732 research outputs found
Sort by
A Phenomenological Study of Exemplary Charter School Executive Directors Leading From the Heart
No full textPurpose: The purpose of this phenomenological study was to describe how charter school executive directors lead from the heart using Mark Crowley’s 4 heart-led principles (building a highly engaged team, connecting on a personal level, maximizing employee potential and valuing and honoring achievements) to accomplish extraordinary results in their organizations.
Methodology: This study followed a qualitative phenomenological research study to describe the lived experiences of exemplary charter school directors. A sample of 8 charter school executive directors was selected from the target population that included Fresno, Ventura, Los Angeles, and Orange Counties in Central and Southern California. Each of the 8 identified charter school executive directors was interviewed in a semistructured open-ended, one-to-one interview protocol developed by a group of peer researchers. Data from artifacts and observations were used to triangulate the research results. Transcripts were analyzed and synthesized for themes using NVivo coding software.
Findings: Examination of qualitative data from the participating 8 exemplary charter school executive directors in this study indicated various findings. Analysis of data resulted in 21 themes and 409 frequencies among Crowley’s 4 heart-led principles. From these 21 themes, 7 key findings emerged.
Conclusions: The study described the lived experiences that exemplary charter school executive directors do to lead their charter schools through Crowley’s 4 heart-led principles (building a highly engaged team, connecting on a personal level, maximizing employee potential, and valuing and honoring achievements). The researcher drew 4 conclusions for staff engagement by (a) communicating with staff members builds authentic relationships, (b) investing time connecting with staff members, (c) providing constant feedback and reflection time, (d) appreciating staff through various forms of communication.
Recommendations: Further research is recommended to study Crowley’s heart-led principles. It is also recommended that research be conducted to identify and describe the teachers’ perspectives on how their executive directors lead through the heart-led principles, using a mixed methods approach. This study should also be replicated in other roles, regions, and sectors in K-12 public, private, and charter schools
Washington State Community College Leaders: Perceptions of the 2018 American Association of Community Colleges Competencies for Community College Leaders
No full textPurpose: The two-fold purpose of this study was to understand how Washington state community college vice presidents, deans, and academic faculty members serve in leadership positions with the Washington Association of Community and Technical Colleges (WACTC) and the Faculty Association of Community and Technical Colleges (FACTC) rate the importance of the 2018 American Association of Community Colleges (AACC) Competencies for Community College Leaders, Third Edition and to compare the differences between the three groups’ views of the importance of the AACC competencies.
Methodology: A descriptive, non-experimental quantitative methodology was used for this study. The sample was 55 community college vice presidents, deans, and academic faculty members serving in leadership positions with the WACTC and FACTC. They were also affiliated with subgroups of the two organizations focused on academic affairs or student services. These subgroups were targeted because research indicates over half of community colleges presidents descend through the ranks of academic affairs or student services. The sample was selected through purposeful, non-probability sampling.
Findings: The 2018 AACC skills were found to be exceptionally important to all three groups studied: vice presidents, deans, and academic faculty. Combined, the groups stressed the highest relevance of three primary competency/focus areas. The study also underscored need for community colleges to cultivate growth and development of its leaders to enhance student success and improve institutional performance.
Conclusions: The data gathered established a need for all community college leaders to deepen their understanding of the AACC competencies and apply this competency framework to their own personal growth and development to strengthen their current positions and prepare for new professional prospects.
Recommendations: Community colleges should use these findings to create an evaluation instrument that evaluates community college leaders using the AACC competencies. These findings should be used by boards of trustees, in partnership with other stakeholders, to recruit new community college leaders. These findings should be used to construct in-house leadership development programs at community colleges to retain and develop future community college leaders and guide succession planning
Exemplary Urban Unified District Superintendents Leading With Transformational Strategies During the COVID-19 Global Health Crisis
No full textPurpose: The purpose of this qualitative multiple case study was to identify and describe strategies exemplary urban unified district superintendents used to lead in crisis using the five critical tasks of strategic crisis leadership (sense making, decision making and coordination, meaning making, accounting, and learning) during the COVID-19 pandemic. In addition, it was the purpose to understand and describe the experiences of exemplary leaders during a time of crisis.
Methodology: In this qualitative multiple case study, interviews were used to secure data from exemplary urban unified district superintendents to identify and describe the strategies they used to lead during the COVID-19 global health crisis.
Findings: Exemplary urban unified district superintendents interviewed for this research described the importance of communication, collaboration, self-reflection, strategic crisis leadership and management related to the five critical tasks, sense making, decision making and coordination, meaning making, accounting, and learning.
Conclusions: By identifying and describing strategies exemplary urban unified district superintendents used to lead during the COVID-19 health pandemic, it was concluded that current and aspiring urban superintendents must be supported with the strategies to strengthen their leadership in times of crisis to best support their organizations.
Recommendations: Further research is recommended, to replicating this study with a broader population of superintendents, including women. It is recommended to include social justice in the five critical tasks of leadership, and that the aspiring urban superintendent academy prepares and supports in depth with crisis leadership and management strategies to build successful leaders
Career and Technical Education Students Advancing to Higher Education Through Faculty Mentoring
No full textPurpose: The purpose of this phenomenological study was to identify and describe the career technical education (CTE) mentoring experiences of adult learners who completed an allied health certification and subsequently went on to pursue higher education such as a bachelor’s degree, from the lens of Zachary’s four phase mentoring model.
Methodology: Semi-structured interviews were conducted with adult former CTE learners who advanced to higher education. Through purposeful sampling, 10 participants were selected to participate in the interviews. The interviews were recorded and the recordings transcribed. The data were coded and analyzed for common themes.
Findings: The data analysis resulted in four key themes. Important elements of the mentoring experience included: relationship building, career opportunities, supportive connections, and career objectives. These were interpreted as relationships, learning, influence, and opportunities.
Conclusions: Four conclusions were drawn from the data. First, CTE students who develop trusting mentoring relationships are better prepared to compete in higher education. Second, CTE students must have appropriate opportunities and means of support to overcome challenges that arise in and out of the learning environment. Third, CTE learners need a fully engaged, supportive mentor to have an enhanced learning experience. Fourth, CTE faculty mentors help students refine their career objectives through their own experiences and expertise.
Recommendations: Further researcher still needs to be conducted on the importance and efficacy of faculty mentoring in the CTE setting, taking student populations, socioeconomic factors, and other distinctions into account. Replication of this phenomenological study should focus on the need for funding specifically allocated to CTE faculty mentoring programs, implementation of faculty-student partnerships, and the evolution of coursework to match industry shifts
Phenomenological Study on the Impact of Servant Leadership on Establishing a Culture of High Performance as Perceived by Principals of Native American Schools
No full textPurpose. It was the purpose of this study to explore and describe how principals of elementary, middle, and high schools for Native American students in Washington State perceived the impact of servant leadership constructs developed by Patterson (2003) on establishing a culture of high performance.
Methodology. This qualitative phenomenological study was chosen due to the research question asking what is the impact of Patterson’s (2003) seven servant leadership constructs on establishing a culture of high performance as perceived by principals of Native American schools. A total of eight principals of Native American schools were interviewed and asked a series of questions about their lived experiences and their beliefs or perceptions of the impact the constructs had on establishing a culture of high performance.
Findings. It was discovered through the 15 themes and 247 references identified by the participants, the seven servant leadership constructs of agapao love, humility, altruism, vision, trust, empowerment, and service all helped to establish a culture of high performance.
Conclusions. There were five conclusions drawn from the findings and data that described the perceived impact of the seven servant leadership constructs for establishing a culture of high performance from principals of Native American schools. Principals of Native American schools that establish a culture of high performance demonstrated the following (a) doing what is in the best interest of teachers, support staff, and students; (b) selfless service; (c) having a student-centered focus; (d) being a purpose-driven decision maker; and (e) operating within a sacred hoop of the constructs.
Recommendations for Action. The researcher recommends this phenomenological study be conducted with Bureau of Indian Education schools only and be replicated with principals of schools with a majority of African American students. Another recommendation is to conduct a mixed-methods study with Native American schools located only on Indian Reservations and a meta-analysis of the servant leadership dissertations. Lastly, a study on the single servant leadership construct agapao love in Native American schools is suggested
The Politics of Superintendent-Board Relationships: The Strategies Exemplary Suburban Elementary School District Superintendents Use to Work With the Political Styles of Board Members
No full textPurpose: The purpose of this sequential explanatory mixed methods study was to identify the political styles of exemplary suburban elementary school district superintendents and school board members in Southern California as perceived by superintendents. In addition, it was the purpose of this study to identify and explain the political strategies exemplary suburban elementary school district superintendents in Southern California use to work with the different political styles of school board members.
Methodology: This study utilized a sequential explanatory mixed methods research design. Quantitative data were collected through surveys to determine how superintendents perceived their own political style and the political style of their board members. Qualitative data were collected through standardized, semistructured interviews to identify the strategies exemplary superintendents use to work with the political styles of board members.
Findings: Exemplary superintendents use a variety of strategies and adapt their strategies to the political styles of their board members. They invest time in getting to know their board members to build relationships and trust and focus on establishing open and proactive communication. Governance was found to be an important strategy that worked with all political styles of board members. The exemplary superintendents were politically savvy and brought a positive attitude to working with the board.
Conclusions: It was concluded that superintendents must have an understanding of political styles, and develop, adapt, and use political strategies that will allow for positive and trusting relationships with their board members. Superintendents must establish open communication, devoting time into communicating with the board. Superintendents who invest time in governance will have boards who understand their role and operate as a governing unit. Superintendents who view their board as an asset will improve their effectiveness, longevity, and survivability in their position.
Recommendations: Recommendations for further research included a meta-analysis of the political styles thematic dissertation, political strategies used by superintendents during crisis, strategies for working with assertive political styles, and replicating the study in the public sector
Forty Years After the Larry P. Decision: School Psychologists’ Perceptions of the Assessment of African American Students with Specific Learning Disabilities
No full textPurpose: The purpose of this qualitative study was to identify and describe the assessment models school psychologists use to identify African American students with SLDs in three of the K-12 school districts in Riverside County. A second purpose of this study was to determine how school psychologists within three districts of Riverside County perceive the assessment model used in their school district affects the identification of SLDs in African American students. A third purpose of this study was to determine the assessment model school psychologists in three districts in Riverside County believe most accurately identifies SLDs in African American students.
Methodology: The current study used a qualitative approach to examine the perceptions and assessment methods of psychologists when assessing African American students. Semi-structured interviews were conducted to collect data to illustrate the participants subjective experiences. Artifacts and data from interviews were coded using NVIVO software to identify common themes.
Findings: Examination of data indicated a lack of consensus among the participants regarding what methods were used currently to identify African American students with SLD. Respondents indicated that gaps in training, change in thought processes, use of professional judgment, and increased assessment time affect the validity of their eligibility decisions. A majority of respondents reported that processing strengths and weaknesses (PSW) was their preferred method for assessing African American students.
Conclusions: The study’s findings supported a number of conclusions. Psychologists who participated in this study believe that the ban on IQ testing for African American students is discriminatory and creates a barrier in their ability to conduct legally defensible assessments and place students into special education services accurately. Respondents believe that the Special Education Local Plan Area (SELPA) should provide additional training in the alternative assessment model.
Recommendations: In order to broaden the scope of this study, recommendations for further research were offered. These recommendations include replicating the study to include other geographic areas or areas with a higher percentage of African American students, conducting a qualitative study examining potential bias in the assessment and/or referral process, and conducting a qualitative study with multiple stakeholders
Effective Mindfulness Practices for Reducing Veteran Teacher Perceived Stress
No full textPurpose: The purpose of this mixed methods study was to measure and describe the extent to which mindfulness practices impact veteran teacher perceived stress. In addition, it was the purpose of the study to capture the most effective mindfulness practices of veteran teachers to reduce veteran teacher perceived stress.
Methodology: This study used a mixed methods study research methodology. Data were collected from 15 teachers in the form of answers to the Perceived Stress Scale and interviews to collect their lived experiences. Responses from veteran teachers who have used mindfulness for at least 1 year were analyzed with the objective of detailing specific mindfulness techniques that have helped to reduce their perceived stress. This analysis endeavored to find common themes and specific techniques that were effective at reducing the perceived stress of the veteran teachers who participated in this study.
Findings: This research revealed that veteran teachers were affected by stressors. The teachers in this study felt mindfulness practices have helped them deal with their perceived stress. Furthermore, the most often used mindfulness practice to reduce perceived stress was mindfulness breathing. External sensory and internal sensory mindset mindfulness practices were also used by veteran teachers to reduce perceived stress.
Conclusions: The study concluded that veteran teachers will continue to be affected by stressors. Additionally, this study found that mindfulness practices will reduce veteran teacher perceived stress. Teachers who use breathing, external sensory techniques, or internal sensory mindfulness techniques will reduce their perceived stress. Finally, teachers who choose to teach themselves mindfulness practices will reduce their perceived stress using such practices.
Recommendations: Further research recommendations include studying the relationship between mindfulness as a stress reduction practice and the teacher perceived stress during Year 2 of the COVID-19 pandemic. Another recommendation includes studying the relationship between social-emotional competence and mindfulness as a stress reduction practice. Another further recommendation is studying the effect of mindfulness practices on school culture
Community College ESL and English Composition Faculty Collaboration
No full textPurpose. The purpose of this study was to examine the collaboration between ESL and English composition instructors at the community college level using the Kolb and Gray (2005) collaboration leadership model in the areas of common mission, collective responsibility, necessary resources, respective and supportive climate, awareness of group process, creativity, and capacity to deal with conflict. A secondary purpose was to explore barriers to collaboration and describe what strategies and practices could improve collaboration.
Methodology. An explanatory sequential mixed method study was chosen because it offered a multifaceted and in-depth view of current practice, which allowed for a more thorough analysis. In the first phase, quantitative data was collected via a survey distributed to all ESL and English composition instructors at three Washington State community colleges. In the second phase, qualitative data was collected via six interviews, three with ESL instructors and three with English composition instructors. Following the two phases, conclusions were drawn regarding how the qualitative results explained the quantitative results.
Findings. Minimal collaboration between ESL and English composition instructors was discovered, yet instructors said they would participate if professional development opportunities were made available. Eleven of 19 barriers from Kolb and Gray (2005) were identified. Common mission and necessary resources were the top strategies identified from the collaborative leadership model.
Conclusions. The data gathered established a need for and an interest in collaboration between ESL and English composition faculty. The collaborative leadership model (Kolb & Gray, 2005) provides strategies to address the barriers that both survey and interview participants identified in this study.
Recommendations. Community colleges should use these findings to develop collaborative training programs for ESL and English composition faculty engaged in teaching ESL students. Educators, working in collaboration with one another, should use these findings to improve the methods used to meet the learning needs of ESL students and to develop ways to streamline the transition from ESL to English 101
The Lived Experiences of African American Women Enrolled in or Graduated from a Doctoral Program and Have Experienced Adverse Childhood Experiences (ACEs): A Phenomenological Study
No full textPurpose: The purpose of this heuristic phenomenological study is to describe and understand the lived experiences of African American women who are enrolled in or graduated from a doctoral program and have experienced Adverse Childhood Experiences (ACEs) in regards to the supports received and barriers experienced in their life journey toward enrolling in a doctoral program. Methodology: The methodology used for this study was a heuristic phenomenological approach which explored the factors of supports received and barriers experienced during the childhood of African American women who experienced ACEs and still pursued a doctorate degree. The study revealed the commonalities among these women. Findings: The results of this study show that interpersonal supports assisted individuals with emotional support and guidance. Participants referenced family, mentors, and peers as interpersonal supports they experienced on their journey to enrolling in a doctoral program. It was also found that institutional support assists people in meeting individual needs. All five participants described faith communities as institutions that provided them with support in meeting needs, including information that they needed to attain their educational goals. Participants reported that some family members either actively or passively obstructed their ability to meet their basic needs. Four out of five participants experienced logistical or administrative barriers to accessing social services, such as transportation and administrative requirements that were difficult to meet. Conclusions: According to the results of this study, it is concluded that interpersonal support is critical for the overall physical and emotional support for African American women with ACEs. Such relationships give these women a purpose in life which motivates them to further their education through doctoral programs. Faith communities are an important part of the support necessary to overcome the impact of ACEs. They provide institutional support that assists individuals in meeting their individual needs. Recommendations: Based upon this conclusion, it is recommended that any effort to address the impact of ACEs on African American Women pursuing higher education should seek out support from faith-based groups