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Description
The United States is facing an emerging principal shortage. This study examines an intervention to deliver professional development for assistant principals on their way to becoming principals. The intervention intended to boost their sense of efficacy as if they were principals while creating a supportive community of professionals for ongoing professional learning. The community was designed much like a professional learning community (PLC) with the intent of developing into a community of practice (CoP). The participants were all elementary school assistant principals in a Title I district in a large metropolitan area. The researcher interviewed an expert set of school administrators consisting of superintendents and consultants (and others who have knowledge of what a good principal ought to be) about what characteristics and skills were left wanting in principal applicants. The data from these interviews provided the discussion topics for the intervention. The assistant principals met regularly over the course of a semester and discussed the topics provided by the expert set of school administrators. Participant interaction within the sessions followed conversation protocols. The researcher was also a participant in the group and served as the coordinator. Each session was recorded and transcribed. The researcher used a mixed methods approach to analyze the intervention. Participants were surveyed to measure their efficacy before and after the intervention. The session transcripts were analyzed using open and axial coding. Data showed no statistically significant change in the participants' sense of efficacy. Data also showed the participants became a coalescing community of practice.
ContributorsRichman, Bryan (Author) / Puckett, Kathleen (Thesis advisor) / Smith, Jeffery (Committee member) / Foulger, Teresa (Committee member) / Arizona State University (Publisher)
Created2011
Description
The Internet is poised to open access to higher education for students no matter where they live. However, many students still live in places where barriers keep them from getting and staying connected to online coursework. These barriers include power outages, high internet data costs, and lack of computers or smartphones. BYU-Pathway Worldwide’s PathwayConnect prepares students living around the world to matriculate into online certificate and degree programs. When students drop out PathwayConnect, many cite these technical barriers. However, other PathwayConnect students have employed a series of know-hows, or strategies to stay connected to the online coursework. The aims of this action research dissertation were to discover these specific know-hows, design a way for PathwayConnect students to read and discuss them in the Canvas course shell, and measure the impact of sharing the know-hows. While quantitative data analysis showed no change in student persistence between the treatment and control groups, students in the treatment group reported high engagement with the know-hows. Moreover, qualitative data analysis revealed extensive use and adaptation of the know-hows among the treatment group.
ContributorsFindlay, James (Author) / Foulger, Teresa (Thesis advisor) / Golden, Amy (Committee member) / Henrie, Curtis (Committee member) / Arizona State University (Publisher)
Created2024