National-Louis University: OASIS - The NLU Digital Commons
Not a member yet
1997 research outputs found
Sort by
Money Matters to All Students
Get PDFThe question whether money matters in education strikes at the foundation of America’s democracy—an educated electorate. Despite decades of evidence that money does matter, the question still remains unanswered among many and even answered to the contrary of the evidence. It is important to fully understand that money does matter in American education, American lives, and America’s future and to increase awareness of political and social factors that undermine that money matters for all students to learn
ADVANCING LEADERSHIP: KEY EXPERIENCES TO SUPPORT THE DEVELOPMENT OF THE ASSISTANT PRINCIPAL
Get PDFThe assistant principal role often serves as a stepping stone to the principalship, though there is little research about how to best prepare the assistant principal for success in this leadership transition. The focus in this study was to examine the key leadership experiences that best prepare assistant principals for success in their positions and to advance into a principalship. This mixed-methods study took place in a large suburban school district in Illinois that encompasses 28 schools. The participants were assistant principals and principals. Data collection occurred through an assistant principal survey and principal focus group interviews. The findings revealed a need for assistant principal mentoring. With this in mind, recommendations include creating a systematic assistant principal mentoring program that clearly defines the roles and responsibilities of the assistant principal, outlines onboarding, and includes considerations for professional development. The study also includes recommendations for state- and district-level policies related to mentoring
A Convergent Parallel Mixed Methods Examination of the Impact of Graduate Student Loan Balances on Overall Quality of Life Among Clinical Psychologists With PsyD Degrees
Get PDFGraduate student loan debt in psychology, particularly for those with Doctorate in Psychology (PsyD) degrees in clinical psychology, is highly problematic. Previous research has shown that student loan debt negatively impacts quality of life (QOL) by affecting subjective well-being (SWB) and life satisfaction (LS). This study used a convergent parallel mixed method approach, guided by bottom-up spillover theory and Maslow’s hierarchy of needs, to explore the relationship between QOL and total graduate student loan balances, as well as the effects of income and monthly student loan payments on QOL among PsyD graduates. Participants (N = 16) completed a survey with demographic questions, the Quality of Life Scale (QOLS), and open-ended questions about the domains most affected by their debt and their experiences with it. Quantitative analysis showed a statistically significant relationship between total student loan balances and QOL, F = 5.654, df = 3, 12, p = .012, with higher loan balances correlating with lower QOLS scores. Qualitative analysis indicated that PsyD graduates often allocate their financial resources to meet lower-level needs, hindering their ability to achieve self-actualization. This dissatisfaction with material comforts spills over into other life domains, decreasing overall QOL. Further research is needed to identify factors that influence and moderate this relationship
Transformational Leadership Teams and Implementing Multi-Tiered Systems of Support [MTSS] in the Context of an Urban All-Male Catholic High School: Bridging the Gap to Academic Identity and Student Efficacy
Get PDFThis study explored the implementation of Multi-Tiered Systems of Support (MTSS) at Garfield High School, an urban all-male Catholic high school in Chicago. The study aimed to understand the perceptions and experiences of school leaders and stakeholders in facilitating MTSS implementation. Using Tony Wagner\u27s 4C Framework of Context, Culture, Conditions, and Competencies, the researcher assessed the current state ( As-Is ) of the MTSS and envisioned the desired future state ( To-Be ). A qualitative research design was employed, involving interviews, focus groups, and document analysis to gather in-depth insights from administrators, teachers, and support staff. The purpose of the study was to identify the facilitators and barriers to MTSS implementation and provide strategic actions and recommendations for creating a supportive and inclusive educational environment that supports academic, social-emotional, and behavioral needs of all students. Key findings revealed the importance of transformational leadership, effective communication and collaboration, fostering student success and academic identity, ongoing professional development, and building a culture of care, respect, and inclusion. Recommendations emphasized integrating diversity, equity, inclusion, and belonging (DEIB) principles to ensure equitable support for all students The findings have significant implications for school leaders and policymakers seeking to promote student achievement in similar contexts, and the recommendations can be applied in any educational setting
A Program Evaluation of the Necessary Attributes, Accommodations, and Resources Neurodivergent Students Require for Success in Higher Education
Get PDFWithout academic resources and accommodations, neurodivergent students with mild to moderate Learning Disabilities (LD) may be unable to navigate the academic challenges and rigor associated with college success. I used a mixed-methods research design to collect data from various stakeholders to determine the supports neurodivergent students with LD need to be successful in college. My findings indicated students need accommodations for their learning differences, access to assistive technology, access to counseling or mental health services, and access to specialized support personnel to be successful. I recommended a policy to ensure neurodivergent students and their caregivers are aware of post-secondary institutions that are geared to their success through the mandatory inclusion of those colleges in high school College and Career fairs
Examining The Influence Of Professional Learning Communities On Grit And Social-Emotional Skill Development In Students And Collective Teacher Efficacy Within A Middle School
Get PDFThere has been a change in student behavior and social-emotional competence following the isolation, independence, and disjointed nature of the COVID-19 pandemic. Regardless of our efforts to engage students in learning, many are not emotionally available to participate in or avail themselves of the learning process. Through this study, I connected the potential development of collective teacher efficacy through utilizing a professional learning community (PLC) model, which focused on addressing students\u27 lagging social-emotional skills in the middle school setting. This research aimed to determine if collective efficay and PLCs with a central focus on social-emotional learning could yield growth in such student skills as perseverance and grit, collaboration, and communication. These findings, while inconclusive, provide a glimpse into the potential of this practice and may inform future decisions concerning planning for and prioritizing collaboration and commitment to explicitly instructing social-emotional skill development in adolescent learners. Immediate action must be taken to address our students’ social-emotional needs. This research illuminated the potential of intentional, collaborative practices designed to foster students’ development of social-emotional competency skills. Explicit instruction on the targeted student skills may yield gains in students’ ability to navigate social-emotional challenges, and the impact on collective teacher efficacy is also promising
Restorative Practices Effect on the Culture and Climate of a School or District
Get PDFRestorative practices have emerged as a transformative approach within various domains, particularly education, aiming to nurture constructive relationships, address conflicts, and foster community. This research delves into the multifaceted world of restorative practices in educational settings, exploring their impact on school climate, conflict resolution, social and emotional learning, and broader implications for equity and justice in the classroom. This study looks to see if restorative practices affect the culture and climate of a school or district. It looks at how students describe a classroom that uses these practices. The feelings and reactions of students participating in these practices were also examined.
This study aims to comprehensively examine the application of restorative practices in educational settings and assess their impact on various aspects of the school environment. By exploring the principles and methodologies inherent to restorative practices, this research aims to elucidate their significance in promoting positive school climates, effective conflict resolution, social and emotional learning, and cultivating equity and justice in schools.
The context of the inquiry into restorative practices lies within the educational landscape, where traditional discipline and conflict resolution approaches are increasingly being challenged. Schools worldwide recognize the need to shift from punitive measures to more restorative, relationship-centered methods. The study reveals that implementing restorative practices in schools significantly impacts the school climate. Students and staff reported feeling safer, more valued, and a greater sense of belonging within the school community.
When restorative practices are consistently applied, the research findings demonstrate a noticeable reduction in disciplinary incidents, such as suspensions and expulsions. This reduction indicates the potential of restorative approaches to improve student behavior and mitigate disruptive incidents. The study highlights that restorative practices align with and promote social and emotional learning (SEL) competencies among students.
This research offers recommendations related to the implementation of restorative practices. Schools should implement a robust system for monitoring and evaluating the ongoing application of restorative practices, tracking their impact on disciplinary incidents, school climate, and student outcomes
Professional Learning Communities: Structures and Implementation for Small Middle Schools and Singleton Teachers
Get PDFProfessional Learning Communities are essential to building interdependent collaborative teacher teams to elevate teaching and learning for students. One struggle with implementing PLCs comes about when you have singleton teachers who do not have a colleague who teaches the same grade and content as them. This study reviewed the research-based PLC implementation strategies used at one small middle school. The main research question was: How can PLCs work effectively for small middle schools and singleton teachers? Other related questions were:
● How can PLCs feel relevant to our elective area teachers?
● What determines a successful PLC?
● Should middle schools prioritize PLC teams over grade-level teams?
● How can a middle school schedule allow for both PLC and Grade Level Teams?
This study included a focus group with the Building Leadership Team, another with the PLC Team Leaders, an interview with the district’s curriculum director, a PLC consultant survey administered in the fall and spring, and a general PLC survey provided in the summer. The overall findings of this study were that PLCs have a positive impact on our climate and culture, they are significantly impacted by teacher buy-in, teachers who have a job-a-like partner have stronger PLC implementation than singleton teachers, and it is necessary to keep the middle school model of grade-level teaming in place in addition to PLCs.
The recommendations suggested were first to create a weekly late start schedule. The next recommendation was to create more job-a-like partnerships. Another recommendation was to increase the team’s abilities to answer the four critical questions of a PLC by having professional development around differentiation to encourage better tier-one instructional practices. The final recommendation was to encourage our PLC team’s forward progress by creating clear systems and expectations while the administration is significantly engaged and participating in the teaming
Impact of Financial Literacy and Financial Capability on Students\u27 Self-Efficacy
Get PDFLow-income, first-generation college students experience unique obstacles in their pursuits of a college degree. One of the biggest stressors that exist within this population is financial stress which has led to money being the number one reason students do not persist to graduation. Despite this being one of their biggest stressors, many higher education institutions do not put an emphasis on financial literacy initiatives that research has shown can help alleviate this type of stress. This mixed methods study explores the impact financial literacy and financial capability has on a students’ self-efficacy. This research is guided by Albert Bandura’s Self-Efficacy Theory. Student participants from National Louis University voluntarily completed a twenty-six-question survey which included a question at the end inviting them to an optional ten minute follow up interview. Five themes emerged from survey and interview analysis: financial guidance, proactive financial education, student loans, effect on academics, and financial stressors. Implications for practice include the transparency and clarification surrounding the student financial aid that is awarded, promote and train students on the financial literacy tool that institutions oftentimes make available to students, and expand the visibility, outreach, and ease of implementation for students to begin using the financial literacy tool that may be available at an institution. Recommendations for future research include gaining a greater understanding of why student awareness of financial literacy initiatives is so low at many institutions and how to recreate successful practices that already exist at institutions to implement them more broadly