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TEACHERS’ IMPLEMENTATION OF MORNING MEETINGS IN A PENNSYLVANIA ELEMENTARY CLASSROOM ENVIRONMENT
No full textThere has been an increase in the mental health concerns of students of all ages over the
past several years. Specifically, since COVID-19, the social and emotional needs of
students at the elementary school level have become drastically more evident. This
qualitative action research study aimed to understand teachers’ implementation of Morning
Meetings in public elementary classrooms in Pennsylvania and the revisions they make to
overcome barriers. The first research question aimed to investigate how teachers
implemented the four components of the structure of Morning Meeting. Findings revealed
that the participants believed they followed the fundamental structure of Morning
Meetings: greeting, sharing, group activity, and morning message with fidelity. Three
concerns were identified during implementation including time constraints, student
engagement, and transfer of skills. The second research question sought to explore what
revisions teachers made while implementing Morning Meetings. Findings identified three
specific areas of concern regarding Morning Meetings: time constraints, student
engagement, and student transfer of skills. As a result, the participants adjusted the
processes and activities during Morning Meetings to enable learners to acquire all the
necessary skills that would allow them to connect with their peers and teachers. Therefore,
the participants understood it was essential to address these challenges to ensure that the
Morning Meetings are practical and beneficial for all participants. This qualitative action
research was essential to understanding teachers' implementation of daily Morning
Meetings in public elementary classrooms in Pennsylvania. The information from this
qualitative action research guided teachers, administrators, and schools with structures,
processes, and strategies to implement Morning Meetings in their elementary classrooms
Predicting Catholic School Teacher Retention From Stress, Wellbeing, and Spirituality in Eastern Pennsylvania
No full textThe purpose of this quantitative survey study was to test the theory of Job Demands-Resources that Catholic school teacher retention relates to teacher stress, teacher wellbeing, and teacher spirituality in a Catholic school system in Eastern Pennsylvania. This study was a quantitative, predictive correlation study utilizing a survey design. The population of this study was the United States Catholic Elementary and Secondary School system. The Catholic school system employs 142,977 full-time professional staff (McDonald & Schultz, 2021). The target population is the Catholic school elementary teachers in a Diocese in Eastern Pennsylvania. There are 26 pre-Kindergarten through eighth grade elementary schools which employ over 399 teachers. An online survey was sent out using Google Forms. The Google Form survey data was anonymously collected from participants as an Excel spreadsheet. For this study, Lambert et al.’s (2001) Classroom Appraisal of Resources, Demands Survey (CARD), Renshaw et al.’s (2015) Teachers Subjective Wellbeing Questionnaire (TSWQ), and Underwood’s (2006) Daily Spiritual Experience Scale were used to collect data from 91 teacher respondents. Descriptive statistics were provided for all demographic items in the survey, a Pearson’s correlational analysis was conducted, a logistic regression analysis was conducted with stress, wellbeing, and spirituality, as the predictor variables and intent to continue teaching as the criterion variable, and one-way multivariate analysis of variance (MANOVA) was used. The pay scale at Catholic schools cannot compete with public schools so to retain highly effective teachers, Catholic school administrators need to understand the other factors (like stress, wellbeing, and spirituality) that influence teacher retention. The findings of this study were that stress impacts teacher retention, there is a statistically significant positive correlation between wellbeing and spirituality, and that spirituality may impact teacher's intent to continue in their teaching position more for elementary teachers than middle school teachers. Further, 57 respondents (62.64%) felt that their resources were greater than their demands, 3 respondents (3.3%) felt that their resources were the same as their demands, and 31 respondents (34.07%) felt that their demands were greater than their resources
Leading Successful School Improvement Through Curriculum Design, Supervision, and Data Literacy
No full textThis qualitative research study explored instructional leadership of secondary principals in curriculum design, supervision, and data literacy to strengthen research-based practices and changes to principal preparation programs for future success and self-efficacy of principals leading school improvement. The problem lies in the support principals receive and need to be successful in curriculum design, supervision, and data literacy. Understanding principal preparation and leadership self-efficacy in these areas will support schoolwide instruction and increase student outcomes. One way of understanding how to best support necessary changes to principal preparation was to examine principals’ experiences in these areas in their preparation programs. Perceptual data were collected from current secondary school principals serving in federally-designated schools as outlined under Pennsylvania’s ESSA Consolidated Plan (2019). Structured phenomenological interviews, along with a singular focus group, were used to gather information relative to the preparation of principals to lead school improvement efforts and to learn more about the impact of the three instructional leadership components to leadership self- efficacy. This information helped to uncover that collaborative learning, reflective practices, effective communication, and quality data analysis can collectively contribute to a principal’s ability to lead school improvement and positive change in their buildings. Overall, the findings of this study indicated the importance of preparing principals to use and measure effectiveness of school improvement through supervision, possess knowledge of effective attributes of curriculum design, and create a collaborative school culture that facilitates the use of data through use of protocols and varying types of data to drive meaningful change
Special Education Teacher Attrition and Retention in Rural and Suburban Schools in Southeastern Pennsylvania
No full textThere are evident shortages with increased demands for qualified special education teachers (SETs) nationwide (Peyton et al., 2021). Although efforts have been made to reduce SET attrition and increase retention, it is still unknown what job factors influence SETs' intent to stay, transfer, migrate, pursue administrative positions, pursue positions in higher education, or leave education entirely (Mason-Williams et al., 2020; Peyton et al., 2021). A predictive correlational research design was used to perform a correlational analysis among SET job satisfaction and SET intent variables. A logistic regression analysis enhanced this research by providing a model that predicts SETs' specific intentions based on various job satisfaction factors. A multivariant analysis was also utilized to analyze the effects of job satisfaction on SET demographic subgroups. A total of 78 SETs in southeastern Pennsylvania participated in the research study completing a Likert-scaled, closed-ended quantitative survey regarding their job satisfaction in administrative support, job demands, and compensation, and their specific intentions regarding special education. All SET job satisfaction variables showed statistically significant correlations with SETs' intent to stay in the field. Compensation was the only job satisfaction variable with a statistically significant negative correlation with intent to transfer to general education and pursue an administrative position. Job satisfaction with administrative support indicated a statistically significant negative correlation with SETs' intention to leave education entirely. When logistic regression models were completed for SETs' intentions for all job satisfaction predictor variables, compensation was determined to be the only significant predictor variable for three specific outcome variables, including SETs' intent to stay in the field, transfer to general education, and pursue an administrative position. Additionally, there were no significant differences in job satisfaction among the variable groups for grade levels taught, teaching roles, or school district locale. Although Persistent SET shortages continue to compromise standards of a free appropriate public education (FAPE) for students with disabilities, the study's findings provided recommendations to help mitigate SET attrition and help retain special educators to benefit school districts and students in the ever-changing post-pandemic environment and offered suggestions for future research
Principal and Superintendent Perceptions on Therapy Dogs as an Intervention Tool in Pennsylvania Public Schools
No full textTherapy dogs are a valuable tool for students in the school system. The literature indicates therapy dogs are a supportive tool, from the perspective of teachers, students, parents, counselors, and the community, for mental health, social and emotional and academic needs. Research has provided evidence that principals and superintendents have the largest influence on strengthening existing practices and creating educational change which makes them key facilitators in the implementation of therapy dog programs within school districts. For this reason, the perception of principals and superintendents regarding how therapy dogs are being used in Pennsylvania public schools and their effectiveness was examined. Data was compiled and reported for each question on the survey tool to test all three research questions and hypotheses using an Independent Samples t-Test and Mann Whitney U Test. Participants were Pennsylvania public school superintendents and principals; they completed a survey via Google Forms. The findings of this study suggested a need for greater transparency, education, and policy regarding the benefits of therapy dog program
LGBTQ+ Training in a Northeastern United States Public Secondary School: Teacher and staff sense-making of LGBTQ+ student identities
No full textThis qualitative study explored the sensemaking process of teachers and staff at a Northeastern United States public school surrounding LGBTQ+ student identities and issues. Teachers expressed a need for professional development focusing on LGBTQ+ students (Abreu et al., 2016). The purpose of this study was to answer the research question: How do secondary teachers and staff make sense of LGBTQ+ student identities after receiving a professional development session on LGBTQ+ student identities? The data for this research was collected via one-on-one, in-person private interviews with 7 junior high school (grades 7-9) teachers and staff. This qualitative, narrative study collected data in the form of interview transcripts and researcher case notes. The data was analyzed using a thorough read-through process and interview restorying, meaning the data was analyzed and interpreted for clarity and flow.
All participants attended one LGBTQ+ professional development session during the 22-23 school year. While the professional development session did not have a big impact on participant sensemaking in terms of information received, the professional development session empowered participants to be affirming in their classrooms or offices. The professional development signaled to the participants that the district valued LGBTQ+ students. The personal experiences of the participants, such as those with LGBTQ+ friends, family, themselves, or students, had a large impact on their sensemaking process around LGBTQ+ student identities and issues.
This research is foundational in the area of understanding teacher and staff sensemaking around LGBTQ+ student identities and issues. These findings indicate the need for more advanced professional development opportunities for teachers and staff in the area of LGBTQ+ student identities and issues. This study provides meaningful information to districts, administrators, and teachers relating to the sensemaking process around LGBTQ+ student identities and issues
Principal Efficacy and the Influence on Multi-Tiered Systems of Support Implementation
No full textThis qualitative research study explored how principal efficacy influences the
implementation of Multi-Tiered Systems of Support (MTSS). At the time of this study,
the majority of literature focused on efficacy in MTSS focused on the teacher and
minimal literature focused on the principal efficacy. Research has explored in-depth the
principal as an instructional leader. Research has shown that the principal can have a
positive impact on student achievement (Vogel, Weiler, & Armenta 2014; Sheng, Wolff,
Kilmer & Yager, 2017). With the principal as the instructional leader in their building, it
is important that a principal possess the necessary skills to lead and be a part of the
MTSS team.
This multiple case study sought to explore principal efficacy of the MTSS process
in two suburban districts at the elementary, middle school, and high school levels and
how principal efficacy effects the implementation process in their building. Through
interviews with principals, this research study specifically examined how training, either
in-service or pre-service, influenced principal efficacy and experiences in their
implementation of MTSS in their school. Additionally, focus groups with the teachers
and individual teacher interviews at each of the buildings examined the implementation
of MTSS in their schools.
The results of this study provided valuable information to school districts on
current levels of principal efficacy in MTSS. With the findings, school districts,
Intermediate Units in the Pennsylvania, and principal preparation programs are provided
with information on the types of preparation and professional development that principals
need in the area of MTSS
Predicting PSSA Mathematics Scores from Acadience Reading Curriculum-Based Measures
No full textThe purpose of this non-experimental, quantitative study was to investigate the relationship between Acadience reading curriculum-based measures (CBMs) and the Pennsylvania System of School Assessment (PSSA) mathematics assessment for students in grades three, four, five, and six. Furthermore, multiple linear regression equations were created from the fall and winter Acadience CBMs to predict student performance on the PSSA mathematics assessment for each respective grade. While a few studies determined some reading CBMs to have predictive ability on the Illinois and North Carolina end-of-year state mathematics assessments, it was not known if Acadience reading CBMs could be used to predict PSSA mathematics assessments in grades three, four, five, and six. After a literature review was conducted, this study concluded there was a gap in the research on what specific Acadience CBMs could be used to predict performance on PSSA mathematics assessments in grades three, four, five, and six. This study collected the independent variable percentage scores from the oral reading fluency (ORF), retell, Maze, and composite score from the fall and winter Acadience CBMs, which were administered in the 2020-2021 school year. The dependent variables were the percentage scores from the PSSA mathematics assessment administered in the spring of 2021. Student scores were collected from six elementary schools in a suburban district in the southeastern part of Pennsylvania. After random sampling was completed, 52 third grade scores, 55 fourth grade scores, 54 fifth grade scores, and 52 sixth grade scores were used for the study. Pearson correlation and multiple linear regression analysis were done to investigate the relationship between Acadience CBMs in the fall and winter and PSSA mathematics scores. The results showed strong correlations between specific Acadience CBMs in the fall and winter testing periods to the PSSA mathematics assessment. Multiple linear regression equations were generated for each grade level in the study for both the fall and winter Acadience testing periods
The Impact of Metacognition and Self-Regulated Learning on Academic Achievement in Mathematics at the Middle School Level
No full textMany questions have been asked about how to teach math, how to get students to like math, how to engage students in math and how to increase math scores. Metacognition and Self-Regulated Learning (SRL) have an impact on mathematics achievement in middle school students.
In this quantitative study, the Self-Reflection Questionnaire, MKMQ was used to measure metacognition before, during, and after students solved mathematics word problems, and SRSI-SR was used to measure SRL before students completed mathematics word problem assessments. Middle school students reported Metacognitive Knowledge (MK) of Self, Task, and Strategy and SRL strategies of managing environment and behavior, seeking and learning information, and maladaptive regulatory behavior. This study investigated the correlation between scores of the subtests of MKMQ and SRSI-SR, the predictive value of the scores of these two measures on mathematics achievement, and the effect of gender, grade level, and mathematical ability on metacognition and self-regulated strategy use.
The Pearson r results found a positive correlation between scores on subsets of MKMQ and SRSI-SR and Assessment with Three Mathematics Word Problems. The results of multiple regression found only one subtest of MKMQ predicted mathematical achievement on the Assessment with Three Mathematics Word Problems. Results found that there was only a statistically significant difference between males and females in one subtest of MKMQ. For grade level, after conducting One-Way ANOVA, multiple comparisons between grades indicated some differences. For mathematical ability, Independent Samples t-Tests revealed that no variable had a statistically significant difference.
If explicit instruction of metacognitive knowledge (MK) and self-regulated learning (SRL) strategies is added to direct instruction of mathematics strategies to approach mathematics word problems, mathematical achievement will improve
Teachers’ Perspectives on Students with Autism Spectrum Disorders Transitioning from Middle School to High School: A Qualitative Phenomenological Study
No full textIt is not known how ninth-grade regular education teachers perceive the unique stressors and challenges for students with autism spectrum disorders transitioning from middle school to high school. In addition, it is not understood how ninth-grade regular education teachers perceive their role integrated in the overall support system from parents and school administrators for students with ASD as they transition to high school. This qualitative phenomenological study examined ninth-grade regular education teachers’ perspectives regarding students with ASD transitioning from middle school to high school. The study focused on three main areas of unique stressors and challenges for students with ASD, the roles of school staff, and the professional development and training needs of ninth-grade regular education teachers. Participants were ninth-grade regular education teachers at a public high school in a school district in Southeastern, Pennsylvania. Interviews were conducted via Zoom with twelve participants. The focus of the study shared the experiences of regular v education teachers who support students with ASD transitioning into high school. The findings of this study suggest that school district administrators consider further faculty development specific to ninth-grade regular education teachers for supporting students with ASD in the high school setting