732 research outputs found
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Best Practices for Addressing the Achievement Gap for Hispanic Elementary Students
No full textPurpose: The purpose of this qualitative phenomenological study was to identify and describe effective instructional strategies for English language arts and mathematics perceived by expert fourth and fifth grade elementary teachers in southern California to reduce the achievement gap in high poverty and high English language learner (ELL) elementary schools.
Methodology: The researcher selected a qualitative research design to describe the instructional strategies used by teachers in three southern California school districts. Through in-depth, semi-structured, open-ended interviews, the researcher provided an examination of the instructional strategies used to address the needs of high poverty and high ELL elementary schools. Teachers were identified from three criteria: (a) teaching at a school with a Latino population of 50% or more, (b) population of 80% or more in poverty, and (c) currently teaching fourth or fifth grade. Data collected using NVivo software to determine patterns and categories.
Findings: Based on the responses from the study participants, four major findings were established for both Research Questions 1 and 2.
Conclusions: The major finding from Research Questions 1 and 2 were summarized as four conclusions: (a) collaboration is the number one tool teachers need to prepare students; (b) teachers need training on a collaborative style for teaching small groups, the management, and different teaching strategies and organizational patterns to make small group instruction effective in a large group setting; (c) teachers do not have the technology skills and knowledge necessary to maximize the impact of technology as an instructional tool; and (d) teachers do not have the technology skill and knowledge to maximize the impact of technology as an instructional tool for mathematics or mathematics using manipulatives.
Recommendations: Six recommendations are: (a) larger sample across the United States focusing on ELLs from different origins; (b) similar study with a teacher of a different origin from the ELLs, (c) similar study of secondary teachers’ effective instructional strategies, (d) observational study in collaboration to evaluate effectiveness in supporting ELLs, (e) similar study with special education students, and (f) study of English only students comparing differences and similarities between ELLs and effective instructional strategies
How Exemplary Regional Occupational Centers and Programs Superintendents Build Trust With and Between School Board Members
No full textPurpose: The purpose of this explanatory sequential mixed-methods study was to identify and describe what strategies exemplary regional occupational centers and programs superintendents perceive as most important to build trust with school board members using the five domains of competence, consistency, concern, candor, and connection. In addition, it was the purpose of this study to identify and describe what strategies exemplary regional occupational centers and programs superintendents perceive as most important to build trust between school board members.
Methodology: In this explanatory sequential mixed-methods study, surveys and interviews were used to gather data from exemplary superintendents to identify the strategies they used to build trust with and between school board members. While the surveys enabled the researcher to identify strategies, the interviews were used to deepen the understanding of what the superintendents perceived as the most important strategies to build trust with and between school board members.
Findings: The study revealed exemplary ROCP superintendents perceive that engaging in strategic planning and goal setting, establishing communication protocol, communicating clearly and concisely, actively listening and making informed decisions, adopting a “no surprises” approach, participating in governance training, making and keeping commitments, and demonstrating concern are the strategies they perceive as most important to build trust with and between school board members
Conclusions: The study supported the conclusion that superintendents who engage the board in vision setting and strategic planning; follow through on their commitments; establish personal relationships; communicate consistently, openly, and honestly; and cultivate relationships build trust with their board members.
Recommendations: Further research is advised by replicating this study with exemplary school board members to broaden the understanding of what board members perceive as the most important strategies to build trust with superintendents, to other states, in each of Weisman’s five domains of trust, by using a population of only those superintendents who participated in the California School Board’s Associations (CSBA) Masters of Governance training and expanding the population to county superintendents who are elected and those who are appointed
Experienced Engagement in Appreciative Advising of Adjunct Professors in Community College Education
No full textPurpose: The purpose of this explanatory sequential mixed-methods study was to identify what Appreciative Advising strategies were used by adjunct professors to engage community-college students when participating in Appreciative Advising. The study was also designed to describe the experiences of the adjunct professors as they implemented the strategies of Appreciative Advising with students. In addition, it was the purpose of this study to describe the benefits and challenges adjunct professors experienced when participating in Appreciative Advising. Finally, this study sought to describe the impact to teaching practices experienced by adjunct professors who participated in Appreciative Advising.
Methodology: This study used an explanatory sequential mixed-methods research approach to collect in-depth data from adjunct professors participating in Appreciative Advising at community colleges (Creswell, 2016, p. 219). An online survey was used to identify Appreciative Advising strategies used by adjunct professors and the perceived effectiveness of those strategies. One-on-one interviews were used to further describe their experiences, benefits, challenges, and impact on classroom teaching strategies.
Findings: This study identified the disarm strategy of Appreciative Advising as particularly important to engaging “at-risk” community-college students. Though adjunct professors had concerns over the challenges of participating in Appreciative Advising, such as time, space, and becoming a mentor, they also described enhanced job satisfaction and positive impact on their teaching practices.
Conclusions: The study supported the use of Appreciative Advising strategies by adjunct professors to engage “at-risk” community-college students. Adjunct professors demonstrated a comprehension of the strategies and the ability to engage these students in mentoring sessions by participating in Appreciative Advising. These students do have conflicting priorities that limit their engagement with the adjunct professors. However, community colleges can improve educational opportunities for students by engaging adjunct professors as academic advisors and addressing the challenges reported, such as time paid and space for adjunct professors.
Recommendations: Further research is recommended to understand how community colleges can provide a more expansive system of mentoring opportunities, including space, time, training, and funding that supports both adjunct professors, “at-risk” students, and improvement in classroom teaching practices