Western Connecticut State University
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EFFECTS OF THE QUESTION FORMULATION TECHNIQUE ON SECONDARY STUDENTS’ ARGUMENT WRITING ACHIEVEMENT SCORES
No full textThe purpose of this study was to investigate the effect of the Question Formulation Technique (QFT) and gender on secondary students’ argument writing achievement scores. The study was conducted at a secondary school in one suburban Northeastern school district over a 10-week period from March to June 2015. The sample of convenience included male and female students of various abilities (n = 175) and English teachers (n = 4) from Grades 9 and 10. A quasi-experimental design was used, with a pretest-posttest comparison group structure. Fourteen intact classes were randomly assigned to either a comparison group that used a traditional writing program or a treatment group that used the writing program with the Question Formulation Technique embedded within it. Instruction on the QFT was provided to teachers assigned to the treatment group and offered to other teachers when the study was completed.
The pretest-posttest examination consisted of student written arguments scored via an established writing rubric. Calibration of the instrument was conducted prior to the scoring. Independent scoring of student work was conducted to ensure interrater reliability. Data were disaggregated by gender and treatment level to analyze the effects of the treatment. Consequently, a two-way analysis of covariance (ANCOVA) was conducted to determine if an interaction effect existed among the variables. The writing achievement pretest scores were used as the covariate and the writing achievement posttest scores were the dependent variable. Teachers maintained program implementation logs. Classes were also videotaped at the start and during the study to monitor the fidelity of the treatment. The results of the ANCOVA analysis indicated a significant main effect for Type of Writing Instruction Program, F(1, 164) = 23.80, p = .000, partial eta squared = .127, small, with the treatment group performing at a higher level than the comparison group. There was no significant effect for Gender, F (1, 164) = .973, p = .325, partial eta squared = .006. There was no significant interaction for Gender and Type of Writing Instruction Program, F(1, 164) = 2.06, p = .153, partial eta squared = .012. The findings indicated that using the Question Formulation Technique in conjunction with the Process Writing Approach Instructional Program did positively affect secondary students’ argument writing achievement scores. Students in the treatment group tended to score higher results for argument writing achievement than their counterparts in the comparison group. Implications for educators and researchers are discussed.Doctor of Education (EdD)Education & Educational Psycholog
VIOLENCE IN AMERICAN SCHOOLS: THE IMPACT OF THE NEWTOWN SCHOOL SHOOTING ON SCHOOL PRACTICES AND PROGRAMS, SCHOOL SECURITY STAFF, STAFF TRAINING, AND SECURITY BUDGETS
No full textThe purpose of this study was to examine changes implemented by public school district personnel in response to the Newtown school shooting that occurred on December 14, 2012. The researcher used the U.S. Department of Education’s National Center for Educational Statistics (NCES) School Survey on Crime and Safety (SSOCS) to gather quantitative data from district and school leaders at the elementary, middle, and high school levels in rural, urban, and suburban school districts in Connecticut. The survey was used to research school practices and programs, school security staff, and staff training implemented prior to and after December 14, 2012. In addition, the researcher examined the impact on school and district budgets before and after December 14, 2012.
This study represented the first time that the SSOCS was specifically used to gather data from school leaders as they assessed their practices before and after a major elementary school shooting. The research study sample included 36 districts and 117 schools. The researcher conducted paired samples t-tests, McNemar tests, and multiple linear regression analyses to measure the impact of the incident. The predictor variables included school grade level, school type (rural, urban, suburban), student enrollment, diversity percentage, and free or reduced lunch percentage.
Quantitative results indicated that districts made significant increases in the number of school practices and programs, school security staff, and staff trainings as a result of the Newtown school shooting. The vast majority of districts (92%) increased their security budgets as a direct result of the Newtown school shooting. In fact, 56% of the districts increased their budget by more than $100,000. The incident was a catalyst to educational leaders at all levels to evaluate their security measures and ensure student and staff safety. The researcher concluded that district and school leaders must assess the needs of their individual schools and design a security plan for the district and a specific safety plan for each school. This plan must include the appropriate balance of school practices and programs, school security staff, staff training, and budgetary support to maximize staff and student safety.Doctor of Education (EdD)Education & Educational Psycholog
EXPERIENCES OF BLACK MALE STUDENTS IN PREDOMINANTLY WHITE HIGH PERFORMING SECONDARY SCHOOLS
No full textThis qualitative study examined the perceptions of students, parents, and educators regarding the social, academic, and personal experiences of Black male students in two predominantly White high performing secondary schools. Anchored in the work of Albert Bandura and Gloria Ladson-Billings, this study explored the relationships between critical race theory and self-efficacy as both constructs relate to Black male students. A paucity of research exists regarding the experiences of Black male students within predominantly White secondary high schools. The purpose of the study was to understand the experiences of these Black students as they were situated within an environment where academic excellence was an expectation.
Convenience sampling was utilized to select five students to participate within the qualitative multiple case study. Each student was able to identify a parent and an educator to be interviewed on their behalf. Data collected from the individual interviews and demographic surveys were analyzed and the following four themes emerged: (a) who I am, (b) my world, (c) who I want to be and, (d) my inspiration. Implications for students, teachers, and parents were developed and included the following ideas: (a) developing cultural awareness, (b) developing effective student-teacher relationships, and (c) establishing close relationships characterized by a strong system of support.Doctor of Education (EdD)Education & Educational Psycholog
HOW SCHOOL PRINCIPALS' LEADERSHIP STYLES AND ACTIONS BUILD FIDELITY IN THE IMPLEMENTATION OF A WRITING CURRICULUM
No full textThe purpose of this study was to explore the leadership styles and actions of elementary school principals observed during implementations of new writing curricula designed to increase content and rigor of the curricula in alignment with mandated reforms. The multiple-case study included four urban elementary schools affiliated with the Teachers College Reading and Writing Project (TCRWP). Participants included four principals, three language arts coaches, and 64 classroom teachers. Data were collected through observations and three tools: the Level of Use interview protocol, the Multifactor Leadership Questionnaire, and the Teachers Writing Survey. Five themes emerged from the analysis: (a) principals build writing schemas through acquisition of writing knowledge, (b) principals prioritize grade-level team meetings for collaborative learning around writing practices, (c) principals construct a culture of trust for teachers to promote risk taking and problem solving, (d) principals set writing goals and monitor fidelity of implementation, and (e) principals navigate tension among and between principals and teachers. The significance of each theme and its implication for researchers and practitioners are discussed. The five themes were interconnected and the Integrative Leadership Style Model for Curriculum Implementation emerged.Doctor of Education (EdD)Education & Educational Psycholog
BOARD OF EDUCATION MEMBERS: A STUDY OF MOTIVES, MEMBERSHIP, AND PERCEPTIONS OF INFLUENCE ON EDUCATION POLICY
No full textSchool Boards in the United States have existed for over 200 years. During this time, they have evolved into complex governing bodies that yield great fiscal power over school districts. Membership is comprised mostly of laypersons and requirements of membership continue to be minimal. While oversight and policy are key roles of Boards of Education, the relationship among School Board members, school superintendents, and various stakeholders is crucial to effective leadership and meeting district goals.
Utilizing a qualitative research approach, this phenomenological study explored School Board members’ motives for membership, eligibility requirements, and the perceptions of School Board members’ influence on education policy. A survey was sent to 5,000 New York State Board of Education (NYS BOE) members and 5,006 community members. Respondents included 60 NYS BOE members and 191 community members. Data were collected from the survey and served to inform and guide focus group discussions and interview questions. Additionally, a reflexive journal was kept to add qualitative validity.
All items were analyzed and coded by the researcher and subsequently, by outside, independent auditors. The triangulation of data sources was survey data, focus group information, and interview transcriptions.
Data analysis resulted in eight themes as it related to the study of BOE members’ motivation for membership, eligibility requirements, and perceptions of influence on education policy. Research indicated that BOE members recognized there was a level of power and influence to service in terms of decision-making. However, BOE members were largely motivated to have a positive impact on children and give back to their community by making positive changes on programs and policies for future generations.
These BOE members indicated that serving on the BOE is one of the purest forms of democracy in the United States. Respondents noted that BOE members are elected by their peers, are not affiliated with a political party, and membership criteria is minimal thus allowing a cross-representation of skills and backgrounds.
Data analysis also indicated there was a misperception why BOE members serve. This was in contrast to what BOE members indicated as their motives of why they serve. The study participants indicated that while they believed BOE members served for altruistic intentions of making a positive impact on children and giving back to their community, the perception by both BOE and community members of why they serve was in a more self-regarding manner.
The study found that there is frustration over the loss of local control with unfunded mandates by the federal government. Results further indicated that Boards of Education would be better served if their BOE were branded. Results suggested that BOE members use the school district’s mission or vision to brand themselves and then market this mission or vision to their community with consistent messages.
Finally, data suggested there was a negative stigma to serving on the BOE that correlates to the misperception of why BOE members serve. Study participants indicated that transparency and communication were crucial in creating positive change for school districts.Doctor of Education (EdD)Education & Educational Psycholog
AN INVESTIGATION OF TEACHER AND ADMINISTRATOR PERCEPTIONS OF BLENDED LEARNING: IMPLEMENTATION, STUDENT LEARNING, AND PROFESSIONAL DEVELOPMENT
No full textBlended learning is an instructional approach to teaching that has been part of the education field for several years. While the concept of blended learning has been around for many years, a common definition of this concept fails to exist. In the past, blended learning was considered to be the technological component that was part of the classroom lesson, however, it may also be considered a combination of instructional approaches that includes technological components.
Utilizing a qualitative approach, this phenomenological study was used to examine the perceptions of teachers and administrators with regards to their understanding of how the concept of blended learning is defined, as well as how it may affect student learning within the classroom. Furthermore, it explored the types of supports that teachers shared were needed through professional development, as well as what they believed to be the most effective approaches to support models of professional development to aid in their learning and understanding. All items were analyzed and coded by the researcher and subsequently reviewed by an independent auditor. The triangulation of data sources included survey data, interview responses, and focus group information.
Qualitative results indicated that a shared definition of blended learning does not exist amongst educators. Although a shared definition could not be found within this study, specific instructional components were discussed and identified by participants with regards to defining the instructional approach to blended learning. It is necessary to note that all participants within this study worked within a common school district. This research revealed that educators within this study have perceptions regarding how instructional components and practices support student learning and may lead to greater achievement within the classroom. Furthermore, participants were cognizant of their own teaching strengths and weaknesses and provided ideas regarding how professional development related to blended learning, along with additional focus areas, may greater support their abilities as classroom instructors.Doctor of Education (EdD)Education & Educational Psycholog
What I Learned From Friday Nights
No full textWhat I Learned from Friday Nights is a 50,000 word contemporary young adult novel on the issues that keep teenagers quiet. The novel focuses specifically on the topic of abortion and the emotional complications that stem from that choice. The goal of this project is to expand understanding of the complexities of this experience by highlighting its implications on a young girl’s relationships and sense of self. Marina Lender is keeping her abortion a secret from her family, who are closely bonded to the family of the person who got her pregnant. Marina’s situation is further complicated when this person pursues her sister. A best friend, a new love interest, and an unexpected tragedy move Marina to stand up against her past and discover who she can be.Master of Fine Arts (MFA)Writing, Linguistics, and Creative Proces
Scanning Jordan
No full textScanning Jordan is a 56,000-word young adult dystopian novel about a sixteen-year-old girl in the near future who lives with the compound of Ubble, a powerful corporation that is taking over the world and attempting to change the course of human evolution.
Jordan Somers is a multiracial teenager who has a privileged life inside the wealthy corporate compound. When a friend’s father goes missing, Jordan embarks on a journey that takes her into the dangerous world outside of the compound. After discovering that Ubble is experimenting on, kidnapping, and murdering innocent people, she joins a group of outsiders and attempts to expose the truth and bring down the company.Master of Fine Arts (MFA)Writing, Linguistics, and Creative Proces
How to Heal the Sick in Three Easy Steps
No full textHow to Heal the Sick in Three Easy Steps is a 72,000 word literary fiction novel set in present day Waterbury, Connecticut that explores faith healing in the Christian community, religion that unites instead of divides and an understanding that power without love destroys.Master of Fine Arts (MFA)Writing, Linguistics, and Creative Proces
Moral Sensitivity: A Comparative Analysis of Undergraduate and Graduate Nursing Students
Get PDFThis study examined the relationship of undergraduate and graduate-level nursing student self-reported moral sensitivity and social desirability. Kohlberg’s Theory of Moral Development, Gilligan’s Ethics of Care, and Rest’s Four Component Model provide the conceptual framework. Using a correlational exploratory design, this study examined the influence of academic preparation and social desirability on nursing student self-reported moral sensitivity. A purposive sample of undergraduate and graduate-level nursing students from two public universities participated in this study. The survey instrument included Comrie’s (2005) Modified Moral Sensitivity Questionnaire for Nursing students, Ray’s short version of the Marlowe-Crown Social Desirability Scale, and the Nursing Student Demographic Survey created by the researcher. Through exploratory and parametric analyses of the data, the findings suggest that experience as a registered nurse and social desirability are predictors of self-reported nursing student moral sensitivity.Doctor of Education (EdD)Nursin