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- All Subjects: Educational leadership
- Creators: Arizona State University
- Member of: Theses and Dissertations
Description
Though National Board Certified Teachers (NBCTs) in Arizona have been identified as leaders on a national level, they do not have comparable opportunities to lead within their local contexts or engage in leadership and collaboration activities that align with Interstate Teacher Assessment and Support Consortium (InTASC) Standard 10. The purpose of this sequential, mixed-methods study was to explore how the development of a teacher leadership community of practice for NBCTs might influence their perceptions of themselves as leaders. Social constructionism, action research, and communities of practice guided the innovation and a mixed-methods approach was used for data collection and analysis. Data illustrated NBCTs’ dichotomous feelings about leadership on local and national levels. Findings revealed that NBCTs need continued professional learning opportunities, beyond National Board Certification, to resolve feelings of isolation and fully meet all of the leadership and collaboration indicators for InTASC Standard 10. Participating in a teacher leadership community of practice (a) provided a professional learning opportunity for NBCTs, (b) improved NBCTs’ perceptions of teacher leadership and helped them define it as an active process of learning, reflection, and action, and (c) increased NBCTs’ readiness to take action as teacher leaders within their local contexts to evoke positive change.
ContributorsAdams, Alaina (Author) / Marley, Scott C. (Thesis advisor) / Koro-Ljungberg, Mirka (Committee member) / Allen, Althe (Committee member) / Arizona State University (Publisher)
Created2016
Description
Many medical students are reluctant to seek help during the course of their four years of medical school. When they do finally ask for help, some are already burned out or in a crisis. One of the main reasons students are apprehensive about seeking help is stigma. This mixed methods action research study was conducted to explore whether a help-seeking, anti-stigma campaign improved help-seeking behaviors. The innovation was an anti-stigma campaign consisting of three components: (a) video vignettes of upper class students normalizing help-seeking, (b) a Friends and Family of Medical Students session to educate those closest to the student about medical school, and (c) an anonymous, online mental health screening tool. Data from the General Help-Seeking Questionnaire, individual interviews, and institutional data from the medical school provided information about the effects of the campaign and determined factors influencing help-seeking. Using these strategies, I hoped to normalize help-seeking and break down the barriers of stigma. Major findings included: Students were more likely to seek help from personal resources (close family and friends); Students may be more proactive with personal resources, but need prompting for college or formal resources; Students’ beliefs and attitudes were influenced by those closest to them and; First year students were more likely to seek help than their second year classmates. In addition, data inspired future research ideas and programming regarding the topic of help-seeking in medical school.
ContributorsSmith, Stephanie (Author) / Marley, Scott C. (Thesis advisor) / Buss, Ray R. (Committee member) / McEchron, Matthew D. (Committee member) / Arizona State University (Publisher)
Created2016
Description
ABSTRACT
The purpose of this descriptive study was to gain an understanding of the confidence level held by third, fourth, and fifth grade teachers as to their preparedness for teaching the cognitive demands of the Common Core State Standards (Arizona's College and Career Ready Standards) to all students, in particular Hispanic students living in poverty, who occupy close to a third of all classroom seats in Arizona. The achievement gap between Hispanic students living in poverty and non-Hispanic students of non-poverty status is one of the largest achievement gaps in Arizona, which has existed with minimal change for more than 12 years. By gaining an understanding of the teachers' confidence in teaching critical thinking skills, further support and professional development is suggested to link a teacher's knowledge to instructional practice that in turn increases the academic achievement of Arizona's poor Hispanic students.
The process of gaining this understanding was by using a multi-dimensional survey with 500 third through fifth grade teachers in two uniquely different, but representative, Arizona school districts. Approximately one-third of those teachers responded to the multi-dimensional survey about teaching the critical thinking (CT) skills of Arizona's College and Career Ready Standards for English Language Arts. The survey asked teachers to rate their levels of preparedness for teaching CT to several types of students, to choose a CT definition, describe the relationship of CT and reading, explain how they teach CT to students who are reading below grade level, express the support they need to teach CT to those students, and rate the effectiveness of several CT classroom vignettes for different types of students. Although the questions involved several types of students, the primary focus was on exploring the teachers' position with teaching CT to Low SES Hispanic students.
A disconnect was revealed between the teachers' perception that they had the ability and knowledge necessary to teach critical thinking skills and their ability to identify ineffective critical thinking instructional practices. This disconnect may be interfering with the link between the professional development teachers are currently receiving to implement Common Core State Standards and teachers actively engaging in learning what is needed to effectively teach critical thinking skills to their students.
The purpose of this descriptive study was to gain an understanding of the confidence level held by third, fourth, and fifth grade teachers as to their preparedness for teaching the cognitive demands of the Common Core State Standards (Arizona's College and Career Ready Standards) to all students, in particular Hispanic students living in poverty, who occupy close to a third of all classroom seats in Arizona. The achievement gap between Hispanic students living in poverty and non-Hispanic students of non-poverty status is one of the largest achievement gaps in Arizona, which has existed with minimal change for more than 12 years. By gaining an understanding of the teachers' confidence in teaching critical thinking skills, further support and professional development is suggested to link a teacher's knowledge to instructional practice that in turn increases the academic achievement of Arizona's poor Hispanic students.
The process of gaining this understanding was by using a multi-dimensional survey with 500 third through fifth grade teachers in two uniquely different, but representative, Arizona school districts. Approximately one-third of those teachers responded to the multi-dimensional survey about teaching the critical thinking (CT) skills of Arizona's College and Career Ready Standards for English Language Arts. The survey asked teachers to rate their levels of preparedness for teaching CT to several types of students, to choose a CT definition, describe the relationship of CT and reading, explain how they teach CT to students who are reading below grade level, express the support they need to teach CT to those students, and rate the effectiveness of several CT classroom vignettes for different types of students. Although the questions involved several types of students, the primary focus was on exploring the teachers' position with teaching CT to Low SES Hispanic students.
A disconnect was revealed between the teachers' perception that they had the ability and knowledge necessary to teach critical thinking skills and their ability to identify ineffective critical thinking instructional practices. This disconnect may be interfering with the link between the professional development teachers are currently receiving to implement Common Core State Standards and teachers actively engaging in learning what is needed to effectively teach critical thinking skills to their students.
ContributorsFast, Deborah (Author) / Fischman, Gustavo E (Thesis advisor) / Harris, Connie (Committee member) / Bader, Beth (Committee member) / Arizona State University (Publisher)
Created2014
Description
The purpose of this action research study was to explore the impact instructional choices had on student participation in the classroom learning environment, growth of knowledge in social studies, and self-efficacy in the learning process. The instructional choices implemented through a flipped learning instructional approach were designed to target motivation and participation in the learning process via individualized student-learning opportunities. This action research study was conducted to compare the effectiveness of collaborative student-centered learning environments to traditional instructional style learning environments. This study provided students with opportunities to analyze, think critically of, and apply studied content in a Participation in Government course to their personal lives through experiential out-of-class assignments and collaborative hands-on in-class activities. The theoretical foundations for this study include social cognitive theory, theory of self-efficacy, and social constructivism. Participants included 32 high school seniors from the High School of Fashion Industries in New York, NY. Participants completed a pre-/post-self-efficacy survey, pre/posttest measuring their knowledge of government, and several short interviews. Eight participants, four from the Treatment group and four from the Control group, completed a semi-structured interview at the conclusion of the study. Results showed participants experienced an increase in self-efficacy and participation in the learning process. Participants from the Treatment group outperformed the participants from the Control group with regards to knowledge of government. In the discussion, outcomes related to the theoretical frameworks and the problem of practice were discussed. Finally, limitations and a discussion regarding future iterations of the action research in a larger context were outlined.
ContributorsLazarus, Sean F (Author) / Dorn, Sherman (Thesis advisor) / McArthur Harris, Lauren (Committee member) / Ewing, Kris (Committee member) / Arizona State University (Publisher)
Created2018
Description
This action research study is a mixed methods investigation of doctoral students’ preparedness for multiple career paths. PhD students face two challenges preparing for multiple career paths: lack of preparation and limited engagement in conversations about the value of their research across multiple audiences. This study focuses on PhD students’ perceived perception of communicating the value of their research across academic and non-academic audiences and on an institutional intervention designed to increase student’s proficiency to communicate the value of their PhD research across multiple audiences. Additionally, the study identified ways universities can implement solutions to prepare first-generation PhD students to effectively achieve their career goals.
I developed a course titled Preparing Future Scholars (PFS). PFS was designed to be an institutional intervention to address the fundamental changes needed in the career development of PhD students. Through PFS curricula, PhD students engage in conversations and have access to resources that augment both the traditional PhD training and occupational identity of professorate. The PFS course creates fundamental changes by drawing from David Kolb’s Experiential Learning Theory and the Social Cognitive Career Theory (SCCT) developed by Robert Lent, Steven Brown, and Gail Hackett. The SCCT looks at one’s self-efficacy beliefs, outcome expectations, goal representation, and the interlocking process of interest development, along with their choice and performance.
I used a concurrent triangulation mixed methods research model that included collecting qualitative and quantitative data over 8 weeks. The results of the study indicated that PhD students’ career preparation should focus on articulating the relevancy of their research across academic and non-academic employment sectors. Additionally, findings showed that PhD students’ perception of their verbal and non-verbal skills to communicate the value of their research to both lay and discipline specific audiences were not statistically different across STEM and non-STEM majors, generational status, or gender, but there are statistical differences within each group. PhD programs provide students with the opportunity to cultivate intellectual knowledge, but, as this study illustrates, students would also benefit from the opportunity to nurture and develop practical knowledge and turn “theory into practice.”
I developed a course titled Preparing Future Scholars (PFS). PFS was designed to be an institutional intervention to address the fundamental changes needed in the career development of PhD students. Through PFS curricula, PhD students engage in conversations and have access to resources that augment both the traditional PhD training and occupational identity of professorate. The PFS course creates fundamental changes by drawing from David Kolb’s Experiential Learning Theory and the Social Cognitive Career Theory (SCCT) developed by Robert Lent, Steven Brown, and Gail Hackett. The SCCT looks at one’s self-efficacy beliefs, outcome expectations, goal representation, and the interlocking process of interest development, along with their choice and performance.
I used a concurrent triangulation mixed methods research model that included collecting qualitative and quantitative data over 8 weeks. The results of the study indicated that PhD students’ career preparation should focus on articulating the relevancy of their research across academic and non-academic employment sectors. Additionally, findings showed that PhD students’ perception of their verbal and non-verbal skills to communicate the value of their research to both lay and discipline specific audiences were not statistically different across STEM and non-STEM majors, generational status, or gender, but there are statistical differences within each group. PhD programs provide students with the opportunity to cultivate intellectual knowledge, but, as this study illustrates, students would also benefit from the opportunity to nurture and develop practical knowledge and turn “theory into practice.”
ContributorsCason, Jennifer (Author) / Liou, Daniel (Thesis advisor) / Barber, Rebecca (Committee member) / Justice, George (Committee member) / Schugurensky, Daniel, 1958- (Committee member) / Arizona State University (Publisher)
Created2016
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
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
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