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Purpose Statement and Research Question
Activities Used and Barriers Encountered by Exemplary California School District Executive-Level Teams
No full textPurpose: The purpose of this research study was to identify and describe the activities that assistant superintendents of instructional/educational services divisions from exemplary California public school districts utilize, and barriers encountered and overcome, in the development and maintenance of their executive-level teams.
Methodology: This qualitative study was accomplished by interviewing assistant superintendents of instructional/educational services divisions from exemplary California public school districts regarding the most effective activities used in the building and maintenance of their executive level teams. There is much research on team development at the school site level, but not with school district assistant superintendents of instructional/educational services divisions. This study attempted to fill that gap. By identifying and describing the most effective activities assistant superintendents of instructional/educational services divisions used to develop tasks and relationships, and overcome barriers, with their teams, it is possible to develop best practices to train other educational leaders in these activities.
Findings: A total of 11 common themes emerged from this study. Providing opportunities to engage in civil discourse, modeling collaborative behaviors, and investing in personal connections were found to be important activities to develop and maintain teams. In addition, communication and lack of resources were found to be barriers that could be productively managed and overcome in the development and maintenance of teams.
Conclusions: Five main conclusions were drawn from the study’s findings. First, leaders are central to the development and maintenance of executive-level teams. Second, healthy discourse is the vehicle or medium through which teams get things done. Third, de-emphasizing positional power can help in the development and maintenance of executive-level teams. Next, attention to developing relationships as well as team tasks is important for team maintenance. Last, celebrating what is valued is important to developing and maintaining teams.
Recommendations: Based on the conclusions of the study, educational leaders should have opportunities to build capacity with discourse and communication. In addition, school districts should adopt practices that help reward collaborative behavior. Furthermore, educational leadership could benefit from ongoing training and support with intentional team development and facilitating more efficient and effective team meetings for increased and equitable participation
Exploring the Characteristic Triad of Resilience: Personal Disposition, Family Support and the Environment within the Cultural Context of Quality Mariachi Academies in the Impoverished Central Valley of California
No full textPurpose: The purpose of this qualitative multiple case study, was to explore through the lens of the Characteristic Triad of Resilience: personal disposition, family support and environment, how participation in community-based Quality Mariachi Academies (QMA) in impoverished counties contribute to educational resilience.
Methodology: This qualitative multi-case study explored the lived experience of ten resilient students in the impoverished San Joaquin Valley of Central California, utilizing the Characteristic Triad of Resilience as the framework in the context of Quality Mariachi Academies. Data collected from resilient students was triangulated with data from parents, grandparents and site staff.
Findings: Community-based Quality Mariachi Academies create a safe positive team culture that provide opportunities for personal growth, transferable, marketable and leadership skill that contributed to their educational resilience. Participation in Mariachi contributed to high levels of confidence which contributed to feeling comfortable in public spaces and to participate and ask questions in the classroom. The manifestation of time management in 100% of the core student sample demonstrates an internal locus of control. Other transferable, marketable, leadership skills, i.e. adaptability, evaluation tools, bilingualism were credited directly to participation in QMA. As were communication skills, established friendships and sense of significance and belonging. Structured families and strong family communication were identified in the sample.
Conclusions: Students who participate in community-based Quality Mariachi programing develop numerous transferable skills that contribute to their educational resilience, strengthen personal disposition and family support. The QMA positive team culture promotes growth opportunities that align strongly with social emotional learning. The performance aspects in QMA promote transferable skills that include time management, adaptability, and confidence which transforms shy students into outgoing resilient students. The triad system strengthens the individual legs of the triad, making each leg more supportive.
Recommendations: To increase the number of educationally resilient students, it is recommended to replicate the innovative structure of QMA: increase the number of opportunities for personal growth in safe positive teamwork environments that celebrate a student’s heritage, with a strong community service component, utilize highly qualified staff and offer strong parent networking opportunities
The Perceptions of Online Community College Instructors Regarding the Most Effective Collaborative Instructional, Content Specific, and Social Interaction Learning Strategies to Help Online Students Succeed
No full textPurpose. The purpose of this phenomenological study was to discover what collaborative instructional, content specific, and social interaction learning strategies online community college instructors perceive to be most effective in helping students succeed.
Methodology. Data were collected through interviews and review of artifacts. The target population consisted of online community college instructors in southern California. Twelve participants from three community colleges were chosen using both criterion and convenience sampling procedures.
Findings. Most online community college instructors apply a variety of collaborative instructional strategies through shared discussions, relevant group projects for content specific learning, and community building interaction between instructor and students and among students aiming to effectively increase student success.
Conclusions. The participants in this study concurred that collaborative instructional, content-specific learning, and instructor-student and student-student collaboration were effective tools to increase student success. Although participants reported using various methods of collaboration, data collected demonstrated collaboration beyond personal introductions and discussions of content was constrained by student preparedness, limited motivation to work with others, and lack of experience using collaborative technology.
Recommendations. Although the research revealed online faculty used collaborative instructional strategies and perceived them to be an effective tool to help students succeed, it was apparent more work needs to be done to facilitate collaboration and strengthen the concept of learning communities. Faculty training for online instructors should no longer be left to trial and error, but formal training programs on the value and implementation of collaboration need to be strengthened. Study data showed facilitating collaboration, particularly in group projects and content discussions, was a challenge for most faculty due to varying degrees of student preparedness and the need for better collaboration technology tools
Effective Teaching and Behavioral Strategies Used by Exemplary Non-Public Alternative Education Schools
No full textPurpose: The purpose of this qualitative case study was to explore and describe the teaching and behavioral strategies exemplary, non-public alternative education schools used to support student learning as perceived by education specialists and site administrators at high-achieving, non-public alternative education schools in Los Angeles County, San Bernardino County, and Orange County.
Methodology: This qualitative case study examined the perception of education specialists and site administrators by conducting interviews to identify effective teaching and behavioral strategies used by exemplary non-public alternative education schools. The researcher interviewed nine education specialists and three site administrators from exemplary non-public alternative schools.
Findings: Data collected from the interviews indicated overall, education specialists and site administrators utilized an array of behavioral strategies in the educational environment. These included (1) consultation with a board-certified behavior analyst (BCBA), (2) incentive programs, and (3) behavior intervention plans. The teaching strategies utilized in the three exemplary alternative education settings included: (1) providing individual instruction, (2) modeling/peer modeling, (3) providing small group instruction, (4) building upon student interest, and (5) scaffolding.
Conclusions: Alternative education schools used various teaching and behavioral strategies. However, the researcher was unable to identify a significant amount of common teaching strategies to support student learning. Although, all alternative education schools that participated in the study had a BCBA on staff, most schools failed to utilize only research-based strategies.
Recommendations: The recommendations from the qualitative case study include five essential components of an exemplary non-public alternative school: (1) develop accountability systems to monitor student learning and teaching practices, (2) provide on-going professional development on teaching and behavioral strategies for diverse learners, (3) implement effective teaching and behavioral strategies based on data collection, (4) scheduled regular consultations with a BCBA or individual who specializes in behavior, and (5) ensure the school employees are highly qualified staff members
Promoting Equity in Education: Understanding the Secondary Lived Experiences that Propelled Intellectually Disabled Students to Continue Their Education in College
No full textPurpose. The purpose of this ethnographic study was to investigate and describe the secondary school supports, experiences, and exposures of students with intellectual disabilities participating in post-secondary education settings in southern California, that were designed based on the Think College Standards-Based Conceptual Framework for Inclusive Higher Education.
Methodology. This qualitative, ethnographic study investigated and described the secondary lived experiences of students with ID who currently attend or have attended one of the 263 PSE programs for students with ID that are included in the Think College Framework for Inclusive Higher Education. Convenience sampling was used because it reflected the available group of subjects that were accessible to the researcher within a reasonable distance for data collection procedures. The data collected included interviews, observations, and artifacts. Findings. Examination of this qualitative, ethnographic study indicated a variety of findings: first, the involvement and use of ongoing community resources and their connections to PSE; second, routinely developed and practiced self-determination and vocational skills in secondary school; third, consistent participation and experiences that occurred in inclusive academic settings in secondary school; fourth, the family played an instrumental role in the transition process; and, lastly, a relationship with a mentor who was deeply vested in the success of their future propelled students with ID to attend PSE.
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Conclusions. The study supported the findings and it was determined that students benefit from receiving information, practicing essential skills, engagement in decision- making, participation in rigorous settings, positive learning environments, collaborative efforts, increased services, and relevant college-like experiences to succeed in transitioning into PSE. Recommendations. Further research is recommended to examine secondary programs, supports, inclusion models, legal components, vocational programs, and special education and teacher staff roles related to supporting students with ID
Conversational Leadership: A Phenomenological Study of Exemplary High School Principals and the Behaviors They Practice in Leading Their Organizations
No full textPurpose: The purpose of this phenomenological research study was to describe behaviors exemplary high school principals practiced to lead their organization through conversation using Groysberg and Slind’s (2012c) four elements of conversational leadership: intimacy, interactivity, inclusion, and intentionality.
Methodology: This qualitative phenomenological study described the lived experiences of exemplary high school principals. A sample of 10 participants was selected from the target population that was narrowed to high school principals in Los Angeles County. Semi-structured interviews were conducted in accordance to a protocol developed by a team of 12 peer researchers with the guidance of faculty. In addition, data from observations and artifacts were utilized for triangulation.
Findings: The analysis of data resulted in 21 themes and 644 frequencies across the four elements of conversational leadership. These 21 emergent themes revealed 9 key findings.
Conclusions: The research study identified the behaviors exemplary high school principals practiced to lead their organizations through intimacy, interactivity, inclusion, and intentionality. Exemplary high school principals created personal connections through storytelling and flattened hierarchical structures to promote interactivity. Additionally, they listened actively to demonstrate servant leadership and incorporated clear and consistent communication to articulate direction and purpose.
Recommendations: Further research in conversational leadership is advised. This research study should be replicated on a larger scale to incorporate broader geographical boundaries. Additionally, further studies should focus on other aspects including gender and socio-economic factors. Another recommendation is a meta-analysis of the studies conducted by the 12 peer researchers on conversational leadership
The Human Dynamics Needed in the Change Process for Transformational Implementation of Educational Reform: Common Core State Standards
No full textPurpose: The purpose of this study was to explore and describe the changes made in mindset, behaviors, culture, and systems as perceived by K-12 school district directors and principals in California in the implementation of the California Common Core State Standards (CCSS).
Methods: This study was descriptive and qualitative, conducted by interviewing 8 principals and 8 directors who have been in their positions for 3 or more years, had first-hand experience with the implementation of the California Common Core State Standards (CCSS), and were familiar with the shifts needed in CCSS. The interviews were recorded, transcribed, coded, and analyzed for patterns and themes. The study used Ackerman Anderson and Anderson’s conscious leader accountability model integrated with their change leader’s roadmap model for leading transformation.
Findings: Six themes were discovered as common between principals and directors in the 4 domains. In mindsets, both principals and directors mentioned allowing mistakes and taking risks. In behaviors, it was collaboration and leadership for the/by many. The principals connected collaboration with support, while the director highlighted collaboration and teamwork. In culture, the principals mentioned the cycle of inquiry as a new culture, and with a similar theme, directors shared the need for continuous improvement. Leadership was a common theme between the two sets of participants. Directors mentioned leadership by many, and principals said leadership is for the many. In systems, both principals and directors shared that the districts’ providing professional development was a new system.
Conclusions: The findings and literature support that CCSS was a second-order change handled by many as a first-order change. CCSS was meant to be a transformation change in the educational system in California, and yet only developmental changes were attempted. There are various styles of leadership, and those are not clear to many educators. As part of the CCSS implementation, gaining the trust of teachers was not intentional.
Recommendations: Educators should be trained in the theories of educational change processes in order to effectively implement transformational reforms. The leadership development of educators needs to include the various types of leadership styles and how to be a change agent when needed