732 research outputs found
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Strengthening Teacher-Student Relationships: Identifying Strategies From Capturing Kids’ Hearts National Showcase Schools
No full textPurpose: The purpose of this qualitative study was to explore and describe the strategies that elementary teachers use to establish, maintain, and restore positive relationships with students in Capturing Kids’ Hearts National Showcase Schools.
Methodology: This study included 12 teachers from 2 elementary schools in California who received the National Showcase Award for their implementation of the Capturing Kids’ Hearts program. The principals of the 2 schools were asked to each recommend 6 teachers from their site, based on criteria provided by the researcher. Data was collected through the use of classroom observations, interviews, and artifact analysis.
Findings: In order to establish, maintain, and restore positive relationships with students, teachers in Capturing Kids’ Hearts National Showcase Schools use a variety of strategies to learn about students and their personal lives, empower them to have a voice in the classroom, and to reinforce positive behavior. When a negative interaction occurs, teachers make time to address the situation privately, and allow students a fresh start to change their behavior.
Conclusions: The findings of this study led to 3 major conclusions. First, the Capturing Kids’ Hearts program is beneficial in helping teachers establish, maintain, and restore positive relationships with students. Next, teachers must be intentional in their practices in order to establish, maintain, and restore positive relationships with students. Finally, establishing, maintaining, and restoring positive relationships require a significant amount of quality time spent between teachers and students.
Recommendations: It is essential that teachers receive professional development on the benefits of positive teacher-student relationships, and the strategies that foster these types of relationships in classrooms. Additionally, programs that focus on the development of positive teacher-student relationships, such as Capturing Kids’ Hearts, should be implemented in all schools. Finally, more classroom-based research should be conducted on the development of positive teacher-student relationships at all school levels
The Effects of Service-Learning on Middle School Students’ Personal Growth, Social Growth, and Citizenship
No full textPurpose: The purpose of this qualitative phenomenological study was to describe and explain middle school administrators’, teachers’, and coordinators’ observations and knowledge of the effect of service-learning on students’ personal growth, social growth, and civic engagement.
Methodology: This phenomenological qualitative study based its findings on in-depth interviews, transcripts, and participant artifacts. Six middle school administrators and eight teachers, and coordinators located in Tulare County, California utilizing service-learning in the 2017-2018 school year, or prior, were interviewed. An interview script, which was developed using the research questions, was used to elicit administrators’, teachers’, and coordinators’ observations and knowledge pertaining to the benefits and drawbacks of service-learning. The participants were digitally recorded and provided with a transcript of the interview to review for accuracy and to add to their responses, should they want to. Triangulation strengthened this study by providing valuable insight through data from interviews, transcripts, and artifacts.
Findings: Major findings indicate that service-learning positively affects the personal growth, social growth, academic improvement, and civic engagement and responsibility in middle school students.
Conclusions: Several conclusions were drawn based on the major findings, from which a list of implications for actions were created. One implication for action is for all elementary schools to incorporate service-learning into their curriculum, districts can begin using service-learning with younger students for maximum benefits!
Recommendations: Recommendations for further research are described in Chapter V, including replicating this study with different populations and perspectives to gain further insight and perceptions to the effects of service-learning
Exploring the Perceptions of Teachers and Principals on Parent Involvement in County Community School Students’ Academic Achievement
No full textPurpose: The purpose of this qualitative phenomenological study was to understand and explain how teachers and principals perceive how parent engagement affects high school academic achievement within county operated community schools in Riverside County California. An additional purpose of the study was to understand and explain actions that teachers and principals believe are necessary to increase parent engagement within county operated community schools in Riverside County.
Methodology: This qualitative phenomenological study explored the perspectives of 13 teachers and seven principals in county community schools on parent engagement and the actions necessary to involve parents in their children’s education. The researcher in conjunction with a thematic dissertation partner created an in depth semi-structured interview consisting of eight interview questions that emerged from the literature review.
Findings: This study found that parent involvement in the county community schools is important to the success of students. Parent disinterest and their lack of knowledge keeps parents from supporting their children’s education. Further, the lack of communication creates an unwelcoming environment, and the frequency of parent involvement affects student motivation to stay engaged in school.
Conclusions: Student academic performance is minimized when parents show minimal interest in their children’s education, and parent involvement is lower when parents are not educated on the purpose of alternative education. Additionally, when parents face transportation, time, and language barriers their involvement in school events is diminished.
Recommendations: Creating activities, events, or programs that encourage parent involvement, and building a collaborative line of communication helps to increase student academic performance. Parents need help to overcome obstacles that hinder their involvement in the schools. In addition, the schools need to promote all activities and make sure to send reminders to ensure parent attendance. Lastly, the schools can offer a sequence of trainings for parents that educates them on their rights and responsibilities specific to alternative education, and basic skills classes’ necessary for parents to be able to support their children’s education
G.I. Jane Fem etran Goes Corporate: An Exploration of Post-9/11 Female Combat Veterans Transitioning to a Civilian Career
No full textPurpose: The purpose of this multiple-case study was to explore the experiences of post- 9/11 female combat veterans transitioning from military service to civilian careers, using the Schlossberg transition model factors of situation, self, social support, and strategies.
Methodology: This multiple-case study identified and interviewed post-9/11 female combat veterans transitioning from active-duty to civilian career. Respondents were purposively chosen based on specific criteria and expert panel recommendations.
Findings: Examination of case-study interview data and artifacts from the 3 post-9/11 female combat veterans indicated nine major findings:
1. The factor of situation clearly outweighed the other Schlossberg factors in impact.
2. Presentation and activities of transition resources were not effectively delivered.
3. The Transition Readiness Seminar failed to meet the needs of the veterans.
4. The veterans experienced a loss of culture and identity in transitioning.
5. Veterans were emotionally and psychologically unable to access and use the depth and breadth of material presented during the brief time frame of the transitional experience.
6. Veterans found relationships and mentors that were integral to the transition process.
7. Veterans utilized familial, professional, and community networks for their diverse support needs.
8. The veterans applied exemplary research skills and tenacious self-advocacy to progress through their transition experience.
9. Veterans who applied grit, resilience, personal fortitude, drive, and motivation were able to overcome and persevere despite the challenges inherent in the transition from military to civilian life.
Conclusions: Conclusions: Multiple conclusions were drawn, the top three follows:
1. Transitioning veterans who are not provided adequate physical and psychological support to address the aspects of their unique situational factors will not have the bandwidth necessary to process the transition workshop material.
2. The specific TRS coursework of entrepreneurship and education pathways promotes success in veterans transition to a civilian career.
3. The success of the transition experience was tied to veterans self-efficacy. Recommendations: Future research is recommended to further explore the transition experiences of female combat veterans in a variety of novel contexts and situations.
Recommendations: Future research is recommended to further explore the transition experiences of female combat veterans in a variety of novel contexts and situations
California Expert Principals’ Identification of the Best Strategies for the Implementation of a Transition from a Traditional Grading and Reporting System to a Standards-Based Grading and Reporting System: A Delphi Study
No full textPurpose: The purpose of this policy Delphi study was to identify the strategies California K-12 expert principals deem necessary for the implementation of a transition from a traditional grading and reporting system to a standards-based grading and reporting system, utilizing a panel of expert principals to rate the importance of the identified strategies and to recommend the best methods of implementing the five most important strategies.
Methodology: The Delphi method was utilized in this study. An expert panel of California K-12 principals was assembled, and three rounds of electronic surveys were administered. The first-round results identified strategies for implementing a transition from a traditional grading and reporting system to a standards-based grading and reporting system. Round 2 results rated each strategy on importance. Round 3 results provided explanations on implementing the five most important strategies.
Findings: An analysis of the first-round survey identified 16 unique strategies for implementing a transition from a traditional grading and reporting system to a standards- based grading and reporting system. During the second-round survey, the expert panel rated the five most important strategies as: (a) align student information system with standards-based grading; (b) teachers lead the planning and implementing of standards- based grading and reporting; (c) professional development for teachers; (d) educate parents on standards-based grading and reporting; and (e) coaching from peers and experts. The third-round survey determined the best methods for implementing the five most important strategies.
Conclusion: According to the expert panel, principals should: (a) ensure their school’s student information system is aligned to standards-based grading and reporting; (b) allow teachers to lead the planning and implementing of standards-based grading and reporting; (c) provide professional development for teachers on standards-based grading and reporting; (d) educate parents on standards-based grading and reporting; and (e) provide opportunities for coaching from peers and experts.
Recommendations: The study recommends four areas for further research to further the body of knowledge concerning the implementation of standards-based grading and reporting
RE 01: A Critical Dissertation Task: Developing Your Questionnaire for a Quantitative Study *
No full textIt is essential that the data you collect in order to answer your dissertation’s research questions be accurate. However, because the use of questionnaires to gather all sorts of data has become an almost daily occurrence (How did you like the service you received at your recent visit to the Apple store?), we seem to have lost sight of the difference between a good and a poor questionnaire. And wow, is there a difference! Jim’s session will present a step-by-step process for designing your questionnaire so you are confident your data will stand the test of excellence. Session content is based upon Jim’s and his wife, Keni’s, 2008 book, Your Opinion Please. Just remember, in the dissertation world, a bad instrument, gone unnoticed, results in an error that cannot be corrected. The result? You lose
RE 05: Designing Chapter 3 *
No full textParticipants will review the main components of a chapter 3 using the Dissertation Handbook Outline for chapter 3. Clarification for population & sample, sampling types, instrumentation validity & reliability and interrater reliability will be highlighted and examples will be provided. The process for field testing of interview protocol and/or survey questionnaires and use of feedback forms will be covered during this presentation
