Matching Items (16)
Description
Student tardiness has not received as much attention as absences in research on school attendance, despite the disruptions to learning it can cause. The purpose of this study was to design, implement, and study an alternative intervention—the Student Training for a Restorative Outlook for Needed Growth (S.T.R.O.N.G.) Program—to the existing punitive tardy detention practice at a high school where tardiness was a problem. The program promoted on-time behavior to school and class by utilizing positive restorative practice elements along with self-paced learning modules focused on growth mindset, goal setting, punctuality, and organizational skills. The driving force behind the creation of the S.T.R.O.N.G. Program was to determine if this intervention could support a change in students’ intent to be on time for class. Students in the S.T.R.O.N.G. Program intervention participated in three steps, beginning with individual restorative conversations and a group restorative conversation. In the second step, students engaged in learning module lessons related to growth mindset, goal setting, punctuality, and organizational skills. After each learning module, students reflected on their learning in individual journals. In the final step, students exited the intervention with a student feedback form. This mixed-methods action research study involved collecting data from interviews, surveys, and reflective journals. Thirteen students participated in the intervention and took an initial student intake questionnaire asking them about their student experiences in the existing punitive tardy detention practice. Qualitative data were coded, analyzed, and used with quantitative data to triangulate findings. The results of the study indicated that students were not in favor of the existing punitive tardy detention practice and preferred an alternative, positive tardy practice that supported self-improvement to help with their on-time behavior. Results also showed the S.T.R.O.N.G. Program to be useful and effective at teaching students information related to the constructs in the learning modules, resulting in students declaring a positive attitude.
ContributorsRobertson, Christopher Bryce (Author) / Harris, Lauren M (Thesis advisor) / Hermanns, Carl (Committee member) / Steitz, Julie (Committee member) / Arizona State University (Publisher)
Created2022
Description
ABSTRACTLeading change is one of the most daunting tasks for K–12 site leaders. It is well established that the site leaders’ influence on student learning is profound, and the importance of implementing changes to improve practice is paramount. This action research study aimed to examine how a research-based professional development and coaching program could impact site leaders’ attitudes, beliefs, practices, and the teachers’ perceptions. The study occurred over 14 weeks at a public elementary school. The intervention contained two professional development sessions, which included learning and planned implementation of research-based strategies and weekly coaching sessions once the school year started. The theories that supported this study included change leadership, distributed leadership, transformational leadership, social cognitive theory, sensemaking, and literature on veteran teachers.
A mixed methods action research design using quantitative and qualitative data was gathered simultaneously through a pre- and postintervention collection. Data was gathered from Monday Memos, a staff meeting observation, staff meeting agendas, coaching field notes, the Staff Perception Survey, and interviews which were all used to analyze then address the research questions. During the qualitative data analysis, the codes were categorized, and themes were examined to determine any shifts from the initial data compared to the postintervention data. Due to the small sample size and lack of data normality on the Staff Perception Survey, instead of a conventional t test, the more conservative nonparametric Mann-Whitney U test was applied to assess pre-to-post differences. Results indicated no statistically significant differences between the pre- and postintervention survey among individual items or collective construct items (i.e., teacher voice, shared vision, removing obstacles, and building culture).
The results suggest that there was a shift in how the site leaders conceptualized their role as a leader of change through the coaching program intervention. It was expanded, hopeful, and the site leaders saw the increased weight of their role in the impact of leading change. Further, through the research-based coaching program, site leaders changed their practice regarding their consistency and both expanded and shifted change strategies. In conclusion, limitations give perspective while implications for practice and research provide for an exciting future.
ContributorsBaldwin, Jennifer Sue (Author) / Judson, Eugene (Thesis advisor) / Hermanns, Carl (Committee member) / Plough, Bobbie (Committee member) / Arizona State University (Publisher)
Created2022
Description
Humanity lives in a volatile, complex, and ambiguous world plagued by objective misunderstandings of the subjective experiences or hardships endured by global individuals. Today’s youth exist in a society where the individuality of the human condition is often masked by the expectation that people abandon their authenticity to conform to the exclusive desires of a “mainstream” collective. The modern education system in the United States is, unfortunately, not untouched by the aforementioned expectation, especially with respect to trauma-related considerations. While academic growth is important in educational settings, there appear to be several critical, missing pieces: Have individual notions of trauma been considered? Has intentional thought been given to the perceived invisibility of emotional abuse or manipulation as its own domain of traumatic experiences? This thesis, and the accompanying creative project deliverable, aim to shed light on re-envisioned notions of trauma, emotional abuse, and the importance of utilizing inclusive and comprehensive trauma response strategies in K-12 classrooms.
ContributorsTulonen, Jenna (Author) / Madanat, Alysha (Thesis director) / Hermanns, Carl (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2024-05
Description
This thesis project explores the extent to which elected education officials, specifically school board members, with a background in education make policy decisions differently than those who do not have a background in education. This line of questioning began with a project completed in a class I took in the fall semester of 2023 - Innovations in School Democracy, where students chose a critical issue in the education sphere and situated it within the context of civic education. The critical issue I addressed at the time was the significant number of individuals in “high-ranking” positions in the education field who do not appear to have a background in anything education-related, outside of their own schooling. The issue lies with the fact that these individuals are making large scale policy decisions that impact all students, teachers, parents, and school faculty members within their district without having any research or practice-based educational foundation or experience to draw upon for their decision making.
For the purpose of this thesis, I expanded this phenomenon beyond the realm of civic education by performing a comparative analysis of elected education official decision-making between school boards that have members with educational backgrounds and those who don’t, in addition to analyzing the stances and policies of the Superintendent of Public Instruction. The goal of this analysis is to see how, or if, decisions differ and to what extent those decisions appear to be driven by current political ideologies versus educational research and best practices. I hypothesize that elected education officials who have a background in education will make decisions that are more student- and educator-focused and have fewer indicators of a specific partisan political ideology. Conversely, I hypothesize the opposite for decision-making by officials without an education background, where I expect to find more evidence of influential partisan political ideology.
In order to determine if a decision-making gap exists, I examined school board websites and pulled district-related news articles in order to cross-analyze the verbiage on specific political buzzwords or phrases that could be clearly linked to a political party’s ideology or stance on public schooling matters and policies. I performed a similar search through the campaign platform and current Arizona Education System biographical page for Superintendent Tom Horne. To begin this investigation, thirty school districts in the state of Arizona were selected for preliminary research - ten small districts, ten medium-size districts, and ten large districts. Through the use of school district websites and the biographies of school board members, I determined which school boards had individuals with a background in education and which did not. From there, two school boards from each district size category were selected for examination - one board categorized as having a strong educational background presence and one board that either had very minimal presence, or none at all. From this research, I intended to present preliminary findings about the extent to which differences in policy-making decisions relate to school board member education background and experience, as well as the degree to which explicit partisan politicization appears to influence such decisions. Upon completion of this limited research, my findings ended up deriving more directly from the mission and vision statements of school districts and school boards, though policy decisions were still loosely analyzed through district media articles. However, my research on Superintendent Horne lent itself well to answer all three of my proposed research questions.
ContributorsGraves, Olivia (Author) / Hermanns, Carl (Thesis director) / Schugurensky, Daniel (Committee member) / Bartlett, Tara (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor) / Department of Psychology (Contributor)
Created2024-05
Description
ABSTRACTIn this action research study, I explored and developed a means to address the challenge of developing, supporting, and retaining effective elementary school principals skilled in instructional leadership and serving in historically marginalized communities. Evidence from the research literature and earlier action research cycles indicated principals often worked in isolation and needed more support to retain these elementary school leaders. Notably, retention has been shown to be influenced by building collaborative teams to accomplish shared goals. In the current study, an intervention was developed to support school principals by improving their knowledge and skills with respect to using data-informed decision-making in a collaborative environment. The intervention titled, “Got Juice? Jam Sessions!” was composed of a three-pronged approach, including (a) professional development using the Collaborative Learning Cycle, (b) a hybrid Community of Practice consisting of online and in-person elements, and (c) one-on-one coaching with school leaders on the implementation of data-informed decision-making. The overarching goal was to examine how the three support processes influenced leadership practice, self-efficacy, and school principals' perceptions of remaining in the profession. In the study, leaders' perceptions of their knowledge, skills, attitudes, self-efficacy, level of support, intent to stay in the profession, and intent to apply a team-based approach to data-informed decision-making were assessed. A mixed-methods study included the collection of quantitative survey data and qualitative interview data. Results showed the intervention provided a system of support for school leaders that increased leaders' perceptions of their knowledge, skills, attitudes, self-efficacy, intent to stay in the profession, and intent to implement the team-based approach to implementing data-informed decision-making at their school sites. In the discussion, I described the complementarity of the quantitative and qualitative data, explained the results based on the theoretical frameworks and the extant literature, presented limitations and their mitigation, and offered implications for practice and research.
ContributorsPombo, Lorisa Marie (Author) / Buss, Ray R. (Thesis advisor) / Hermanns, Carl (Committee member) / Lewis, Donna (Committee member) / Arizona State University (Publisher)
Created2023
Description
Student voice has been an inactive component of public education since its conception. Educational practitioners and stakeholders create, define, and uphold federal, state, and local policy centered on growing student educational outcomes. However, most often students are not provided space or opportunities to actively engage with policy or decisions that directly impact their educational experiences. To boost student voice, this action research study explored school participatory budgeting’s impact on student engagement with school decision-making, civic engagement, and leadership development at Arcadia High School. School participatory budgeting (SPB) is an innovative civic learning tool designed for students to learn democracy in action through the process of participating in the student voice committee on campus, developing proposals, and voting to fund improvement projects that build a stronger school community. This study utilized a parallel-results convergent MMAR that involved collecting both qualitative and quantitative data simultaneously, analyzing them separately, and integrating results into study findings. Participants included eight students that were members of the student voice committee. Study participants completed pre- and post-surveys as well as participated in a focus group. The study and intervention were supported by Mitra’s Pyramid of Student Voice and The Social Change Model.
Results of the study indicated that school participatory budgeting had a positive impact on students’ engagement with school decision making, civic engagement, and leadership development. Results also revealed that participants were able to lead change for collective student voice, engage civically through real world application, encourage participatory democracy over elite democracy, and increase both communication and collaborative skills. Furthermore, an integration of quantitative and qualitative data was presented, along with connections to the existing research questions and literature. Additional discussion centered on the limitations of the study, implications for practice, future cycles of research, and recommendations for educational practitioners.
ContributorsJohnson, Sara Anne (Author) / Ott, Molly (Thesis advisor) / Hermanns, Carl (Committee member) / Sackos, Milissa (Committee member) / Arizona State University (Publisher)
Created2023
Description
ABSTRACT
It is critical for students to be provided with opportunities to learn in settings that foster their academic growth. It is equally important that schools endeavor to be a place where students’ social and emotional needs are met as well. However, due to lack of funding, over-testing, inappropriate evaluation measures, and other persistent policy pressures, our public schools have often resorted to a focus on raising standardized test scores through direct instruction with an increasingly narrowed curriculum. As a result, schools have often become places in which students, rather than being seen as valued future members of a productive society, are part of the bleak statistics that shine a spotlight on how our schools have failed to motivate and connect with the students of today. Consequently, many educators have come to believe they are not influential enough to make a significant difference, and have resigned themselves to accepting their current situation. The problem with this thinking is that it minimizes the purpose of the job we promised to do – to educate.
The innovation I implemented and describe in my dissertation can be characterized with one word – dialogue. Dialogue that occurs for the purpose of understanding and learning more about that which we do not know. In this innovation, I endeavored to demonstrate how social learning by way of dialogic discussion could not only support students’ academic growth, but their social and emotional growth as well. Results from the data collected and analyzed in this study suggest social learning had a highly positive impact both on how students learned and how they viewed themselves as learners.
Education is one of the cornerstones of our country. Educational opportunities that help meet the academic and social-emotional needs of students should not be seen as a privilege but rather as a fundamental right for all students. Equally, the right to express one’s thoughts, opinions and ideas is a foundational element in our democratic society. Failing to connect with our students and teach them how to exercise these rights in our classrooms is to fail ourselves as educators.
It is critical for students to be provided with opportunities to learn in settings that foster their academic growth. It is equally important that schools endeavor to be a place where students’ social and emotional needs are met as well. However, due to lack of funding, over-testing, inappropriate evaluation measures, and other persistent policy pressures, our public schools have often resorted to a focus on raising standardized test scores through direct instruction with an increasingly narrowed curriculum. As a result, schools have often become places in which students, rather than being seen as valued future members of a productive society, are part of the bleak statistics that shine a spotlight on how our schools have failed to motivate and connect with the students of today. Consequently, many educators have come to believe they are not influential enough to make a significant difference, and have resigned themselves to accepting their current situation. The problem with this thinking is that it minimizes the purpose of the job we promised to do – to educate.
The innovation I implemented and describe in my dissertation can be characterized with one word – dialogue. Dialogue that occurs for the purpose of understanding and learning more about that which we do not know. In this innovation, I endeavored to demonstrate how social learning by way of dialogic discussion could not only support students’ academic growth, but their social and emotional growth as well. Results from the data collected and analyzed in this study suggest social learning had a highly positive impact both on how students learned and how they viewed themselves as learners.
Education is one of the cornerstones of our country. Educational opportunities that help meet the academic and social-emotional needs of students should not be seen as a privilege but rather as a fundamental right for all students. Equally, the right to express one’s thoughts, opinions and ideas is a foundational element in our democratic society. Failing to connect with our students and teach them how to exercise these rights in our classrooms is to fail ourselves as educators.
ContributorsOhanian, Jennifer Lyn (Author) / Hermanns, Carl (Thesis advisor) / Jordan, Michelle (Committee member) / Durden, Felicia (Committee member) / Arizona State University (Publisher)
Created2018
Description
According to national data, there continues to be an ongoing achievement gap between students with disabilities and their non-disabled peers (USDE, n.d.b). This data is representative of a continued disparity in academic performance for students in local Arizona school districts. To address this gap, many districts have implemented inclusion models in which students with disabilities spend increasing amounts of time in general education classrooms, in some cases for the majority of or all of their school day. However, the persistence of the achievement gap suggests that general education teachers working in inclusion models may be lacking systematic instructional methods for ensuring access to the curriculum for those with disabilities and other diverse learning needs.
The purpose of this action research study was to examine the impact that a series of professional development workshops had on teacher beliefs and understanding of disability, intelligence, and accessible pedagogy. The study was conducted over the course of a school semester at a kindergarten through 8th grade school in a large, semi-rural school district in southeastern Arizona. Ten teachers from a variety of grade levels and subject areas participated in the study along with a school psychologist and two school administrators. Theoretical frameworks guiding this project included critical disability theory, growth mindset, universal design for learning, and transformative learning theory. A mixed-methods action research approach was used to collect both qualitative and quantitative data in the form of surveys, interviews, and written reflections. The workshop series included five modules that began with activities fostering critical reflection of assumptions regarding disability and intelligence and ended with pedagogical strategies in the form of universal design for learning.
The results indicate that the innovation was successful in reshaping participant views of disability, intelligence, and pedagogy; however, changes in classroom instruction were small. Implications for future research and practice include more extended sessions on universal design for learning and a more diverse sample of participants. Workshop sessions utilized a variety of active learning activities that were well received by participants and will be included in future professional learning plans across the district.
The purpose of this action research study was to examine the impact that a series of professional development workshops had on teacher beliefs and understanding of disability, intelligence, and accessible pedagogy. The study was conducted over the course of a school semester at a kindergarten through 8th grade school in a large, semi-rural school district in southeastern Arizona. Ten teachers from a variety of grade levels and subject areas participated in the study along with a school psychologist and two school administrators. Theoretical frameworks guiding this project included critical disability theory, growth mindset, universal design for learning, and transformative learning theory. A mixed-methods action research approach was used to collect both qualitative and quantitative data in the form of surveys, interviews, and written reflections. The workshop series included five modules that began with activities fostering critical reflection of assumptions regarding disability and intelligence and ended with pedagogical strategies in the form of universal design for learning.
The results indicate that the innovation was successful in reshaping participant views of disability, intelligence, and pedagogy; however, changes in classroom instruction were small. Implications for future research and practice include more extended sessions on universal design for learning and a more diverse sample of participants. Workshop sessions utilized a variety of active learning activities that were well received by participants and will be included in future professional learning plans across the district.
ContributorsLeckie, Adam (Author) / Hermanns, Carl (Thesis advisor) / Rotherum-Fuller, Erin (Committee member) / Rupard, Jane (Committee member) / Arizona State University (Publisher)
Created2018
Description
This mixed methods action research study examined the effectiveness of an Education and Career Action Plan (ECAP) Advisory Program on students’ formation of postsecondary education and employment plans.
The study took place at a public high school in northern Arizona. Participants included thirty-three 11th-Grade Advisory students, four 11th-grade advisors, and me, the action researcher. One quantitative data instrument and three qualitative data instruments were used for data collection. Each of the four data collection instruments provided insight about one of the study’s research questions.
The quantitative data from this study addressed whether the intervention had an impact on the ECAP Advisory Program’s ability to enhance students’ postsecondary knowledge. Results from the quantitative data demonstrated significant positive change, indicating that, through their participation in an ECAP Advisory Program, students developed their postsecondary education and employment knowledge.
The qualitative data from this study addressed how the participants experienced the intervention by providing a deeper understanding of their experiences with their ECAP Advisor and the ECAP Advisory Program. Results from the qualitative data indicated that students’ perceptions of postsecondary education and employment planning changed substantially during their participation in the ECAP Advisory Program. As the study progressed, student participants reported they could more appropriately visualize the postsecondary education and employment environments that aligned with their interests. Furthermore, because of the time allocated for lessons and activities in the ECAP Advisory Program, students participants also reported feeling more prepared to pursue postsecondary education and employment opportunities as the ECAP Advisory Program progressed. And perhaps most importantly, student participants reported that their advisor positively impacted their postsecondary education and employment planning.
Overall, in association with their participation in the ECAP Advisory Program and relationship with their ECAP Advisor, students expanded their postsecondary education and employment knowledge levels, developed and modified their education and employment goals, and felt more prepared to pursue postsecondary education and employment opportunities.
The study took place at a public high school in northern Arizona. Participants included thirty-three 11th-Grade Advisory students, four 11th-grade advisors, and me, the action researcher. One quantitative data instrument and three qualitative data instruments were used for data collection. Each of the four data collection instruments provided insight about one of the study’s research questions.
The quantitative data from this study addressed whether the intervention had an impact on the ECAP Advisory Program’s ability to enhance students’ postsecondary knowledge. Results from the quantitative data demonstrated significant positive change, indicating that, through their participation in an ECAP Advisory Program, students developed their postsecondary education and employment knowledge.
The qualitative data from this study addressed how the participants experienced the intervention by providing a deeper understanding of their experiences with their ECAP Advisor and the ECAP Advisory Program. Results from the qualitative data indicated that students’ perceptions of postsecondary education and employment planning changed substantially during their participation in the ECAP Advisory Program. As the study progressed, student participants reported they could more appropriately visualize the postsecondary education and employment environments that aligned with their interests. Furthermore, because of the time allocated for lessons and activities in the ECAP Advisory Program, students participants also reported feeling more prepared to pursue postsecondary education and employment opportunities as the ECAP Advisory Program progressed. And perhaps most importantly, student participants reported that their advisor positively impacted their postsecondary education and employment planning.
Overall, in association with their participation in the ECAP Advisory Program and relationship with their ECAP Advisor, students expanded their postsecondary education and employment knowledge levels, developed and modified their education and employment goals, and felt more prepared to pursue postsecondary education and employment opportunities.
ContributorsDonner, William James (Author) / Hermanns, Carl (Thesis advisor) / Zucker, Stanley (Committee member) / Erwin-Mahlios, Erin (Committee member) / Arizona State University (Publisher)
Created2018
Description
Teacher mobility is a policy issue that affects students and school across the country. Despite a long-standing body of research related to teacher mobility, relatively little is known about how teacher-school pairings affect teachers’ decisions to stay at or leave their schools. Therefore, this study tested a model of teacher-school fit with a focus on the value that teachers and principals place on standardized test scores. Survey responses were collected from 382 K-8th grade public school teachers from 22 schools in two school districts. The results show that teachers who placed higher values on standardized test scores reported slightly higher levels of teacher-school fit and were slightly less likely to leave their schools within five years. Additionally, teachers’ self-assessed teacher-school fit showed a strong, positive relationship with teacher retention. These findings suggest that a better understanding of the factors that affect teachers’ sense of teacher-school fit may help reduce teacher mobility.
ContributorsVagi, Robert (Author) / Garcia, David (Thesis advisor) / Hermanns, Carl (Committee member) / Ida, Masumi (Committee member) / West, Stephen (Committee member) / Arizona State University (Publisher)
Created2017