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A Qualitative Case Study to Explore the Intern as Teacher Model in South Georgia
Get PDFThere is a teacher shortage in South Georgia school districts inhibiting the hiring of teachers for many subject areas. School districts are partnering with universities to identify teacher candidates who can serve as the teacher of record in their districts during their final semester or year of teacher preparation through the intern as teacher model. The purpose of this study was to explore what constitutes success in the intern as teacher model for interns participating in a paid internship during their final semester of undergraduate education through a complex adaptive systems theoretical framework.
Research has not been conducted on the intern as teacher model in Georgia although there was an abundance of research on alternative preparation models and residency programs. Addressing the gap in literature to consider mentoring models through the complex adaptive system (CAS) lens (Janssen, van Vuuren, & de Jong, 2016; Jones & Corner, 2012), this study employed a case study approach bounded by South Georgia school districts using the intern as teacher model. Participants included three interns and three mentors from public universities in South Georgia. Additionally, there were three P-12 district personnel and seven university personnel. Data were collected using focus group interviews, individual interviews, and document collection.
This study extended the literature by looking at an innovative approach to recruiting interns to school districts facing teacher shortages in South Georgia. The findings from this study produced evidence illustrating to harness complexity with the model, decision-makers should not adapt the original intent of the intern as teacher model too much because this will cause the system to change considerably.
Keywords: student teaching, internship, intern as teacher, teacher shortage, harnessing complexity, teacher educationCHAPTER I: INTRODUCTION 1 -- Problem Statement 9 -- Purpose of the Study 11 -- Research Questions 13 -- Significance of the Study 14 -- Theoretical Framework 15 -- Summary of Methodology 22 -- Delimitations 23 -- Assumptions 25 -- Definition of Terms 26 -- Summary 27 -- CHAPTER II: LITERATURE REVIEW 29 -- Effective Mentoring Processes and Models 34 -- Mentoring Factors 36 -- Teacher Induction Programs 46 -- School Climate and Culture 56 -- Competing Theories 63 -- Inferences for Forthcoming Study 69 -- Theoretical Framework 71 -- Summary and Conclusions 76 -- CHAPTER III: METHODOLOGY 78 -- Research Design and Rationale 78 -- Research Questions 80 -- Participants and Research Setting 80 -- Participant and Site Selection 85 -- Instruments for Data Collection 94 -- Data Collection Methods 104 -- Data Analysis Procedures 104 -- Threats to Validity 107 -- Ethical Procedures 110 -- Summary 111 -- CHAPTER IV: FINDINGS 112 -- Participants 113 -- Data Collection 114 -- Vignettes 116 -- District Stories 116 -- University Stories 143 -- Summary 156 -- CHAPTER V: FINDINGS CONTINUED 157 -- Data Analysis 158 -- Study Themes 162 -- Theme 1: Transitioning from Intern to Teacher 163 -- Theme 2: School Culture 169 -- Theme 3: Investing in Future Teachers 178 -- Theme 4: Supports for Interns 183 -- Theme 5: Success of the Program 194 -- Conclusion 199 -- CHAPTER VI: DISCUSSION AND CONCLUSIONS 201 -- Research Questions 203 -- Methods and Procedures 203 -- Interpretations of Findings 204 -- RQ 1: What Decisions Must be Considered When Implementing the Intern as Teacher Model in a School District? 205 -- RQ 2: Do Districts and Universities Have the Time and Resources to Invest in the Intern? 214 -- RQ 3: How Do School Districts and EPPs Harness Complexity Within the Model? 218 -- Implications of the Study 223 -- Limitations of the Study 228 -- Recommendations 230 -- Conclusion 231 -- REFERENCES 235 -- Appendix A: Diagrammatic Overview of Method 253 -- Appendix B: Email to Georgia Field Directors 255 -- Appendix C: Qualtrics Participation Form 257 -- Appendix D: Orientation Invitation to Mentors and Interns 259 -- Appendix E: Survey Questions for Demographic Data 261 -- Appendix F: Participant Permission to Use Name in Study 263 -- Appendix G: Focus Group Questions 265 -- Appendix H: Focus Group Protocol 267 -- Appendix I: Interview for P-12 Administrators 269 -- Appendix J: Interview for Higher Education Staff Working within the Model 272 -- Appendix K: Initial Code Reduction 275 -- Appendix L: Reorganization of Initial Codes 277 -- Appendix M: Informed Consent- Interview- Recorded 279 -- Appendix N: First Cycle Codes 281 -- Appendix O: Codes and Categories 283 -- Appendix P: Second Cycle Codes 285 -- Appendix Q: IRB Approval Documentation 287Bochenko, MichaelHartsell, Taralynn S.Marciano, Deb L.Radcliffe, Barbara J.Ed.D.Education in Curriculum and Instructio
A Mixed-Methods Study of the Relationship Between Attitude Toward Accommodations and Self-Disclosure Behavior of Students with Hearing Loss in the Technical College System
No full textDue to the self-reported number of students with a hearing disability in post-secondary technical education, students with hearing loss are not formally self-disclosing their disability and, therefore, are not requesting accommodations. To determine the root cause of the low self-report rate for hearing disabilities, this study explores the self-disclosure behavior of adult students with hearing loss and their attitudes toward requesting accommodations through the use of an explanatory sequential mixed-methods design. This study’s results are intended to guide policy and procedures at an institutional and system level to identify and remove barriers for students with hearing loss.
Keywords: higher education, hearing impaired students, vocational education, academic accommodations, self-disclosureChapter I: INTRODUCTION 1 -- Statement of the Problem 3 -- Purpose of the Study 3 -- Scope of the Study 3 -- Research Questions 4 -- Conceptual Framework for the Study 5 -- Research Design 8 -- Significance of the Study 10 -- Definition of Terms 10 -- Summary 12 -- Chapter II: CONCEPTUAL FRAMEWORK 13 -- Intersectionality 16 -- Social Identity Theory 18 -- Models of Disability 20 -- Other Social Identities 23 -- Age 23 -- Gender 24 -- Race and ethnicity 25 -- Attitudes Toward Accommodations 26 -- Disability Disclosure. 27 -- Disability Acceptance. 29 -- Academic Integrity 31 -- Accommodations Process 32 -- Summary 34 -- Chapter III: METHODOLOGY 36 -- Research Questions 36 -- Research Design 36 -- Population and Samples 38 -- Instrumentation 41 -- Online survey. 41 -- Semi-structured interviews 43 -- Data Collection 44 -- Survey Protocol 44 -- Interview Protocol 46 -- Data Analysis 48 -- Chapter IV: RESULTS 50 -- Analysis of Research Question One 50 -- Data preparation. 51 -- Demographics 51 -- Research question 1.a findings 56 -- Research question 1.b findings 73 -- Analysis of Research Question Two 85 -- Data preparation. 85 -- Demographics 85 -- Data coding processes. 86 -- Primary patterns 88 -- Conclusion 95 -- Chapter V: CONCLUSIONS 96 -- Overview 96 -- Findings 97 -- Limitations to the Study 100 -- Conclusions 102 -- Implications for Practice 108 -- Conclusion 111 -- REFERENCES 113 -- APPENDIX A: Survey components with citation justifications 130 -- APPENDIX B: List of interview questions 139 -- APPENDIX C: Raffle and interview self-identification survey wording 141 -- APPENDIX D: Request for permission to survey students and IRB approval email 143 -- APPENDIX E: Letter of introduction sent to college presidents 147 -- APPENDIX F: Email invitation to participate in survey 149 -- APPENDIX G: Email invitation to participate in interviews 151 -- APPENDIX H: List of quantitative variables 154Ott, Kenneth D.Downey, Steven E.Randolph, CrystalWhisler, Vesta R.Ed.D.Education in Adult and Career Educatio
A Case Study of the Strategies and Practices Used by School Personnel in STEM-Focused Elementary Schools in an Urban Setting
Get PDFOver the past decade, less than 20% of 12th-grade high school students in Georgia had proficient science knowledge. The lack of content knowledge makes it difficult for high school students to compete for high-paying jobs in a global economy driven by innovations in science and technology. Such innovations are essential components of science, technology, engineering, and mathematics (STEM) programs and result from the synergistic working of STEM content. An insufficient number of science-proficient high school students to fill the available STEM positions necessitates a more robust pursuit of STEM programs throughout the nation. The purpose of this study was to determine the strategies, practices, and relevant experiences of school personnel responsible for increasing student science proficiency at a certified elementary STEM school in urban areas in Georgia. A case study using purposeful selection and snowball sampling served as the foundational pieces to examine the success of a STEM program. School leaders may be able to use the findings of this study to develop a model for STEM programs with personalized modifications to increase the speed and accuracy of future program development. Increased student exposure to STEM concepts is a means of providing STEM education to more students from varied backgrounds. Students with more STEM education may have increased proficiency and develop into the innovative thinkers needed for success in the 21st-century workplace. Administrators, members of boards of education, and university and college program developers may also benefit from this study.
Keywords: STEM, strategies, practices, elementary, school, urbanChapter I INTRODUCTION 1 Overview 1 -- Problem Statement 3 -- Purpose Statement 5 -- Research Questions 8 -- Significance 8 -- Conceptual Framework 10 -- Methodology 1-- Limitations 15 -- Definitions ofTerms 17-- Summary 1-- Chapter II LITERATURE REVIEW 20 -- Conceptual Framework 21 -- History of STEM Schools 28 -- Purpose of STEM Schools 34 -- Gender and Ethnicity in STEM 40 -- STEM School Outcomes 41 -- Common Learning Goals for STEM Schools 44-- Five Models of STEM Schools 45 -- Successes and Challenges of STEM Implementation 46 -- Administrator and Teacher Perceptions of STEM Implementation 4-- Summary 49 -- Chapter III METHODOLOGY 51 -- Introduction 51 -- Research Questions 53 -- Research Design and Rationale 53 -- Setting 57 -- Role of the Researcher 59 -- Participant Selection 60 -- Instrumentation 60 -- Procedures for Recruitment 61 -- Data Collection 62-- Data Analysis 62 -- Issues of Trustworthiness 63 -- Ethical Procedures 65 -- Limitations 66 -- Summary 67 -- Chapter IV BACKGROUND OF PARTICIPANTS 69 -- Introduction 69 -- Background 70 -- Narrative Profiles 72 -- Summary 105 -- Chapter V DISCUSSION OF THEMES 107 -- Theme 1: Intrinsic Passion Ignites Effective Leadership 111 Theme 2: Daily Focus Guides Collaboration 122 -- Theme 3: Success Becomes Evident 134 -- Summary 141 -- Chapter VI CONCLUSIONS AND IMPLICATIONS 142-- Research Findings 145-- Research Questions: Summary Discussion 161 -- Implications 168 -- Limitations of the Study 174 -- Recommendation for Further Research 176-- Conclusion 178 -- REFERENCES 182 -- Appendix A SCHOOL SYSTEM APPROVAL 203-- Appendix B CONSENT FORM 206-- Appendix C INTERVIEW PROTOCOL APPROVAL 208 -- Appendix D VSU INSTITUTIONAL REVIEW BOARD 214 -- Appendix E (CITI) PROGRAM CERTIFICATE 217 -- Appendix F GADOE AND COGNIA PREASSESSMENT INSTRUMENTS 21-- Appendix G SCHOOLS STEM CERTIFIED BY GADOE 225-- LIST OF TABLES -- Table 1: Demographic Characteristics of Participants 58 and 110 -- Table 2: STEM Schools Demographic Information 72 -- Table 3: Percent Proficient and Above in Science in Fifth Grade 111 -- Table 4: Relationship Between School Personnel and Research Questions 144Truby, William F.Lairsey, John D.Bochenko, Michael J.Ed.D.Education in Organizational Leadershi
Understanding of How Faculty in Higher Education Make Instructional
Get PDFThere is mounting pressure to improve student academic success by addressing the learning environment in higher education classrooms (Lemberger, Brigman, Webb, and Moore, 2011-2012). Oleson and Hora (2014) indicated that university faculty are constantly being evaluated on the types of teaching methods they implement in the classroom environment; however, faculty are often unable to provide a rationale for specific methods because so many different elements, including a lack of formal pedagogical preparation, influence their teaching methods. The purpose of the study was to understand the role of personal and professional experiences influencing pedagogical decisions of university faculty.
A qualitative study was conducted using a basic interpretive study. Structured interviews were conducted with eight undergraduate faculty members from four different disciplines: biology, healthcare, history, and psychology. Data collected through interviews were analyzed to determine the following themes: effective course components, student behaviors, management of behaviors, previous instructor influences, and previous experience reflection.
A key finding in the study revealed faculty from across the disciplines recognized similar elements such as clear learning objectives and outcomes, providing material with real-world relevance, and establishing a clear relationship between faculty and student as effective course components. Another key finding indicated faculty seem to recognize student behaviors that tend to distract from learning across disciplines. A final key finding revealed faculty from across disciplines emphasize positive and de-emphasize negative influences they received from their previous instructors.
Keywords: Instructional Decisions, Higher Education, Pedagogical Training, Undergraduate FacultyChapter I: INTRODUCTION 1 -- Statement of the Problem 3 -- Significance of the Problem 4 -- Purpose of This Study 5 -- Research Design 5 -- Research Questions 5 -- Limitations of the Study 6 -- Definition of Terms 7 -- Summary 7 -- Chapter II: REVIEW OF RELEVANT LITERATURE 9 -- Need for Pedagogical Preparation 9 -- Pedagogical Training of Faculty in Higher Education 11 -- Differences in Pedagogical Training in K12 and Higher Education 12 -- Faculty Interaction Styles in Higher Education 15 -- Role of Relationship and Interaction in Effective College Teaching 21 -- Faculty Instructional Strategy 30 -- Scholarship of Teaching 32 -- The Role of Preexisting Experiences on Instructional Decisions 34 -- Role of Effective Instruction and Retention 38 -- Best Practices for Effective Teaching Pedagogy in Higher Education 41 -- Summary 46 -- Chapter III: METHODOLOGY 49 -- Research Questions 49 -- Group and Participant Selection 50 -- Researcher Background and Bias 51 -- Data Collection 52 -- Data Analysis 53 -- Trustworthiness 54 -- Credibility 54 -- Triangulation 55 -- The Researcher’s “Reflective Commentary” 55 -- Member Checks 55 -- Transferability 55 -- Sufficient Description of the Phenomenon 55 -- Conveyance of the Boundaries of the Study 56 -- Dependability 56 -- Detailed Processes 56 -- Thorough Understanding of Methods and Their Effectiveness 56 -- Confirmability 57 -- Ethics Issues 57 -- Researcher Background and Bias 58 -- Summary 64 -- Chapter IV: RESULTS 65 -- Brief Profiles of the Participants 66 -- Describing an Effective Undergraduate Course in Their Respective Field. 70 -- Understanding How Behaviors of Undergraduate Students Impact Faculty Instructional Decision Making. 77 -- Influences on Instructional Style and Decision Making of Faculty Teaching Undergraduate Courses. 88 -- Summary 113 -- Chapter V: DISCUSSIONS AND RECOMMENDATIONS 114 -- Overview 115 -- Discussions of Themes and Conceptual Framework 116 -- Discussion of Research Question One 118 -- Clearly Established Expectations 119 -- Content Geared Toward the Level of the Student 119 -- Real Life Connection 120 -- Influence of student behavior on pedagogy 121 -- Student Behaviors 122 -- Student Attributes 123 -- Student Attendance 123 -- Management of Behaviors 124 -- Discussion of Research Question Three 127 -- Previous Instructor Influence 129 -- Previous Experience Reflection 131 -- Implications 132 -- Recommendations for Future Research 137 -- Conclusion 140 -- REFERENCES 144 -- APPENDIX A: Institutional Review (IRB) Approval 152 -- APPENDIX B: Verbal Consent Script 154 -- APPENDIX C: Email Letter to Perspective Participants 156 -- APPENDIX D: Email Letter to Selected Participants 158 -- APPENDIX E: Interview Guide 160Hull, Karla M.Archibald, James G.Workman, JamieEd.D.Education Leadershi
2nd Annual Prosper Tsikata Research Colloquium, Event Poster, March 18, 2021
No full text1 electronic document. PDF. 1 page. 11 x 17 in.Poster for the 2nd Annual Prosper Tsikata Research Colloquium, March 18, 2021. Valdosta State University. Valdosta, Georgia. United States.
"Featuring scholarship presentations by Jonathan Bridenbaker, Matthew Rorer, Lauren Corley and Jackeline Searcy March 18th, 2021 4:00-5:30pm in Mass Media 1001.
From School Pushouts to Graduating College: A Counter-narrative of Highly Educated Black Males
Get PDFTo provide stories of how successful Black males made meaning of their educational experiences and offer current students motivation for focusing on their education, I conducted a qualitative study of four successful Black males from an urban area bordering a large southern city. Successful meant earning a college degree. Data collected through using Seidman’s three-phase interview process was transcribed and then analyzed in MAXQDA software using in vivo, emotion, axial, and pattern coding. Sports, relationships, and goal setting were found to be the main reasons for academic success. However, seven themes were constructed from the data and presented as a counter-narrative: succeeding through sports, building relationships with school personnel, setting goals and positive attitudes for success, influencing others to succeed, learning from mistakes, choosing good people, and succeeding through friendships. A discussion of each theme synthesized participants’ experiences to provide ways these Black males perceived their success, to inform educators of beneficial experiences, and to encourage young Black men to finish their education. Institutional racism was experienced and exposed in the counter-narrative.
Keywords: Black males, deficit thinking, counter-narrative, in vivo coding, axial coding, pattern coding, institutional racismCHAPTER I: INTRODUCTION 1 -- Background of Study 1 -- Statement of Problem 8 -- Significance of this Study 10 -- Research Goals and Questions 12 -- Conclusion 13 -- CHAPTER II: CONCEPTUAL FRAMEWORK 15 -- Personal Experiences 16 -- Identity and Positionality 22 -- Theoretical Framework 24 -- Cultural Deficit Theory 25 -- Critical Race Theory 26 -- Permanence of racism 27 -- Colorblindness 28 -- Whiteness as property. 29 -- Counter-narrative 29 -- Interest convergence 31 -- Social justice 31 -- African American Male Theory 32 -- Literature Review 34 -- Black Leaders for Equity 35 -- W. E. B. Du Bois 36 -- Derrick Bell 37 -- Malcolm X 38 -- Patricia Hill Collins 39 -- Bell Hooks 39 -- Sandy Grande 41 -- Cornel West 41 -- Summary. 41 -- Current Reality 42 -- Dropout or Pushout 45 -- Whiteness and Permanence of Racism 48 -- Characteristics of Success and Culture 51 -- Experiences 54 -- Incorporating Culture 57 -- Eurocentric Worldview 59 -- Afrocentric Worldview as a Strategy 59 -- Conclusion 61 -- CHAPTER III: RESEARCH DESIGN 62 -- Research Questions 62 -- Research Methods 65 -- Research Design: Counter-narrative + Case Study 65 -- Setting and Participant Selection 68 -- Setting. 68 -- Participants 71 -- Research Relationships 75 -- Data Collection 76 -- Data Analysis 80 -- Data Presentation 91 -- Validity 95 -- Conclusion 99 -- CHAPTER IV: BIOGRAPHICAL SKETCHES OF CHARACTERS 101 -- Abjiel 101 -- Ant 109 -- Sting 115 -- Davis 119 -- Narrator 124 -- Conclusion 126 -- CHAPTER V: THE CREW: A COUNTER-NARRATIVE 127 -- Prologue 128 -- The Crew 128 -- Six Years Earlier 129 -- Abjiel’s Mistakes 130 -- Beginning of a Friendship 136 -- Middle School Sports 139 -- People Who Cared 141 -- High School Sports 144 -- Coaching Mentors 149 -- A Bad Experience from Which to Learn 155 -- A Brother’s Mistake 158 -- Plan for Success 164 -- The Crew Grows 167 -- Success is an Attitude 170 -- Friends Forever 172 -- Ten Years Later 173 -- Conclusion 173 -- CHAPTER VI: THEMES AND IMPLICATIONS FROM THE DATA 174 -- Succeeding through Sports 174 -- Building Relationships with School Personnel 178 -- Succeeding through Friendships 181 -- Learning from Mistakes or Difficulties 183 -- Setting Goals and Attitudes for Success 185 -- Choosing Good People 187 -- Influencing Others to Succeed 189 -- Conclusion 191 -- CHAPTER VII: INSTITUTIONAL RACISM EXPOSED 193 -- Systemic Racism 193 -- Microaggressions 196 -- Low Expectations 198 -- Inequalities 200 -- Conclusion 203 -- CHAPTER VIII: CONCLUSION 204 -- Research Questions Revisited 204 -- Further Study 206 -- Limitations 207 -- Final Thoughts 208 -- REFERENCES 210 -- Appendix A: IRB Approval 223 -- Appendix B: Participant Questionnaire 225 -- Appendix C: First Interview Topics 227 -- Appendix D: Second Interview Topics 229 -- Appendix E: Third Interview Topics 231 -- Appendix F: Research Journal 233Schmertzing, Richard W.Schmertzing, LorraineMartinez, JamesEd.D.Education in Curriculum and Instructio
Implicit Bias Awareness and Intervention Influence on In-service Classroom Teachers Promoting Equity in School Discipline: A Mixed Methods Study
Get PDFDiscipline disproportionality is a topic studied and discussed extensively in the United States. Schools and districts across the nation have long sought pragmatic solutions to this long festering problem. Inequity in school discipline is considered by many as the main cause of the achievement gap and a host of other negative student outcomes. Scholars have studied the construct of implicit bias for decades, yet many still consider the topic controversial. The purpose of this study was to examine how teacher perception of the topic (equity in school discipline) changed over time by participating in the study.
This study used the sequential explanatory mixed method design. A total of 60 in-service classroom teachers completed the pretest and posttest Teacher Multicultural Attitudes Survey (TMAS). Teacher scores on the (TMAS) and the Race Implicit Association Test (IAT) were examined and analyzed. The qualitative portion of the study examined the responses of nine teachers who completed the quantitative portion of the study.
Results from the quantitative portion of the study were statistically nonsignificant. Several issues of practical significance were identified. Teacher repeated measure scores on the IAT indicated a slight change in preference from White to Black skin. In contrast, teacher pretest and posttest scores on the TMAS indicated teachers had less awareness of and sensitivity to multicultural issues in their classroom. Teacher interview data, however, indicated teachers seeking to improve their efficacy are willing to discuss and address this problem.
Keywords: equity; discipline disproportionality; cultural awareness; implicit bias; implicit association test; teacher efficacy;Chapter I: INTRODUCTION 1 -- Conceptual Framework 2 -- Statement of the Problem 4 -- Purpose of the Study 6 -- Research Questions 9 -- Significance of the Study 10 -- Methodology 10 -- Organization of this Study 11 -- Chapter II: LITERATURE REVIEW 12 -- Defining Discipline Disproportionality 13 -- Effects of Discipline Disproportionality on African -- American Subgroup 17 -- Current Attempts to Reduce Discipline Disproportionality 23 -- Implicit Bias Development and Psychology 27 -- Implicit Association Test (IAT) and Reducing Implicit Bias 33 -- Summary 37 -- Chapter III: METHODOLOGY 39 -- Research Design 39 -- Participants 41 -- Instrumentation 46 -- Quantitative Component 46 -- The Teacher Multicultural Attitude Survey 47 -- Validity 47 -- Reliability 49 -- The Implicit Association Test 49 -- Validity 51 -- Reliability 52 -- Qualitative Component 53 -- Data Collection 54 -- Quantitative Data Collection 54 -- Qualitative Data Collection 56 -- Data Analysis 56 -- Quantitative Data Analysis 56 -- Qualitative Data Analysis 59 -- Summary 60 -- Chapter IV: RESULTS 61 -- Demographic Characteristics of Participants 62 -- Quantitative Results 72 -- Results by Question 72 -- Qualitative Results 78 -- Participants 79 -- Demographic Characteristics 80 -- Results by Question 81 -- Interview Questions 82 -- Summary 98 -- Chapter V: DISCUSSION 100 -- Literature Review 100 -- Methodology 106 -- Results 109 -- Quantitative Findings 109 -- Qualitative Findings 112 -- Limitations and Assumptions 121 -- Suggestions for Future Research 122 -- Conclusion 123 -- REFERENCES 127 -- APPENDIX A: Participant Invitation Letter 142 -- APPENDIX B: Initial Interview Questions 144 -- APPENDIX C: Adapted from Pepis (2017) 147 -- APPENDIX D: Preliminary Teacher Interview -- Questions and Presentation 150 -- APPENDIX E: Final Interview Questions Based on -- Participant Feedback 163 -- APPENDIX F: Descriptive Statistics of all Pretest -- TMAS Scores at Baseline 169 -- APPENDIX G: Institutional Review Board Protocol -- Exemption Report 171 -- APPENDIX H: Expert Panel Review Form 173 -- APPENDIX I: Feedback from Expert Panel Review Panelist 177Pate, James L.Brockmeier, Lantry L.Leech, DonEd.D.Doctor of Education in Curriculum and Instructio
A Narrative of Successful Graduates Raised in Single-Parent Homes
Get PDFAcross the United States each year, schools implement national and state reforms dedicated to improving district personnel, district budgets, and district instructional resources for the improvement of student achievement and career readiness. In the last twenty years, Georgia schools failed to significantly improve student graduation performance, this is particularly true for students living in rural, single-parent households (County Health Rankings, 2019; Dalton, 2019 GADOE, 2019; KCDC, 2019. The purpose of this study was to investigate the experiences of students who graduated from high school, came from single parent homes, and lived in an identified rural Georgia Title I school district. I incorporated an embedded, exploratory case study with a multiple-case design and investigated the social and academic experiences of six participants (Yin, 2018). Participants were identified from two rural, Title I school districts in central Georgia through the use of both snowball and purposive sampling procedures (Guetterman, 2015). After analyzing participant data, I concluded high school graduates who lived in single-parent households and attended rural Title I school districts established a secure attachment to overcome or eliminate associated risks. When the consequences were minimized or eliminated in a student’s home microsystem, the effects were noticeable in their school microsystem.CHAPTER I: INTRODUCTION 1 -- Overview 1 -- Problem Statement 3 -- Purpose Statement 6 -- Research Questions 6 -- Significance of Study 7 -- Conceptual Framework 8 -- Summary of Methodology 12 -- Limitations 13 -- Chapter Summary 14 -- Definition of Terms 14 -- CHAPTER II: LITERATURE REVIEW 17 -- Introduction 17 -- Description and Critique of Literature 18 -- Risks 18 -- Statistics About Single-Parent Homes 18 -- Structure of Single-Parent Homes 19 -- How Children Are Separated from Parents 21 -- Differing Roles Between Single Fathers and Single Mothers 25 -- Challenges Facing Children from Single-Parent Homes 27 -- Socioeconomic Status 32 -- Stressors 36 -- Strategies 42 -- Secure Attachment 42 -- Positive Supportive Relationships 47 -- Conceptual Framework 50 -- Chapter Summary 52 -- CHAPTER III: METHODOLOGY 54 -- Introduction 54 -- Research Questions 55 -- Rationale 56 -- Research Design 57 -- Setting 58 -- Population and Sample 58 -- Data Collection and Methods 60 -- Documentation 60 -- Interviews 61 -- Interview Protocol 61 -- Non-Participant Observation 62 -- Data Analysis Procedures 63 -- Data Analysis Strategies and Techniques 63 -- Validity 65 -- Ethical Issues 65 -- Chapter Summary 67 -- CHAPTER IV: PARTICIPANT PROFILES 68 -- Introduction 68 -- Participant Profiles 69 -- Macon 77 -- Alexandria 84 -- Jackson 95 -- Charlotte 105 -- York 117 -- CHAPTER V: FINDINGS 128 -- Introduction 128 -- Data Analysis 129 -- Perceived Barriers 133 -- Attachment Styles in Early Adolescence 141 -- Long-Term Strategies 149 -- Breaking the Cycle 160 -- Chapter Summary 164 -- CHAPTER VI: CONCLUSION 165 -- Research Questions: Summary Discussion 167 -- Study Limitations 179 -- Implications 182 -- Recommendations 184 -- Recommendations for Future Studies 185 -- Conclusion 186 -- APPENDIX A: DOCUMENT OBSERVATION MATRIX 205 -- APPENDIX B: INTERVIEW PROTOCOL 207 -- APPENDIX C: IRB APPROVAL FORM 211Truby, William F.Lairsey, John D.Bochenko, Michael J.Ed.D.Education in Leadershi