732 research outputs found
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Culturally Responsive School Leadership: How Principals Use Culturally Responsive Leadership Strategies to Develop Engaging and Inclusive School Environments for All Students
No full textPurpose: The purpose of this ethnographic investigation was to identify and describe culturally responsive leadership practices and strategies principals of Title I high schools, in suburban contexts, of the Inland Empire in Southern California use to develop schools that engage and include all students.
Methodology: This qualitative study identified and described the practices and strategies of 15 Inland Empire principals of Title I comprehensive high schools in Southern California, used to develop schools that engage and include all students, particularly students that have been historically and traditionally marginalized. Participants were purposively chosen based on specific criteria. The researcher collected data and analyzed and coded the data to identify themes and subsequent findings.
Findings: Examination of qualitative methods data from the 15 high school principals participating in this study indicated seven major findings. First, they provide intentional professional development by using meaningful data. Next, they developed alternatives to suspension to tackle the persistent issue of disproportionality and possess a heightened awareness of the needs of special education students while purposefully involving parents in school decision making and activities and implementing strategies that courageously address historic marginalization. Additionally, it was found that encouraging and engaging student voice was vital to the cultivation of inclusive/responsive school environments as was fostering positive school and community relationships in an effort to increase student success.
Conclusions: Supported by and based on the research findings of this study and connected to the literature, eight conclusions were drawn that bestow deeper insight into culturally responsive school leadership and the role of the principal in developing schools that are responsive to and inclusive of all students despite racial, cultural, or economic differences at Title I high schools in the Inland Empire of Southern California.
Recommendations: Further research is recommended in order to expand the understanding and knowledge of culturally responsive leadership practices and strategies used by school leaders of Title I and non-Title I schools/districts as well as notions of student engagement and inclusion
Exploring the Perceptions of Leaders in Investor-Owned Utilities in California on Managing Organizational Change Initiatives
No full textPurpose: The purpose of this qualitative study employing in-depth interviews was to identify the strategies and practices executive leaders and midlevel managers of investor-owned utilities (IOUs) perceive are effective in creating employee acceptance and support of organizational change and to identify the supports and barriers executive leaders and midlevel managers perceive as affecting employee acceptance or resistance to organizational change in IOUs.
Methodology: A qualitative research design enabled the capture of deeper thoughts and insights of executive leaders and midlevel managers of 4 IOUs in California. The study delved into the strategies and practices used by IOUs that are perceived effective in creating employee acceptance and support of organizational change. Furthermore, support and barriers affecting employee acceptance or resistance to organizational change were also examined. Interview participants were selected based upon their exposure to the topics studied and their experience within this industry.
Findings: The analysis of data from the in-depth interviews identified 9 major and 1 unexpected finding. Findings included 4 strategies, practices, and supports to facilitate effective change implementation. Five barriers were identified.
Conclusions: Eight conclusions were drawn. Employees are more likely to embrace change when they understand the reasons behind the organization’s need to change; they receive adequate training and the tools necessary to facilitate change; there is a change plan and process to engage and support them; they are given the opportunity to engage in an open dialogue with supervisors, leaders, and executives; they are afforded sufficient time to understand the need behind the change. Employees are likely to resist change when leaders and midlevel managers have opposing perceptions of the organizational change process, when leaders and midlevel managers do not anticipate and plan for external forces that may affect the change initiative, and when leaders and midlevel executives give employees a choice between accepting the change or leaving the organization.
Recommendations: Further research is recommended such as conducting a qualitative research study examining frontline employees affected by change in IOUs in California
Policy Alternatives That Provide California School Districts With the Policy Options Necessary to Develop Facilities to Enhance Student Learning Opportunities and Optimize Financial Resources
No full textPurpose: The purpose of this study was to develop policy alternatives by the years 2019 to 2025 that would assist state policy makers, legislators, and advocates in adding definition to California school facility development and funding.
Methodology: This study involved descriptive statistics using a Delphi study method. Within the theoretical framework established for policy analysis, this Delphi study was inclusive of the knowledge and expertise of an expert panel that was nominated through peers. The Delphi panel consisted of 24 experts knowledgeable about statewide school facilities policy in California. The Delphi study was comprised of 3 rounds of electronic questionnaires utilizing an online survey tool called SurveyMonkey.
Findings: Ten policy statements were considered to be of high priority in this study; 4 policy statements received full consensus and 6 policy alternatives received a Rating of substantial consensus on combined ratings of importance and likelihood of implementation.
Conclusions: Based on the research findings, 8 conclusions were drawn including (a) requiring a deferred maintenance and a replacement facility fund was clearly the highest priority as a result of this study when the requirement was tied to being a prerequisite for state matching funds, (b) policy alternatives that suggested revisions to existing legislation that would introduce the idea of the distribution of state funds in an equitable manner and in accordance with a district’s financial wherewithal, and (c) legislation that both funds and requires districts seeking state funds for new construction or modernization to have a comprehensive, equitable, and long-range facilities master plan.
Recommendations: Further research is recommended in the following areas: (a) replicate this study with the distinction of enhancing student learning as the highest priority in legislation and optimizing financing as a secondary priority, (b) replicate this study using a different expert panel and utilizing the same or different selection criteria, and (c) conduct a Delphi study or a qualitative study that compares and contrasts the responses of the expert panelists to help define the differences and similarities and the assortment of policy alternatives relating to policy alternatives to improve K-12 facilities and their funding
Factors Considered by Special Education Case Managers When Making a Decision to Mainstream Emotionally Disturbed Students from a Self-Contained Classroom to General Education Classes
No full textPurpose: This qualitative comparative case study analyzes the perspectives, feelings, and beliefs of eight special education case managers who work with students who have been diagnosed as emotionally disturbed (ED), or exhibit ED type behaviors in Contra Costa County, California. It is the hope that through the identification of criteria leading to successful integration, policy makers and educators will be able to develop and implement effective strategies to successfully mainstream ED students, or students who exhibit ED type behaviors into general education classes.
Methodology: This qualitative comparative case study is designed around the following research question: What factors do special education case managers identify as important when making a decision to mainstream emotionally disturbed students from a self-contained classroom to general education classes?
Findings: For ED students to be successfully mainstreamed into general education classes, in addition to adhering to legal requirements, case managers have to look at safety and the ED students’ strengths, weaknesses and ability to self-regulate.
Conclusion: On-going effective communication between IEP team members is imperative so that ED students have access to counseling, appropriate interventions and sufficient support to be successful in general education classes. Adequately trained teachers and staff who maintain a warm school climate, and have positive relationships with ED students increases the chance of ED students being successful in general education classes.
Recommendation: A readiness checklist should be used as a tool to inform IEP team of areas where the ED students could use the most support in order to increase the probability of them successfully mainstreaming into general education classes. It is essential to build the capacity of teachers and staff, so that they have the knowledge to competently utilize effective strategies to manage classroom environments, and provide the support and structure necessary for ED students to be successful
RE 04: Quantitative Data Collection and Analysis
No full textThis session will review various quantitative data collection methods as well as demonstrate quantitative data analysis using various statistical approaches and techniques using: Correlation, Chi-Square, ANOVA, t and z tests
