisted in this aim. Participants accomplished tasks tied to thesis work and customized their personal thesis timelines based on work begun during Thesis Launch. Finally, a discussion of limitations, implications for practice and research, and personal reflection was included.
Thesis Launch was a six-week intervention that was designed to provide support for students in the critical early steps of thesis work such as brainstorming topics, examining professors’ research interests, reaching out to professors, preparing for meetings with potential thesis committee members, and writing a thesis prospectus. Thesis Launch offered web-based resources, weekly emails and text message reminders, and was supplemented by in-person advising options.
A mixed methods action research study was conducted to examine: (a) students’ perceptions of barriers that prevented beginning thesis work; (b) self-efficacy towards thesis work; (c) how to scale the intervention using technology; and (d) whether participants began the thesis early. Quantitative data was collected via pre- and post-intervention surveys, journals, and prospectus submissions. Qualitative data came from student interviews, journals, and open-ended questions on the surveys.
Quantitative data showed that after students participated in Thesis Launch, they had higher self-efficacy to work with professors, perceived fewer barriers to thesis work, and greater proportions of students began thesis work early. The qualitative data were complementary and showed that participants overcame barriers to thesis initiation, built self-efficacy, preferred an online intervention, and began thesis work early. Findings also showed that a primarily technology-based intervention was preferred by students and showed promise for scaling to a larger audience.
Thesis Launch provided a framework for students to begin work on the honors thesis and have mastery experiences to build self-efficacy. Strategies that fostered “small wins” and reflective efforts also assisted in this aim. Participants accomplished tasks tied to thesis work and customized their personal thesis timelines based on work begun during Thesis Launch. Finally, a discussion of limitations, implications for practice and research, and personal reflection was included.
ContributorsEardley, Trisha Lynn (Author) / Buss, Ray (Thesis advisor) / Henderson, Mark (Committee member) / Johnson, Melissa (Committee member) / Arizona State University (Publisher)
Created2019
Description
Compared to their urban and suburban counterparts, rural students have lower college enrollment rates. Despite many school and community benefits including small class sizes, close student-teacher relationships, and strong connections among community members, many rural high school students’ post-secondary educational opportunities are constrained by factors such as: fewer college preparatory courses, narrow school curriculums, geographic isolation, high poverty rates, and limited access to college and career counseling. This action research study was conducted to examine how and to what extent underserved rural high school students constructed college-going capital through their participation in an English class designed to supplement their school’s limited college-access services. The study took place over a 19-week semester at Seligman High School, a small rural school comprised of approximately 55 students. To support their construction of college-going capital, students’ junior- and senior-level English class curriculums blended traditional college preparation activities with college-level reading and writing assignments focused on the U.S. educational system and its college-access inequities. The theoretical perspectives that framed this study included: social cognitive career theory, sociocultural theory, and critical literacy. Further, research on perceived post-secondary educational barriers and supports, dialogic discourse, and college access informed the study. By using a concurrent, transformative mixed methods research design, both qualitative and quantitative data were collected simultaneously. Then, while maintaining an advocacy stance, the data were analyzed separately and brought together to determine convergences and divergences. Drawing data from student surveys, student and researcher journal entries, student and college coach interviews, dialogic discussion transcripts, and an image elicitation process, this study showed that, through their participation in an English language arts college-going class, students developed college-going skills, knowledge, self-efficacy, and critical literacy. The study also revealed the following: students acquired varying levels of critical consciousness; students benefited from adult mentors coaching them about college-going; and students did not experience significant changes in their perceptions of barriers to and supports for college-going during their participation in the course.
ContributorsMorrison, Carissa (Author) / Buss, Ray R (Thesis advisor) / Zucker, Stanley (Committee member) / Boreen, Jean (Committee member) / Arizona State University (Publisher)
Created2015
Description
Data and the use of data to make educational decisions have attained new-found prominence in K-12 education following the inception of high-stakes testing and subsequent linking of teacher evaluations and teacher-performance pay to students' outcomes on standardized assessments. Although the research literature suggested students' academic performance benefits were derived from employing data-informed decision making (DIDM), many educators have not felt efficacious about implementing and using DIDM practices. Additionally, the literature suggested a five-factor model of teachers' efficacy and anxiety with respect to using DIDM practices: (a) identification of relevant information, (b) interpretation of relevant information, (c) application of interpretations of data to their classroom practices, (d) requisite technological skills, and (e) comfort with data and statistics.
This action research study was designed to augment a program of support focused on DIDM, which was being offered at a K-8 charter school in Arizona. It sought to better understand the relation between participation in professional development (PD) modules and teachers' self-efficacy for using DIDM practices. It provided an online PD component, in which 19 kindergarten through 8th-grade teachers worked through three self-guided online learning modules, focused sequentially on (a) identification of relevant student data, (b) interpretation of relevant student data, and (c) application of interpretations of data to classroom practices. Each module concluded with an in-person reflection session, in which teachers shared artifacts they developed based on the modules, discussed challenges, shared solutions, and considered applications to their classrooms.
Results of quantitative data from pre- and post-intervention assessments, suggested the intervention positively influenced participants' self-efficacy for (a) identifying and (b) interpreting relevant student data. Qualitative results from eight semi-structured interviews conducted at the conclusion of the intervention indicated that teachers, regardless of previous experience using data, viewed DIDM favorably and were more able to find and draw conclusions from their data than they were prior to the intervention. The quantitative and qualitative data exhibited complementarity pointing to the same conclusions. The discussion focused on explaining how the intervention influenced participants' self-efficacy for using DIDM practices, anxiety around using DIDM practices, and use of DIDM practices.
This action research study was designed to augment a program of support focused on DIDM, which was being offered at a K-8 charter school in Arizona. It sought to better understand the relation between participation in professional development (PD) modules and teachers' self-efficacy for using DIDM practices. It provided an online PD component, in which 19 kindergarten through 8th-grade teachers worked through three self-guided online learning modules, focused sequentially on (a) identification of relevant student data, (b) interpretation of relevant student data, and (c) application of interpretations of data to classroom practices. Each module concluded with an in-person reflection session, in which teachers shared artifacts they developed based on the modules, discussed challenges, shared solutions, and considered applications to their classrooms.
Results of quantitative data from pre- and post-intervention assessments, suggested the intervention positively influenced participants' self-efficacy for (a) identifying and (b) interpreting relevant student data. Qualitative results from eight semi-structured interviews conducted at the conclusion of the intervention indicated that teachers, regardless of previous experience using data, viewed DIDM favorably and were more able to find and draw conclusions from their data than they were prior to the intervention. The quantitative and qualitative data exhibited complementarity pointing to the same conclusions. The discussion focused on explaining how the intervention influenced participants' self-efficacy for using DIDM practices, anxiety around using DIDM practices, and use of DIDM practices.
ContributorsNelson, Andrew (Author) / Buss, Ray R (Thesis advisor) / Preach, Deborah (Committee member) / Buchanan, James (Committee member) / Mertler, Craig A. (Committee member) / Arizona State University (Publisher)
Created2017
Description
Online education is unique in part for the relatively high degrees of autonomy afforded learners. Self-direction and self-regulation, along with support, are essential for students to succeed. The site of this action research project was a new, small online public charter school for middle and high school students, Foothills Academy Connected (FAC). The purpose of this action research project was to develop an online learner support system that was built around mentorship and based on the four areas identified by the Educational Success Prediction Instrument (ESPRI) (Roblyer & Davis, 2008); thoroughly document the process; and examine its influence on students and the researcher. This study was focused on: (a) identifying students’ main challenges with online learning, (b) identifying students’ perceptions about additional supports that would improve their schooling experience, and (c) examining the process of engaging in mentorship by the emerging mentor, herself.
The study employed a mixed methods research design. Research instruments included a questionnaire adapted from the ESPRI that marked the start of the study period, visual autoethnographies, interviews, extensive research journaling to document interactions with students and parents/guardians, and a second questionnaire. The research results showed that the “emerging mentorship approach” was a worthwhile innovation for augmenting the FAC online learner student support system. In particular, developing individual student profiles based on this varied data and responding to those students’ needs were accompanied by detailed documentation to develop a mentoring approach that could be used subsequently. A finding of the research was that the ESPRI would not have been effective alone in determining a student profile and responding only on that basis. The ESPRI areas of inquiry were helpful when used in conjunction with the other data to frame students’ needs and formulate personalized plans to support struggling online learners. Online learner support literature provided scant detail on the personal experience of the individual adopting the mentor role. In this study, it was determined that the process of becoming a mentor was uncomfortable and nonlinear, and it challenged the self-directedness and boldness of the action researcher as she worked in this new role as mentor.
The study employed a mixed methods research design. Research instruments included a questionnaire adapted from the ESPRI that marked the start of the study period, visual autoethnographies, interviews, extensive research journaling to document interactions with students and parents/guardians, and a second questionnaire. The research results showed that the “emerging mentorship approach” was a worthwhile innovation for augmenting the FAC online learner student support system. In particular, developing individual student profiles based on this varied data and responding to those students’ needs were accompanied by detailed documentation to develop a mentoring approach that could be used subsequently. A finding of the research was that the ESPRI would not have been effective alone in determining a student profile and responding only on that basis. The ESPRI areas of inquiry were helpful when used in conjunction with the other data to frame students’ needs and formulate personalized plans to support struggling online learners. Online learner support literature provided scant detail on the personal experience of the individual adopting the mentor role. In this study, it was determined that the process of becoming a mentor was uncomfortable and nonlinear, and it challenged the self-directedness and boldness of the action researcher as she worked in this new role as mentor.
ContributorsEdwards, Clea (Author) / Buss, Ray R (Thesis advisor) / Archambault, Leanna (Committee member) / Kennedy, Kathryn (Committee member) / Arizona State University (Publisher)
Created2017
Description
Parent involvement in their children’s education has been a frequently sought after and highly regarded component in education that has repeatedly been identified as a significant influence that contributes to children’s success in school. Historically, Latino parent involvement has been markedly low in the United States. Researchers’ interest in Latino parents’ involvement in their children’s education has been spurred by this low level of involvement coupled with reports of significant differences in educational achievement between Latino students and students of other ethnic backgrounds. Perceptions of self-efficacy and role construction have been identified as motivators for parent involvement. The purpose of this action research study was to examine the relationship between the Espacio Iluminado Parent Engagement Program as a nontraditional Latino parent involvement opportunity and parents’ perceptions of self-efficacy and role construction as it pertains to supporting the education of their children. The foundation of the program was developed utilizing Third Space Theory (Bhabha, 1994) to generate a framework that had the potential to serve as a model for future parent involvement programs that validated the knowledge of diverse cultures and discourses and encouraged a mediation of the two. Participants’ ratings of Role Construction and Self-Efficacy were significantly improved after their involvement in the parent program. Participants also felt strongly that the program was personally valuable and useful. Future direction might include a longitudinal study to track the academic progress of children of the participants.
ContributorsBrotherton, Kathleen Scheehl (Author) / Caterino, Linda C (Thesis advisor) / Buss, Ray R (Committee member) / Weber, Christina (Committee member) / Arizona State University (Publisher)
Created2017
Description
ABSTRACT
Although it is generally acknowledged that a college degree is foundational to achieving success in the 21st century, only 19.5% of those entering public community colleges graduate with an associate's degree within three years (NCES, 2014). Many challenges have impeded students including being underprepared to transition from high school to college, being a first-generation college student, and having limited support networks.
The purpose of this action research project was to implement a college-going readiness program designed to increase the social and personal readiness of high school students making the transition from high school to college. The College Transition Project, the intervention, offered a series of face-to-face class sessions for students and online supplemental materials for students and parents (a) guiding and assisting students in navigating the college system, (b) improving social readiness, and (c) increasing goal setting, time management, communication, and stress management. The curriculum was designed to include key topics including potential pitfalls or challenges common to previously unsuccessful college students. Goal orientation, co-regulation, and self-regulation theories provided frameworks supporting the intervention. Over a five-week period, an instructor taught students who received information on these topics; while students and parents could review online resources at any time.
A concurrent mixed methods research design was employed and data included pre- and post-intervention surveys, field notes, and post-intervention interviews. Results indicated some modest outcomes were attained. Quantitative results indicated no changes in various study measures. By comparison, qualitative data showed students: recognized the usefulness of co-regulation as it related to college preparedness, realized self-regulation efforts would aid their transition to college, and developed some college navigation skills that would facilitate transition to college. Most students acknowledged the need to identify goals, engage in self-regulation, and practice self-efficacy as critical components for students transitioning from high school to college. The discussion explained the outcomes in terms of the theoretical frameworks. Implications focused on additional ways to develop self-efficacy and employ co-regulated activities and relationship building to aid in developing motivation and to nurture emerging identities in students who were transitioning from high school to college.
Although it is generally acknowledged that a college degree is foundational to achieving success in the 21st century, only 19.5% of those entering public community colleges graduate with an associate's degree within three years (NCES, 2014). Many challenges have impeded students including being underprepared to transition from high school to college, being a first-generation college student, and having limited support networks.
The purpose of this action research project was to implement a college-going readiness program designed to increase the social and personal readiness of high school students making the transition from high school to college. The College Transition Project, the intervention, offered a series of face-to-face class sessions for students and online supplemental materials for students and parents (a) guiding and assisting students in navigating the college system, (b) improving social readiness, and (c) increasing goal setting, time management, communication, and stress management. The curriculum was designed to include key topics including potential pitfalls or challenges common to previously unsuccessful college students. Goal orientation, co-regulation, and self-regulation theories provided frameworks supporting the intervention. Over a five-week period, an instructor taught students who received information on these topics; while students and parents could review online resources at any time.
A concurrent mixed methods research design was employed and data included pre- and post-intervention surveys, field notes, and post-intervention interviews. Results indicated some modest outcomes were attained. Quantitative results indicated no changes in various study measures. By comparison, qualitative data showed students: recognized the usefulness of co-regulation as it related to college preparedness, realized self-regulation efforts would aid their transition to college, and developed some college navigation skills that would facilitate transition to college. Most students acknowledged the need to identify goals, engage in self-regulation, and practice self-efficacy as critical components for students transitioning from high school to college. The discussion explained the outcomes in terms of the theoretical frameworks. Implications focused on additional ways to develop self-efficacy and employ co-regulated activities and relationship building to aid in developing motivation and to nurture emerging identities in students who were transitioning from high school to college.
ContributorsSanchez, Luís, Ed.D (Author) / Buss, Ray (Thesis advisor) / Gonzales, Steven (Committee member) / Span, Derrick (Committee member) / Arizona State University (Publisher)
Created2017