732 research outputs found
Sort by
Exploring the Political Styles and Strategies Used by Successful Women Classified Managers in Educational Agencies
No full textPurpose: The purpose of this qualitative phenomenological study was to discover and describe the political styles of successful women classified managers within California’s central coast region who advanced from middle management to top-level management level positions within an educational agency. In addition, it was the purpose of this study to explore and understand the political strategies that they perceived enhanced or hindered their ability to be promoted.
Methodology: This phenomenological study captured the stories of classified women managers’ lived experiences as they successfully advance in their careers to high-level management positions within an educational agency. A sample size of 15 participants was selected from amongst ACSA award-winning successful women classified managers working for educational agencies in Monterey, San Benito, and Santa Cruz counties. The researcher used the political styles and strategies framework from The Politically Intelligent Leader (White, Harvey, & Fox, 2016) to collect rich, descriptive data on the experiences of the participants.
Findings: Examination of the data from interviews, observations, and artifacts from 15 participants revealed that successful women classified managers within educational agencies identify most closely with the Strategist political style. The research showed that the political strategy of “building trust” to be the one that the successful women found to be most effective.
Conclusions: This study concluded that successful classified women managers use the political style of Strategist to navigate their way to top-level positions within educational agencies. In addition, this study concluded that the most used political strategy of successful women classified managers to be “building trust”.
Recommendations: Further research is recommended to replicate this study of political styles and strategies from the perspective of other populations within educational agencies, such as: men who are successful classified managers in educational agencies, and staff level employees who work in educational agencies, as well as expanding the study to include other states beyond California. It is also recommended that a single long-term case study be considered that follows a woman classified employee as she moves from an entry-level position to a top-level management position to determine if political styles and strategies changes as position levels change
Title I Schools and Strategies That Work
No full textPurpose: The purpose of this study was to identify and describe the strategies principals of Title I schools perceived as most effective in improving English language arts (ELA) scores by at least 10 points, through the lens of WestEd’s Four Domains of Rapid School Improvement.
Methodology: This study utilized a qualitative methodology to gather data via the California Dashboard and semi-structured interviews of 11 principals from 11 different sites in northern California that showed at least 10-point growth on the Smarter Balanced Assessment Consortium (SBAC) standardized test. The interview questions were based on the Four Domains for Rapid School Improvement: A Systems Framework from WestEd (2018). Interview responses were recorded and reviewed. In addition, artifacts were used to attain triangulation.
Findings: Examination of the qualitative data from the 11 elementary school principals participating in this study resulted in five key findings and 16 themes. First was that implementation of professional learning communities (PLCs) and support through a teacher on special assignment (TOSA) support positive change in struggling schools. Second, collaboration among administrators, TOSAs, and teachers in professional development and classroom support directly impacted change and led to success in struggling schools. Third was that ongoing data review with the support of a TOSA in the classroom and for intervention helped vi teachers increase student outcomes in struggling schools. The fourth finding was implementation of a new curriculum and common schedules brought consistency to the site and reinforced collaboration between teachers and administrators in struggling schools. Finally, principals recommended goals for students be set and monitored to promote student achievement in struggling schools.
Conclusions: The study supported the conclusion that implementation and practice of the key findings could result in an increase of at least a 10-point growth on the California state assessment in ELA.
Recommendations: Further research is recommended to apply this study for other curricular areas in Title I schools, as well as non-Title I schools
Mental Health and Discipline in California Community Schools
No full textPurpose: The purpose of this mixed method study was to determine if there is a difference in achievement, absenteeism, graduation rates and suspension for students enrolled in community schools that do and don’t have access to school-based mental health services. In addition, it was the purpose to identify and describe the practices most effective in improving attendance, reduction of suspension, achievement and graduation as perceived by community school employees.
Methodology: This mixed-method dissertation attempted to determine the difference between California county community schools for expelled students who have had access to school-based mental health and those who do not as it pertains to rates of chronic absenteeism, achievement, suspensions, and graduation rates data collected by The California Department of Education School Dashboard.
Findings: The examination of mixed methods data from California School Dashboard and the 25 interviews indicated a variety of findings. The first three findings are that there is a difference or significant difference in rates of attendance, graduation, and suspension rates for schools that offer mental health. Fourth, the single best way of improving rates of attendance is having an attendance officer. Further finding had to do with how building and maintaining strong relationships assist in attendance, achievement and graduation rates, and conversely the schools that focus on security had the lowest rates of attendance. The last finding was about the importance of transition planning.
Conclusions: This study concluded that making attendance and achievement a priority will increase attendance and achievement, and schools that have transition plans have increases in graduation rates. It further concluded that schools that emphasize the importance of relationships and make mental health a part of the school culture will see improvement in all areas.
Recommendations: Further research is recommended to replicate this study with a population of high school students or to determine the importance of relationship development in improving graduation rates, and to complete a cost/benefit analysis of the use of an attendance officer. Further research is also recommended in the development of transition plans and how that relates to graduation rates
Noncognitive Factors: Deaf and Hard of Hearing Graduates’ Perceived Influence on College Readiness
No full textPurpose: The purpose of this phenomenological study was to explore and describe how deaf and hard of hearing college graduates perceive the extent to which Farrington’s (2012) five noncognitive factors influenced their ability to successfully complete a four-year college degree.
Methodology: This phenomenological study identified and described the extent to which noncognitive factors influenced deaf and hard of hearing college graduates’ ability to successfully attain their college degree. Eight participants were selected through purposeful sampling based on criteria including being a resident in California and graduating with a four-year college degree between 2017 and 2020. The researcher conducted semi-structured interviews using an Interview Protocol. Responses from participants were prioritized and data was coded for themes.
Findings: The findings from this study show that all participants agreed that each of Farrington’s noncognitive factors influenced their ability to successfully complete a four-year college degree. Participants shared examples that related to positive academic performance and the five noncognitive factors of academic behaviors, academic perseverance, academic mindsets, learning strategies, and social skills. Findings included a hierarchy of perceived degree of importance for each factor.
Conclusions: The findings and literature review support that noncognitive factors positively relate to academic performance and postsecondary success. Results indicate that deaf and hard of hearing college graduates can overcome barriers by using noncognitive skills to help them attain their college degree. Findings include that deaf and hard of hearing college graduates utilized academic behaviors, persevered through barriers and expectations, demonstrated positive academic mindsets, utilized learning strategies that work for them, and valued social skills.
Recommendations for Action: The researcher recommends increasing awareness in families, caregivers, transition organizations, policy makers and decision makers in the benefits of noncognitive skills for deaf and hard of hearing students through workshops and formal presentations. Recommendations also include to create and teach noncognitive skills curriculum to deaf and hard of hearing middle school, high school and college students. Professional development should be provided to educators and academic counselors on the importance of noncognitive skills in education
Mini 12: EndNote: Best Practices Using EndNote for Coursework *
No full textCongratulations on finishing the first two terms of your doctoral coursework! Come learn how to maximize Endnote to organize and manage your readings. This session will provide you some hands-on, practical approaches, to leveraging Endnote to help you be successful in the program
Mini 11: Latina Community College Leaders and the Role Cultural Intelligence Plays in Their Leadership
No full textCultural Intelligence includes the skill to identify, understand, and adapt to cultural norms. It also involves the motivation to learn from others and appropriately respond to different cultures. During this session, the theory of Cultural Intelligence will be examined through the lens of Latina leadership. Participants will learn how their own cultural intelligence can be used to increase leadership effectiveness and encourage persistence despite barriers and challenges
