732 research outputs found
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The Impact of Proactive Community Circles on Student Academic Achievement and Student Behavior in an Elementary Setting
No full textPurpose: The purpose of this mixed methods study was to determine the differences in student academic achievement and student behavior prior to and after implementation of proactive community circles (PCC) in elementary schools in California that have implemented for a minimum of two years as measured by standardized test scores and student behavior records. The second purpose was to describe the impact of proactive community circles on student academic achievement and student behavior in elementary schools in California that have implemented proactive community circles for a minimum of two years as perceived by school administrators.
Methodology: The mixed method explanatory sequential design was selected for this study. The quantitative method was used to gather archived data on pre PCC and post PCC, academic achievement and suspension rates to determine if a difference exists. The qualitative method was used to gather data on how the site administrator felt that PCC has impacted their school. The researcher collected this qualitative data through in depth interviews.
Findings: Examination of the mixed methods research done of the three elementary schools that participated in this study indicate two findings. First that the regular use of PCC at the elementary level has a positive correlation on increased academic performance and student suspension rates. In addition site administrators also felt the PCC had a positive impact on student academic performance and student suspension rates.
Conclusions: Based on the findings from this study it is recommend that both districts and schools look into implementation of PCC. Districts should support the allocation of time and resources to the implementation of PCC. School site administrators should support staff implementation of PCC.
Recommendations: It is recommended that further studies be conducted at the elementary level. Future studies could look at the impact of PCC on chronic attendance rates, sustainability of social emotional learning of students into middle school and the impact of suspensions from the implementation of PCC on minority students
The Leadership Role of Management Accountants as it Contributes to Innovation and Entrepreneurship in Start-Up Businesses in Southern California
No full textPurpose: The purpose of this qualitative study was to understand and describe the leadership role of managerial accountants as it contributes to innovation in start-up businesses in Southern California.
Methodology: The methodology used to understand and describe the leadership role of managerial accountants as it contributes to the innovation and entrepreneurship in start-up businesses in Southern California was a qualitative study. The study participants included 12 entrepreneurs who had started a business in the last five years, had utilized a management accountant on a part-time, full-time or consultant basis and are located in the San Diego, Orange, or Los Angeles counties in California.
Findings: A thorough examination of study participants’ interviews produced four findings. First, management accountants have a minimal role in innovation in a start-up business. Second, management accountants have a critical role in assisting start-up companies in acquiring funding. Third, management accountants can support the innovation of a start-up business by helping with acquiring funding. Finally, management accountants are needed for financial and non-financial information. Conclusions: Based on the existing literature and research findings of this study, the researcher drew four conclusions. First, management accountants can improve the entrepreneurship and sustainability of a start-up business. Second, management accountants support entrepreneurs in acquiring funding and necessary capital to support the sustainability of their business. Third, management accountants’ professional network is critical to the entrepreneurial efforts of start-up businesses. Finally, management accountants’ focus on financials and positive income are the foundation of their services and imperative to start-up business success.
Recommendations: First, it is recommended that a qualitative study be conducted to explore entrepreneurs’ view of management accountants in other parts of California as well as other states. Second, it is recommended that a phenomenological study be conducted to explore and explain the role of management accountants working with business investors. Third, it is recommended that a quantitative study be conducted to examine the differences in the requirements of entrepreneurs in different industries. Finally, other studies could look at the ranking of entrepreneurs’ priorities, wants, and needs, in which a management accountant could assist
An Analysis of the Strengths-Based Leadership Approaches of Highly Successful Athletic Directors in the California Community Colleges
No full textPurpose: The purpose of this phenomenological study was to describe the strengths- based leadership behaviors (problem solving, conflict management, leading change, decision making and planning) of highly successful athletic directors in the California community colleges and to identify the areas in which they feel strongest. An additional purpose of this study was to describe the behaviors of highly successful athletic directors in the California community colleges that help them identify and develop strengths in subordinates and to identify and describe their recommendations for training future community college athletic directors in California.
Methodology: A qualitative, phenomenological methodology was selected for this study regarding the strength-based leadership behavior of highly successful athletic directors. The study utilizes 12 semi-structured face to face, phone or video conferenced internet conducted interviews of athletic directors in the California community colleges.
Findings: Highly successful athletic directors were confident in their leadership styles and felt strong in their ability to lead and utilize the strengths of subordinates. Athletic directors indicated relationship building, collaboration, communication, and vision in their leadership approach with subordinates. Athletic directors demonstrated a high level of confidence, comfort as well as directness in their leadership approach. Athletic directors recognized and utilized the strengths of their subordinates. Training for future athletic directors was strongly recommended.
Conclusions: Athletic directors must possess extensive knowledge about the field of athletics as well as the culture of the community colleges. The athletic directors of today has become more integrated into the campus versus the role in the early years. Athletic directors have more formalized leadership training and diverse backgrounds. Diversity of gender and ethnicity among athletic directors is lacking. Athletic directors in the study practiced a high level of directness and honesty to their leadership style in athletics.
Recommendations: The study would be expanded to community college outside the state of California. Future studies could seek out the perceptions of subordinates to the leadership of athletic directors. Professional development and mentoring strategies should also be developed and promoted among athletic directors. Further examination utilizing the direct themes of Strengths Quest could also improve the understanding of an athletic director’s leadership strengths
A Quantitative Study to Determine Student Participation in School Wide Positive Behavior Interventions and Supports (SWPBIS) Strategies and a Reduction in Student Office Referral, Suspension, and Truancy Rate
No full textPurpose. The purpose of this quantitative study was to determine the degree to which School Wide Positive Behavior Interventions and Supports (SWPBIS) strategies impact middle school student office referrals, suspensions, and truancy rates. In addition, it was the purpose of this study to identify what teachers and administrators perceive as the most important elements of SWPBIS that support a reduction in office referrals, suspensions, and truancy.
Methodology. A quantitative methodology was used to capture a wider range of student outcome variables: office referral rates, suspension rates, and truancy rates. Further, teacher and administrator perceptions provided additional information about the elements of SWPBIS that contributed to any reductions.
Findings. A review of trends over four years showed inconsistent effects of SWPBIS in terms of decreasing the number of office referrals, suspension rates, and truancy rates. Regardless, both middle school administrators and middle school teachers perceived SWPBIS as an effective framework contributing to positive outcomes.
Conclusions. Many school districts turned to the use of SWPBIS to reduce problematic behaviors within the school. The three-tiered, evidence-based framework provides students with clear behavioral expectations. Additional research is needed examining fidelity of implementation and associated outcomes
Identifying and Addressing the Educational Needs of Primary Elementary Latino Males
No full textPurpose: The purpose of this qualitative study is to understand and describe the strategies and practices that exemplary teachers use to address the educational needs of Latino male students from kindergarten through third grade.
Methodology: The researcher selected a qualitative research design to describe and understand the instructional strategies and practices used by district Teachers of the Year from 2011 - 2016 in three counties in Southern California. Through in-depth semi-structured open-ended interviews, the researcher provided a detailed examination of the instructional practices and strategies exemplary primary teachers use to address the educational needs of primary Latino males. The district teachers of the year were identified based on teaching at a school with a Latino population of 50 percent or more, a population of 80 percent or more of socio-economically disadvantaged (SED) students, and were currently teaching kindergarten through third grade. The researcher analyzed data collected with the assistance of NVivo software to reveal patterns and sort these patterns into categories.
Findings: Based on the responses from the study participants, nine major findings were established for Research Questions 1-4. The findings from Research Question 5 are presented in descending order based on the frequency of references by study participants. Conclusions: The nine major findings from Research Questions 1-4 along with the findings from Research Question 5 were then summarized as five conclusions: (a) knowing their students on a personal level in order to build a trusting relationship strongly influenced their success; (b) maintaining high expectations positively impacted student achievement; (c) small group instruction created conditions for student learning and engagement; (d) using visuals and manipulatives enhanced Latino boys’ memory and ability to retain information; and (e) incorporating culturally appropriate classroom materials was successful in increasing academic achievement for Latino male students.
Recommendations: Five recommendations would expand research on this topic: (a) a similar study should be conducted using a mixed-methods design that could incorporate a questionnaire for participants to rate the instructional strategies they value most as primary teachers of Latino male students; (b) a similar study should be conducted from the administrators’ perspective to determine what qualities are most highly desired when hiring primary teachers at their site to teach primary Latino male students, which would help inform teacher credentialing programs and the training they offer; (c) a similar study should be conducted to address the needs of primary African-American male students who are at schools that serve populations that are on the lower end of the socioeconomic spectrum; (d) a similar study should be conducted to extend to the middle grades to determine the most effective instructional strategies and practices for Latino males at the middle school level; and (e) a longitudinal study should be conducted following the same group of students through grade 6
Rocky Journey Toward Effective LGBT Leadership: A Qualitative Case Study Research of the Perceptions of Openly Gay Male Leaders in High-Level Leadership Positions
No full textPurpose: The purpose of this qualitative ethnographic case study was to explore and discover the perceptions of California gay male leaders in high-level leadership positions, specifically in regard to the types of support they received and the types of barriers they encountered along their leadership journey to attain a high-level leadership position.
Findings: Data collection and analysis resulted in six major findings in the ascent or journey to leadership of the 12 selected participants: (a) self-acceptance and personal determination, (b) networking support, (c) education and leadership skills, (d) family and friends, (e) internalized homophobia, and (f) social prejudice and stereotypes. Imposed-by-default societal norms foster internalized homophobia in gay men. The conclusions indicated that most participants described having a feeling of low self-worth because they were gay, especially at the beginning of their professional careers. Gay men who are accepting of themselves and comfortable with their lifestyle are more likely to gain access to leadership roles. Being honest with themselves and comfortable with their lifestyle was a significant motivator for all gay males in this research study. As a part of the journey to high-level leadership roles, each of the participants felt a deep sense of personal efficacy, or self-confidence, that great heights could be achieved once they did not have to focus on hiding their sexual preference. All participants stated that they were more successful after they acknowledged their homosexuality.
Methodology: This case study research design utilized qualitative data to analyze the research questions regarding supports and barriers openly gay male leaders experienced to attain high-level leadership positions. Qualitative data were obtained by conducting 10-question interviews with a select group of 12 gay male leaders who are in executive leadership roles in California organizations to elicit themes, patterns, and trends in their lived experiences
Discovering the Best Practices for Design and Development of High School Online Physical Education: A Phenomenological Study
No full textPurpose: Online physical education (OLPE) is a burgeoning field with questions and disadvantages that need to be addressed for its continued growth. With out-of-date guidelines and best practice not established for OLPE, curricula are being designed and developed without consistency. Current standards are needed to assess the design of OLPE to ensure that courses meet state and/or national standards, and quality guidelines in the online environment. The purpose of this qualitative study was to identify and describe the best practices used in the design and development of high school OLPE curricula based on the International Association for K-12 Online Learning (iNACOL) National Standards for Quality Online Courses, as reported by OLPE curriculum design experts.
Methodology: This phenomenological qualitative study collected data using interviews of 13 OLPE curriculum design experts throughout the United States. Semi-structured interviews aligned to the iNACOL National Standards for Quality Online Courses were utilized for this study. Artifacts were also collected to add to the qualitative data. After the data were collected and transcribed, the coding process began and themes were identified and legitimized.
Findings: The study revealed 21 best practices used in the design and selection of content, instructional design, assessments, technology integration, evaluating effectiveness, and teacher and student support of high school OLPE curriculum based on the iNACOL National Standards for Quality Online Courses.
Conclusions: By identifying the best practices associated with the design and development of high school OLPE curriculum, curriculum designers have a starting point for developing courses that are equivalent to and superior to face-to-face high school physical education courses.
Recommendations: Further research is recommended to replicate this study utilizing a quantitative method to further validate this study’s findings and add to the sparse literature regarding best practice for high school OLPE curriculum
The Perceptions of Elementary School Principals, Elementary School Psychologists, and Elementary Special Education Teachers about Attention Deficit Hyperactivity Disorder in Female Elementary Students: A Phenomenological Study
No full textPurpose. The purpose of this phenomenological study was to identify and explore behaviors of attention deficit hyperactivity disorder (ADHD) in female elementary students as perceived by elementary school principals, elementary school psychologists, and elementary special education teachers.
Methodology. This study identified and described the lived experiences of school principals, school psychologists, and special education teachers working with female elementary school students diagnosed with ADHD. Participants were purposively selected based on their professional knowledge and experience working with elementary students diagnosed with ADHD. The 11 participants comprised of three elementary school psychologists, four elementary school principals, and four elementary special education teachers. The semi-structured interviews were transcribed and the qualitative data were analyzed using the NVivo® computer software program.
Findings. Review of the qualitative data in this study revealed a variety of findings. First, professional development related to ADHD was inadequate among all school personnel. Additionally, descriptions of behaviors such as impulsivity and hyperactivity were reportedly similar in female and male elementary students with ADHD; however, female elementary students with ADHD were reported to experience more social difficulties and inattentiveness. Male elementary students with ADHD were purported to display more aggressive behaviors. Examples of behavior goals included time on-task and were integrated into IEP goals or 504 plans. The ratio of females referred to SST for ADHD behaviors was considerably less than their male counterparts. Medication was an unexpected finding.
Conclusions. Based on the findings of this study and supported by the literature, it was concluded that female elementary students with ADHD were significantly impacted by how their behaviors were perceived by school personnel.
Recommendations. Further research is recommended to replicate the present study at the middle school and high school level. Other recommendations for studies included examining the effectiveness of the SST processes, exploring the lived experiences of male elementary teachers with female students with ADHD, and comparing perceptions among general education teachers
Exemplary Middle School Principals Leading through Conversation
No full textPurpose: The purpose of this phenomenological research study was to describe the behaviors that exemplary middle school principals practice to lead their organization through conversations using Groysberg and Slind’s (2012) four elements of conversational leadership: intimacy, interactivity, inclusion, and intentionality.
Methodology: This phenomenological qualitative study described the lived experiences of exemplary middle school principals in Orange County, California. The researcher was part of a thematic research team of 12 peer researchers and 4 faculty advisors. Through purposeful sampling, the researcher selected 10 exemplary middle school principals who met at least 4 of 6 criteria identifying someone as exemplary. Data collection included face-to-face semi-structured interviews using a protocol developed by the thematic research team. The researcher conducted observations and gathered relevant artifacts for triangulation, then coded all data for emergent themes.
Findings: The analysis of data resulted in 20 themes and 1,358 references across the four conversational leadership elements of intimacy, interactivity, inclusion, and intentionality. From these 20 themes, 8 key findings emerged.
Conclusions: Four conclusions were drawn from the data and findings that described the lived experience of exemplary middle school principals who lead through conversation. Exemplary middle school principals must (a) fully commit themselves to engage members of their organization through conversations and build relationships with stakeholders; (b) promote open conversations in an accessible, interactive environment; (c) create support structures to ensure a clear organizational direction through responsive, purposeful, and well-designed dialogue with all stakeholders; and (d) communicate and model clear expectations to lead stakeholders and ensure clarity of organizational purpose.
Recommendations: Further research still needs to be conducted on conversational leadership. Replications of this phenomenological study should focus on demographics of principals (e.g., gender, age) and middle schools (e.g., size, student population, socio-economic factors). Mixed-methods research studies should add a quantitative tool to draw further insight into the conversational leadership behaviors of exemplary middle school principals. Meta-analysis research studies should consider data from all 12 thematic team studies and another should analyze data drawn from research completed by thematic peer researchers who focused on exemplary elementary, middle, and high school principals
Conversational Leadership: A Leadership Approach for Nonprofit Executive Directors
No full textPurpose. The purpose of this phenomenological research study was to describe the behaviors that exemplary nonprofit executive directors practice to lead through conversation using Groysberg and Slind’s (2012b) four elements of conversational leadership (intimacy, interactivity, inclusion, and intentionality).
Methodology. The qualitative phenomenological method was decided by a group of 12 thematic researchers to study conversational leadership practices based on four variables: intimacy, interactivity, inclusion, and intentionality. This method was selected to investigate the experiences, perceptions, and decisions of the participants to help identify the patterns of conversational leadership practitioners. The population for this study was nonprofit executive directors in the Southern California region.
Findings. Extensive research on leadership communication and its impact on nonprofit executive directors has been completed. There still remains considerable gaps to identify the exemplary behaviors of nonprofit executive directors. A triangular data collection of personal interviews, observations, and artifacts was collected from the study participants. The data analysis of this study resulted in 12 themes and 426 frequencies. Eleven key findings emerged from the 12 themes.
Conclusions. This research study determined the behaviors that exemplary nonprofit executive directors practice to lead the members through the conversational elements of intimacy, interactivity, inclusion, and intentionality as described by Groysberg and Slind’s (2012b). Exemplary nonprofit executive directors build trusting and safe work environments through storytelling and establishing systems of two-way communication. Additionally, they listen attentively to include the perspectives of all stakeholders when making key decisions centered on the mission and vision of the organization.
Recommendations. Future studies may include a comparative study to determine similarities between the perceptions of exemplary nonprofit directors and their followers. Additionally, further research by replicating this study in a region outside southern California