School of Education

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A case study : elementary teachers’ perceptions of play-based learning on students’ social, emotional, physical, and cognitive development.
(May 2023) Amberson, Mindi M. 1982-; Howell, Leanne.
Play-based learning is an opportunity for holistic student development. Yet, too few opportunities for play-based learning currently exist in public elementary schools across the United States despite the benefits linked to the intentional use of play-based instruction. This case study identified elementary educators’ perspectives on the benefits of play-based learning and the barriers to its use. An extensive literature review was completed to identify themes in the current research. I used four conceptual domains, supported by Ginsburg (2007) and visualized by The Strong Museum (courtesy of The Strong, Rochester, New York) as the lens to conduct to this study. Play influences children’s development in four conceptual domains: physical, social, emotional, and cognitive. The data analysis consisted of five steps, ending with visuals showcasing result findings. The research findings provided strong evidence from participants about the benefits of play-based learning opportunities for student growth in the noted four conceptual domains. Ten themes were identified that supported benefits in each domain. In the social domain, impact was noted in areas of diversity and relationships. In the emotional domain, recognition of emotions and regulation of emotions emerged as impacted areas. In the physical domain, motor skills, classroom behaviors, and healthy habits were identified Last, in the cognitive domain, content knowledge, creativity, and problem-solving skills were identified as areas of impact. The findings also provided four themes as evidence for barriers with play-based learning opportunities. These four thematical barriers identified were professional development, funding, time, and limited space. There were two emerging themes identified in the research, expectations, and engagement Each finding is important to next steps in education. Implications and recommendations for this research are important to educational decisions and advocacy moving forward to impact educators’ ability and willingness to utilize play-based learning and promote optimal student development. Stakeholders in education are given support through this research for such advocacy. Through a collective voice, this research increases potential opportunities for play-based learning to move forward in its impact on student development.
A case study : how a top-ranked public institution in Georgia addresses the demand for mental health services.
(2023-12) Parker, Marlena, 1976-; Ray, Brandi R.
The mental health needs of college students continue to increase, causing more students than ever to seek treatment for their mental health problems on college campuses. These common mental health problems, such as depression, anxiety, and stress, result in the rising demand for mental health services and present numerous challenges for higher education institutions to address. To understand this problem, I designed and conducted this descriptive single case study focused on the various challenges higher education institutions face when addressing the demand for mental health services. The research questions were centered on the perceptions of clinicians regarding the effectiveness of the campus mental health services and the barriers encountered when addressing students’ mental health needs. The six participants worked in various clinical and administrative roles within campus mental health services at a top-ranked public university in Atlanta, Georgia. To conduct this study, I collected data through two different data collection methods to understand more about the research problem and highlight the university’s approach to providing mental health resources to support students’ mental health and well-being. Data collection consisted of a review of mental health-related documents and one focus group interview. I used thematic analysis to reveal the themes of addressed needs, improved access, resource shortages, and lack of awareness. The study findings reveal that a commitment to an innovative approach to expand resources is needed for higher education institutions to prioritize students’ mental health needs, eliminate barriers, and adequately prepare faculty and administrators to address the increasing demand for mental health services. The study has implications that are instrumental for higher education leaders, policymakers, and mental health practitioners to create sustainable resources and implement improvements to the design of mental health programs. These improvements can influence mental health services utilization and ensure students feel supported when faced with barriers that prevent them from seeking treatment.
A case study of four teachers' experiences while implementing the latest version of the Eureka Math curriculum in the state of Louisiana.
(2022-04-28) Lein Authement, Melissa M., 1990-; Pratt, Sarah Smitherman.
The Louisiana Department of Education (LDOE) develops all mathematic standards and curricula in Louisiana. Once approved, these items become the officially mandated curricula that each school must teach. LDOE is also responsible for the flow down of the official curricula to each school system, plus providing the appropriate amount of training to the math teachers to effectively implement the new curricula. For example, in 2017, a statewide assessment provided information on student mathematical proficiency. Based on the poor results, and improved mandated set of standards and curricula, LDOE launched a rubric of approved research-based curricula required for low performing schools. One of the curriculum options was Eureka Math Curriculum. In response to the LDOE Curriculum mandates St. Tammany Parish Public Schools (STPPS) decided in 2020 to implement the same required LDOE curriculum to all schools in the district no matter their performance. This change in curriculum culminated in the third curriculum between 2017–2020 change for most math teachers in the district. This study focused on the experiences of selected math teachers charged with implementing the Eureka Math curriculum into the STPPS. The data collected consisted of structured questionnaires and semi-structured interviews with four fourth and fifth-grade teachers school system. Hargreaves (1998) Changing Teachers, Changing Times framed this study. Using Hargreaves’s (1998) framework for the study, the researcher identified four obstacles teachers faced implementing a mandated curriculum. Finally, the researcher concludes with recommendations for best practices when implementing any mandated math curriculum. The researcher identified Eureka Math as the teachers’ primary change element to implement curricula changes. Using Hargreaves’s (1998) outline, the researcher identified four obstacles to overcome and offered three solutions towards the successful implementation of Eureka Math. The obstacles included: pacing and planning, lack of resources, need for increased support, and teacher autonomy. This study identifies three best practices for successfully implementing the challenging Eureka Math: increased support, leniency on the scope and sequence of curricula implementation, and a new requirement for focused and tailored instruction sessions for each level of math teachers.
A case study of how and if a professional development model based on the TPACK framework builds teachers’ capacity for technology integration.
(2019-03-18) Odajima, Rebecca, 1974-; Talbert, Tony L.
Digital technologies are prevalent in society and K-12 classrooms today and the belief that educational technology can be a transformative agent of change in education is ever increasing. However, the use of technology as a transformative learning tool for all students has not yet been realized. Research in this area indicates that teachers are the leading factor impacting the utilization of technology for learning. Focused professional development along with time to develop curriculum and lessons has been identified as critical factors in changing the way teachers and students utilize technology. The purpose of this explanatory single case study, with multiple units of analysis, was to examine the experiences and practices of nine teachers in a technology-rich high school setting to better understand the impact of a TPACK based professional development model, to understand how and why teachers make decisions regarding instructional technology integration, and to determine how their technology integration met the TPACK model of instruction. Findings from the study revealed that the professional development model based on TPACK framework and effective professional development strategies increased teachers’ use of technology, how they considered using technology and changed their instructional focus from teacher to student-centered practices. Additionally, teachers’ considerations for instructional technology during planning were influenced by their teacher-centered or student-centered ideas. Finally, teachers who successfully implemented technology based on the Technology Integration Observation Instrument were those who were well versed in active learning strategies, learner-centered in their planning and implementation of instructional strategies, have the greatest number of years experience and exposure to the TPACK training model, while having varying levels of technology efficacy. The study provided evidence to support the idea that transformational educational change through technology has little to do with the technology itself; instead, it is dependent on the pedagogical knowledge of the teacher and the context of the professional development provided to teachers. It is increasingly evident that the change sought in teaching and learning will only come about by a change in the pedagogical practice of teachers who are appropriately prepared with student-centered learning activities and content knowledge that utilizes technology as an instructional tool in order to facilitate and impact learning.
A case study on the recruitment and hiring of African American faculty in higher education : perspectives of faculty and administrators.
(2021-11-16) Arnold, Debra D., 1970-; Cooper, Sandra Bennett.
This case study examined the recruitment and hiring practices of African American faculty in higher education at primarily White institutions (PWIs) in the southeast region of the United States. In higher education, African American faculty remain underrepresented in PWIs. African American faculty provide value to students during their educational journeys, and the lack of their presence is of concern. This research into this phenomenon included three universities within the southeastern region, all part of the same university system and located within 150 miles of one another. The three universities are research institutions, and each has racial minority student populations. Two of the universities in this study have a low percentage of African American faculty. The third university maintains an equal number of African American and White American faculty. Given the colleges’ proximity, understanding the recruitment strategies of each assisted with providing recommendations for the recruitment, hiring, and retention of African American faculty. This study examined faculty and administrator perspectives on biases that can affect the recruitment and hiring process. These biases include explicit, implicit, and unconscious, each having significant differences. Bias can knowingly and unknowingly occur in decision-making, as these biases are neurological. By nature, everyone holds some bias, which can affect the thinking process and impact hiring at the recruitment level. In addition, biases can affect an institution’s ability to achieve diversity (Agarwal, 2018) and inclusion, which can conflict with an institution’s stated values. Examining and understanding these biases assist individuals in recognizing and managing their thoughts during the decision-making process. The results of this study informed suggestions for positive shifts in the recruitment of African American faculty in PWIs within the United States. A centralized process for the recruitment and hiring process is recommended with oversight by Human Resources. The study revealed that bias occurred in the course of employment for faculty and administrators. Awareness of these biases is the key to affecting a culture change within PWIs. Such changes positively impacted African American students and highlighted the importance of African American faculty in their educational journeys.
A collective case study exploring high school senior perspectives of post-graduation motivations and preparation in five different educational settings.
(2021-11-19) Smith, Jeffrey Scott, 1968-; Meehan, Jessica Padrón.
Education improvement has become a national imperative. Low graduation rates, standardized test failures, and overall success rates falling significantly behind in global competition have forced the dialogue towards alternatives to public education (Stewart, 2012). As the United States continues to trail other countries in educational success, it raises concerns about what environment is the most effective for student success in today’s economic and cultural states. In a response to this educational concern, today’s students have seen the emergence of campus alternatives, and with these differing environments, research needs to provide clarity to the results produced from each environment, and if these results prepare all students for what comes after graduation. Equally important is the exploration of how each of these environments may help or hinder motivation for students and hear this information from the students directly. This collective case study gives high school students that voice. This study begins with a criterion-based sample of one to three students attending each of five specific categories of learning institutions—a public school setting, a private school setting, a home-school setting, a charter school setting, and a final group from an innovative or alternative education setting. Through a series of interviews and observations of the various learning environments, the student stories compared common experiences, differences, and learning paths. This anthology of research information presented an understanding of each of their learning environments, motivational influences, and how these students believe their experiences prepared them for what comes next. The power of the responses evidenced commanding themes throughout each distinct case and revealed compelling patterns common among all five cases. The result was a better explanation of experiences from the student's point of view, a clearer picture of motivations—both extrinsic and intrinsic—and strong patterns of concepts that can create influential change in any educational setting. The implications show the power of student's voices in the education process, setting the foundation for future studies that will incorporate the significant contribution made by the ones affected the most by current practices—the voice of the student.
A collective case study on student advocacy services for iGen students in higher education.
(2021-11-16) Cloud, Lourdes Moreno, 1976-; Meehan, Jessica Padrón.
Generation Z or iGen is the current generation attending colleges and universities, and their needs differ from their predecessors. Public State University’s Student Advocacy and Assistance Office began shifting the services provided to this specific population to best serve them. Unlike prior generations, they are highly aware of themselves as individuals and crave more support. Gen Z is more diverse, technologically connected, and culturally and politically engaged. They crave autonomy yet need to feel validated (Twenge, 2017). iGen students rely on their generational characteristics of being dependent on technology, private, and inquisitive. They are more likely to have mental health issues such as anxiety and depression (Writter, 2017). Due to their mental health awareness, they seek and expect services that holistically support their educational journeys (Jones, 2019). They expect this support from faculty, staff, and peers (Rutter, 2019), not just from a clinician; therefore, it is the priority of the SAA Office to provide these services to them. The purpose of this qualitative collective case study was to establish a series of cases that narrate the iGen student perception of how services provided by the SAA Office impacted them while at the university. The research built upon the primary question: how do iGen students at PSU perceive the SAA Office’s services impacted them? The data collection included one-on-one interviews and journal collections of five iGen students who utilized the services of the SAA Office. The application of the student development theory, Nevitt Sanford’s Theory of Challenge and Support, guided the research process related to students becoming independent through overcoming challenges and engaging in support. The themes identified through a cross-case analysis were mental wellness, iGen student personality traits, and overcoming challenges as iGen students. These themes substantiated that the iGen college students need support from university staff to ensure their academic and personal growth, development, and success. The researcher sought to determine how iGen students felt that SAA services influenced their overall college experience at PSU. The results of this study reveal rich insights and beneficial recommendations for improving SAA services based on the perceptions of iGen students.
A collective multiple case study regarding mandatory advising and degree mapping for Early College High School students.
(2021-07-21) Madrigal, Tanya, 1976-; Blevins, Brooke E.
Early College High Schools (ECHS) began in 2002 in response to the underrepresentation of ethnic minorities, lower socioeconomic status, and first-time college students in higher education. Credit-bearing college courses replace students’ traditional high school classes, so the students earn an associate degree upon graduation from high school. The goal for ECHS participants is to continue their education at a university to complete their four-year degrees. This qualitative multiple case study rooted in the practitioner inquiry tradition explored why ECHS students do not complete their bachelor’s degree, along with possible solutions to the existing problem. Specifically, this study examined if mandatory advising and degree mapping helped ECHS students feel more confident about their transfer to a four-year institution. The study employed Schlossberg’s Transition theory (Schlossberg, 2011), focusing on situation, self, support, and strategies. The framework helped to understand how mandatory advising and degree mapping influenced ECHS students’ confidence and preparedness to transfer to a four-year institution. Data collection involved using a questionnaire regarding the student’s perception of preparedness for transfer and possible barriers and issues that could inhibit them from completing their bachelor's degree. Themes emerged from the data, with the first theme being the need for a college advisor to complete advising and degree mapping sessions. The second theme included increasing the ECHS student’s sense of preparedness for transfer to a four-year institution. Next, a discussion around potential barriers that could impede their completion of bachelor’s degrees emerged. Lastly, financial literacy is needed to help ECHS students understand various forms of available aids to help finance their education. This research is vital as more ECHSs open every year across the country. For example, in 2002, when ECHS launched, there were three ECHS programs (Berger et al., 2014). As of 2020, there were 170 ECHSs in Texas, 100 in North Carolina, 100 in Michigan, and many more across the United States (Arshavsky, 2020). Thus, the ECHS program is expanding across the country exponentially, and the findings from this research can help more ECHS students have a successful transition to higher education and complete their bachelor's degrees.
A college readiness intervention program’s impact on college-going self-efficacy and college knowledge.
(2018-07-18) Wilson, Robin Denise, 1962-; Saxon, Terrill F.
EnAbled for College functions as a model postsecondary education (PSE) transition program to assist high school students who are at risk and/or low socioeconomic status. EnAbled for College pairs graduate student mentors with high school students who meet weekly with students to cover a research based curriculum designed to instill strategies for persisting until high school graduation and skills for preparing for PSE attainment and success. This study analyzes the results for a three-year span of the program and includes a comparison group that is similar in gender, ethnicity, socioeconomic level, and first generation status. The participants for the comparison group were selected based on a proportional stratified sample to represent the demographics of the EnAbled for College participants. The study was a quasi-experimental pre- and post-intervention design with a post hoc data analysis. Pre- and post-intervention surveys were obtained from both groups and a multiple regression analysis was used to measure growth in self-efficacy attendance, self-efficacy persistence, and college knowledge. The National Student Clearinghouse data was used to determine enrollment in PSE and a logistic regression was used to measure the differences in PSE enrollment between groups. The findings indicate the EnAbled for College participants’ high school graduation, college attendance, and growth in college knowledge were statistically different from the comparison group. PSE enrollment for the EnAbled for College participants exceeded the comparison group as well as the national average. The analysis did not show a statistical difference between groups for self-efficacy attendance and persistence, but the difference in growth from the pre- to the post-surveys for the EnAbled for College participants exceeded the comparison group. The program provides interventions for students from low socioeconomic backgrounds to increase knowledge of PSE readiness. Steps to implement a transition program are presented as well as practical implications and directions for future research.
A comparison of positive practice and functional communication training in the treatment of challenging behavior.
(2017-07-27) Feind, Amy N., 1994-; Gerow, Stephanie L.
The purpose of this thesis was to compare positive practice and a function-based intervention in reducing challenging behaviors. The present thesis included a systematic review of the literature and a single-case research study. The systematic review was conducted to identify and synthesize the existing literature on the use of positive practice to reduce challenging behaviors in children with disabilities. The database search resulted in the identification of 30 studies that have evaluated the efficacy of positive practice in reducing challenging behavior for children with developmental disabilities. The purpose of the single-case research study was to compare the efficacy of functional communication training and positive practice. One 7-year-old with autism spectrum disorder (ASD) participated in the study. The study used an alternating treatment design to compare positive practice and functional communication training. The results of the study indicated that functional communication training was more effective at reducing challenging behaviors than positive practice.
A comparison of tact interventions on emergent intraverbal responses in children with developmental disabilities.
(2016-07-28) Cloud, Madison, 1993-; Davis, Tonya Nichole, 1979-
Many individuals with developmental disorders experience communication deficits, including those with autism spectrum disorders. For some, this includes the underdevelopment of an intraverbal repertoire. A review of the existing literature on tact to intraverbal training showed a majority of the existing body of research has focused on transfer of stimulus procedures. A minority used tact training procedures. This study sought to compare tact training, transfer of tact stimulus, and transfer of echoic stimulus procedures to evaluate for efficiency. Two male children with autism spectrum disorder were taught to name items by category with the three procedures in an adapted alternating treatments design. Results showed that the most efficient prompting technique varied across learners. This confirms previous suggestions that prompting efficiency may vary because of learner idiosyncrasies or learner history. However, tact transfer of stimulus prompting was the most effective across participants.
A complex perspective on student success programming : a quantitative analysis of retention rates for sophomores who experience differentiated coaching while attending a Guided Pathways community college.
(2022-04-11) Chapman, Criquett Scott, 1976-; Pratt, Sarah Smitherman.
Despite efforts to place students on a guided pathway to successful completion, nearly one in five students who do not persist at community colleges complete 75% or more of the credit threshold for a degree before leaving the institution (Johnstone, 2018). In Texas, according to the Texas Higher Education Coordinating Board Members (THECB, 2020), 28% of community college students graduate with an associate degree, bachelor’s degree, or certificate within three years. At Chaparral Community College, the percentage is even less, at 24% (THECB, 2020). This evidence points to a need for retention reform, focusing on sophomore students. This quantitative study used two pillars of the Guided Pathways model, helping students stay on the path and ensuring students are learning, as a framework for analysis. The study employed a complex approach to broaden the definition of academic integration (Tinto, 1993) by including experiences beyond the classroom resulting from enrollment in courses (Latz, 2015). By taking a complex perspective, the study used differentiated coaching as an approach to accomplish academic integration in and out of the classroom. Two logistic regression models were used to examine the differentiated coaching approach deployed through student success programming as a predictor of retention (N = 1050), semester one to semester two and semester one to semester three. Initiatives aimed at retention that involve cross-institutional reform are challenging to evaluate and often take years to observe improvements (Bailey et al., 2015). This study demonstrated this struggle as the treatment, although positively sloped, did not have a statistically significant relationship to retention in the transition from the first semester to the second. However, when students moved along their pathway to the third semester, the differentiated coaching treatment had a positive and significant relationship to retention. Therefore, there was an increased probability of being retained for students who received differentiated coaching. This upward trend is expected to continue as the advisors develop their expertise in differentiated coaching and the application to students' individual experiences.
A comprehensive genuineness of truths contributing to novice Title I teacher retention : a collective case study of novice teachers in Title I public schools.
(August 2022) Serrano, Rebecca, 1989-; McCall, Madelon.
Teacher attrition has been a leading issue within the United States for several decades, especially among novice Title I teachers (Farmer, 2020; Madigan & Kim, 2021). Projections of novice teacher attrition rates show that schools will continue to see a significant increase in rates after the 2021 to 2022 school year due to changes in education during the COVID-19 pandemic. Growing attrition rates for novice Title I teachers significantly impact school and student success across the nation. To address the growing concern of novice teacher attrition, factors that impact a novice teacher’s decision to remain in the profession must be examined. This qualitative collective case study explored factors contributing to novice teacher retention within Title I schools for nine novice Title I teachers from Texas, California, Idaho, and New York. Data collection occurred through three interviews with each participant, including one unstructured interview and two semi-structured interviews. The researcher specifically focused on identifying key factors that contributed to the retention of these novice Title I teachers. The researcher utilized Herzberg’s two-factor motivation-hygiene theory as the theoretical framework for identifying and classifying themes that emerged from the data (Herzberg et al., 1959). The data revealed four themes that contributed to novice Title I teacher retention for the nine participants: realistic and collaborative campus expectations, support for professional development, positive school culture, and promotion of self-efficacy and motivation. Ultimately, the research presented in this study addresses gaps in the research pertaining to novice teacher attrition within Title I schools. Rather than focusing on factors that lead to attrition, this study focuses on what matters most—factors that contribute to teacher retention. By focusing on identifying factors that influenced retention of novice Title I teachers, Title I school leaders can improve experiences for novice teachers related to each factor to ultimately improve retention within their campuses.
A convergent mixed methods study to explore the effect of unapproved part-time work on international students in South Korea.
(2022-03-31) Kopperud, Daniel, 1979-; Earl, Julia Collier.
In recent years South Korea has emerged as an attractive destination for international university students as the Korean government aims to accept 200,000 international students by 2023. Academically talented students who do not have financial support often apply to study in Korea, intending to find part-time work during the school term to pay for their education. The Korean Ministry of Employment and Labor (MOEL) has a process and guidelines for students to register their part-time jobs legally; however, students also find jobs outside these legal avenues. Universities that rely on international students for their enrollment struggle to maintain less than a 6% dropout rate among international students. These universities recognize the cause of attrition to be unregulated work which causes poor academic outcomes which further lead to a loss of scholarship and the inability to continue enrollment. The purpose of this study is to show what effect jobs that the MOEL does not approve have on academic outcomes in international university students in South Korea. This study employed a mixed methods convergent design to answer four research questions. The findings show that international students who work unapproved off-campus jobs have a lower mean GPA than students who work approved on-campus jobs that international students working at unapproved off-campus jobs do not have a significantly different level of persistence as measured by attrition than international students working at approved on-campus jobs. Students preferred not to work during the school year but had no alternative to pay for their tuition. Students who work unapproved jobs work long hours in challenging conditions with no protection or support from university or governmental agencies that are in place to assist student workers. Despite the lack of official support systems, they are just as likely to enroll in classes the following semester as students who work approved jobs.
A correlational investigation of the relationship between teacher competence, confidence, and school culture factors that influence social and emotional learning implementation.
(August 2022) Morgan, Lashana R., 1990-; Kaul, Corina R., 1969-
Despite recent nationwide efforts to improve students’ social, emotional, behavioral, and overall mental well-being, rates of mental health among adolescents have not shown improvement. Although school-based, social and emotional learning (SEL) provides the supports necessary to improve these student outcomes, SEL implementation is not always consistent and is even absent in some states. Additionally, there are many teacher-related factors involved that impact the effectiveness of implementation and have undue influence on one another. Educators involved in students’ education have an ethical responsibility to have a high level of competence to provide effective SEL for students. Furthermore, it is essential for educational institutions to promote a culture of SEL that allows for effective implementation of SEL programs, practices, strategies, or beliefs. This quantitative correlational study examined the relationship between teacher perceptions of internal and external factors related to SEL implementation using a web-based survey. Additionally, I investigated statistical differences in groups of teachers based on their certification level and whether their administration required SEL as part of the daily schedule or not. Jennings and Greenberg’s (2009) Prosocial Classroom model served as the theoretical framework for this study. The model asserts that factors related to effective SEL implementation, including a positive classroom climate, healthy teacher-student relationships, effective classroom management, teacher social and emotional competence and well-being, students’ social, emotional, and academic outcomes, and other contextual factors such as professional learning opportunities and administrative support influence one another. Correlational analyses revealed moderate to strong, positive correlations between SEL culture, school climate, and professional learning. Regression analyses indicated SEL culture, school climate, and professional learning were significant predictors of teachers’ comfort level in implementing SEL practices. Teachers’ perceptions revealed a statistically significant difference in comfort level in implementing SEL practices based on the presence or absence of administration required SEL as part of the daily classroom schedule. However, findings indicated no statistical differences in levels of SEL comfort existed between teachers who were alternatively certified compared to teachers who were traditionally certified. Implications for these findings relate to teachers, school administrators and researchers in the field of elementary education and professional development.
A descriptive case study exploring marginalization and sense of belonging in lesbian, gay, bi-sexual, transgender, queer, or intersex students at Christian colleges and universities.
(2023-08) Hockenberry, Amy N., 1981-; Foster, Marquita D.
As LGBTQI+ college student enrollment increases, Christian Colleges, and Universities (CCUs) struggle to balance inclusion policies and a healthy campus climate for lesbian, gay, bisexual, transgender, queer, and intersex + (LGBTQI+) students while maintaining biblical teachings that state same-sex relationships go against scriptural practices and God’s intent of human sexuality. As a result, CCU policies led to contradictory statements that left LGBTQI+ students questioning their sense of belonging, identity, and faith while feeling marginalized at CCUs. Furthermore, published research and this current study revealed not all CCUs provided LGBTQI+ students the same opportunities, welcoming environment, and support as heterosexual students on campus. Not feeling supported at their CCU significantly impacts the lives of LGBTQI+ students personally and academically. This descriptive case study explored marginalization and a sense of belonging in LGBTQI+ students at CCUs. Using a qualitative approach, I used semi-structured interviews and a focus group of six participants, aged 20–40, who attended a CCU within the past four years as undergraduate or graduate students. As part of this study, I also conducted an in-depth literature review emphasizing the need for additional research on creating a positive work environment. Szapocznik and Coatsworth’s (1999) eco-developmental theory served as the foundation for the theoretical framework of this study. They assert that identity development is a consistent process, and that identity outcome is unique to everyone’s experiences shaped by using the factor (micro, meso, and macro) systems. Therefore, the focus of this study was to examine the responses given by participants and use a constructivist worldview to determine emerging themes that CCUs can use to evaluate their campus climate for LGBTQI+ students. The implications of this study include sharing the experiences of LGBTQI+ students at CCUs to improve the lives of LGBTQI+ students at CCUs campuses. The findings revealed seven themes through the lived experiences of the six participants surrounding their sense of belonging and marginalization as they navigated their sexual orientation, faith, and religious ideals in their schools. The seven themes discovered from the results of this study are family support, school support, policy, religion, support groups, openness, and safe haven.
A design-based research study of school-based makerspaces in the discipline of mathematics.
(2021-08-03) Salisbury, Kurt, 1978-; Wilkerson, Trena.
The Maker Movement is a trend that has gained momentum in education which places students at the center of learning where they become creators or makers of things in a makerspace. While educational leaders see the potential for the Maker Movement to support learning, researchers have called for an increased focus on exploring students’ learning through making, particularly concerning the learning of specific content or disciplines. The purpose of this study was to explore the mathematics learning or mathematical proficiency of students when mathematics was taught in an educational makerspace. The study was conducted through design-based research to determine what strands of mathematical proficiency were evident as part of a makerspace experience. The participants of the study were two seventh-grade mathematics teachers and their students in four seventh-grade mathematics classes. As part of the design-based research (DBR), the researcher and the teachers partnered together to develop a pilot study and two makerspace experiences following educational making principles in the form of Resnick’s 4P’s – projects, peers, passion, and play- that targeted students’ mathematical proficiency. The researcher collected observation data, student artifacts in the form of student creations and written reflections, and interviews with the practitioner, which informed the study. The data were coded into the five strands of mathematical proficiency as defined by the National Research Council ([NRC], 2001). Furthermore, the data went through axial coding to determine if any other relevant themes emerged. Results from this study revealed all five strands of mathematical proficiency were evident in the observations, student artifacts, and teacher interviews collected by the researcher when students engaged in educational making. Additionally, two other themes emerged, including exploring mathematics beyond the intended learning goal and the importance of developing makerspace experiences that release content learning in conjunction with the educational making. The researcher provided implications and recommendations based on these results along with potential future areas of research.
A different lens : a qualitative multiple-case study exploring the interrelationships between environmental, personal, and behavioral determinants and STEM perspectives for middle-school girls.
(2023-12) Gasaway, Kimberly R., 1964-; Davis, Brenda K., 1971-
Middle-school girls participate in science, technology, engineering, and mathematics (STEM) programs less often than middle-school boys, especially computer science and engineering-related courses (Charlesworth & Banaji, 2019). Establishing why these girls do not participate in STEM programs and STEM-related classes remains an enigma. Key stakeholders must understand the environmental and personal determinants influencing middle-school girls’ perspectives about STEM and how these perspectives influence the behavioral determinants of participation in STEM programs and STEM self-efficacy. This understanding is the catalyst for increasing the number of girls participating in STEM-related programs and classes. This qualitative multiple-case study acknowledged the problems associated with middle-school girls’ perspectives on STEM, their choices about STEM participation, and STEM self-efficacy. Participants shared their views on how environmental, personal, and behavioral determinants influenced their perspectives of STEM in this qualitative multiple-case study. This research design examined the phenomenon of STEM perspectives subjectively from each carefully selected participant’s point of view. Data collected from focus groups, individual interviews, and reflective journals provided insight into the influencing determinants of STEM perspectives. The participants lived in five states and attended middle school. Two participants identified as females of color. Emerging themes provided rich narratives that detailed the participants’ decisions about their participation in STEM programs and explained how they formed STEM self-efficacy. Bandura’s (1986) social cognitive theory was the theoretical framework that guided the research questions' development. The environmental determinants examined included gender, race, family, teacher, and peer influences. The personal determinants included a sense of belonging and confidence. This study examined STEM self-efficacy and the decision to participate in STEM programs as specific behaviors influenced by environmental and personal determinants. Key stakeholders must work together to develop collaborative partnerships to bring changes to STEM programs that encourage middle-school girls to participate. These partnerships provide opportunities for key stakeholders to eliminate negative gender and racial stereotypes about STEM, support and encourage academic success, and reduce personal and organizational barriers impeding engagement in STEM programs. By encouraging and supporting academic success, these strategies also improve middle-school girls’ confidence in STEM-related classes, leading to improved STEM self-efficacy and a sense of belonging in STEM.
A dual case study : students' perceptions, self-efficacy, and understanding of the nature of science in varied introductory biology laboratories.
(2016-11-27) Quigley, Dena Beth Boans, 1977-; LeCompte, Karon N.
Since World War II, science education has been at the forefront of curricular reforms. Although the philosophical approach to science education has changed numerous times, the importance of the laboratory has not waned. A laboratory is meant to allow students to encounter scientific concepts in a very real, hands-on way so that they are able to either recreate experiments that have given rise to scientific theories or to use science to understand a new idea. As the interactive portion of science courses, the laboratory should not only reinforce conceptual ideas, but help students to understand the process of science and interest them in learning more about science. However, most laboratories have fallen into a safe pattern having teachers and students follow a scientific recipe, removing the understanding of and interest in science for many participants. In this study, two non-traditional laboratories are evaluated and compared with a traditional laboratory in an effort to measure student satisfaction, self-efficacy, attitudes towards science, and finally their epistemology of the nature of science (NOS). Students in all populations were administered a survey at the beginning and the end of their spring 2016 laboratory, and the survey was a mixture of qualitative questions and quantitative instruments. Overall, students who participated in one of the non-traditional labs rated their satisfaction higher and used affirming supportive statements. They also had significant increases in self-efficacy from pre to post, while the students in the traditional laboratory had a significant decrease. The students in the traditional laboratory had significant changed in attitudes towards science, as did the students in one of the non-traditional laboratories. All students lacked a firm grasp of the tenets of NOS, although one laboratory that includes explicit discussions of NOS saw improvement in at least on tenet. Data for two non-major biology laboratory populations was collected, but only qualitative analysis was conducted as their participation was very low. Unfortunately, no direct comparisons could be made between biology majors and non-majors.
“A miracle in motion” : a multiple case study exploring the leadership development experiences of Black superintendents participating in a national leadership development cohort.
(2023-12) Davis, Jarad J., 1983-; Thompson, Yashama.
Oftentimes Black superintendents feel inadequately prepared to lead school systems given the focus on leadership development rooted in White hegemonic leadership practices. Leadership development programming frequently integrates these White hegemonic principles to develop educational leaders for diverse school systems’ assets and needs. Moreover, Black superintendents are frequently assigned to school systems with complex and demanding environmental, social, and financial challenges. As a result, Black superintendents do not feel equipped to lead in a manner that is true to their identities while also addressing the unique challenges of the systems they oversee. In a system rooted in White supremacist ideologies, the culture and experiences of Black superintendents are rarely viewed as assets. Thus, systemic barriers perpetuate insufficient opportunities for leadership development for Black leaders who wish to lead for optimal and equitable academic and social student outcomes. This qualitative multiple-case study sought to investigate and comprehend the leadership development experiences of four Black superintendents who participated in a national leadership development cohort. Using Mezirow’s (1991) transformative learning theoretical framework, participants engaged in semi-structured interviews and permitted artifact analyses of their investigation journals and mirroring conversation transcripts. The purpose of this qualitative multiple case study was to explore the leadership development experiences of Black superintendents participating in a national educational non-profit leadership development cohort. The participant interviews and artifacts provided valuable insight into how participants perceive and experience transformative learning in leadership development. This study revealed three findings related to leadership capacity-building, leadership introspection, and leadership praxis. First, the data revealed that the national leadership development cohort provided cohort members with capacity-building experiences to foster learning, growth, and development. Second, the data revealed that cohort members refined their leadership frame of reference by engaging in profound introspection through a combination of critical reflection and rational discourse. The data revealed, finally, that a combination of precipitating experiences, critical reflection, and rational discourse alters a person’s frame of reference and has an immediate impact on their leadership praxis. The research findings can be utilized by leadership development specialists, superintendents, and educator associations prioritizing leaders of color to improve their leadership development practices and experiences.

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