2024-03-28T23:57:44Z
http://scholarworks.csun.edu/oai/request
oai:dspace.calstate.edu:10211.9/730
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2010-10-04T20:02:30Z
2010-10-04T20:02:30Z
2010-10-04
2010-04-30
2010-10-04
http://hdl.handle.net/10211.9/730
Failure in algebra is the #1 trigger of dropouts in high school according to a former superintendent of Los Angeles Unified School District (LAUSD) (Helfand, 2007). Too many urban students of color are failing or performing below basic in foundational mathematics. The author, a teacher at West High School, has been able to achieve different results with low income urban students in algebra. The author has used specific strategies that have helped the majority of his once low-performing students to consistently succeed in algebra and outperform their peers throughout the entire Grand District and state of California. The strategies used by the author have been integrated into an instructional model called C.R.E.A.T.E. This project focused on documenting the impact C.R.E.A.T.E. could have on the results other math teachers experienced with their students in foundational math classrooms, specifically, algebra and geometry. Furthermore, the study revolved around the issue of replicating the success the author has had with C.R.E.A.T.E. in other classrooms. The purpose of this study was to examine if the implementation of C.R.E.A.T.E. in other teachers??? classrooms at West High School resulted in a majority of low income and underperforming students succeeding on district and statewide math assessments in algebra I and geometry. The documentation of strategies and results from the implementation of C.R.E.A.T.E. may provide evidence for administrators at the district and state level to determine if the C.R.E.A.T.E. model should be implemented as a way to address the pressing crisis of failure in math for diverse urban populations.
The impact of C.R.E.A.T.E. on urban student success in mathematics
Rajagopal, Kadhir V.
Pritchard, Robert Henry, 1947-
C.R.E.A.T.E.
Urban
Achievement
Math
Mathematics
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2010.
Failure in algebra is the #1 trigger of dropouts in high school according to a former superintendent of Los Angeles Unified School District (LAUSD) (Helfand, 2007). Too many urban students of color are failing or performing below basic in foundational mathematics. The author, a teacher at West High School, has been able to achieve different results with low income urban students in algebra. The author has used specific strategies that have helped the majority of his once low-performing students to consistently succeed in algebra and outperform their peers throughout the entire Grand District and state of California. The strategies used by the author have been integrated into an instructional model called C.R.E.A.T.E. This project focused on documenting the impact C.R.E.A.T.E. could have on the results other math teachers experienced with their students in foundational math classrooms, specifically, algebra and geometry. Furthermore, the study revolved around the issue of replicating the success the author has had with C.R.E.A.T.E. in other classrooms. The purpose of this study was to examine if the implementation of C.R.E.A.T.E. in other teachers??? classrooms at West High School resulted in a majority of low income and underperforming students succeeding on district and statewide math assessments in algebra I and geometry. The documentation of strategies and results from the implementation of C.R.E.A.T.E. may provide evidence for administrators at the district and state level to determine if the C.R.E.A.T.E. model should be implemented as a way to address the pressing crisis of failure in math for diverse urban populations.
Dissertation
http://hdl.handle.net/10211.9/730
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F730/5/bitstream
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oai:dspace.calstate.edu:10211.9/797
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2010-12-06T20:24:17Z
2010-12-06T20:24:17Z
2010-12-06
2010-04-28
2010-12-06
http://hdl.handle.net/10211.9/797
The purpose of this study was to investigate the role of the teacher in Advanced Placement (AP) access for high school students. There are many benefits to students who participate in the AP program including access to a rigorous curriculum, college course credit or placement for successful completion of an AP exam, and an advantage when applying to competitive colleges and universities. Access to AP courses remains an unlikely opportunity for many low-income students who attend schools that offer few AP courses, and African-American and Latino students are underrepresented in AP participation.
This study uses a mixed methods design with both quantitative and qualitative methods. The first phase of the study was an online survey of AP teachers in three school districts in Northern California. The second phase of the study used follow-up interviews to collect additional data from selected Advanced Placement teachers. The online survey and follow-up interviews were designed to collect data on the perceptions and practices of AP teachers in the pre-screening of AP students, the promoting of AP courses to students, and in determining AP course offerings.
This study indicates that the AP teacher plays an important role in determining both student access to AP courses as well as in the decision making process of determining whether their school will offer a specific AP course. AP teachers reported students should be pre-screened before enrolling in an AP course at higher rates in larger schools (F=3.749, p=.033) and in schools with higher API scores (F=4.478, p=.018). Additionally, responses from the follow-up interviews indicate that teachers are making the decision to pre-screen students or to allow open access without following any state, district, or site policies. While an overwhelming majority of AP teachers report that it is part of their role to promote their AP course to students, only a small percentage are actively promoting their AP course to minority students and to students who are not already in an honors or AP track. This study indicates that the AP teacher can be a powerful factor in providing a more equitable access to AP courses as well as in closing the AP participation gap for historically underrepresented students.
The Role of the teacher in Advanced Placement (AP) access
Mason, Justin Christopher
Pritchard, Robert Henry, 1947-
Advanced Placement
Access
Teacher
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2010.
The purpose of this study was to investigate the role of the teacher in Advanced Placement (AP) access for high school students. There are many benefits to students who participate in the AP program including access to a rigorous curriculum, college course credit or placement for successful completion of an AP exam, and an advantage when applying to competitive colleges and universities. Access to AP courses remains an unlikely opportunity for many low-income students who attend schools that offer few AP courses, and African-American and Latino students are underrepresented in AP participation.
This study uses a mixed methods design with both quantitative and qualitative methods. The first phase of the study was an online survey of AP teachers in three school districts in Northern California. The second phase of the study used follow-up interviews to collect additional data from selected Advanced Placement teachers. The online survey and follow-up interviews were designed to collect data on the perceptions and practices of AP teachers in the pre-screening of AP students, the promoting of AP courses to students, and in determining AP course offerings.
This study indicates that the AP teacher plays an important role in determining both student access to AP courses as well as in the decision making process of determining whether their school will offer a specific AP course. AP teachers reported students should be pre-screened before enrolling in an AP course at higher rates in larger schools (F=3.749, p=.033) and in schools with higher API scores (F=4.478, p=.018). Additionally, responses from the follow-up interviews indicate that teachers are making the decision to pre-screen students or to allow open access without following any state, district, or site policies. While an overwhelming majority of AP teachers report that it is part of their role to promote their AP course to students, only a small percentage are actively promoting their AP course to minority students and to students who are not already in an honors or AP track. This study indicates that the AP teacher can be a powerful factor in providing a more equitable access to AP courses as well as in closing the AP participation gap for historically underrepresented students.
Dissertation
http://hdl.handle.net/10211.9/797
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F797/9/bitstream
8efc29384e06f478f117c2f088cb825d
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oai:dspace.calstate.edu:10211.9/733
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2010-10-04T21:36:00Z
2010-10-04T21:36:00Z
2010-10-04
2010-04-30
2010-10-04
http://hdl.handle.net/10211.9/733
Ninth grade transition to high school marks a critical educational juncture and a significant event in the lives of adolescents. This is a pivotal year where transitioning students suddenly find themselves struggling to navigate large, impersonal, and competitive environments. In school districts across the United States the enormity of the problem associated with ninth grade transition cannot be understated. Educators struggle to improve the overall success rate for these students because ninth grade is the most failed grade in public school.
The purpose of this quasi-experimental research study was to analyze the impact of a summer school intervention program that focused on preparing students for the transition to high school. The study analyzed critical components associated with high school transition, achievement, and success for 120 students in the Sacramento, California area. The findings from this study will add valuable insight to the body of knowledge and research that currently exists for the development and implementation of ninth grade transition to high school programs. The study has identified trends, practices, and negative factors that are alarming. The significance of socioeconomic conditions and ethnicity has compounded the systemic failure of ninth graders in suburban and urban high schools. Academic achievement, student behavior and attendance are the three overarching areas that have been identified as needing intervention. If left unattended this issue will have a profound and devastating effect on student outcomes, increased dropouts rate, school budgets, and forecasts a dismal future for students of color in public schools. The study used quantitative research methods that examined the relationship and significance between multiple variables in the three general areas of academics, behavior and attendance. An analysis of descriptive statistics, inferential statistics, and t-tests examined the variables and found that there were varying degrees of difference, but there was no significant relationship between the two groups in the study.
A study of the impact of a summer school intervention program on ninth grade transition to high school
Abdulmalik, Hasan
Ch??vez, Jos??
Freshmen
Intervention
Transition
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2010.
Ninth grade transition to high school marks a critical educational juncture and a significant event in the lives of adolescents. This is a pivotal year where transitioning students suddenly find themselves struggling to navigate large, impersonal, and competitive environments. In school districts across the United States the enormity of the problem associated with ninth grade transition cannot be understated. Educators struggle to improve the overall success rate for these students because ninth grade is the most failed grade in public school.
The purpose of this quasi-experimental research study was to analyze the impact of a summer school intervention program that focused on preparing students for the transition to high school. The study analyzed critical components associated with high school transition, achievement, and success for 120 students in the Sacramento, California area. The findings from this study will add valuable insight to the body of knowledge and research that currently exists for the development and implementation of ninth grade transition to high school programs. The study has identified trends, practices, and negative factors that are alarming. The significance of socioeconomic conditions and ethnicity has compounded the systemic failure of ninth graders in suburban and urban high schools. Academic achievement, student behavior and attendance are the three overarching areas that have been identified as needing intervention. If left unattended this issue will have a profound and devastating effect on student outcomes, increased dropouts rate, school budgets, and forecasts a dismal future for students of color in public schools. The study used quantitative research methods that examined the relationship and significance between multiple variables in the three general areas of academics, behavior and attendance. An analysis of descriptive statistics, inferential statistics, and t-tests examined the variables and found that there were varying degrees of difference, but there was no significant relationship between the two groups in the study.
Dissertation
http://hdl.handle.net/10211.9/733
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F733/6/bitstream
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oai:dspace.calstate.edu:10211.9/624
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2010-09-10T21:48:11Z
2010-09-10T21:48:11Z
2010-09-10
2010-05-06
2010-09-10
http://hdl.handle.net/10211.9/624
The Achievement Gap is the difference in the academic achievement of White students compared to students of color. It is often attributed to the effects of low socioeconomic status or even genetics. Racism and the lack of cultural responsiveness are also included as causes for the poor performance of students of color. The need for a solution to this problem has increased urgency as the United States remains ethnically diverse. A beacon of hope lies within students of color who have not only defied the Achievement Gap, but have maintained grade point averages (GPA) well over 3.5 throughout their four years of high school.
Using phenomenology as a conceptual framework and qualitative research methodology, this study will analyze the characteristics, commonalities and lived experiences of the top performing 12th grade African-American high school students located in Elk Grove, California. Moreover, the theoretical frameworks of Attribution Theory and Locus of Control Theory will allow the researcher to delve deeper into the characteristics of these successful students. Through questionnaires, surveys and focus
group discussions, the responses from the African-American participants will be examined and categorized into themes according to the factors they believed to have contributed to their outstanding academic performance.
Analysis of the final chapters revealed seven characteristics of academically successful African-American students. These characteristics are (1) Self Motivation, (2) Racial Resiliency, (3) Stereotype, (4) Family Influence, (5) Academic, Teacher, School Support, (6) Spirituality, and (7) Socioeconomics. Of the seven attributes, Self Motivation and Racial Resiliency were the most frequent responses to address the research questions. In the final chapter, recommendations for school leaders are given as it relates to African-American students in order to increase academic performance and aid in closing the Achievement Gap.
A phenomenological study of top performing 12th grade African-American high school students
Galbraith, Carla Therese
Orey, Daniel C.
African-American
Phenomenology
Achievement gap
Attribution theory
Locus of control
High school
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2010.
The Achievement Gap is the difference in the academic achievement of White students compared to students of color. It is often attributed to the effects of low socioeconomic status or even genetics. Racism and the lack of cultural responsiveness are also included as causes for the poor performance of students of color. The need for a solution to this problem has increased urgency as the United States remains ethnically diverse. A beacon of hope lies within students of color who have not only defied the Achievement Gap, but have maintained grade point averages (GPA) well over 3.5 throughout their four years of high school.
Using phenomenology as a conceptual framework and qualitative research methodology, this study will analyze the characteristics, commonalities and lived experiences of the top performing 12th grade African-American high school students located in Elk Grove, California. Moreover, the theoretical frameworks of Attribution Theory and Locus of Control Theory will allow the researcher to delve deeper into the characteristics of these successful students. Through questionnaires, surveys and focus
group discussions, the responses from the African-American participants will be examined and categorized into themes according to the factors they believed to have contributed to their outstanding academic performance.
Analysis of the final chapters revealed seven characteristics of academically successful African-American students. These characteristics are (1) Self Motivation, (2) Racial Resiliency, (3) Stereotype, (4) Family Influence, (5) Academic, Teacher, School Support, (6) Spirituality, and (7) Socioeconomics. Of the seven attributes, Self Motivation and Racial Resiliency were the most frequent responses to address the research questions. In the final chapter, recommendations for school leaders are given as it relates to African-American students in order to increase academic performance and aid in closing the Achievement Gap.
Dissertation
http://hdl.handle.net/10211.9/624
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F624/5/bitstream
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oai:dspace.calstate.edu:10211.9/732
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2010-10-04T21:21:45Z
2010-10-04T21:21:45Z
2010-10-04
2010-05-06
2010-10-04
http://hdl.handle.net/10211.9/732
The International Baccalaureate programs have demonstrated significant growth and popularity in the United States in recent years. A new school dedicated to implementing the Primary Years Program of the International Baccalaureate Organization provided the opportunity for research on the specific actions and qualities of a principal as the Primary Years Program is developed and implemented. This mixed method study of the leadership of the developing Primary Years school leaned heavily on qualitative interviews of key stakeholders of the school to determine a set of key findings for future school leaders of Primary Years Schools. It was concluded that school leaders best serve their school communities as transformational leaders but needed key elements of leader/managers to succeed in the leadership challenge.
What specific actions and leadership qualities does a school leader exhibit to create and foster a school dedicated to the development and implementation of the primary years program of the international baccalaureate program?
Nichols, Carolyn J.
Pritchard, Robert Henry, 1947-
Primary years program
Leadership
International baccalaureate program
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2010.
The International Baccalaureate programs have demonstrated significant growth and popularity in the United States in recent years. A new school dedicated to implementing the Primary Years Program of the International Baccalaureate Organization provided the opportunity for research on the specific actions and qualities of a principal as the Primary Years Program is developed and implemented. This mixed method study of the leadership of the developing Primary Years school leaned heavily on qualitative interviews of key stakeholders of the school to determine a set of key findings for future school leaders of Primary Years Schools. It was concluded that school leaders best serve their school communities as transformational leaders but needed key elements of leader/managers to succeed in the leadership challenge.
Dissertation
http://hdl.handle.net/10211.9/732
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F732/5/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F732/1/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F732/2/bitstream
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oai:dspace.calstate.edu:10211.9/981
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2011-02-23T23:05:34Z
2011-02-23T23:05:34Z
2011-02-23
2010-04-26
2011-02-23
http://hdl.handle.net/10211.9/981
The purpose of this quantitative study was to examine the relationship between peer perceptions and grades among Latino high school students in an urban high school in the Sacramento, California area. The study determined the nature of the relationship, i.e., positive and/or negative; the degree of influence peer perceptions had on Latino students??? grades; and how various factors contributed to this relationship, i.e., popularity, respect, self-image, extracurricular activities and peer social capital, oppositional culture (???acting white???), and importance of grades. The main instruments were a student survey and analyses of student GPA data (self-reported and actual). Descriptive and inferential statistics were used. Considering the severity of California???s underperformance and dropout rates among Latino students, an increased understanding about this issue will serve to identify possible solutions. This study looked at one possible aspect contributing to this academic underperformance. Some of the findings included oppositional culture tendencies among the lower grades (9th and 10th); positive perceptions of academic achievement among female students; positive linkages between extracurricular activities, peer social capital, and grades; and a negative relationship between peer popularity and GPA. Other findings also provided qualitative depth to this quantitative study.
The relationship between peer perceptions and grades among Latino high school students: myth or reality?
Topete, Hector Edward
Orey, Daniel C.
Oppositional culture
Peer social capital
Peer popularity
Extracurricular activities
Grade point average
Latino student academic performance
Dropout rate
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2010.
The purpose of this quantitative study was to examine the relationship between peer perceptions and grades among Latino high school students in an urban high school in the Sacramento, California area. The study determined the nature of the relationship, i.e., positive and/or negative; the degree of influence peer perceptions had on Latino students??? grades; and how various factors contributed to this relationship, i.e., popularity, respect, self-image, extracurricular activities and peer social capital, oppositional culture (???acting white???), and importance of grades. The main instruments were a student survey and analyses of student GPA data (self-reported and actual). Descriptive and inferential statistics were used. Considering the severity of California???s underperformance and dropout rates among Latino students, an increased understanding about this issue will serve to identify possible solutions. This study looked at one possible aspect contributing to this academic underperformance. Some of the findings included oppositional culture tendencies among the lower grades (9th and 10th); positive perceptions of academic achievement among female students; positive linkages between extracurricular activities, peer social capital, and grades; and a negative relationship between peer popularity and GPA. Other findings also provided qualitative depth to this quantitative study.
Dissertation
http://hdl.handle.net/10211.9/981
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F981/9/bitstream
14ce63b7f6464d317c3f4b74d8cd1eec
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http://dspace.calstate.edu/bitstream/10211.9%2F981/6/bitstream
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oai:dspace.calstate.edu:10211.9/731
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2010-10-04T20:22:51Z
2010-10-04T20:22:51Z
2010-10-04
2010-05-07
2010-10-04
http://hdl.handle.net/10211.9/731
Too few African American community college students in California, complete, persist or graduate and the expansion of successful programs to mitigate these conditions are cost prohibitive or programmatically restricted to small traditional student populations. Faced with this situation, one college expanded an informal, low-cost retention intervention, inreach. This study is concerned with interactions between student and institution within inreach interventions and focuses on the student-institution interaction as its basic unit of analysis.
Sources of Data
Sources of data include information from intake/use forms, interviews with selected students and in depth interviews with students. Additional data was collected from college employees involved in the inreach intervention and from observations of the inreach interventions over time. Finally data was college from document review comparing student reports to college reports about a student???s success/progress.
Conclusions Reached
Within the three types of inreach (informal, formal , radical) employed a common implementation of early, intrusive, consistent and unusually close contact between students, specifically non-program aligned African American students and inreach practitioners was present within the interventions. Inreach intervention participants reported an overall positive effect specifically the practices ability to bind students closer to the institution. Students reported the inreach interventions, especially peer to peer communications, as a significant investment of student psychological energy. Relationships between student and institution within the inreach intervention were characterized as non-transactional, inspirational/spiritual and familial. The underlying method of the three types of inreach identified can be summarized in one five principled model for interventions and administrative practice (Wonder, Wander, Check In, Check Up, Check Out). Although student participants reported that INREACH was an expression of institutional integrity and institutional commitment to student welfare, certain micro-abrasions presented by extra institutional forces (Police Department, Contracted Food Services) threaten to retard institutional connectivity with non-program aligned African American students.
Leadership implications include overall reorganization of the institutional organizational structure within community colleges based on increasing and enhancing one on one contact with students by every executive, administrator, faculty and staff employee. Specific leadership implications include reorganization of executive, administrator, faculty and staff duty statements and practices. Enhancements to student services practices including the introduction of an Office of Inreach to coordinate all ???student contact??? activities campus wide.
Leadership implications of inreach: qualitative study of a retention intervention for African American community college students
Williams, Angelo A.
Ch??vez, Jos??
Inreach
Contact college
Persistence
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2010.
Too few African American community college students in California, complete, persist or graduate and the expansion of successful programs to mitigate these conditions are cost prohibitive or programmatically restricted to small traditional student populations. Faced with this situation, one college expanded an informal, low-cost retention intervention, inreach. This study is concerned with interactions between student and institution within inreach interventions and focuses on the student-institution interaction as its basic unit of analysis.
Sources of Data
Sources of data include information from intake/use forms, interviews with selected students and in depth interviews with students. Additional data was collected from college employees involved in the inreach intervention and from observations of the inreach interventions over time. Finally data was college from document review comparing student reports to college reports about a student???s success/progress.
Conclusions Reached
Within the three types of inreach (informal, formal , radical) employed a common implementation of early, intrusive, consistent and unusually close contact between students, specifically non-program aligned African American students and inreach practitioners was present within the interventions. Inreach intervention participants reported an overall positive effect specifically the practices ability to bind students closer to the institution. Students reported the inreach interventions, especially peer to peer communications, as a significant investment of student psychological energy. Relationships between student and institution within the inreach intervention were characterized as non-transactional, inspirational/spiritual and familial. The underlying method of the three types of inreach identified can be summarized in one five principled model for interventions and administrative practice (Wonder, Wander, Check In, Check Up, Check Out). Although student participants reported that INREACH was an expression of institutional integrity and institutional commitment to student welfare, certain micro-abrasions presented by extra institutional forces (Police Department, Contracted Food Services) threaten to retard institutional connectivity with non-program aligned African American students.
Leadership implications include overall reorganization of the institutional organizational structure within community colleges based on increasing and enhancing one on one contact with students by every executive, administrator, faculty and staff employee. Specific leadership implications include reorganization of executive, administrator, faculty and staff duty statements and practices. Enhancements to student services practices including the introduction of an Office of Inreach to coordinate all ???student contact??? activities campus wide.
Dissertation
http://hdl.handle.net/10211.9/731
en_US
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2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2011-02-28T15:59:41Z
2011-02-28T15:59:41Z
2011-02-28
2010-04-26
2011-02-28
http://hdl.handle.net/10211.9/1010
Statement of Problem
Research has shown that school leaders??? understanding of high quality mathematics instruction and their ideas about how to support it are significantly influenced by their perceptions about the nature of mathematics, teaching, and learning (Nelson, 1999; Spillane & Halverson, 1998; Spillane & Thompson, 1997). It has been proposed that high school leaders??? content knowledge in mathematics and their perceptions about how it is both learned and effectively taught is critical to their effectiveness as school leaders for the improvement of students??? achievement, including ELL students (Nelson & Sassi, 2005; Stein & D???Amico, 2000; Stein & Nelson, 2003). In other words, according to Stein and Nelson (2003), school leaders??? perceptions about the teaching and learning of mathematics influence their decisions and actions because subject matter is central to teaching, learning, and leadership.
A strong knowledge of mathematics is the cornerstone for a sound decision making process (Nelson & Sassi, 2005; Stein & Nelson, 2003). From direct and daily
experiences, school leaders have realized that students??? future success depends critically on the level of their mathematical, analytical, quantitative, procedural, and statistical skills and abilities that are developed from their learning experiences in mathematics (Nelson & Sassi, 2005; Stein & Nelson, 2003). Since mathematics will continue to be an important subject matter of the school curriculum, a better understanding of mathematical knowledge and its place in the development of human activities is increasingly necessary for school leaders and teachers. According to Stein and Nelson (2003) and Nelson and Sassi (2005), this kind of mathematical knowledge is necessary for the practice of instructional leadership that effectively links school leadership to teacher learning and student learning with subject matter at the core.
Thus, the purpose of this study is to capture and describe the perceptions of the school leadership concerning the challenges ELL students face in relation to their academic success in mathematics standardized high-stakes tests under NCLB in nine high schools in Alpha Unified School District (AUSD), a suburban school district near Sacramento, California. This is a mixed-methods study composed of interviews with open-ended questions and a survey that contains both Likert scale (quantitative data) and open-ended questions (qualitative data).
The goal of this study is to determine how school leaders??? perceptions are influenced by an understanding of the effects of the ethnic cultural background of ELL students on academic performance in mathematics standardized high-stakes tests such as
the California High School Exit Exam (CAHSEE) and California Standard Tests (CST).
This research also seeks to describe the approaches that high school leaders use in relation to their ELL population. These approaches include promoting the use of best instructional practices, implementing fair assessments and using obtained results to improve instruction, developing strategies to increase teacher capacity and cooperation for the instruction of ELL students, and creating a culturally and linguistically relevant school. Finally, it is a goal of this study to develop a series of recommendations that may help high school leaders to successfully meet the needs of their ELL population.
Sources of Data
The data collection procedure chosen for this mixed-methods study was designed to use data collected through interviews, surveys, open-ended questions, and ELL students??? performance on CST and CAHSEE as well as demographic data about ELL students, principals, and vice-principals.
Collection of Qualitative Data
Interviews with 24 open-ended questions were conducted with six principals of the nine high schools at AUSD. Each interview lasted 40-50 minutes. Principals were given an advance copy of the interview protocol. Responses to interview questions were used to identify relevant themes that emerged from the answers and to identify patterns
that existed across the responses of these principals and vice-principals.
Surveys were administered to 6 principals and 20 vice-principals in the same nine high schools at AUSD. Qualitative data of the survey were collected from 10 open-ended questions. These open-ended items allowed principals and vice-principals the opportunity to describe their answers in detail.
Collection of Quantitative Data
Using a 4-point Likert scale format, the principals and vice-principals responded to 30 items focusing on their perceptions about ELL students. Quantitative data was obtained from these items. The survey was designed to be completed within 20 and 30 minutes. Finally, ELL students??? performance in the mathematics portion of the CST and CAHSEE were analyzed. School demographic data for ELL students, principals and vice-principals were also collected.
Conclusions Reached
The challenges of the new millennium and the increased accountability it demands requires a different kind of leadership that enables school leaders to serve their students more effectively. In addition to administrative knowledge and skills, Sergiovanni and Starrat (1998) affirmed that leadership development tends to be shaped by a set of ???beliefs, opinion, values, and attitudes which provide a foundation of practice??? (p. 133). This set of personal educational values and beliefs that has become to be known as an
???educational platform??? (p. 133), which guides school leaders??? actions and decision-making. In this context, Sergiovanni and Starrat (2001) stated, ???educators carry on their work, make decisions, and plan instruction based on their educational platform??? (p. 70).
Therefore, school leaders need to develop their educational platform and engage in reflection, both of which are essential to their leadership practice. Similarly, researchers have recognized that reflecting on or pondering an ideal, issue, perception, belief, or problem leads school leaders to an enhanced educational practice (Airasian & Gullickson, 1997; Kuhn, 1991). Since professional reflection constitutes a valued strategy for enhancing professional practice, school leaders must create opportunities to reflect upon their own leadership practice in order to understand, critique, and modify it. According to Airasian and Gullickson (1997), ???reflection is a central process of constructing knowledge and developing professionally??? (p. 219).
In addition, a deep understanding of both culture and its connection to mathematics is an important source of knowledge for school leaders to reflect upon in order to modify and transform their leadership practices. In this regard, if school leaders in this study are to facilitate successful learning opportunities for all students, they must know their students, their cultural roots, linguistic backgrounds, previous experiences, and their students??? perceptions about the world. This also includes knowing ELL students' linguistic backgrounds and cultural values that may influence performance on standardized high-stakes assessments.
In this context, knowing each student's cultural and linguistic background is essential for providing successful learning opportunities for all students, including ELL students. Professional development about understanding their students??? cultural and linguistic differences may help school leaders to facilitate, structure, and validate successful learning for students through a variety of strategies and practices that best fit their specific needs.
For ELL students to reach their full potential, instruction should be provided in ways that promote the acquisition of increasingly complex mathematical knowledge and language skills in a social climate that fosters collaboration and positive interactions among students, school leaders and teachers. Such classrooms are inclusive in their emphasis on high standards, expectations, and outcomes for all students (Lipman, 1995). Important features of such settings include high expectations, and exposure to academically rich curricula, materials, resources, and approaches that are culturally and linguistically relevant to the ELL students??? needs in order to enhance mathematical learning and achievement. In addition to using effective methods and materials, school leaders and teachers need to possess cross-cultural communication skills and develop clear understandings of the culturally and linguistically diverse backgrounds of their students (Garcia & Dominquez, 1997).
In conclusion, school leaders and teachers who understand their students??? linguistic and cultural differences strive for intentional variety in instruction, curriculum,
and assessments that lead to an improvement in the learning of mathematics. School leaders play a key role in encouraging and supporting appropriate professional development experiences and best pedagogical practices for themselves and for all teachers and students in their schools. In this regard, professional development that addresses students??? linguistic and cultural differences is strongly recommended.
A mixed-methods study to understand the perceptions of high school leaders about ELL students: the case of mathematics
Rosa, Milton
Mejorado, Maria
Ethnomathematics
Transformative leadership
ELL students
Culturally relevant education
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2010.
Statement of Problem
Research has shown that school leaders??? understanding of high quality mathematics instruction and their ideas about how to support it are significantly influenced by their perceptions about the nature of mathematics, teaching, and learning (Nelson, 1999; Spillane & Halverson, 1998; Spillane & Thompson, 1997). It has been proposed that high school leaders??? content knowledge in mathematics and their perceptions about how it is both learned and effectively taught is critical to their effectiveness as school leaders for the improvement of students??? achievement, including ELL students (Nelson & Sassi, 2005; Stein & D???Amico, 2000; Stein & Nelson, 2003). In other words, according to Stein and Nelson (2003), school leaders??? perceptions about the teaching and learning of mathematics influence their decisions and actions because subject matter is central to teaching, learning, and leadership.
A strong knowledge of mathematics is the cornerstone for a sound decision making process (Nelson & Sassi, 2005; Stein & Nelson, 2003). From direct and daily
experiences, school leaders have realized that students??? future success depends critically on the level of their mathematical, analytical, quantitative, procedural, and statistical skills and abilities that are developed from their learning experiences in mathematics (Nelson & Sassi, 2005; Stein & Nelson, 2003). Since mathematics will continue to be an important subject matter of the school curriculum, a better understanding of mathematical knowledge and its place in the development of human activities is increasingly necessary for school leaders and teachers. According to Stein and Nelson (2003) and Nelson and Sassi (2005), this kind of mathematical knowledge is necessary for the practice of instructional leadership that effectively links school leadership to teacher learning and student learning with subject matter at the core.
Thus, the purpose of this study is to capture and describe the perceptions of the school leadership concerning the challenges ELL students face in relation to their academic success in mathematics standardized high-stakes tests under NCLB in nine high schools in Alpha Unified School District (AUSD), a suburban school district near Sacramento, California. This is a mixed-methods study composed of interviews with open-ended questions and a survey that contains both Likert scale (quantitative data) and open-ended questions (qualitative data).
The goal of this study is to determine how school leaders??? perceptions are influenced by an understanding of the effects of the ethnic cultural background of ELL students on academic performance in mathematics standardized high-stakes tests such as
the California High School Exit Exam (CAHSEE) and California Standard Tests (CST).
This research also seeks to describe the approaches that high school leaders use in relation to their ELL population. These approaches include promoting the use of best instructional practices, implementing fair assessments and using obtained results to improve instruction, developing strategies to increase teacher capacity and cooperation for the instruction of ELL students, and creating a culturally and linguistically relevant school. Finally, it is a goal of this study to develop a series of recommendations that may help high school leaders to successfully meet the needs of their ELL population.
Sources of Data
The data collection procedure chosen for this mixed-methods study was designed to use data collected through interviews, surveys, open-ended questions, and ELL students??? performance on CST and CAHSEE as well as demographic data about ELL students, principals, and vice-principals.
Collection of Qualitative Data
Interviews with 24 open-ended questions were conducted with six principals of the nine high schools at AUSD. Each interview lasted 40-50 minutes. Principals were given an advance copy of the interview protocol. Responses to interview questions were used to identify relevant themes that emerged from the answers and to identify patterns
that existed across the responses of these principals and vice-principals.
Surveys were administered to 6 principals and 20 vice-principals in the same nine high schools at AUSD. Qualitative data of the survey were collected from 10 open-ended questions. These open-ended items allowed principals and vice-principals the opportunity to describe their answers in detail.
Collection of Quantitative Data
Using a 4-point Likert scale format, the principals and vice-principals responded to 30 items focusing on their perceptions about ELL students. Quantitative data was obtained from these items. The survey was designed to be completed within 20 and 30 minutes. Finally, ELL students??? performance in the mathematics portion of the CST and CAHSEE were analyzed. School demographic data for ELL students, principals and vice-principals were also collected.
Conclusions Reached
The challenges of the new millennium and the increased accountability it demands requires a different kind of leadership that enables school leaders to serve their students more effectively. In addition to administrative knowledge and skills, Sergiovanni and Starrat (1998) affirmed that leadership development tends to be shaped by a set of ???beliefs, opinion, values, and attitudes which provide a foundation of practice??? (p. 133). This set of personal educational values and beliefs that has become to be known as an
???educational platform??? (p. 133), which guides school leaders??? actions and decision-making. In this context, Sergiovanni and Starrat (2001) stated, ???educators carry on their work, make decisions, and plan instruction based on their educational platform??? (p. 70).
Therefore, school leaders need to develop their educational platform and engage in reflection, both of which are essential to their leadership practice. Similarly, researchers have recognized that reflecting on or pondering an ideal, issue, perception, belief, or problem leads school leaders to an enhanced educational practice (Airasian & Gullickson, 1997; Kuhn, 1991). Since professional reflection constitutes a valued strategy for enhancing professional practice, school leaders must create opportunities to reflect upon their own leadership practice in order to understand, critique, and modify it. According to Airasian and Gullickson (1997), ???reflection is a central process of constructing knowledge and developing professionally??? (p. 219).
In addition, a deep understanding of both culture and its connection to mathematics is an important source of knowledge for school leaders to reflect upon in order to modify and transform their leadership practices. In this regard, if school leaders in this study are to facilitate successful learning opportunities for all students, they must know their students, their cultural roots, linguistic backgrounds, previous experiences, and their students??? perceptions about the world. This also includes knowing ELL students' linguistic backgrounds and cultural values that may influence performance on standardized high-stakes assessments.
In this context, knowing each student's cultural and linguistic background is essential for providing successful learning opportunities for all students, including ELL students. Professional development about understanding their students??? cultural and linguistic differences may help school leaders to facilitate, structure, and validate successful learning for students through a variety of strategies and practices that best fit their specific needs.
For ELL students to reach their full potential, instruction should be provided in ways that promote the acquisition of increasingly complex mathematical knowledge and language skills in a social climate that fosters collaboration and positive interactions among students, school leaders and teachers. Such classrooms are inclusive in their emphasis on high standards, expectations, and outcomes for all students (Lipman, 1995). Important features of such settings include high expectations, and exposure to academically rich curricula, materials, resources, and approaches that are culturally and linguistically relevant to the ELL students??? needs in order to enhance mathematical learning and achievement. In addition to using effective methods and materials, school leaders and teachers need to possess cross-cultural communication skills and develop clear understandings of the culturally and linguistically diverse backgrounds of their students (Garcia & Dominquez, 1997).
In conclusion, school leaders and teachers who understand their students??? linguistic and cultural differences strive for intentional variety in instruction, curriculum,
and assessments that lead to an improvement in the learning of mathematics. School leaders play a key role in encouraging and supporting appropriate professional development experiences and best pedagogical practices for themselves and for all teachers and students in their schools. In this regard, professional development that addresses students??? linguistic and cultural differences is strongly recommended.
Dissertation
http://hdl.handle.net/10211.9/1010
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1010/6/bitstream
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oai:dspace.calstate.edu:10211.9/768
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2010-11-02T20:29:53Z
2010-11-02T20:29:53Z
2010-11-02
2010-05-01
2010-11-02
http://hdl.handle.net/10211.9/768
Students in California Public Schools are increasingly failing to meet or exceed state
proficiency standards found in the No Child Left Behind Accountability Act of 2002.
Although there has been growth in every significant subgroup of proficiency in ELA and
Mathematics in the state of California to include Students with Disabilities, Socially
Economically Disadvantaged and English Language Learners subgroups, increasingly all
student subgroups are failing to keep up with the pace needed reach proficiency targets
each year.
Three consecutive years of statewide descriptive data on NCLB AYP performance targets
was collected from the California Department of Education on school years 2007, 2008
and 2009 of some 3,700,000 students and 6000 schools. The findings were although
proficiency rates of ELA and Mathematics have grown every year since 2007 for each
subgroup on an average of two to four percent, state and federal AYP targets are growing
an average of eleven percent each year, making it impossible for subgroups to make
targets causing more and more schools to fall into Program Improvement Status and be
labeled consistently low performing.
AYP targets as they currently exist are unrealistic. Therefore it is recommended that
California education legislation be amended to use more equitable measures of
performance that include, but are not limited to: proficiency targets based on the trend of
growth for each subgroup. That legislation is research led, and that K-12 performance
tests be connected to college and career readiness outcomes rather than what currently
exists, which is proficiency for proficiency stake.
Inequitable measures???the impact of NCLB on California schools making adequate yearly progress
Walker, Marrio D.
Ch??vez, Jos??
NCLB
Race to the Top
AYP
API
Program improvement
Research based legislation
High stakes testing
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2010.
Students in California Public Schools are increasingly failing to meet or exceed state
proficiency standards found in the No Child Left Behind Accountability Act of 2002.
Although there has been growth in every significant subgroup of proficiency in ELA and
Mathematics in the state of California to include Students with Disabilities, Socially
Economically Disadvantaged and English Language Learners subgroups, increasingly all
student subgroups are failing to keep up with the pace needed reach proficiency targets
each year.
Three consecutive years of statewide descriptive data on NCLB AYP performance targets
was collected from the California Department of Education on school years 2007, 2008
and 2009 of some 3,700,000 students and 6000 schools. The findings were although
proficiency rates of ELA and Mathematics have grown every year since 2007 for each
subgroup on an average of two to four percent, state and federal AYP targets are growing
an average of eleven percent each year, making it impossible for subgroups to make
targets causing more and more schools to fall into Program Improvement Status and be
labeled consistently low performing.
AYP targets as they currently exist are unrealistic. Therefore it is recommended that
California education legislation be amended to use more equitable measures of
performance that include, but are not limited to: proficiency targets based on the trend of
growth for each subgroup. That legislation is research led, and that K-12 performance
tests be connected to college and career readiness outcomes rather than what currently
exists, which is proficiency for proficiency stake.
Dissertation
http://hdl.handle.net/10211.9/768
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F768/5/bitstream
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oai:dspace.calstate.edu:10211.9/1012
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2011-02-28T16:53:46Z
2011-02-28T16:53:46Z
2011-02-28
2008-12-12
2011-02-28
http://hdl.handle.net/10211.9/1012
This dissertation explores the historic preservation and public memory
of America???s Nike air defense missile program. To defend against nuclear
attacks delivered by Soviet bombers in the 1950s, 60s, and 70s the United
States constructed a massive air defense network, the largest peacetime
dispersion of America???s military might into its communities. The 275 Nike
sites built in 29 states are one highly representative example of these
defenses and constitute the world???s first missile base network, predating not
only all other air defense missile networks but also all offensive nuclear
missile bases.
Despite its tremendous significance, historic preservation and public
memory of America???s Nike air defense missile system is extremely limited.
The dominance of deterrence, lack of trauma associated with Nike sites, and
difficulty fitting air defense into traditional narratives of the Cold War provide a
poor foundation for public memory. While the many extant Nike sites
vi
generally retain their integrity, or ability to communicate their historical
significance, numerous pitfalls hamper Nike preservation efforts, even the five
Nike sites listed in the National Register of Historic Places.
Considered in the context of a complex, contradictory Cold War, Nike
sites are the quintessential Cold War site. Additionally, Nike sites highlight
the way public memory and preservation fuel and feed off of each other.
Given the current state of historic preservation and public memory of Nike
sites, a three-pronged strategy of interpretation, focused preservation, and a
series of markers is the best way to commemorate and educate Americans
about the importance once assigned to air defense against nuclear weapons:
a menace that continues to threaten our world.
Seizing victory from the jaws of deterrence: preservation and public memory
of America???s Nike air defense missile system
Smoley, John Knute
Simpson, Lee M. A.
Nike
Cold War
Historic preservation
Public memory
Public history
Air defense
Dissertation (Ph.D., History (Public History))--California State University, Sacramento, and University of California, Santa Barbara, 2008.
This dissertation explores the historic preservation and public memory
of America???s Nike air defense missile program. To defend against nuclear
attacks delivered by Soviet bombers in the 1950s, 60s, and 70s the United
States constructed a massive air defense network, the largest peacetime
dispersion of America???s military might into its communities. The 275 Nike
sites built in 29 states are one highly representative example of these
defenses and constitute the world???s first missile base network, predating not
only all other air defense missile networks but also all offensive nuclear
missile bases.
Despite its tremendous significance, historic preservation and public
memory of America???s Nike air defense missile system is extremely limited.
The dominance of deterrence, lack of trauma associated with Nike sites, and
difficulty fitting air defense into traditional narratives of the Cold War provide a
poor foundation for public memory. While the many extant Nike sites
vi
generally retain their integrity, or ability to communicate their historical
significance, numerous pitfalls hamper Nike preservation efforts, even the five
Nike sites listed in the National Register of Historic Places.
Considered in the context of a complex, contradictory Cold War, Nike
sites are the quintessential Cold War site. Additionally, Nike sites highlight
the way public memory and preservation fuel and feed off of each other.
Given the current state of historic preservation and public memory of Nike
sites, a three-pronged strategy of interpretation, focused preservation, and a
series of markers is the best way to commemorate and educate Americans
about the importance once assigned to air defense against nuclear weapons:
a menace that continues to threaten our world.
Dissertation
http://hdl.handle.net/10211.9/1012
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1012/4/bitstream
e7e5eb479cbe18706067308935b8fa12
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oai:dspace.calstate.edu:10211.9/1011
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2011-02-28T16:32:23Z
2011-02-28T16:32:23Z
2011-02-28
2009-05-27
2011-02-28
http://hdl.handle.net/10211.9/1011
???Harvesting Suburbs??? attempts to provide an understanding that agricultural communities in California represent a unique rural suburban type labeled here as ???agriburbs.??? Such an understanding deepens an appreciation for both the growth and development of California in general at the turn of the twentieth century and the diversity of suburban types across the American landscape. Moreover, by reviewing historical narratives concerning agriburban areas, one can reach a better understanding of the dynamics at play working to divert attention from the suburban side of agriburban areas??? origins. Put differently, ???Harvesting Suburbs??? seeks to explain what an agriburb is and why historians and others have failed to identify an agriburb. Parallels are hence drawn between the suburban ideal and the California dream to show how they largely mirrored each other. The suburban side of three case study sites (Ontario, Orangevale, and Fair Oaks) is then furnished to specify better what made California???s ???agricultural colonies??? agriburbs. Finally, early promotional efforts concerning agriburbs reveal how a master historical narrative about each of these communities largely contributes to diverting attention from their suburban origins. Examining a metanarrative also exposes much about the nature of public memory in agriburban communities. It shows the importance and lasting influence of older historical narratives and other public representations of the past on present-day historical narratives and public representations of the past.
Harvesting suburbs: recalling the suburban side of California???s agricultural colonization
Sandul, Paul Jason Prescott
Simpson, Lee M. A.
Suburban
California
Agriculture
Dissertation (Ph.D., History (Public History))--California State University, Sacramento, and University of California, Santa Barbara, 2009.
???Harvesting Suburbs??? attempts to provide an understanding that agricultural communities in California represent a unique rural suburban type labeled here as ???agriburbs.??? Such an understanding deepens an appreciation for both the growth and development of California in general at the turn of the twentieth century and the diversity of suburban types across the American landscape. Moreover, by reviewing historical narratives concerning agriburban areas, one can reach a better understanding of the dynamics at play working to divert attention from the suburban side of agriburban areas??? origins. Put differently, ???Harvesting Suburbs??? seeks to explain what an agriburb is and why historians and others have failed to identify an agriburb. Parallels are hence drawn between the suburban ideal and the California dream to show how they largely mirrored each other. The suburban side of three case study sites (Ontario, Orangevale, and Fair Oaks) is then furnished to specify better what made California???s ???agricultural colonies??? agriburbs. Finally, early promotional efforts concerning agriburbs reveal how a master historical narrative about each of these communities largely contributes to diverting attention from their suburban origins. Examining a metanarrative also exposes much about the nature of public memory in agriburban communities. It shows the importance and lasting influence of older historical narratives and other public representations of the past on present-day historical narratives and public representations of the past.
Dissertation
http://hdl.handle.net/10211.9/1011
en_US
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oai:dspace.calstate.edu:10211.9/1035
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2011-03-23T21:54:43Z
2011-03-23T21:54:43Z
2011-03-23
2010-12-13
2011-03-23
http://hdl.handle.net/10211.9/1035
The recruitment and retention of faculty of color remains one of the most difficult challenges facing American higher education (Antonio, 2002; Fenelon, 2003; Perna, Gerald & Baum, 2007; Sorcinelli & Billings, 1992; Stanley, 2006; Taylor, 2002; Webb & Norton, 2008) especially among African American female faculty. This is problematic considering evidence suggests that having a diverse faculty increases the retention and graduation rates of students of color (Adams & Bargerhuff, 2005; Gonz??lez, 2007; Hagedorn, Chi, Cepeda & McLain, 2007).
The purpose of this study was to explore the phenomenon of Black female faculty recruitment and retention experiences in academia. The following research questions guided this study: 1) What are the perceptions and experiences of the recruitment process of African American women faculty? 2) What are the experiences of African American/Black female faculty who went through the RTP process? 3) What factors contribute to the successful retention, tenure, and promotion process (RTP) for Black female faculty?
Preexisting data from the California State University (CSU) Chancellor???s office and the California Faculty Association informed this research of the system wide racial and ethnic demographics of faculty, and specifically the status of African American female faculty in the CSU. This qualitative research study utilized face-to-face interviews with seven Black female faculty at a Northern California State University (NCSU). Autobiographical methods provided participants an opportunity to theorize and make sense of their experiences through critical self-examination and self-reflection. These methods are especially important in establishing voice for women who have historically experienced silence, exclusion, and experienced a sense of powerlessness within the academy. Therefore, Black Feminist Thought (BFT) and Critical Race Theory (CRT) were utilized to frame this study which gave respect and voice to the women in this study. As a result, narratives and testimonies key sources of data. The researcher analyzed common themes from interviews rather than analyze numerical data collected.
An analysis of the data provided insight into higher education cultural environment, the ethnic and gender profile, and RTP experiences and perceptions among African American female faculty members. Many of the participants described how mentorship from colleagues paved the way for obtaining a faculty position, and especially in regards to their Retention, Tenure and Promotion (RTP). Black feminist and critical race perspectives have suggested that creating and sustaining strong connective relationships with other Black women are essential to their social and psychological wellbeing (Hughes & Howard-Hamilton, 2003). Moreover, participants often stated that having a voice in faculty meetings was very important, especially when the faculty do not reflect the demographics of students being served. The data indicated that participants in
this study have a sense of powerfulness in their department, either as a leader, committee chair, or just a faculty member with a good self-perception. Majority monoculture human development theories are harmful when they are used as the primary lens to understand the developmental needs and experiences of Black women because these theories are validated on non-Black persons. According to Howard-Hamilton (2003) Black feminist thought and critical race theory provide an appropriate framework which adds an important element of depth to our understandings about the struggles and needs of Black women in academia. As a result of race and racism in U.S. Higher Education, scholars use CRT and BFT as a method of storytelling to show the permanence of race (Robinson & Clardy, 2010). The researcher promotes the utilization of CRT and BFT as a tool of analysis in education can help lead toward the standardization of these theoretical frameworks to ensure the quality and richness of research (Delgado, 2001; Lee, 2008).
This study suggests that university leaders have to purposefully, strategically and actively pursue a critical mass of African American female faculty. In addition, university leaders have to provide the necessary structured mentoring systems in order to promote the successful RTP of Black female faculty members. The overarching implication of this study is that institutional leaders in the California State University must be more deliberate about recruiting and retaining faculty of color.
African American female faculty at a northern California State University: recruitment and retention
Lawson-Thompson, Adrienne S.
Nevarez, Carlos, 1969-
African American
Recruitment
Retention
Faculty
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2010.
The recruitment and retention of faculty of color remains one of the most difficult challenges facing American higher education (Antonio, 2002; Fenelon, 2003; Perna, Gerald & Baum, 2007; Sorcinelli & Billings, 1992; Stanley, 2006; Taylor, 2002; Webb & Norton, 2008) especially among African American female faculty. This is problematic considering evidence suggests that having a diverse faculty increases the retention and graduation rates of students of color (Adams & Bargerhuff, 2005; Gonz??lez, 2007; Hagedorn, Chi, Cepeda & McLain, 2007).
The purpose of this study was to explore the phenomenon of Black female faculty recruitment and retention experiences in academia. The following research questions guided this study: 1) What are the perceptions and experiences of the recruitment process of African American women faculty? 2) What are the experiences of African American/Black female faculty who went through the RTP process? 3) What factors contribute to the successful retention, tenure, and promotion process (RTP) for Black female faculty?
Preexisting data from the California State University (CSU) Chancellor???s office and the California Faculty Association informed this research of the system wide racial and ethnic demographics of faculty, and specifically the status of African American female faculty in the CSU. This qualitative research study utilized face-to-face interviews with seven Black female faculty at a Northern California State University (NCSU). Autobiographical methods provided participants an opportunity to theorize and make sense of their experiences through critical self-examination and self-reflection. These methods are especially important in establishing voice for women who have historically experienced silence, exclusion, and experienced a sense of powerlessness within the academy. Therefore, Black Feminist Thought (BFT) and Critical Race Theory (CRT) were utilized to frame this study which gave respect and voice to the women in this study. As a result, narratives and testimonies key sources of data. The researcher analyzed common themes from interviews rather than analyze numerical data collected.
An analysis of the data provided insight into higher education cultural environment, the ethnic and gender profile, and RTP experiences and perceptions among African American female faculty members. Many of the participants described how mentorship from colleagues paved the way for obtaining a faculty position, and especially in regards to their Retention, Tenure and Promotion (RTP). Black feminist and critical race perspectives have suggested that creating and sustaining strong connective relationships with other Black women are essential to their social and psychological wellbeing (Hughes & Howard-Hamilton, 2003). Moreover, participants often stated that having a voice in faculty meetings was very important, especially when the faculty do not reflect the demographics of students being served. The data indicated that participants in
this study have a sense of powerfulness in their department, either as a leader, committee chair, or just a faculty member with a good self-perception. Majority monoculture human development theories are harmful when they are used as the primary lens to understand the developmental needs and experiences of Black women because these theories are validated on non-Black persons. According to Howard-Hamilton (2003) Black feminist thought and critical race theory provide an appropriate framework which adds an important element of depth to our understandings about the struggles and needs of Black women in academia. As a result of race and racism in U.S. Higher Education, scholars use CRT and BFT as a method of storytelling to show the permanence of race (Robinson & Clardy, 2010). The researcher promotes the utilization of CRT and BFT as a tool of analysis in education can help lead toward the standardization of these theoretical frameworks to ensure the quality and richness of research (Delgado, 2001; Lee, 2008).
This study suggests that university leaders have to purposefully, strategically and actively pursue a critical mass of African American female faculty. In addition, university leaders have to provide the necessary structured mentoring systems in order to promote the successful RTP of Black female faculty members. The overarching implication of this study is that institutional leaders in the California State University must be more deliberate about recruiting and retaining faculty of color.
Dissertation
http://hdl.handle.net/10211.9/1035
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1035/9/bitstream
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oai:dspace.calstate.edu:10211.9/1238
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2011-07-28T22:06:19Z
2011-07-28T22:06:19Z
2011-07-28
2011-04-28
2011-07-28
http://hdl.handle.net/10211.9/1238
Educational leadership is at the forefront of school improvement and reform. Too often, only formal leadership is studied with regard to improving teaching and learning. This study is unique because the author has used an organizational theory lens in order to uncover the complexities of the classroom. Furthermore, the author sought to understand the characteristics of classroom leadership and how the teachers in this study became the transformational teacher leaders they were. The author used the following definition based on the work of Yukl (1999) to define transformational leadership: Transformational leaders are leaders who provide intellectual stimulation, develop follower skills, build collective efficacy, and allow individual consideration.
This study is different from instructional leadership in several ways. First, instructional leadership focuses mainly around ???strong, directive leadership with regard to curriculum and instruction from the perspective of the school principal??? (Hallinger, 2003, p. 329). In addition, instructional leadership is a type of formal leadership whereby the principal of a site is looked at as the center of expertise on curriculum and instruction. This study differs from instructional leadership studies because it looked at the informal leadership practices and characteristics of classroom teachers within their classroom micro-organization and studied teachers beyond curriculum and instruction. Furthermore, the focus of instructional leadership is to increase student academic outcomes (Hallinger, 2003). While academic improvement is a component of classroom leadership, it is not the only focus. Finally, this study differs from other educational leadership studies because it is one of very few studies that has analyzed the classroom using an organizational theory lens.
This study utilized the qualitative method of inquiry, specifically the phenomenological approach. The purpose of this study was to uncover teachers??? perceptions about classroom leadership. The sample consisted of six teachers who exhibited the transformational leadership characteristics as described above. The teachers were all from the same suburban northern California school district but from different school sites. There were three research sites: one K-6 grade school, one K-7 grade school and one 5-8 grade middle school. The data for this study were gathered through face-to-face interviews, classroom observations and the researcher???s journal.
Through the process of open and closed coding, four major themes emerged. These transformational classroom leaders are reflective, collaborative and flexible lifelong learners. Important to note is that this study suggests these characteristics could be taught and learned by all teachers at any school site, and a classroom leadership framework and process for learning the given characteristics is provided.
Transformational classroom leadership: adding a new piece of fabric to the educational leadership quilt
Strong-Rhoads, Kelley-Jean
Pritchard, Robert Henry, 1947-
Teacher leadership
Classroom leadership
Classroom organizational leadership
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2011.
Educational leadership is at the forefront of school improvement and reform. Too often, only formal leadership is studied with regard to improving teaching and learning. This study is unique because the author has used an organizational theory lens in order to uncover the complexities of the classroom. Furthermore, the author sought to understand the characteristics of classroom leadership and how the teachers in this study became the transformational teacher leaders they were. The author used the following definition based on the work of Yukl (1999) to define transformational leadership: Transformational leaders are leaders who provide intellectual stimulation, develop follower skills, build collective efficacy, and allow individual consideration.
This study is different from instructional leadership in several ways. First, instructional leadership focuses mainly around ???strong, directive leadership with regard to curriculum and instruction from the perspective of the school principal??? (Hallinger, 2003, p. 329). In addition, instructional leadership is a type of formal leadership whereby the principal of a site is looked at as the center of expertise on curriculum and instruction. This study differs from instructional leadership studies because it looked at the informal leadership practices and characteristics of classroom teachers within their classroom micro-organization and studied teachers beyond curriculum and instruction. Furthermore, the focus of instructional leadership is to increase student academic outcomes (Hallinger, 2003). While academic improvement is a component of classroom leadership, it is not the only focus. Finally, this study differs from other educational leadership studies because it is one of very few studies that has analyzed the classroom using an organizational theory lens.
This study utilized the qualitative method of inquiry, specifically the phenomenological approach. The purpose of this study was to uncover teachers??? perceptions about classroom leadership. The sample consisted of six teachers who exhibited the transformational leadership characteristics as described above. The teachers were all from the same suburban northern California school district but from different school sites. There were three research sites: one K-6 grade school, one K-7 grade school and one 5-8 grade middle school. The data for this study were gathered through face-to-face interviews, classroom observations and the researcher???s journal.
Through the process of open and closed coding, four major themes emerged. These transformational classroom leaders are reflective, collaborative and flexible lifelong learners. Important to note is that this study suggests these characteristics could be taught and learned by all teachers at any school site, and a classroom leadership framework and process for learning the given characteristics is provided.
Dissertation
http://hdl.handle.net/10211.9/1238
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1238/5/bitstream
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oai:dspace.calstate.edu:10211.9/1132
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2011-06-24T18:43:51Z
2011-06-24T18:43:51Z
2011-06-24
2011-05-05
2011-06-24
http://hdl.handle.net/10211.9/1132
This study was an initial attempt to examine the assumption of a relationship between the subcomponent of Academic Language, Academic Vocabulary, and student and teacher knowledge as well as instruction and assessment in the fourth grade. To help investigate the researcher???s claims, the study also evaluated the effectiveness of an independent vocabulary program.
Coupled with a comprehensive literature review, this study utilized both qualitative and quantitative research. The researcher analyzed the use of Academic Vocabulary words taught in a state-approved ELA curriculum and compared them to the words used on the California Standards English Language Arts Tests in fourth grade. Data collected from a teacher survey and a student survey were used to evaluate the need for Academic Language and Vocabulary. Finally, the researcher evaluated an independent vocabulary program using pre- and post-assessments to help determine the effectiveness of an independent vocabulary program on a standardized exam.
Data show that the deficiency is evident when students and teachers are asked to define Academic Language and Academic Vocabulary and how it is instructed in class. Also, the appearance of Academic Vocabulary on the California Standards Test shows a definitive need to teach Academic Language and Academic Vocabulary. With the research and data to substantiate the need, it is recommended an Academic Language Development program be created and modeled after the English Language Development program.
Keywords: Academic Language, Academic Vocabulary, Academic Language Development, California Standards Test, Open Court Vocabulary, English Language Development, Second Language Acquisition, Limited Language Proficient, Second Language Learner
An initial examination of the relationship between academic vocabulary instruction and assessment at the fourth grade level
Burke, Clark David
Dixon, Virginia
ALD
Academic language
Academic vocabulary
Language acquisition
Academic language development
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2011.
This study was an initial attempt to examine the assumption of a relationship between the subcomponent of Academic Language, Academic Vocabulary, and student and teacher knowledge as well as instruction and assessment in the fourth grade. To help investigate the researcher???s claims, the study also evaluated the effectiveness of an independent vocabulary program.
Coupled with a comprehensive literature review, this study utilized both qualitative and quantitative research. The researcher analyzed the use of Academic Vocabulary words taught in a state-approved ELA curriculum and compared them to the words used on the California Standards English Language Arts Tests in fourth grade. Data collected from a teacher survey and a student survey were used to evaluate the need for Academic Language and Vocabulary. Finally, the researcher evaluated an independent vocabulary program using pre- and post-assessments to help determine the effectiveness of an independent vocabulary program on a standardized exam.
Data show that the deficiency is evident when students and teachers are asked to define Academic Language and Academic Vocabulary and how it is instructed in class. Also, the appearance of Academic Vocabulary on the California Standards Test shows a definitive need to teach Academic Language and Academic Vocabulary. With the research and data to substantiate the need, it is recommended an Academic Language Development program be created and modeled after the English Language Development program.
Keywords: Academic Language, Academic Vocabulary, Academic Language Development, California Standards Test, Open Court Vocabulary, English Language Development, Second Language Acquisition, Limited Language Proficient, Second Language Learner
Dissertation
http://hdl.handle.net/10211.9/1132
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1132/5/bitstream
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oai:dspace.calstate.edu:10211.9/1128
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2011-06-24T16:00:55Z
2011-06-24T16:00:55Z
2011-06-24
2011-04-29
2011-06-24
http://hdl.handle.net/10211.9/1128
Amidst a U.S. policy context that is ardently promoting the education of U.S. undergraduates for greater participation in world politics, trade, and cultural exchange, institutions of higher education are increasingly committing their campuses to preparing students for professional and civic lives in a global world. Yet, among the many approaches taken by institutions to internationalize their campuses, career development and career counseling are underutilized methods of preparing students for international careers. This study focuses on the construct of career capital and examines the effects of an international career exploration module in general education classes on students??? interest in and knowledge of international career options, arguing that the use of such a module is an effective method of preparing students for international careers.
Inspiring students' pursuit of international careers
Punteney, Katherine Nicole
Mejorado, Maria
Career capital
Career education
Higher education
Internationalization
International education
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2011.
Amidst a U.S. policy context that is ardently promoting the education of U.S. undergraduates for greater participation in world politics, trade, and cultural exchange, institutions of higher education are increasingly committing their campuses to preparing students for professional and civic lives in a global world. Yet, among the many approaches taken by institutions to internationalize their campuses, career development and career counseling are underutilized methods of preparing students for international careers. This study focuses on the construct of career capital and examines the effects of an international career exploration module in general education classes on students??? interest in and knowledge of international career options, arguing that the use of such a module is an effective method of preparing students for international careers.
Dissertation
http://hdl.handle.net/10211.9/1128
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1128/8/bitstream
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2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2011-06-24T15:35:08Z
2011-06-24T15:35:08Z
2011-06-24
2011-04-25
2011-06-24
http://hdl.handle.net/10211.9/1124
Like many states in the nation, California has struggled with preparing more high school graduates to be college- or career-ready for post-secondary opportunities in the 21st-century. David Conley (2005) indicated that students are college-ready when they are able to successfully meet the requirements of entry-level college courses. ACT (2006) describes career-ready as being able to enter a job or training program likely to offer both a wage that can support a small family and has the potential for career advancement. While historically high school students have chosen a course of study that either prepares them for college eligibility or a vocation, educators and political and business leaders are now claiming that the skills and knowledge needed for college or a 21st-century career are virtually the same. This study explored how large, low-performing, California high schools that received Immediate Intervention/Underperforming School Program funds in the early 2000s prepared high school graduates to be college- or career-ready.
This study analyzed the A-G completion rates of 32 schools that received California intervention funds in the early 2000s and compared the results to 32 similar schools that did not receive intervention funds. The results demonstrated a pattern of increased A-G completion rates for the intervention schools when compared to the 2001 base year and a decrease in A-G completion rates for the comparison schools when compared to the 2001 base year. The intervention schools had a significant increase in the A-G completion rates when comparing 2005 to 2001. The significant increase was also true for Latino American students in intervention schools in 2005. There were no significant changes for African American students in intervention schools. There were no significant differences in the A-G completion rates between the intervention and comparison schools.
The effects of state intervention funds on college/career readiness outcomes for large California high schools
Camp, Daryl Franklin
Pritchard, Robert Henry, 1947-
Improving high schools
Preparing students for college and 21st century careers
A-G Requirements
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2011.
Like many states in the nation, California has struggled with preparing more high school graduates to be college- or career-ready for post-secondary opportunities in the 21st-century. David Conley (2005) indicated that students are college-ready when they are able to successfully meet the requirements of entry-level college courses. ACT (2006) describes career-ready as being able to enter a job or training program likely to offer both a wage that can support a small family and has the potential for career advancement. While historically high school students have chosen a course of study that either prepares them for college eligibility or a vocation, educators and political and business leaders are now claiming that the skills and knowledge needed for college or a 21st-century career are virtually the same. This study explored how large, low-performing, California high schools that received Immediate Intervention/Underperforming School Program funds in the early 2000s prepared high school graduates to be college- or career-ready.
This study analyzed the A-G completion rates of 32 schools that received California intervention funds in the early 2000s and compared the results to 32 similar schools that did not receive intervention funds. The results demonstrated a pattern of increased A-G completion rates for the intervention schools when compared to the 2001 base year and a decrease in A-G completion rates for the comparison schools when compared to the 2001 base year. The intervention schools had a significant increase in the A-G completion rates when comparing 2005 to 2001. The significant increase was also true for Latino American students in intervention schools in 2005. There were no significant changes for African American students in intervention schools. There were no significant differences in the A-G completion rates between the intervention and comparison schools.
Dissertation
http://hdl.handle.net/10211.9/1124
en_US
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http://dspace.calstate.edu/bitstream/10211.9%2F1124/1/bitstream
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oai:dspace.calstate.edu:10211.9/1133
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2011-06-24T18:49:11Z
2011-06-24T18:49:11Z
2011-06-24
2011-05-06
2011-06-24
http://hdl.handle.net/10211.9/1133
Parent involvement in the public schools is recognized by researchers and by the great majority of public school educators as being essential to the success of students, academically and socially. It is also a legal requirement for Title 1 schools. Numerous studies have examined the effects of parent involvement with various ethnic groups, especially with African American and Hispanic groups. This study looks at the effects of a series of twelve parental involvement workshops of three hours each, presented in English, Hmong, Spanish, and Russian languages on the perceptions of parents. These parents were from four ethnic groups: African American, Hispanic, Hmong and Russian-Ukrainian. Through a pre-post survey design, this study examines the perceptions of parents on school to home communication, parental involvement in their children???s academic work, and the parents??? ability to help their children academically. Also examined are teachers??? perceptions of various dimensions of parental involvement using a survey with dimensions which are complementary to those on the parent survey.
Parent involvement: perceptions of parents and teachers
Hernandez, Gloria M.
Dixon, Virginia
Parent perceptions
Parent efficacy
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2011.
Parent involvement in the public schools is recognized by researchers and by the great majority of public school educators as being essential to the success of students, academically and socially. It is also a legal requirement for Title 1 schools. Numerous studies have examined the effects of parent involvement with various ethnic groups, especially with African American and Hispanic groups. This study looks at the effects of a series of twelve parental involvement workshops of three hours each, presented in English, Hmong, Spanish, and Russian languages on the perceptions of parents. These parents were from four ethnic groups: African American, Hispanic, Hmong and Russian-Ukrainian. Through a pre-post survey design, this study examines the perceptions of parents on school to home communication, parental involvement in their children???s academic work, and the parents??? ability to help their children academically. Also examined are teachers??? perceptions of various dimensions of parental involvement using a survey with dimensions which are complementary to those on the parent survey.
Dissertation
http://hdl.handle.net/10211.9/1133
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1133/12/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F1133/9/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F1133/1/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F1133/2/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F1133/3/bitstream
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oai:dspace.calstate.edu:10211.9/1125
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2011-06-24T15:44:09Z
2011-06-24T15:44:09Z
2011-06-24
2011-05-04
2011-06-24
http://hdl.handle.net/10211.9/1125
Leveraging behavior theory, coupled with a self-other-rater data collection process, this non-randomized quantitative study explored how differences in supervisor-subordinate upward influence behavior agreement and non-agreement affected supervisor ratings of subordinate effectiveness. Targets of the study were public college and university vice presidents (supervisors) and their direct reporting middle managers (subordinates). Eighty-one supervisor-subordinate dyads, or 162 individuals, participated in the study. Gathering data from study participants required the use of supervisor and subordinate influence behavior questionnaires (see Yukl, Seifert, & Chavez, 2008). In responding to questions presented in the questionnaires, subordinates provided ???self??? and supervisors provided ???other??? ratings on subordinate use of the eleven proactive influence behaviors considered. Previous research has demonstrated that subordinates who lacked an ability to successfully actualize upward influence behaviors diminished their likelihood of obtaining needed resources from supervisors (e.g., Applegate, 1982; Barry & Watson, 1996; Douglas & Gardner, 2004; Ferris, Judge, Rowland, & Fitzgibbons, 1994; Lamude & Scudder, 1995). The inappropriate selection, timing, and use of various upward influence behaviors has also been shown to have a deleterious effect on subordinate job performance ratings (Giacalone, 1985; Schlenker, 1980). As conjectured by Floyd and Wooldridge (1997) and Schilt and Lock (1982), the skillful use of upward influence behaviors by subordinates may be an important factor in the overall success of supervisors and organizations, in addition to subordinates. As few studies have considered supervisor-subordinate influence behavior agreement/non-agreement and its relationship to supervisor ratings of subordinate effectiveness within public institutions of higher education, further investigation of upward influence behavior and leader effectiveness within the context of these organizations was determined appropriate. For three of the influence behaviors investigated (i.e., rational persuasion, inspirational appeals, and consultation), study results indentified in-agreement/good and under-estimator subordinates as receiving significantly higher effectiveness ratings than subordinates who were in-agreement/poor or who over-estimated their use of these three influence behaviors. Although the study definitively established a relationship between increased subordinate effectiveness ratings and in-agreement/good and under-estimators, the study???s design did not seek to determine whether supervisors and subordinates were actually aware of the perceptions each held with regard to subordinate use of upward influence behaviors. Only the researcher knew???by analysis of the data???the actual levels of congruency (i.e., agreement/non-agreement) that existed between supervisors and subordinates. The fact that supervisors provided higher effectiveness ratings for subordinates who under-estimated their use of rational persuasion, consultation, and inspirational appeals, suggests that supervisor perceptions of subordinate influence behavior may be more important than actual agreement (i.e., in-agreement/good or in-agreement/poor), as perceptions, rather than realities, may significantly persuade supervisor ratings of subordinate effectiveness.
Does agreement matter? : how supervisor-subordinate influence behavior agreement/disagreement contributes to supervisor ratings of subordinate effectiveness
Christensen, Michael Dee
Nevarez, Carlos, 1969-
Persuasion
Influence
Leadership
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2011.
Leveraging behavior theory, coupled with a self-other-rater data collection process, this non-randomized quantitative study explored how differences in supervisor-subordinate upward influence behavior agreement and non-agreement affected supervisor ratings of subordinate effectiveness. Targets of the study were public college and university vice presidents (supervisors) and their direct reporting middle managers (subordinates). Eighty-one supervisor-subordinate dyads, or 162 individuals, participated in the study. Gathering data from study participants required the use of supervisor and subordinate influence behavior questionnaires (see Yukl, Seifert, & Chavez, 2008). In responding to questions presented in the questionnaires, subordinates provided ???self??? and supervisors provided ???other??? ratings on subordinate use of the eleven proactive influence behaviors considered. Previous research has demonstrated that subordinates who lacked an ability to successfully actualize upward influence behaviors diminished their likelihood of obtaining needed resources from supervisors (e.g., Applegate, 1982; Barry & Watson, 1996; Douglas & Gardner, 2004; Ferris, Judge, Rowland, & Fitzgibbons, 1994; Lamude & Scudder, 1995). The inappropriate selection, timing, and use of various upward influence behaviors has also been shown to have a deleterious effect on subordinate job performance ratings (Giacalone, 1985; Schlenker, 1980). As conjectured by Floyd and Wooldridge (1997) and Schilt and Lock (1982), the skillful use of upward influence behaviors by subordinates may be an important factor in the overall success of supervisors and organizations, in addition to subordinates. As few studies have considered supervisor-subordinate influence behavior agreement/non-agreement and its relationship to supervisor ratings of subordinate effectiveness within public institutions of higher education, further investigation of upward influence behavior and leader effectiveness within the context of these organizations was determined appropriate. For three of the influence behaviors investigated (i.e., rational persuasion, inspirational appeals, and consultation), study results indentified in-agreement/good and under-estimator subordinates as receiving significantly higher effectiveness ratings than subordinates who were in-agreement/poor or who over-estimated their use of these three influence behaviors. Although the study definitively established a relationship between increased subordinate effectiveness ratings and in-agreement/good and under-estimators, the study???s design did not seek to determine whether supervisors and subordinates were actually aware of the perceptions each held with regard to subordinate use of upward influence behaviors. Only the researcher knew???by analysis of the data???the actual levels of congruency (i.e., agreement/non-agreement) that existed between supervisors and subordinates. The fact that supervisors provided higher effectiveness ratings for subordinates who under-estimated their use of rational persuasion, consultation, and inspirational appeals, suggests that supervisor perceptions of subordinate influence behavior may be more important than actual agreement (i.e., in-agreement/good or in-agreement/poor), as perceptions, rather than realities, may significantly persuade supervisor ratings of subordinate effectiveness.
Dissertation
http://hdl.handle.net/10211.9/1125
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1125/5/bitstream
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oai:dspace.calstate.edu:10211.9/1126
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2011-06-24T15:51:16Z
2011-06-24T15:51:16Z
2011-06-24
2011-04-28
2011-06-24
http://hdl.handle.net/10211.9/1126
Across the nation, students are exiting high schools and headed to college underprepared and ill-equipped to handle the expectations and system of higher education. This lack of college readiness can be related to a limited perspective of the rigorous academic expectations or a lack in the social capital, cultural capital, or habitus necessary for success in college. While there are numerous programs available to assist students with this educational transition, both in secondary education and on the college campuses themselves, the research supporting their effectiveness is limited. This study focuses on the perceived college readiness that AVID provided former students in the areas of academic expectations, social capital, cultural capital, and habitus. Through the mixed-methods design, this study presents both a breadth of student perceptions regarding their experiences at one Northern California high school, as well as student voices who share specific ways in which the AVID program provided college readiness.
AVID participation for college readiness and success
Lawson, Jennifer Lucia
Dixon, Virginia
Habitus
Social capital
Cultural capital
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2011.
Across the nation, students are exiting high schools and headed to college underprepared and ill-equipped to handle the expectations and system of higher education. This lack of college readiness can be related to a limited perspective of the rigorous academic expectations or a lack in the social capital, cultural capital, or habitus necessary for success in college. While there are numerous programs available to assist students with this educational transition, both in secondary education and on the college campuses themselves, the research supporting their effectiveness is limited. This study focuses on the perceived college readiness that AVID provided former students in the areas of academic expectations, social capital, cultural capital, and habitus. Through the mixed-methods design, this study presents both a breadth of student perceptions regarding their experiences at one Northern California high school, as well as student voices who share specific ways in which the AVID program provided college readiness.
Dissertation
http://hdl.handle.net/10211.9/1126
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1126/6/bitstream
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2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2011-06-24T15:55:14Z
2011-06-24T15:55:14Z
2011-06-24
2011-05-05
2011-06-24
http://hdl.handle.net/10211.9/1127
Mental health and behavior problems occur at high rates among Latino students in California; however, Latino children are less likely than African American and white children to receive special education services for these problems. Efforts to understand and address these disparities should include research to understand how school psychologists perceive and respond to student behaviors based on the student???s ethnicity. To this end, this study conducted an Internet-based experiment with a sample of 43 school psychologists from across California. The primary aims for the study were: (1) to determine how being Latino impacts students??? eligibility for service when they have emotional challenges; and (2) to determine if school psychologists identify mental health needs in Latino students at the same rate as white or African American students.
All participants were given a demographic survey, a clinical case vignette, and a clinical questionnaire. The ethnicity of the student in the vignette was randomly assigned and represented the only manipulation in the study. When asked if the student qualified for special education, participants assigned the non-Latino vignettes qualified the student at a greater rate than subjects receiving the Latino vignette and the difference was significant. Most other comparisons did not yield statistically significant results.
The black and white world of emotional disturbance
Patz, Christian Robin
Lilly, Frank
Latino
Special education
School psychology
Bias
Mental health
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2011.
Mental health and behavior problems occur at high rates among Latino students in California; however, Latino children are less likely than African American and white children to receive special education services for these problems. Efforts to understand and address these disparities should include research to understand how school psychologists perceive and respond to student behaviors based on the student???s ethnicity. To this end, this study conducted an Internet-based experiment with a sample of 43 school psychologists from across California. The primary aims for the study were: (1) to determine how being Latino impacts students??? eligibility for service when they have emotional challenges; and (2) to determine if school psychologists identify mental health needs in Latino students at the same rate as white or African American students.
All participants were given a demographic survey, a clinical case vignette, and a clinical questionnaire. The ethnicity of the student in the vignette was randomly assigned and represented the only manipulation in the study. When asked if the student qualified for special education, participants assigned the non-Latino vignettes qualified the student at a greater rate than subjects receiving the Latino vignette and the difference was significant. Most other comparisons did not yield statistically significant results.
Dissertation
http://hdl.handle.net/10211.9/1127
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1127/8/bitstream
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oai:dspace.calstate.edu:10211.9/1130
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2011-06-24T18:28:50Z
2011-06-24T18:28:50Z
2011-06-24
2011-05-05
2011-06-24
http://hdl.handle.net/10211.9/1130
Truancy is a nationwide epidemic and is the first sign that a student is in crisis. This research study looked into the perspectives of habitually truant students an underrepresented population in this research. This study captures the voices of truant students about paths that led them to truancy and the Attendance Resource Center. The Attendance Resource Center is a collaborative approach model truancy reduction program in Sacramento County. The researcher used constructivism and systems theory as the theoretical foundation for this study. The purpose of this study is to expand the research literature on truancy and provide practitioners and schools with a different perspective to truancy and information to reduce high school dropout rates. The study used grounded theory research methods to analyze the data, and recommendations for the education system.
The untold stories of truant students: a case study analysis of their experiences at the attendance resource center
Diggs-Reynolds, Tera Lynn
Lilly, Frank
Truancy
School attendance
High school drop-out
Student perspective
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2011.
Truancy is a nationwide epidemic and is the first sign that a student is in crisis. This research study looked into the perspectives of habitually truant students an underrepresented population in this research. This study captures the voices of truant students about paths that led them to truancy and the Attendance Resource Center. The Attendance Resource Center is a collaborative approach model truancy reduction program in Sacramento County. The researcher used constructivism and systems theory as the theoretical foundation for this study. The purpose of this study is to expand the research literature on truancy and provide practitioners and schools with a different perspective to truancy and information to reduce high school dropout rates. The study used grounded theory research methods to analyze the data, and recommendations for the education system.
Dissertation
http://hdl.handle.net/10211.9/1130
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1130/9/bitstream
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oai:dspace.calstate.edu:10211.9/1187
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2011-07-05T15:30:59Z
2014-10-21T04:00:09Z
2011-07-05
2011-05-05
2011-07-05
http://hdl.handle.net/10211.9/1187
The purpose of this study was to examine the relationship between middle/high school students??? racial identity, religious participation, and perception of stereotype threat and the effect on student educational outcomes (student engagement, student achievement, academic identification, withdrawal, and dropout). The focus of this study was on African American students who participate in church-related religious activity on a regular basis.
The Black community church has long provided the vehicle for the open expression of African American social, political, and educational discourse and organization needed to enact critically needed community change efforts. Environment assets such as the community Black church involvement for African American students may prove to hold resources for overcoming the achievement gap. When African Americans as a church community taught students who were denied access to public schools, the curriculum was culturally relevant and the teachers shared the same values, beliefs, traditions, and custom as the students they taught (hooks, 1992). This contributed to students??? feeling of belonging and identity and provided critical social capital, which is significant for African American student learning and development as a marginalized ethnic group.
The literature reviewed for this study provides a discussion of four themes. The first theme examines the theoretical frames informing this study. These include: racial identity theory, critical race theory, stereotype threat theory, community cultural wealth, and critical social capital. The second theme provides a clear cultural context for the understanding and interpretation of the social and political climate of the study. This theme reviews the concept of race, racial socialization, and institutional racism as a pretense of the sociopolitical institutions and agencies in society, particularly education. The third theme explores the importance of youth development and community-based organizations in building self-esteem, racial identity development, and ethnic efficacy of adolescents. This includes the significance of the Black church community for African Americans politically, socially, and spiritually in racial identity development and ethnic pride. The fourth theme reviews the educational implications and outcomes these social and cultural factors have for African American middle/high school students attending American public schools.
The research design was mixed-method, quantitative and qualitative. Data was collected from a 36-question self-reported survey, focus group activity, and adult interviews, which were transcribed and analyzed for patterns and themes. The researcher utilized the linkages among the various data sources through coding, categories, and concepts to identify relevant findings related to the research questions. The researcher then triangulated the various data sources to build an understanding of student subjects??? experience of their world and the implication for educational outcomes.
The findings indicated there were both statistically significant (p= .05 or less) and statistically suggestive (p=.10 or less) correlations between racial identity, religious participation, and stereotype threat and the impact on education outcomes such as grade point average, academic identity, academic engagement, social acceptance, future aspirations, as well as self-handicapping and academic disengagement. Students who experience stereotype threat without the buffer of resilience-making support, are more likely to participate in self handicapping and disengaging behavior over time. Steele (1994) suggested that these are the very students who eventually withdraw and/or drop out of school. The cost to the nation and states for students failing to complete high school is measured in billions of dollars. In addition, for students who drop out of school, the cost in human potential is priceless.
The concluding chapter discusses the implications of the study including implications for transformational leadership, policy implications, and suggests future research studies with the final reflection of the researcher.
It is imperative that researchers, educators, and policymakers explore the influencing factors and cultural assets of African Americans in their efforts to close the achievement gap, a persistent phenomenon that continues to undermine the national security and economic stability of the United States. The cost to the nation for students who do not complete high school or are unable to function and contribute as citizens is catastrophic. This study attempts to provide some possibilities for further knowledge and understanding research and reform efforts.
Racial identity, religious participation and stereotype threat: the impact on student educational outcomes
Stevens, Francine
Blanchard, Rosemary Ann
Black church
African American
Critical race theory
Youth development
Microagressions
Community cultural wealth
Protective factors
Resiliency
Academic engagement
Academic identity
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2011.
The purpose of this study was to examine the relationship between middle/high school students??? racial identity, religious participation, and perception of stereotype threat and the effect on student educational outcomes (student engagement, student achievement, academic identification, withdrawal, and dropout). The focus of this study was on African American students who participate in church-related religious activity on a regular basis.
The Black community church has long provided the vehicle for the open expression of African American social, political, and educational discourse and organization needed to enact critically needed community change efforts. Environment assets such as the community Black church involvement for African American students may prove to hold resources for overcoming the achievement gap. When African Americans as a church community taught students who were denied access to public schools, the curriculum was culturally relevant and the teachers shared the same values, beliefs, traditions, and custom as the students they taught (hooks, 1992). This contributed to students??? feeling of belonging and identity and provided critical social capital, which is significant for African American student learning and development as a marginalized ethnic group.
The literature reviewed for this study provides a discussion of four themes. The first theme examines the theoretical frames informing this study. These include: racial identity theory, critical race theory, stereotype threat theory, community cultural wealth, and critical social capital. The second theme provides a clear cultural context for the understanding and interpretation of the social and political climate of the study. This theme reviews the concept of race, racial socialization, and institutional racism as a pretense of the sociopolitical institutions and agencies in society, particularly education. The third theme explores the importance of youth development and community-based organizations in building self-esteem, racial identity development, and ethnic efficacy of adolescents. This includes the significance of the Black church community for African Americans politically, socially, and spiritually in racial identity development and ethnic pride. The fourth theme reviews the educational implications and outcomes these social and cultural factors have for African American middle/high school students attending American public schools.
The research design was mixed-method, quantitative and qualitative. Data was collected from a 36-question self-reported survey, focus group activity, and adult interviews, which were transcribed and analyzed for patterns and themes. The researcher utilized the linkages among the various data sources through coding, categories, and concepts to identify relevant findings related to the research questions. The researcher then triangulated the various data sources to build an understanding of student subjects??? experience of their world and the implication for educational outcomes.
The findings indicated there were both statistically significant (p= .05 or less) and statistically suggestive (p=.10 or less) correlations between racial identity, religious participation, and stereotype threat and the impact on education outcomes such as grade point average, academic identity, academic engagement, social acceptance, future aspirations, as well as self-handicapping and academic disengagement. Students who experience stereotype threat without the buffer of resilience-making support, are more likely to participate in self handicapping and disengaging behavior over time. Steele (1994) suggested that these are the very students who eventually withdraw and/or drop out of school. The cost to the nation and states for students failing to complete high school is measured in billions of dollars. In addition, for students who drop out of school, the cost in human potential is priceless.
The concluding chapter discusses the implications of the study including implications for transformational leadership, policy implications, and suggests future research studies with the final reflection of the researcher.
It is imperative that researchers, educators, and policymakers explore the influencing factors and cultural assets of African Americans in their efforts to close the achievement gap, a persistent phenomenon that continues to undermine the national security and economic stability of the United States. The cost to the nation for students who do not complete high school or are unable to function and contribute as citizens is catastrophic. This study attempts to provide some possibilities for further knowledge and understanding research and reform efforts.
Dissertation
http://hdl.handle.net/10211.9/1187
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1187/9/bitstream
a29f3ecf84cf9fd3f284fb858d133097
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oai:dspace.calstate.edu:10211.9/1212
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2011-07-11T17:05:56Z
2011-07-11T17:05:56Z
2011-07-11
2011-05-06
2011-07-11
http://hdl.handle.net/10211.9/1212
Abundant evidence from studies comparing individuals with a bachelor???s degree to those without suggests that higher levels of educational attainment are positively associated with increased levels of civic engagement. Yet, few studies explore the civic engagement levels of current community college (two-year) students as well as individuals who graduated from a community college but did not go on to obtain a four-year degree. In this study I explored the civic engagement of current two-year students compared to four-year students as well as adults with a bachelor???s degree compared to those with a high school diploma or an associate???s degree to better understand if differences exist between these groups.
I found that community-based engagement was significantly lower for two-year students than four-year students, and these differences may stem from differences in enrolling full-time, living on campus, and hours worked on or off campus. When I isolated two-year students, enrolling full-time, living on campus, and hours worked on and off campus were significant predictors of their community-based engagement. Two-year students were also significantly less likely to discuss politics than four-year students, however full-time enrollment, living on campus, and hours worked on or off campus did not explain the differences. In addition, two-year students were not significantly different from four-year students in their engagement in political protests, but when I controlled for a student enrolling full-time, living on campus, and how many hours they worked on or off campus, two-year students were significantly more likely to participate in political protests than four-year students. With only two-year students in the regression, enrolling full-time, living on campus, and hours worked on campus were significant predictors of their engagement in political protests.
For adults not currently enrolled in school and likely beyond their college going years, high school graduates and associate???s degree holders were significantly less likely than bachelor???s degree holders to engage in community-based and political engagement activities. The findings resulted in leadership, policy, and equity implications.
An exploration of civic engagement of community college students
Newell, Mallory Angeli
Kirlin, Mary
Community college
Civic engagement
Community college students
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2011.
Abundant evidence from studies comparing individuals with a bachelor???s degree to those without suggests that higher levels of educational attainment are positively associated with increased levels of civic engagement. Yet, few studies explore the civic engagement levels of current community college (two-year) students as well as individuals who graduated from a community college but did not go on to obtain a four-year degree. In this study I explored the civic engagement of current two-year students compared to four-year students as well as adults with a bachelor???s degree compared to those with a high school diploma or an associate???s degree to better understand if differences exist between these groups.
I found that community-based engagement was significantly lower for two-year students than four-year students, and these differences may stem from differences in enrolling full-time, living on campus, and hours worked on or off campus. When I isolated two-year students, enrolling full-time, living on campus, and hours worked on and off campus were significant predictors of their community-based engagement. Two-year students were also significantly less likely to discuss politics than four-year students, however full-time enrollment, living on campus, and hours worked on or off campus did not explain the differences. In addition, two-year students were not significantly different from four-year students in their engagement in political protests, but when I controlled for a student enrolling full-time, living on campus, and how many hours they worked on or off campus, two-year students were significantly more likely to participate in political protests than four-year students. With only two-year students in the regression, enrolling full-time, living on campus, and hours worked on campus were significant predictors of their engagement in political protests.
For adults not currently enrolled in school and likely beyond their college going years, high school graduates and associate???s degree holders were significantly less likely than bachelor???s degree holders to engage in community-based and political engagement activities. The findings resulted in leadership, policy, and equity implications.
Dissertation
http://hdl.handle.net/10211.9/1212
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1212/6/bitstream
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oai:dspace.calstate.edu:10211.9/1131
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2011-06-24T18:38:40Z
2011-06-24T18:38:40Z
2011-06-24
2011-05-13
2011-06-24
http://hdl.handle.net/10211.9/1131
This study offers conclusions and recommendations on increasing reading comprehension for ELs. Previous studies have focused on the use of certain instructional strategies, but few have investigated the effect of these strategies on EL reading achievement. This research adds to the body of knowledge that already exists on EL reading achievement by addressing the following problem: too few ELs are passing the reading comprehension portion of the Standardized Testing and Reporting (STAR) test in California. This study utilized a Likert scale survey to collect data from teachers and used a multiple regression analysis to identify significant findings. Specifically, the survey asked teachers to respond to the amount of knowledge/use and perceived effectiveness about the following instructional strategies: total physical response, interactive word wall, dual language or concept books, schema stories, student self-monitoring, KWL, and picture and sentence match. This study found two significant findings in the self-reported effectiveness of student self-monitoring and KWL. Recommendations and implications for educators, administration, and policy are shared, including suggestions for supporting all learners within a transformative organization. School leaders and teachers can seek professional development opportunities to strengthen the instructional practices for ELs in order to close the achievement gap.
The effects of reading comprehension strategies on achievement for English learners (ELs)
Carder, Sunny Marie
Pritchard, Robert Henry, 1947-
Instructional strategies
Student achievement
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2011.
This study offers conclusions and recommendations on increasing reading comprehension for ELs. Previous studies have focused on the use of certain instructional strategies, but few have investigated the effect of these strategies on EL reading achievement. This research adds to the body of knowledge that already exists on EL reading achievement by addressing the following problem: too few ELs are passing the reading comprehension portion of the Standardized Testing and Reporting (STAR) test in California. This study utilized a Likert scale survey to collect data from teachers and used a multiple regression analysis to identify significant findings. Specifically, the survey asked teachers to respond to the amount of knowledge/use and perceived effectiveness about the following instructional strategies: total physical response, interactive word wall, dual language or concept books, schema stories, student self-monitoring, KWL, and picture and sentence match. This study found two significant findings in the self-reported effectiveness of student self-monitoring and KWL. Recommendations and implications for educators, administration, and policy are shared, including suggestions for supporting all learners within a transformative organization. School leaders and teachers can seek professional development opportunities to strengthen the instructional practices for ELs in order to close the achievement gap.
Dissertation
http://hdl.handle.net/10211.9/1131
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1131/5/bitstream
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oai:dspace.calstate.edu:10211.9/1760
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2012-09-14T20:39:51Z
2012-09-14T20:39:51Z
2012-09-14
2012-05-04
2012-09-14
http://hdl.handle.net/10211.9/1760
This study examines the consequences for urban Hmong American high school students of participating in two years sequences of high school level Hmong as World Language courses.
The Hmong population in the United States is a product of war, exile and resettlement at the end of the Vietnam War. Since their arrival, both the Hmong people and American social and political institutions have been trying to learn how to deal with each other more effectively and respectfully. One of the key American institutions engaging with the Hmong diaspora has been the public schools. This study explores one program in one public high school in north central California, initiated by Hmong educators themselves. The Hmong as World language program seeks to provide relevant academic education for Hmong American students by teaching Hmong as a ???foreign language??? for purposes of high school graduation and college admission requirements.
Some of the most important issues facing young Hmong Americans include not having access to quality and equitable educational opportunity and losing their ethnic and cultural identity and language as they go through school. The results are often low academic performance in school or dropping out altogether. These pressures also push many young Hmong Americans away from their families and their traditions and into negative live choices which further disrupt the Hmong community (Cha, 2010; O???Reilly, 1998).
The Hmong migrations to the United States are recent. Therefore, studies of Hmong educational attainment and cultural endurance in the United States are fairly new. However educational researchers and especially new Hmong scholars are beginning to identify factors that contribute to the problems faced by this group of students and to their success. Vang???s (1998) study showed a correlation between cultural retention and students??? academic achievement. Hutchinson (1997) and Rumbaut (1989) reported that connectedness to Hmong culture positively affected educational performance of Hmong American youth. Moreover, Ngo and Lee (2007) report many findings that Hmong and other Southeast Asian students who adopt a strategy of accommodation without assimilation are the most successful (See also, McNall, et al., 1994 and Lee, 2005).
This study is ground in Yosso???s (2005) theory of community cultural wealth. Yosso identifies six forms of community capital which together constitute a pool of community cultural wealth that minority students, such as the Hmong American students in this study can draw upon.
The study employed both qualitative and quantitative analyses. These included statistical analysis of the relationship between participation in Hmong as World Language (HWL) instruction and other measures of high school success and in depth analysis of interviews and focus group dialogues with teachers of HWL and recent graduates who had taken HWL.
Both quantitative and qualitative analyses found that taking HWL for two years had many positive outcomes for students and no identifiable negative consequences. Positive academic outcomes included improvements in high school GPA and increased skill and confidence performing academic work in all subjects. An additional educational outcome was students??? confidence and optimism about future educational and career plans.
Positive outcomes for the students outside of school included strengthening their relationship with family, community and culture. Students born in the United States who took two years of HWL talked of coming back home to their Hmong identity and families. Students born in Thailand, recent arrivals from the closure of the last Vietnam era refugee camps, insisted that the HWL classes helped them learn how to navigate the system of American high school requirements.
This study demonstrates the importance of incorporating the strengths of the Hmong American community into the education of their children and confirms the power of heritage language to bind a community together and to develop high level thinking in bilingual, bicultural students. The study concludes with recommendations for expanding the availability of Hmong language studies to other schools and grade levels with identifiable Hmong student populations and for further research on the educational journey of Hmong students in the United States and globally.
Impacts of participation in Hmong as world language classes on outcomes for Hmong American high school students
Vang, William
Blanchard, Rosemary Ann
Hmong
Education
Identity
Bilingualism
Biculturalism
Community cultural wealth
Oral language
Curriculum and instruction
Cultural capital
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
This study examines the consequences for urban Hmong American high school students of participating in two years sequences of high school level Hmong as World Language courses.
The Hmong population in the United States is a product of war, exile and resettlement at the end of the Vietnam War. Since their arrival, both the Hmong people and American social and political institutions have been trying to learn how to deal with each other more effectively and respectfully. One of the key American institutions engaging with the Hmong diaspora has been the public schools. This study explores one program in one public high school in north central California, initiated by Hmong educators themselves. The Hmong as World language program seeks to provide relevant academic education for Hmong American students by teaching Hmong as a ???foreign language??? for purposes of high school graduation and college admission requirements.
Some of the most important issues facing young Hmong Americans include not having access to quality and equitable educational opportunity and losing their ethnic and cultural identity and language as they go through school. The results are often low academic performance in school or dropping out altogether. These pressures also push many young Hmong Americans away from their families and their traditions and into negative live choices which further disrupt the Hmong community (Cha, 2010; O???Reilly, 1998).
The Hmong migrations to the United States are recent. Therefore, studies of Hmong educational attainment and cultural endurance in the United States are fairly new. However educational researchers and especially new Hmong scholars are beginning to identify factors that contribute to the problems faced by this group of students and to their success. Vang???s (1998) study showed a correlation between cultural retention and students??? academic achievement. Hutchinson (1997) and Rumbaut (1989) reported that connectedness to Hmong culture positively affected educational performance of Hmong American youth. Moreover, Ngo and Lee (2007) report many findings that Hmong and other Southeast Asian students who adopt a strategy of accommodation without assimilation are the most successful (See also, McNall, et al., 1994 and Lee, 2005).
This study is ground in Yosso???s (2005) theory of community cultural wealth. Yosso identifies six forms of community capital which together constitute a pool of community cultural wealth that minority students, such as the Hmong American students in this study can draw upon.
The study employed both qualitative and quantitative analyses. These included statistical analysis of the relationship between participation in Hmong as World Language (HWL) instruction and other measures of high school success and in depth analysis of interviews and focus group dialogues with teachers of HWL and recent graduates who had taken HWL.
Both quantitative and qualitative analyses found that taking HWL for two years had many positive outcomes for students and no identifiable negative consequences. Positive academic outcomes included improvements in high school GPA and increased skill and confidence performing academic work in all subjects. An additional educational outcome was students??? confidence and optimism about future educational and career plans.
Positive outcomes for the students outside of school included strengthening their relationship with family, community and culture. Students born in the United States who took two years of HWL talked of coming back home to their Hmong identity and families. Students born in Thailand, recent arrivals from the closure of the last Vietnam era refugee camps, insisted that the HWL classes helped them learn how to navigate the system of American high school requirements.
This study demonstrates the importance of incorporating the strengths of the Hmong American community into the education of their children and confirms the power of heritage language to bind a community together and to develop high level thinking in bilingual, bicultural students. The study concludes with recommendations for expanding the availability of Hmong language studies to other schools and grade levels with identifiable Hmong student populations and for further research on the educational journey of Hmong students in the United States and globally.
Dissertation
http://hdl.handle.net/10211.9/1760
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1760/8/bitstream
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oai:dspace.calstate.edu:10211.9/1251
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2011-07-29T15:46:27Z
2011-07-29T15:46:27Z
2011-07-29
2011-04-29
2011-07-29
http://hdl.handle.net/10211.9/1251
This resiliency research can serve to validate previous studies on the resiliency protective factors of caring adult-student relationships, high teacher expectations, and a high level of student engagement. . The study???s purpose is to uncover school level protective factors that lead to student resiliency and academic success as reported by individual students. This research investigates how these school factors relate to student achievement. Peer reviewed literature from the past ten years along with seminal works focus on studies related to the aforementioned resiliency protective factors. The study provides a mixed methods approach with quantitative data coming from student surveys on the presence of the protective factors. The qualitative portion of the study collects data from follow up student focus groups to enrich the data. The researcher found that student reports of caring adult relationships in school and time for student to student small group interactions increased students??? language arts test scores by 23 scaled score points for each variable. The qualitative focus groups and interviews give more detailed information about the type of protective supports that students experienced in school which included high teacher expectations, caring adults who were interested in their lives, and specific examples of meaningful student participation. Low resilient low achieving students explained fewer rich examples of teacher expectations and fewer opportunities for engagement in the classroom. The conclusions drawn from this research provide specificity to school supports that improve the language arts achievement of at-risk students.
Building resiliency : the impact of school protective factors on elementary students' language arts achievement
Simon, Gabriel Harlan
Nevarez, Carlos, 1969-
Teacher expectations
Student resilience
Economically disadvantaged students
Student engagement
Poverty
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2011.
This resiliency research can serve to validate previous studies on the resiliency protective factors of caring adult-student relationships, high teacher expectations, and a high level of student engagement. . The study???s purpose is to uncover school level protective factors that lead to student resiliency and academic success as reported by individual students. This research investigates how these school factors relate to student achievement. Peer reviewed literature from the past ten years along with seminal works focus on studies related to the aforementioned resiliency protective factors. The study provides a mixed methods approach with quantitative data coming from student surveys on the presence of the protective factors. The qualitative portion of the study collects data from follow up student focus groups to enrich the data. The researcher found that student reports of caring adult relationships in school and time for student to student small group interactions increased students??? language arts test scores by 23 scaled score points for each variable. The qualitative focus groups and interviews give more detailed information about the type of protective supports that students experienced in school which included high teacher expectations, caring adults who were interested in their lives, and specific examples of meaningful student participation. Low resilient low achieving students explained fewer rich examples of teacher expectations and fewer opportunities for engagement in the classroom. The conclusions drawn from this research provide specificity to school supports that improve the language arts achievement of at-risk students.
Dissertation
http://hdl.handle.net/10211.9/1251
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1251/9/bitstream
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oai:dspace.calstate.edu:10211.9/1323
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2011-08-23T16:16:29Z
2014-10-21T04:00:07Z
2011-08-23
2011-04-28
2011-08-23
http://hdl.handle.net/10211.9/1323
The central issue is that NCLEX-RN standards have been raised requiring nursing graduates to demonstrate greater knowledge on the national licensure examination in order to be licensed. This has ramifications for nursing programs and their ability to sustain a high percentage of graduates from diverse backgrounds who go on to pass the NCLEX as first-time test takers. This study investigated the practices and programmatic features of Sacramento City College???s nursing program, a successful program characterized by its history to produce graduates from diverse backgrounds who passed the NCLEX-RN. The findings of this mixed methods study, which used data sources from faculty and graduate surveys, curricula documents, and NCLEX reports, supported observations and published recommendations of best practices noted by nursing education experts. The study also presented factors not commonly found in the research, such as maintaining a rigorous nursing program and high NCLEX passing rates while upholding diversity trends within its student body and the open access policy on a
ix
community college campus. In conclusion, the study explicitly recognized that the state???s investment in nursing education cannot be evaluated by simply examining NCLEX success ??? the ultimate return on investment in nursing programs is having graduates practice nursing in California.
Practices and programmatic features of an ADN program that produced graduates from diverse backgrounds who passed the NCLEX-RN
Siu, Jennifer Harrison
Lee, Edmund W.
Associate Degree Nursing
Diversity
Licensing exam
Community college
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2011.
The central issue is that NCLEX-RN standards have been raised requiring nursing graduates to demonstrate greater knowledge on the national licensure examination in order to be licensed. This has ramifications for nursing programs and their ability to sustain a high percentage of graduates from diverse backgrounds who go on to pass the NCLEX as first-time test takers. This study investigated the practices and programmatic features of Sacramento City College???s nursing program, a successful program characterized by its history to produce graduates from diverse backgrounds who passed the NCLEX-RN. The findings of this mixed methods study, which used data sources from faculty and graduate surveys, curricula documents, and NCLEX reports, supported observations and published recommendations of best practices noted by nursing education experts. The study also presented factors not commonly found in the research, such as maintaining a rigorous nursing program and high NCLEX passing rates while upholding diversity trends within its student body and the open access policy on a
ix
community college campus. In conclusion, the study explicitly recognized that the state???s investment in nursing education cannot be evaluated by simply examining NCLEX success ??? the ultimate return on investment in nursing programs is having graduates practice nursing in California.
Dissertation
http://hdl.handle.net/10211.9/1323
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1323/14/bitstream
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2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2013-06-28T16:03:14Z
2013-06-28T16:03:14Z
2013-06-28
2013-05-03
2013-06-28
http://hdl.handle.net/10211.9/2060
This mixed method research study examines the impact of preschool teachers??? education levels on the acquisition of school-readiness skills of kindergarten-bound students. Seeking to assess the problem of kindergarten-bound students not being academically and socially prepared, 81 teacher participants completed surveys and 5 teachers participated in qualitative interviews to examine the issue. Through the use of both quantitative and qualitative data, the following two research questions were analyzed:
1. Is there a significant difference between three teacher groups (Bachelors degree, Associate of Arts degree and Masters degrees) regarding teacher work experience on school-readiness skills as assessed on the five domains of the Desired Results Developmental Profile-Revised (DRDP-R) assessment?
2. Is there a significant difference between three teacher groups (Bachelors degree, Associate of Arts degree and Masters degrees) regarding education level on school-readiness skills as assessed on the five domains of the Desired Results Developmental Profile-Revised (DRDP-R) assessment?
Utilizing the systems theory (Bess and Dees, 2008) and social systems theory (Banathay, 1996), the research study examined preschool and its effects within the larger educational framework of K-12 system and higher education. The literature reviewed provided information on the higher educated teachers positively influencing school-readiness skills while other literature refuted the notion of higher educated teachers increasing the acquisition of school-readiness skills. The research study assessed the education levels and work experience of preschool teachers based on the five domains of the Desired Results Developmental Profile-Revised (DRDP-R) assessment tool.
Overall the quantitative findings demonstrated no positive or negative effects on the acquisition of school-readiness skills of kindergarten-bound students based on the education levels of the preschool teachers. The findings further demonstrated no negative or positive effects on school-readiness skills based on the work experience of the preschool teachers. The qualitative findings from the teacher participants??? interviews indicate a perception of school-readiness skills as academic skills only excluding social skills. The findings further indicate that additional factors such as parental involvement, effective communication, environment and high quality teachers and classroom environment contribute to improve preschool programs and increased school-readiness skills. Further, the qualitative data indicates the participants??? noted short-term benefits of preschool programs while acknowledging that kindergarten-bound students are typically successful in kindergarten and beyond. This research study concludes with recommendations for future actions as well as policy implications for the Early Childhood Education field.
The effects of preschool teachers??? education levels on the acquisition of school-readiness skills of kindergarten-bound students
Eaden Thompson, Tabitha
William-White, Lisa
Preschool education
School-readiness skills
Preschool teacher education
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2013.
This mixed method research study examines the impact of preschool teachers??? education levels on the acquisition of school-readiness skills of kindergarten-bound students. Seeking to assess the problem of kindergarten-bound students not being academically and socially prepared, 81 teacher participants completed surveys and 5 teachers participated in qualitative interviews to examine the issue. Through the use of both quantitative and qualitative data, the following two research questions were analyzed:
1. Is there a significant difference between three teacher groups (Bachelors degree, Associate of Arts degree and Masters degrees) regarding teacher work experience on school-readiness skills as assessed on the five domains of the Desired Results Developmental Profile-Revised (DRDP-R) assessment?
2. Is there a significant difference between three teacher groups (Bachelors degree, Associate of Arts degree and Masters degrees) regarding education level on school-readiness skills as assessed on the five domains of the Desired Results Developmental Profile-Revised (DRDP-R) assessment?
Utilizing the systems theory (Bess and Dees, 2008) and social systems theory (Banathay, 1996), the research study examined preschool and its effects within the larger educational framework of K-12 system and higher education. The literature reviewed provided information on the higher educated teachers positively influencing school-readiness skills while other literature refuted the notion of higher educated teachers increasing the acquisition of school-readiness skills. The research study assessed the education levels and work experience of preschool teachers based on the five domains of the Desired Results Developmental Profile-Revised (DRDP-R) assessment tool.
Overall the quantitative findings demonstrated no positive or negative effects on the acquisition of school-readiness skills of kindergarten-bound students based on the education levels of the preschool teachers. The findings further demonstrated no negative or positive effects on school-readiness skills based on the work experience of the preschool teachers. The qualitative findings from the teacher participants??? interviews indicate a perception of school-readiness skills as academic skills only excluding social skills. The findings further indicate that additional factors such as parental involvement, effective communication, environment and high quality teachers and classroom environment contribute to improve preschool programs and increased school-readiness skills. Further, the qualitative data indicates the participants??? noted short-term benefits of preschool programs while acknowledging that kindergarten-bound students are typically successful in kindergarten and beyond. This research study concludes with recommendations for future actions as well as policy implications for the Early Childhood Education field.
Dissertation
http://hdl.handle.net/10211.9/2060
en_US
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oai:dspace.calstate.edu:10211.9/1723
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2012-09-07T16:11:11Z
2012-09-07T16:11:11Z
2012-09-07
2012-05-04
2012-09-07
http://hdl.handle.net/10211.9/1723
When children in foster care turn 18, they are, for the most part, on their own. They are ???called emancipated???; they are legally adults free from the foster care system. But many leave foster care with no job or income, few educational prospects and little emotional support or community connections. There is a lack of knowledge regarding the effectiveness of services. Another challenge to improving policy and practice directed towards foster youth transitions to adulthood is the poor knowledge base supporting existing interventions. The vast majority of the existing research has relied upon caseworker ratings, self-reporting by foster parents, and identity information related to placement disruptions and placement success. Researchers must take into account the important role that foster youth perception plays in determining the child???s goal and success or failure of placement. From an Interpretive Perspective this research focused on the concept of resiliency. This study evaluated the perceptions of successful independent young adults regarding their life experience after foster care focused on their personal strengths; resiliency.
Contributing factors to successful emancipated foster youth
Williams-Washington, Rita A.
Borunda, Rose M.
Resilience and independence
Independent living for foster youth
Transition to independent living
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
When children in foster care turn 18, they are, for the most part, on their own. They are ???called emancipated???; they are legally adults free from the foster care system. But many leave foster care with no job or income, few educational prospects and little emotional support or community connections. There is a lack of knowledge regarding the effectiveness of services. Another challenge to improving policy and practice directed towards foster youth transitions to adulthood is the poor knowledge base supporting existing interventions. The vast majority of the existing research has relied upon caseworker ratings, self-reporting by foster parents, and identity information related to placement disruptions and placement success. Researchers must take into account the important role that foster youth perception plays in determining the child???s goal and success or failure of placement. From an Interpretive Perspective this research focused on the concept of resiliency. This study evaluated the perceptions of successful independent young adults regarding their life experience after foster care focused on their personal strengths; resiliency.
Dissertation
http://hdl.handle.net/10211.9/1723
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1723/6/bitstream
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oai:dspace.calstate.edu:10211.9/1867
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2012-09-27T17:37:27Z
2012-09-27T17:37:27Z
2012-09-27
2012-05-04
2012-09-27
http://hdl.handle.net/10211.9/1867
During the last several years, this researcher has often ponder why it is that some of California???s public schools receiving Title I federal funds are able to successfully exit and move beyond their Program Improvement (PI) status. Conversely, other public schools in California receiving Title I federal funds maintain their program improvement status for several years; and they exhibit little hope of ever exiting program improvement status and entering the ???Land of Promise??? a land without interventions, sanctions, and consequences.
California has been confronted with a significant increase in the number of public schools receiving Title 1 federal funding, as well as, a significant increase in the number of public schools in program improvement. As the timeline approaches to meet the goals set under the federal No Child Left Behind (NCLB) Act of 2001, California is faced with an eminent urgency for new legislation and policies to be created and implemented to address the momentous issues of the state???s increasing number of public schools in program improvement.
The purpose of this study was to pursue further investigation into program improvement; it is hoped that this study will assist in identifying any conditions, factors, processes or elements that may have contributed to a Title I federally funded California public urban elementary school???s ability to successfully exit and move beyond their program improvement status. More specifically, this researcher sought to develop a series of suggestions that could prove to beneficial to the 3,169 public schools in California that are currently designated as program improvement schools under the NCLB Act of 2001. Answers to the following research questions were sought: 1) What instructional and non-instructional practices or programs were used to drive the school improvement process in an urban elementary school that has been able to successfully exit and move beyond its program improvement status? 2) What perceptions about a school???s environment and interpersonal relationships exist within an urban elementary school schools culture that promotes positive systemic school change? 3) What role does leadership and the self-perceived value of school personnel have in an urban elementary school???s that has been able to successfully exit and move beyond its program improvement status?
The Center on Education Policy (2011), an independent nonprofit organization, has been monitoring national AYP data going back to 2005. On April 28, 2011, they released a report entitled How Many Schools Have Not Made Adequate Yearly Progress? The report findings sustain the findings of various other studies: An estimated 38 percent of the nation???s public schools did not make AYP in 2010. This marks an increase from 33 percent in 2009 and it is the highest percentage since NCLB took effect.
Since the early years of NCLB implementation, various analysts have predicted that the number of schools not making AYP would increase rapidly in future years and would eventually include a majority of the nation???s schools (Olson, 2002; Olson 2005; Wiley, Mathis & Garcia, 2005; University of California Riverside, 2008). According to State Schools Chief Tom Torlakson, ???4,600 or 80 percent of the state???s schools that receive federal Title I funds will be in improvement status for the 2011-2012 school year??? (Lambert, 2011, p. 2).
This mixed-methods research study was directed towards a California public urban elementary school with a large at-risk population of English Language Learners located just fifteen minutes from downtown Los Angeles. This study was guided by two strength-based theoretical models ???Appreciative Inquiry??? (inquiry framework ) and ???Positive Deviance??? (behavioral framework). Strength-Based or Asset-Based theoretical models focus on successes, ???what is working??? rather than failures ???what is wrong or broken??? (Hammond 1996; Stavros & Hinrichs, 2009). Strength-based or asset-based pedagogical models are framed around personal, social, or community assets and focus on unique talents, strengths, qualities and positive experiences.
Millions of dollars have been spent to study what our schools are lacking, what our schools are doing wrong, and what teachers are not doing right, yet the number of schools entering program improvement continues to increase every year. The time has come to stop focusing on what our schools are not doing right and to start focusing on what they are doing right.
This study suggest that in order to effectively meet the needs of the ever changing and evolving world, educators, educational leaders, policymakers, and legislators must begin to move beyond, simply treating the symptoms of program improvement; they must begin to investigate and understand the factors that create and influence successful systemic school improvement.
Furthermore, the findings of this study indicate that the true answers to the program improvement dilemma can be sought; if future researchers can move beyond problem solving, and break free from the bondage of the traditional deficit model of school improvement. By continuing to examine the schools that have been able to succeed in beating the odds by successfully exiting and moving beyond their program improvement status, future researchers could prove to be the catalysts in a strength-based movement; thereby, creating a paradigm shift in the future of educational research.
Overcoming program improvement status: a strength based approach to school improvement
Benitas, Anita Marie
Nevarez, Carlos, 1969-
Strength based school improvement
Program improvement
Strength based approach to school improvement
Overcoming program improvement status
Strength based approach to PI status
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
During the last several years, this researcher has often ponder why it is that some of California???s public schools receiving Title I federal funds are able to successfully exit and move beyond their Program Improvement (PI) status. Conversely, other public schools in California receiving Title I federal funds maintain their program improvement status for several years; and they exhibit little hope of ever exiting program improvement status and entering the ???Land of Promise??? a land without interventions, sanctions, and consequences.
California has been confronted with a significant increase in the number of public schools receiving Title 1 federal funding, as well as, a significant increase in the number of public schools in program improvement. As the timeline approaches to meet the goals set under the federal No Child Left Behind (NCLB) Act of 2001, California is faced with an eminent urgency for new legislation and policies to be created and implemented to address the momentous issues of the state???s increasing number of public schools in program improvement.
The purpose of this study was to pursue further investigation into program improvement; it is hoped that this study will assist in identifying any conditions, factors, processes or elements that may have contributed to a Title I federally funded California public urban elementary school???s ability to successfully exit and move beyond their program improvement status. More specifically, this researcher sought to develop a series of suggestions that could prove to beneficial to the 3,169 public schools in California that are currently designated as program improvement schools under the NCLB Act of 2001. Answers to the following research questions were sought: 1) What instructional and non-instructional practices or programs were used to drive the school improvement process in an urban elementary school that has been able to successfully exit and move beyond its program improvement status? 2) What perceptions about a school???s environment and interpersonal relationships exist within an urban elementary school schools culture that promotes positive systemic school change? 3) What role does leadership and the self-perceived value of school personnel have in an urban elementary school???s that has been able to successfully exit and move beyond its program improvement status?
The Center on Education Policy (2011), an independent nonprofit organization, has been monitoring national AYP data going back to 2005. On April 28, 2011, they released a report entitled How Many Schools Have Not Made Adequate Yearly Progress? The report findings sustain the findings of various other studies: An estimated 38 percent of the nation???s public schools did not make AYP in 2010. This marks an increase from 33 percent in 2009 and it is the highest percentage since NCLB took effect.
Since the early years of NCLB implementation, various analysts have predicted that the number of schools not making AYP would increase rapidly in future years and would eventually include a majority of the nation???s schools (Olson, 2002; Olson 2005; Wiley, Mathis & Garcia, 2005; University of California Riverside, 2008). According to State Schools Chief Tom Torlakson, ???4,600 or 80 percent of the state???s schools that receive federal Title I funds will be in improvement status for the 2011-2012 school year??? (Lambert, 2011, p. 2).
This mixed-methods research study was directed towards a California public urban elementary school with a large at-risk population of English Language Learners located just fifteen minutes from downtown Los Angeles. This study was guided by two strength-based theoretical models ???Appreciative Inquiry??? (inquiry framework ) and ???Positive Deviance??? (behavioral framework). Strength-Based or Asset-Based theoretical models focus on successes, ???what is working??? rather than failures ???what is wrong or broken??? (Hammond 1996; Stavros & Hinrichs, 2009). Strength-based or asset-based pedagogical models are framed around personal, social, or community assets and focus on unique talents, strengths, qualities and positive experiences.
Millions of dollars have been spent to study what our schools are lacking, what our schools are doing wrong, and what teachers are not doing right, yet the number of schools entering program improvement continues to increase every year. The time has come to stop focusing on what our schools are not doing right and to start focusing on what they are doing right.
This study suggest that in order to effectively meet the needs of the ever changing and evolving world, educators, educational leaders, policymakers, and legislators must begin to move beyond, simply treating the symptoms of program improvement; they must begin to investigate and understand the factors that create and influence successful systemic school improvement.
Furthermore, the findings of this study indicate that the true answers to the program improvement dilemma can be sought; if future researchers can move beyond problem solving, and break free from the bondage of the traditional deficit model of school improvement. By continuing to examine the schools that have been able to succeed in beating the odds by successfully exiting and moving beyond their program improvement status, future researchers could prove to be the catalysts in a strength-based movement; thereby, creating a paradigm shift in the future of educational research.
Dissertation
http://hdl.handle.net/10211.9/1867
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1867/8/bitstream
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oai:dspace.calstate.edu:10211.9/1771
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2012-09-17T21:50:14Z
2012-09-17T21:50:14Z
2012-09-17
2012-04-12
2012-09-17
http://hdl.handle.net/10211.9/1771
This study investigated principals??? attitudes toward the inclusion of students with disabilities in elementary schools in California. More specifically, this study determined the variables that have a positive relationship with principals??? attitudes toward inclusion. The variables examined in the study are: principals??? personal characteristics; different types of experiences; training and education; school characteristics; knowledge in special education law and terminology; and beliefs about appropriate placements for students with various types of disabilities.
An online survey entitled Principals and Inclusion Survey (PIS), developed by Praisner (2000), was sent to every public elementary school principal in California with a valid email address. The intended sample was 3,839 and the actual sample size was 773. Once the data were collected, a Pearson Product Moment Correlation (PPMC) was used to determine the variables that correlate with principals??? attitudes toward inclusion.
The results indicated that principals in California hold positive attitudes toward inclusion. The study also revealed that principals??? experience, training, knowledge in special education law and terminology had a positive correlation with principals??? attitudes. However, variables related to demographics were not found to correlate with attitudes.
The study recommended that there is a need for a more specific definition for the term inclusion. In addition, it emphasizes the importance of considering the variables that found to correlate with attitudes when hiring new principals and the importance of principals??? training and knowledge in special education and inclusion. Finally, it recommended that principals should develop their leadership abilities to best implement inclusive practices within their schools.
Principals' attitudes toward the inclusion of students with disabilities in elementary schools in California
Bawardi-Shomar, Lourd
Pritchard, Robert Henry, 1947-
Leadership
Change
IDEA
Principals and Inclusion Survey
Special education
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
This study investigated principals??? attitudes toward the inclusion of students with disabilities in elementary schools in California. More specifically, this study determined the variables that have a positive relationship with principals??? attitudes toward inclusion. The variables examined in the study are: principals??? personal characteristics; different types of experiences; training and education; school characteristics; knowledge in special education law and terminology; and beliefs about appropriate placements for students with various types of disabilities.
An online survey entitled Principals and Inclusion Survey (PIS), developed by Praisner (2000), was sent to every public elementary school principal in California with a valid email address. The intended sample was 3,839 and the actual sample size was 773. Once the data were collected, a Pearson Product Moment Correlation (PPMC) was used to determine the variables that correlate with principals??? attitudes toward inclusion.
The results indicated that principals in California hold positive attitudes toward inclusion. The study also revealed that principals??? experience, training, knowledge in special education law and terminology had a positive correlation with principals??? attitudes. However, variables related to demographics were not found to correlate with attitudes.
The study recommended that there is a need for a more specific definition for the term inclusion. In addition, it emphasizes the importance of considering the variables that found to correlate with attitudes when hiring new principals and the importance of principals??? training and knowledge in special education and inclusion. Finally, it recommended that principals should develop their leadership abilities to best implement inclusive practices within their schools.
Dissertation
http://hdl.handle.net/10211.9/1771
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1771/11/bitstream
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oai:dspace.calstate.edu:10211.9/728
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2010-10-04T17:06:40Z
2010-10-04T17:06:40Z
2010-10-04
2010-04-29
2010-10-04
http://hdl.handle.net/10211.9/728
There is a need for scholarship that speaks specifically to how critical Xicana/o educators cope and sustain themselves in the face of continual resistance by colleagues and unsupportive school administrators that discount and otherwise silence their voices. This type of research is critical because of the tremendous role that critical Xicana/o educators play in the educational experiences of Raza students in an otherwise failed system. Given this position, there is a need for expanded scholarship that addresses their subsequent need for support networks to sustain them in the education profession. This study examined eight members of the Colectiva, a support network of high school and university Raza educators in Northern California.
This research was based on critical ethnographic methodology which included fieldwork, interactions and dialogs with each participant. Other sources of data included focus groups and journal writing.The findings demonstrated that the Colectiva served as a space in which the participant???s found personal, professional, and emotional growth that worked to sustain them in the education profession. Beyond sustainability, the participants realized the magnitude and responsibility associated with referring to themselves as critical Xicana/o educators both as a professional commitment and in working toward a greater dimension.
The sustainability of critical Xicana/Xicano educators
Godina-Mart??nez, Gema Tonantz??n
Berta-Avila, Margarita, 1972-
Chicano
Latino
Xicano
Critical ethnography
Critical Chicana/Chicano pedagogy
Xicano pedagogy
Critical race theory
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2010.
There is a need for scholarship that speaks specifically to how critical Xicana/o educators cope and sustain themselves in the face of continual resistance by colleagues and unsupportive school administrators that discount and otherwise silence their voices. This type of research is critical because of the tremendous role that critical Xicana/o educators play in the educational experiences of Raza students in an otherwise failed system. Given this position, there is a need for expanded scholarship that addresses their subsequent need for support networks to sustain them in the education profession. This study examined eight members of the Colectiva, a support network of high school and university Raza educators in Northern California.
This research was based on critical ethnographic methodology which included fieldwork, interactions and dialogs with each participant. Other sources of data included focus groups and journal writing.The findings demonstrated that the Colectiva served as a space in which the participant???s found personal, professional, and emotional growth that worked to sustain them in the education profession. Beyond sustainability, the participants realized the magnitude and responsibility associated with referring to themselves as critical Xicana/o educators both as a professional commitment and in working toward a greater dimension.
Dissertation
http://hdl.handle.net/10211.9/728
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F728/5/bitstream
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oai:dspace.calstate.edu:10211.9/1744
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2012-09-14T17:33:28Z
2012-09-14T17:33:28Z
2012-09-14
2012-04-16
2012-09-14
http://hdl.handle.net/10211.9/1744
Latino migrant and seasonal farmworkers represent a significant group in the United States, with California having the largest concentration in the nation. California also has the largest number of identified Latino migrant and seasonal farmworker students, approximately one-third of the total U.S. migrant and farmworker student population (California Migrant Education Program, 2007). Latino education in the United States is a crisis, as discussed by G??ndara (2008). While Latinos are the fastest growing population, their bachelor degree completion rate remains extremely low, having risen by only 3% in a 30-year span (Pew Institute, 2010). Since the migrant and seasonal farmworker student population is 98% Latino, they are part of this educational crisis.
This qualitative study examines the phenomenon of the undergraduate college experiences of 10 Latino migrant and seasonal farmworker students who participated in the College Assistance Migrant Program (CAMP) at California State University, Sacramento and went on to complete their bachelor???s degree at the university. The theoretical framework guiding this study is Stanton-Salazar???s (1997, 2011) Network Analytic Theory of Socialization. This study examines strategies used by this population to build the necessary social networks in order to navigate college life and successfully complete a bachelor???s degree.
While using grounded theory as the method to analyze the study findings, it became apparent that the introduction of a new conceptual framework: The Culturally Adaptive Navigation Model for Latino Migrant and Seasonal Farmworker College Students was necessary, because, while various existing theories consider the characteristics of low-income, first-generation, underserved minority students, not a single one was created with the characteristics of this unique population in mind. Research findings demonstrate that providing an environment that facilitates relationships with institutional and empowerment agents increases access to valuable social capital and a sense of belonging for this growing, capable and often invisible population.
The Culturally Adaptive Navigation Model for Latino Migrant and Seasonal Farmworker College Students identifies significant first-year and beyond first-year transitions, referred to as progressions, that this group of students experience throughout their undergraduate years. According to the perspectives of participants interviewed, in order for Latino migrant and seasonal farmworker students to be successful, an adaptive model of practice must be adopted at the institutional level. This model identifies strategies to meet the unique needs of Latino migrant and seasonal farmworker students through academic support programs and/or course curriculum. This study provides programmatic recommendations applicable to other College Assistance Migrant Programs.
A study of Latino migrant and seasonal farmworker college students: the emergence of a culturally adaptive navigation model for success
Diaz, Viridiana
Turner, Caroline Sotello Viernes
Latino migrant and seasonal farmworker college students
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
Latino migrant and seasonal farmworkers represent a significant group in the United States, with California having the largest concentration in the nation. California also has the largest number of identified Latino migrant and seasonal farmworker students, approximately one-third of the total U.S. migrant and farmworker student population (California Migrant Education Program, 2007). Latino education in the United States is a crisis, as discussed by G??ndara (2008). While Latinos are the fastest growing population, their bachelor degree completion rate remains extremely low, having risen by only 3% in a 30-year span (Pew Institute, 2010). Since the migrant and seasonal farmworker student population is 98% Latino, they are part of this educational crisis.
This qualitative study examines the phenomenon of the undergraduate college experiences of 10 Latino migrant and seasonal farmworker students who participated in the College Assistance Migrant Program (CAMP) at California State University, Sacramento and went on to complete their bachelor???s degree at the university. The theoretical framework guiding this study is Stanton-Salazar???s (1997, 2011) Network Analytic Theory of Socialization. This study examines strategies used by this population to build the necessary social networks in order to navigate college life and successfully complete a bachelor???s degree.
While using grounded theory as the method to analyze the study findings, it became apparent that the introduction of a new conceptual framework: The Culturally Adaptive Navigation Model for Latino Migrant and Seasonal Farmworker College Students was necessary, because, while various existing theories consider the characteristics of low-income, first-generation, underserved minority students, not a single one was created with the characteristics of this unique population in mind. Research findings demonstrate that providing an environment that facilitates relationships with institutional and empowerment agents increases access to valuable social capital and a sense of belonging for this growing, capable and often invisible population.
The Culturally Adaptive Navigation Model for Latino Migrant and Seasonal Farmworker College Students identifies significant first-year and beyond first-year transitions, referred to as progressions, that this group of students experience throughout their undergraduate years. According to the perspectives of participants interviewed, in order for Latino migrant and seasonal farmworker students to be successful, an adaptive model of practice must be adopted at the institutional level. This model identifies strategies to meet the unique needs of Latino migrant and seasonal farmworker students through academic support programs and/or course curriculum. This study provides programmatic recommendations applicable to other College Assistance Migrant Programs.
Dissertation
http://hdl.handle.net/10211.9/1744
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1744/6/bitstream
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oai:dspace.calstate.edu:10211.9/1745
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2012-09-14T17:40:31Z
2014-01-17T22:42:55Z
2012-09-14
2012-04-23
2012-09-14
http://hdl.handle.net/10211.9/1745
The transformation of schools is a common theme in public policy on school education in many nations. Some are in response to immediate concerns about the level of student achievement, for example in the publicized findings on the California Department of Education website, 2011. With the realization that different approaches to schooling are needed for individual and societal success in a knowledge economy, the task to lead transformation of schools is seen as a complex and challenging endeavor.
Many school systems and school principals seem energized by the transformation of current systems and are looking forward to new standards and identifying strategies to achieve better outcomes of success with students.
The purpose of this study was to determine whether and to what degree elementary school principals exhibiting successful leadership characteristics within their school sites and communities exhibit higher levels of cultural intelligence. The study used three specific instruments to gather the data combining both qualitative and quantitative approaches in the collection. The quantitative data was collected from the use of a 20-item four-factor Cultural Intelligence Scale. Additional qualitative data was collected from a one-on-one interview and an ethnographic field study where each principal participant was observed. The study included the quantitative measurement of 39 principals in one school district and five qualitative case studies of randomly selected principals from the 12 who demonstrated successful principal leadership within the school site.
Findings from this study revealed the 34 principal leaders possessed above mean averages for levels of cultural intelligence as indicated on the quantitative Cultural Intelligence Scale. Further, the findings indicated that the five randomly selected and deemed exceptionally effective principals not only scored higher than the 34 original leaders, but they were also aware of and used their cultural intelligence in their daily interactions with community, students, and staff. The five selected individuals demonstrated behaviors aligning with the high levels of cultural intelligence.
The concluding information of the study indicates that effective principals do possess higher levels of measured and observable cultural intelligence. Evidence also indicates that the effective principals are aware of these levels of cultural intelligence and use this awareness to improve their interactions with individuals from diverse cultures.
Impact of cultural intelligence on the leadership practices of elementary principals
Meyerson, Linda Davis
Lilly, Frank
Cultural intelligence
Transformational leadership
Elementary principals
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
The transformation of schools is a common theme in public policy on school education in many nations. Some are in response to immediate concerns about the level of student achievement, for example in the publicized findings on the California Department of Education website, 2011. With the realization that different approaches to schooling are needed for individual and societal success in a knowledge economy, the task to lead transformation of schools is seen as a complex and challenging endeavor.
Many school systems and school principals seem energized by the transformation of current systems and are looking forward to new standards and identifying strategies to achieve better outcomes of success with students.
The purpose of this study was to determine whether and to what degree elementary school principals exhibiting successful leadership characteristics within their school sites and communities exhibit higher levels of cultural intelligence. The study used three specific instruments to gather the data combining both qualitative and quantitative approaches in the collection. The quantitative data was collected from the use of a 20-item four-factor Cultural Intelligence Scale. Additional qualitative data was collected from a one-on-one interview and an ethnographic field study where each principal participant was observed. The study included the quantitative measurement of 39 principals in one school district and five qualitative case studies of randomly selected principals from the 12 who demonstrated successful principal leadership within the school site.
Findings from this study revealed the 34 principal leaders possessed above mean averages for levels of cultural intelligence as indicated on the quantitative Cultural Intelligence Scale. Further, the findings indicated that the five randomly selected and deemed exceptionally effective principals not only scored higher than the 34 original leaders, but they were also aware of and used their cultural intelligence in their daily interactions with community, students, and staff. The five selected individuals demonstrated behaviors aligning with the high levels of cultural intelligence.
The concluding information of the study indicates that effective principals do possess higher levels of measured and observable cultural intelligence. Evidence also indicates that the effective principals are aware of these levels of cultural intelligence and use this awareness to improve their interactions with individuals from diverse cultures.
Dissertation
http://hdl.handle.net/10211.9/1745
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1745/5/bitstream
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oai:dspace.calstate.edu:10211.9/1906
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2012-11-06T17:59:06Z
2018-10-18T10:00:16Z
2012-11-06
2010-04-29
2012-11-06
http://hdl.handle.net/10211.9/1906
The purpose of this research was to explore the role of skills and study behaviors in students of color who traditionally have low admissions rates to the University of California.
According to Choy, Horn, N????ez, and Chen (2000) one of the key factors that prevent low-income students of color from being admitted to post-secondary schools is academic preparedness. One way to look at the educational preparation of students of color is to focus on study skills and study behaviors. Study skills, as it relates to this study, focused on meta-cognition, self-efficacy, time management, academic preparation, and group study.
While the admissions rates at the University of California for students of color have remained relatively the same during the Pre-Proposition 209 and Post-Proposition 209 era, the demographic makeup of California has shifted. Considering the population trend, the data indicates that not only are ethnic minority groups the majority population in California, but also that ethnic minorities will comprise of nearly 75% of the state population by the year 2050.
The University of California is also cutting freshman enrollment and boosting out-of-state admissions to generate revenue in wake of the on-going budget cuts, which leaves fewer slots for California students. Tuition fee increases for California students will also impact working class and low-income families across the spectrum. Therefore, admission to UC for students of color is further limited.
California???s economy depends on having an educated workforce, and therefore, it is essential that these under-represented students of color gain admission to post-secondary education.
The University of California at Davis (UCD) is one of ten campuses in the University of California (UC) system. It is located in the Central Valley of California near Sacramento. UCD has the largest campus within the UC system.
The Study Behavior Inventory- High School Version (SBI-HS) was administered to 77 Fall 2009 enrolled freshmen students of color (31 African American, 18 Asian American, and 28 Hispanic/Latino) from UCD. Within the groups, at least nine were male and eight were female. Inclusion or exclusion was based on the self-identification of the student.
The quantitative findings were reported in the following manner:
??? Similarities and Differences in Meta-Cognition and Self-Efficacy Among Students of Color
??? Similarities and Differences in Time Management Among Students of Color
??? Similarities and Differences in Academic Preparation Among Students of Color
??? Similarities and Differences in Social Nature Among Students of Color
The results of this study indicated that all groups have opportunities to further develop the necessary skills and study behaviors. In fact, these skills and study behaviors can be taught. Further research should look at a skills and study behavior treatment group and one control group to see if academic improvement can be demonstrated.
The role of skills and study behaviors in students of color who traditionally have low admissions rates to University of California
Armstrong, Willie J.
Cowan, Geni
Time management
Meta-cognition
Group study
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2010.
The purpose of this research was to explore the role of skills and study behaviors in students of color who traditionally have low admissions rates to the University of California.
According to Choy, Horn, N????ez, and Chen (2000) one of the key factors that prevent low-income students of color from being admitted to post-secondary schools is academic preparedness. One way to look at the educational preparation of students of color is to focus on study skills and study behaviors. Study skills, as it relates to this study, focused on meta-cognition, self-efficacy, time management, academic preparation, and group study.
While the admissions rates at the University of California for students of color have remained relatively the same during the Pre-Proposition 209 and Post-Proposition 209 era, the demographic makeup of California has shifted. Considering the population trend, the data indicates that not only are ethnic minority groups the majority population in California, but also that ethnic minorities will comprise of nearly 75% of the state population by the year 2050.
The University of California is also cutting freshman enrollment and boosting out-of-state admissions to generate revenue in wake of the on-going budget cuts, which leaves fewer slots for California students. Tuition fee increases for California students will also impact working class and low-income families across the spectrum. Therefore, admission to UC for students of color is further limited.
California???s economy depends on having an educated workforce, and therefore, it is essential that these under-represented students of color gain admission to post-secondary education.
The University of California at Davis (UCD) is one of ten campuses in the University of California (UC) system. It is located in the Central Valley of California near Sacramento. UCD has the largest campus within the UC system.
The Study Behavior Inventory- High School Version (SBI-HS) was administered to 77 Fall 2009 enrolled freshmen students of color (31 African American, 18 Asian American, and 28 Hispanic/Latino) from UCD. Within the groups, at least nine were male and eight were female. Inclusion or exclusion was based on the self-identification of the student.
The quantitative findings were reported in the following manner:
??? Similarities and Differences in Meta-Cognition and Self-Efficacy Among Students of Color
??? Similarities and Differences in Time Management Among Students of Color
??? Similarities and Differences in Academic Preparation Among Students of Color
??? Similarities and Differences in Social Nature Among Students of Color
The results of this study indicated that all groups have opportunities to further develop the necessary skills and study behaviors. In fact, these skills and study behaviors can be taught. Further research should look at a skills and study behavior treatment group and one control group to see if academic improvement can be demonstrated.
Dissertation
http://hdl.handle.net/10211.9/1906
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1906/4/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F1906/1/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F1906/2/bitstream
7b8695df0a2b437af88c8925b8204af8
oai:dspace.calstate.edu:10211.9/1947
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2013-02-18T18:45:59Z
2013-02-18T18:45:59Z
2013-02-18
2012-11-16
2013-02-18
http://hdl.handle.net/10211.9/1947
This mixed-methods study utilized data generated by 100 voluntary survey participants and five voluntary interview participants to construct a robust profile of AVID teacher attitudes, knowledge sets and practices. The researcher used the Pearson product-moment correlation coefficient statistical test as well as qualitative open coding data analyses to answer the two research questions about AVID teacher attitudes, knowledge sets and practices. The K-12 public school system in California, and within the broader context of the United States, is increasingly diverse along cultural, linguistic, learning and socio-economic lines. This fact, in addition to the persistent achievement gap between high performing, mostly White and Asian students, and their underserved and underrepresented counterparts, typically African Americans, Latinos, low-income students, and English learners, brings to the forefront the need for recruitment, retention and development of teachers who can successfully serve diverse populations. This study recommends attitudes, knowledge sets, and practices helpful for teacher educators, school principals, and human resource directors in school districts to meet the needs of historically underserved students, as well as a highly diverse population of students. The key attitudes driving the AVID teachers in the sample are as follows: they continually want to become better teachers, they believe all students can achieve high personal and academic goals, they believe they should be persistent in helping students meet their goals, believe students have different learning needs, believe in empowering students to be independent, believe in collaboration, believe motivation is a key factor of learning, believe students are whole beings, and believe programmatic success is multi-dimensional. The primary knowledge sets held and honed by the sample are as follows: they know inquiry-based curriculum and know the importance of student contexts in their learning. The dominant practices that emerged from sample are as follows: they show students they care, reflect about their teaching, practice culturally relevant, responsive pedagogy, link student knowledge, collaborate and integrate collaborative activities in their classrooms, motivate students by celebrating success and do not allow failure. This study finds that while educational policy documents, in general and more specifically the Council of Chief State School Offices (CCSSO), provide a comprehensive articulation of what quality teachers must know and be able to do they often are silent regarding attitudinal dispositions that are useful in serving historically underserved populations as well as highly diverse populations. The findings of this study suggest that AVID teachers exemplify the CCSSO???s 10 main indicators of teacher quality as well as demonstrate culturally relevant/responsive and caring frameworks of teaching. The overarching implication for this study is that both policy-makers and educational leaders should retain, develop and recruit teachers who do or can be nurtured to, demonstrate such indicators and repertoire of attitudes, knowledge sets and practices.
Successfully serving the underserved: profiles of AVID teachers
Handler, Lauren K.
Wong, Pia
AVID teachers
Teacher equality
Equity programs
Teacher characteristics
Teacher attitudes
Teacher practices
Advancement Via Individual Determination
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
This mixed-methods study utilized data generated by 100 voluntary survey participants and five voluntary interview participants to construct a robust profile of AVID teacher attitudes, knowledge sets and practices. The researcher used the Pearson product-moment correlation coefficient statistical test as well as qualitative open coding data analyses to answer the two research questions about AVID teacher attitudes, knowledge sets and practices. The K-12 public school system in California, and within the broader context of the United States, is increasingly diverse along cultural, linguistic, learning and socio-economic lines. This fact, in addition to the persistent achievement gap between high performing, mostly White and Asian students, and their underserved and underrepresented counterparts, typically African Americans, Latinos, low-income students, and English learners, brings to the forefront the need for recruitment, retention and development of teachers who can successfully serve diverse populations. This study recommends attitudes, knowledge sets, and practices helpful for teacher educators, school principals, and human resource directors in school districts to meet the needs of historically underserved students, as well as a highly diverse population of students. The key attitudes driving the AVID teachers in the sample are as follows: they continually want to become better teachers, they believe all students can achieve high personal and academic goals, they believe they should be persistent in helping students meet their goals, believe students have different learning needs, believe in empowering students to be independent, believe in collaboration, believe motivation is a key factor of learning, believe students are whole beings, and believe programmatic success is multi-dimensional. The primary knowledge sets held and honed by the sample are as follows: they know inquiry-based curriculum and know the importance of student contexts in their learning. The dominant practices that emerged from sample are as follows: they show students they care, reflect about their teaching, practice culturally relevant, responsive pedagogy, link student knowledge, collaborate and integrate collaborative activities in their classrooms, motivate students by celebrating success and do not allow failure. This study finds that while educational policy documents, in general and more specifically the Council of Chief State School Offices (CCSSO), provide a comprehensive articulation of what quality teachers must know and be able to do they often are silent regarding attitudinal dispositions that are useful in serving historically underserved populations as well as highly diverse populations. The findings of this study suggest that AVID teachers exemplify the CCSSO???s 10 main indicators of teacher quality as well as demonstrate culturally relevant/responsive and caring frameworks of teaching. The overarching implication for this study is that both policy-makers and educational leaders should retain, develop and recruit teachers who do or can be nurtured to, demonstrate such indicators and repertoire of attitudes, knowledge sets and practices.
Dissertation
http://hdl.handle.net/10211.9/1947
en_US
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oai:dspace.calstate.edu:10211.9/2014
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2013-04-05T20:21:58Z
2013-04-05T20:21:58Z
2013-04-05
2012-11-06
2013-04-05
http://hdl.handle.net/10211.9/2014
One of the most crucial issues facing the nursing profession today is the underrepresentation of minority nurses as it contributes to the disparity in the delivery of health care. The nursing work force is not keeping up with the pace of changing demographics in the general population, resulting in lack of diversity in the nursing profession. Consequently, the current nursing workforce is unable to meet the increasing demand for ethnically, culturally, and linguistically appropriate and sensitive health care. There is a pressing need to close the gaps in attainment for underrepresented groups in nursing education. This can only be accomplished by increasing access, retention and graduation rates of minority students from nursing schools. This qualitative phenomenological study explored the perceptions of newly graduated African American, Latino, and Muslim nurses about the challenges as well as facilitators that they encountered during the course of their undergraduate nursing school at one Northern California nursing baccalaureate program. It also examined institutional resources, social capital (networks), cultural capital (beliefs, values, and skills), and habitus (aspirations) that were necessary for their successful completion of the nursing program.
Minority student experiences: barriers and bridges in nursing education.
Noureddine, Nassrine
Turner, Caroline Sotello Viernes
Muslim nursing students
Latino nursing students
African American nursing students
Minorities in nursing
Nursing education
Diversity in nursing education
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
One of the most crucial issues facing the nursing profession today is the underrepresentation of minority nurses as it contributes to the disparity in the delivery of health care. The nursing work force is not keeping up with the pace of changing demographics in the general population, resulting in lack of diversity in the nursing profession. Consequently, the current nursing workforce is unable to meet the increasing demand for ethnically, culturally, and linguistically appropriate and sensitive health care. There is a pressing need to close the gaps in attainment for underrepresented groups in nursing education. This can only be accomplished by increasing access, retention and graduation rates of minority students from nursing schools. This qualitative phenomenological study explored the perceptions of newly graduated African American, Latino, and Muslim nurses about the challenges as well as facilitators that they encountered during the course of their undergraduate nursing school at one Northern California nursing baccalaureate program. It also examined institutional resources, social capital (networks), cultural capital (beliefs, values, and skills), and habitus (aspirations) that were necessary for their successful completion of the nursing program.
Dissertation
http://hdl.handle.net/10211.9/2014
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F2014/15/bitstream
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oai:dspace.calstate.edu:10211.9/1795
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2012-09-19T16:04:03Z
2012-09-19T16:04:03Z
2012-09-19
2012-05-01
2012-09-19
http://hdl.handle.net/10211.9/1795
The purpose of this study was to determine the overall impact of student aid, the level of impact of federal grants and loans, and identify any correlation between the price of attendance and federal student aid (FSA). Completion rates in the California Community Colleges (CCC) system was the dependent variable and measurement of impact. This nonexperimental quantitative study used existing data from cohorts in academic years 2000 through 2006 from Title IV institutions within the CCC system.
Several findings emerged from this study including:
1. A significant population access student aid and completion rates increase with the average award amount;
2. completion is not supported when fewer students access student aid and affordability from lower fees causes an increase in the student population;
3. the population accessing federal grant aid provide accountability in completion, but not federal student loans;
4. students attending the CCC system access federal grants more, but there has been a gradual shift to federal loans; and
5. a statistically significant relationship between price of attendance and the average amount awarded through federal grants and loans positively impact completion rates.
Since there is a dearth of knowledge on completion rates and accountability of FSA these findings are significant. As the costs associated with enrollment in higher education continue to rise the role of FSA has become an increasingly important topic of concern. Findings and recommendations from this study can be used as a tool for policymakers and educational leaders to make informed decisions about FSA funding. This analysis of accountability systems and affordability addresses equity in not only access, but also success in the CCC system.
Impact of federal student aid on completion rates in the California Community Colleges system
Jackson, Lundon Creshett
Lilly, Frank
Accountability
Affordability
Tools for persistence
Graduation rates
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
The purpose of this study was to determine the overall impact of student aid, the level of impact of federal grants and loans, and identify any correlation between the price of attendance and federal student aid (FSA). Completion rates in the California Community Colleges (CCC) system was the dependent variable and measurement of impact. This nonexperimental quantitative study used existing data from cohorts in academic years 2000 through 2006 from Title IV institutions within the CCC system.
Several findings emerged from this study including:
1. A significant population access student aid and completion rates increase with the average award amount;
2. completion is not supported when fewer students access student aid and affordability from lower fees causes an increase in the student population;
3. the population accessing federal grant aid provide accountability in completion, but not federal student loans;
4. students attending the CCC system access federal grants more, but there has been a gradual shift to federal loans; and
5. a statistically significant relationship between price of attendance and the average amount awarded through federal grants and loans positively impact completion rates.
Since there is a dearth of knowledge on completion rates and accountability of FSA these findings are significant. As the costs associated with enrollment in higher education continue to rise the role of FSA has become an increasingly important topic of concern. Findings and recommendations from this study can be used as a tool for policymakers and educational leaders to make informed decisions about FSA funding. This analysis of accountability systems and affordability addresses equity in not only access, but also success in the CCC system.
Dissertation
http://hdl.handle.net/10211.9/1795
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1795/8/bitstream
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2020-04-24T15:46:16Z
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2012-09-13T20:01:25Z
2012-09-13T20:01:25Z
2012-09-13
2012-04-30
2012-09-13
http://hdl.handle.net/10211.9/1740
This study of perceived factors can serve to validate current literature on the factors impacting the education of Latino high school students. The purpose of this study was to examine the factors and perceptions of Latino high school students impacting their educational experience. Subsequently, recommendations were made in order to examine and improve practices within the high school institution.
The study used a mixed methods approach to analyze both quantitative and qualitative data. Quantitative data were collected from Likert scale responses on a student survey and analyzed via Pearson correlation. Qualitative data were collected from written responses on a student survey and focus group transcripts and analyzed using a coding process and interrelating themes and descriptions. The analysis examined the perceived factors impacting the education of Latino high school students and their relationship to student achievement and school experience.
The researcher found that belief in self, relationships with adults and peers on campus, participation in extracurricular activities, and having a spiritual life impacted the education of Latino high school students. Quantitative analysis did not indicate race or experience of racial discrimination as significant factors. However, experience of racial discrimination was negatively correlated to the positive factors. Qualitative analysis of written responses indicated experiences racial discrimination in the third person. However in the student focus groups experiences of racial insensitivity or discrimination surfaced readily. Themes of family, friends, extracurricular activities, teachers, race, and school programs emerged during the qualitative analysis of the written responses and focus group transcripts as factors that impact the educational experience of Latino high school students. Students also reported that overall school was a positive experience.
Perceived factors impacting the education of Latino high school students
Hoover, Shelly Austin
Nevarez, Carlos, 1969-
Latino high school students
Achievement
School experience
School supports
Positive adult relationships
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
This study of perceived factors can serve to validate current literature on the factors impacting the education of Latino high school students. The purpose of this study was to examine the factors and perceptions of Latino high school students impacting their educational experience. Subsequently, recommendations were made in order to examine and improve practices within the high school institution.
The study used a mixed methods approach to analyze both quantitative and qualitative data. Quantitative data were collected from Likert scale responses on a student survey and analyzed via Pearson correlation. Qualitative data were collected from written responses on a student survey and focus group transcripts and analyzed using a coding process and interrelating themes and descriptions. The analysis examined the perceived factors impacting the education of Latino high school students and their relationship to student achievement and school experience.
The researcher found that belief in self, relationships with adults and peers on campus, participation in extracurricular activities, and having a spiritual life impacted the education of Latino high school students. Quantitative analysis did not indicate race or experience of racial discrimination as significant factors. However, experience of racial discrimination was negatively correlated to the positive factors. Qualitative analysis of written responses indicated experiences racial discrimination in the third person. However in the student focus groups experiences of racial insensitivity or discrimination surfaced readily. Themes of family, friends, extracurricular activities, teachers, race, and school programs emerged during the qualitative analysis of the written responses and focus group transcripts as factors that impact the educational experience of Latino high school students. Students also reported that overall school was a positive experience.
Dissertation
http://hdl.handle.net/10211.9/1740
en_US
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oai:dspace.calstate.edu:10211.9/2089
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2013-07-03T21:42:23Z
2013-07-03T21:42:23Z
2013-07-03
2013-05-03
2013-07-03
http://hdl.handle.net/10211.9/2089
When the No Child Left Behind Act of 2001 (NCLB) was implemented in California, as well as in other states, a shift in education occurred, one that demanded all students be proficient in reading and math by the year 2014. Since the inception of NCLB, states across the nation have been striving to reach the required levels of proficiency, and in doing so have -according to a number of studies- created an unintended consequence: students are not receiving well-rounded educations. As a result, the research literature suggests that too many students are not being adequately prepared for college or the 21st century workplace.
The purpose of this study was to investigate teacher perceptions of NCLB???s impact in a small northern California school district. More specifically, this study employed a mixed methods design to determine if a significant correlation existed between the online survey results from 125 K-5 teachers and the following variables: teacher flexibility, teacher morale, CST accuracy, CST comprehensiveness, influenced by the CST, and producing lifelong learners, as impacted by the California Standardized Testing and Reporting (STAR) program. This study also examined the perceptions of elementary teachers regarding student engagement towards learning and student academic achievement through follow-up interviews with six of the participants.
Overall, the findings revealed that the state???s standardized testing and the district???s formative assessments are essentially driving instruction in this district. Teachers are inevitably narrowing the curriculum, spending less time teaching at deeper levels, and are using a great deal of classroom instruction teaching testing strategies. The participants believe this has impacted their students educationally by narrowing their knowledge in many subject areas. The findings also indicated teachers believe that these students may have learned minimal strategies to use to problem solve, address conflict, or work with others. The findings revealed that, because of the teaching limitations created by NCLB expectations, students are not as engaged in their learning and are at times creatively stifled.
These impacts are also creating undesirable effects for the teachers. The findings indicated that teachers are frustrated and discouraged with the current demands from the federal, state, and district level accountability systems. The demands, in combination with teaching limitations, are creating pressures that are resulting in low teacher morale and thoughts of ending their teaching professions. This study concludes with four recommendations that emerged from the findings as well as implications for leadership, policy change, and further research.
The impact of the California standardized testing and reporting program on teacher perceptions regarding the educational profession, classroom instruction, student engagement toward learning, and student academic achievement
James, Vienna Maureen
Pritchard, Robert Henry, 1947-
NCLB
STAR
Elementary school teachers
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2013.
When the No Child Left Behind Act of 2001 (NCLB) was implemented in California, as well as in other states, a shift in education occurred, one that demanded all students be proficient in reading and math by the year 2014. Since the inception of NCLB, states across the nation have been striving to reach the required levels of proficiency, and in doing so have -according to a number of studies- created an unintended consequence: students are not receiving well-rounded educations. As a result, the research literature suggests that too many students are not being adequately prepared for college or the 21st century workplace.
The purpose of this study was to investigate teacher perceptions of NCLB???s impact in a small northern California school district. More specifically, this study employed a mixed methods design to determine if a significant correlation existed between the online survey results from 125 K-5 teachers and the following variables: teacher flexibility, teacher morale, CST accuracy, CST comprehensiveness, influenced by the CST, and producing lifelong learners, as impacted by the California Standardized Testing and Reporting (STAR) program. This study also examined the perceptions of elementary teachers regarding student engagement towards learning and student academic achievement through follow-up interviews with six of the participants.
Overall, the findings revealed that the state???s standardized testing and the district???s formative assessments are essentially driving instruction in this district. Teachers are inevitably narrowing the curriculum, spending less time teaching at deeper levels, and are using a great deal of classroom instruction teaching testing strategies. The participants believe this has impacted their students educationally by narrowing their knowledge in many subject areas. The findings also indicated teachers believe that these students may have learned minimal strategies to use to problem solve, address conflict, or work with others. The findings revealed that, because of the teaching limitations created by NCLB expectations, students are not as engaged in their learning and are at times creatively stifled.
These impacts are also creating undesirable effects for the teachers. The findings indicated that teachers are frustrated and discouraged with the current demands from the federal, state, and district level accountability systems. The demands, in combination with teaching limitations, are creating pressures that are resulting in low teacher morale and thoughts of ending their teaching professions. This study concludes with four recommendations that emerged from the findings as well as implications for leadership, policy change, and further research.
Dissertation
http://hdl.handle.net/10211.9/2089
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F2089/9/bitstream
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oai:dspace.calstate.edu:10211.9/1743
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2012-09-14T17:18:51Z
2012-09-14T17:18:51Z
2012-09-14
2012-04-27
2012-09-14
http://hdl.handle.net/10211.9/1743
The purpose of this study was to examine the effect of support services on grade point average (GPA) and timely baccalaureate attainment among community college transfer students. More specifically, the study investigated whether utilizing any of the five-support services (orientation, academic advising, tutoring, and counseling and psychology services) increased students??? success and timely graduation. GPA served as a mark of academic success. Timely graduation was defined as graduation in two or three years after transfer to the University of California at Davis (UC Davis). This study utilized two mixed methods surveys. Correlation, linear regression, and binary logistic regression analyses were used to analyze the five research questions.
Five research questions guided this study. The regression results showed that longer orientation, helpful tutoring, and financial aid could predict higher GPA. The results further showed that Counseling and Psychology Services (CAPS) retained students on campus through graduation. Moreover, the analysis of the qualitative data showed that good quality of academic advisement and tutoring could increase students??? success.
While this study yielded important findings about how support services could support community college transfer students at four year institutions and increased the likelihood of their timely graduation (two or three after transfer), more research is needed on how to increase the success of community college transfer students at four-year institutions.
The effect of support services on GPA and timely baccalaureate attainment among community college transfer students at the University of California (UC) at Davis
Edlbi, Maha
Blanchard, Rosemary Ann
Community college transfer
Timely baccalaureate attainment
Support services
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
The purpose of this study was to examine the effect of support services on grade point average (GPA) and timely baccalaureate attainment among community college transfer students. More specifically, the study investigated whether utilizing any of the five-support services (orientation, academic advising, tutoring, and counseling and psychology services) increased students??? success and timely graduation. GPA served as a mark of academic success. Timely graduation was defined as graduation in two or three years after transfer to the University of California at Davis (UC Davis). This study utilized two mixed methods surveys. Correlation, linear regression, and binary logistic regression analyses were used to analyze the five research questions.
Five research questions guided this study. The regression results showed that longer orientation, helpful tutoring, and financial aid could predict higher GPA. The results further showed that Counseling and Psychology Services (CAPS) retained students on campus through graduation. Moreover, the analysis of the qualitative data showed that good quality of academic advisement and tutoring could increase students??? success.
While this study yielded important findings about how support services could support community college transfer students at four year institutions and increased the likelihood of their timely graduation (two or three after transfer), more research is needed on how to increase the success of community college transfer students at four-year institutions.
Dissertation
http://hdl.handle.net/10211.9/1743
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1743/8/bitstream
30720547928acfe4664ecf11e9c12bb7
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oai:dspace.calstate.edu:10211.9/1767
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2012-09-17T20:39:08Z
2012-09-17T20:39:08Z
2012-09-17
2012-04-30
2012-09-17
http://hdl.handle.net/10211.9/1767
Latinos continue to be the fastest growing population in California and represent the fastest growing youth population. Paradoxically, Latinas remain underrepresented in California???s nursing workforce. The purpose of this qualitative research study was to 1) examine the factors contributing to the underrepresentation of Latinas seeking a career in the nursing profession, 2) Identify elements which serve as a means of support towards nursing education completion, 3) Examine the favorable outcomes from increasing Latina participation in nursing, and 4) Substantiate policy recommendations, legislation, and educational interventions to promote and support students of Latino ethnicity in the nursing profession. Four self-identified Latina nurses who completed their nursing education and successfully passed the National Council Licensure Exam (NCLEX-RN) were selected. Seven open-ended questions were designed to discover how their personal experiences served as obstacles or support as they pursued nursing as their desired profession. Findings revealed that a desire to help others, fulfilling a sense of obligation or service, balancing family, work, and school, and financial stability were identified as supportive measures towards successfully attaining a nursing degree. Conversely, financial difficulties, a lack of role models and mentors, balancing family, work, and academics, program enrollment criteria, and ineffective academic advisors were identified obstacles towards attaining a nursing degree. Lastly, recommendations for future Latina nursing student success was articulated by the graduate nurse participants.
Increasing Latino representation in California's nursing programs
Triphon, Joann Econome
Borunda, Rose M.
Minority health care provider success
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
Latinos continue to be the fastest growing population in California and represent the fastest growing youth population. Paradoxically, Latinas remain underrepresented in California???s nursing workforce. The purpose of this qualitative research study was to 1) examine the factors contributing to the underrepresentation of Latinas seeking a career in the nursing profession, 2) Identify elements which serve as a means of support towards nursing education completion, 3) Examine the favorable outcomes from increasing Latina participation in nursing, and 4) Substantiate policy recommendations, legislation, and educational interventions to promote and support students of Latino ethnicity in the nursing profession. Four self-identified Latina nurses who completed their nursing education and successfully passed the National Council Licensure Exam (NCLEX-RN) were selected. Seven open-ended questions were designed to discover how their personal experiences served as obstacles or support as they pursued nursing as their desired profession. Findings revealed that a desire to help others, fulfilling a sense of obligation or service, balancing family, work, and school, and financial stability were identified as supportive measures towards successfully attaining a nursing degree. Conversely, financial difficulties, a lack of role models and mentors, balancing family, work, and academics, program enrollment criteria, and ineffective academic advisors were identified obstacles towards attaining a nursing degree. Lastly, recommendations for future Latina nursing student success was articulated by the graduate nurse participants.
Dissertation
http://hdl.handle.net/10211.9/1767
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1767/11/bitstream
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7b8695df0a2b437af88c8925b8204af8
oai:dspace.calstate.edu:10211.9/1748
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2012-09-14T18:32:12Z
2012-09-14T18:32:12Z
2012-09-14
2012-04-25
2012-09-14
http://hdl.handle.net/10211.9/1748
Migrant students have a variety of obstacles such as poverty that may impede learning. Because of issues stemming from poverty, programs originated to assist families in need. One of those programs is the Mini-Corps Program that was established in the 1960s to support migrants in increasing achievement. Mini-Corps places college undergraduates who are from a migrant background with current K-12 migrants to assist in the educational process. An obstacle for migrants is that they typically relocate often as parents follow the crop patterns. This leads to students who lack continuity in their education. The constant relocation further compounds the difficulty of obtaining academic success in school. This study explores the Mini-Corps??? alumni as it focuses on the impact that participating in the program had on their ability to complete an undergraduate degree, complete a credentialing program, on obtaining employment, on professional development, and on establishing a mentor/mentee relationship. Through a mixed methods approach data was collected and analyzed in better understanding the impact of participating in Mini-Corps as an undergraduate. Surveys, interviews, and participant observations all were utilized in collecting data and subsequently triangulated the data in search of common themes.
???
The impact of participation in the Mini-Corps program as an undergraduate on alumni's professional career
Gonzalez, Eduardo
Loeza, Porfirio
Mini-Corps Program
Migrant education
Achievement gap
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
Migrant students have a variety of obstacles such as poverty that may impede learning. Because of issues stemming from poverty, programs originated to assist families in need. One of those programs is the Mini-Corps Program that was established in the 1960s to support migrants in increasing achievement. Mini-Corps places college undergraduates who are from a migrant background with current K-12 migrants to assist in the educational process. An obstacle for migrants is that they typically relocate often as parents follow the crop patterns. This leads to students who lack continuity in their education. The constant relocation further compounds the difficulty of obtaining academic success in school. This study explores the Mini-Corps??? alumni as it focuses on the impact that participating in the program had on their ability to complete an undergraduate degree, complete a credentialing program, on obtaining employment, on professional development, and on establishing a mentor/mentee relationship. Through a mixed methods approach data was collected and analyzed in better understanding the impact of participating in Mini-Corps as an undergraduate. Surveys, interviews, and participant observations all were utilized in collecting data and subsequently triangulated the data in search of common themes.
???
Dissertation
http://hdl.handle.net/10211.9/1748
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1748/5/bitstream
cbccf3f43244b66de776e349f67e92ad
http://dspace.calstate.edu/bitstream/10211.9%2F1748/4/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F1748/2/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F1748/3/bitstream
7b8695df0a2b437af88c8925b8204af8
oai:dspace.calstate.edu:10211.9/1693
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2012-08-17T17:35:00Z
2012-08-17T17:35:00Z
2012-08-17
2012-04-30
2012-08-17
http://hdl.handle.net/10211.9/1693
This qualitative phenomenological study examines transfer shock and the experience of community college students as they transitioned to California State University, Chico. Interviews were conducted with 13 community college transfer students who experienced a difficult transition to the four year institution as evidenced by a significant first semester drop in grade point average, known as transfer shock. The five research questions were:
1. How do students characterize their transition experience?
2. What are transfer students??? expectations around transfer?
3. What differences do transfers students report between the two and four year institutions?
4. What helps and hindrances to their transition do students report?
5. What additional types of support might be offered by the institution to aid their transition experience?
The author utilized Schlossberg???s Transition Theory (1995) as a lens to explore the transition experiences of students during their first semester at the new institution. Schlossberg posits that situation, self, supports and strategies (the 4 S???s) impact an individual???s ability to transition successfully. The researcher found that students characterized their transition in negative and positive terms. Student???s expectations were largely inaccurate in that they expected their experience at the four year institution to be very similar to their community college experience. Instead, they discovered many differences between institutions in terms of the academic and social environment and campus culture. Overall, the findings revealed that the academic transition was much more difficult for students than the social transition. For example, students found classes at the four year institution larger and more demanding with less instructor interaction. In regards to the social transition, study participants reported that Chico State provided a welcoming social environment in which it was easy to make friends. They also found that the campus culture was more positive and goal-oriented at the four year level than at the community college. Overall, study participants reported many more hindrances than helps to their transition experience. In particular, transfer students who lived away from home for the first time experienced difficulties with time management and basic life skills such as cooking and cleaning. One of the greatest hindrances to many transfer students in their transition was their reluctance to seek help. Challenges reported at the institutional level included: difficulties with the admission process, obstacles to obtaining academic advising and lack of information about academic and probation policies. Using Schlossberg???s Transition Theory as a lens to assess students??? coping strategies revealed that students??? assessment of their situation, as well their unwillingness to reach out for support contributed to their transition difficulties. This study concludes with policy and future research recommendations, as well as an emerging theoretical framework of transfer socialization. Institutions must consider the entire transfer process beginning at the community college and extending through the first semester at the new institution. Therefore, in order to help students avoid transfer shock, interventions must be staged at key points along the transition continuum.
Transfer shock and the experience of community college students transitioning to California State University, Chico: an exploratory study
Berner, Rebecca Jane
Turner, Caroline Sotello Viernes
Transfer shock
Community college transfer
Transition
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
This qualitative phenomenological study examines transfer shock and the experience of community college students as they transitioned to California State University, Chico. Interviews were conducted with 13 community college transfer students who experienced a difficult transition to the four year institution as evidenced by a significant first semester drop in grade point average, known as transfer shock. The five research questions were:
1. How do students characterize their transition experience?
2. What are transfer students??? expectations around transfer?
3. What differences do transfers students report between the two and four year institutions?
4. What helps and hindrances to their transition do students report?
5. What additional types of support might be offered by the institution to aid their transition experience?
The author utilized Schlossberg???s Transition Theory (1995) as a lens to explore the transition experiences of students during their first semester at the new institution. Schlossberg posits that situation, self, supports and strategies (the 4 S???s) impact an individual???s ability to transition successfully. The researcher found that students characterized their transition in negative and positive terms. Student???s expectations were largely inaccurate in that they expected their experience at the four year institution to be very similar to their community college experience. Instead, they discovered many differences between institutions in terms of the academic and social environment and campus culture. Overall, the findings revealed that the academic transition was much more difficult for students than the social transition. For example, students found classes at the four year institution larger and more demanding with less instructor interaction. In regards to the social transition, study participants reported that Chico State provided a welcoming social environment in which it was easy to make friends. They also found that the campus culture was more positive and goal-oriented at the four year level than at the community college. Overall, study participants reported many more hindrances than helps to their transition experience. In particular, transfer students who lived away from home for the first time experienced difficulties with time management and basic life skills such as cooking and cleaning. One of the greatest hindrances to many transfer students in their transition was their reluctance to seek help. Challenges reported at the institutional level included: difficulties with the admission process, obstacles to obtaining academic advising and lack of information about academic and probation policies. Using Schlossberg???s Transition Theory as a lens to assess students??? coping strategies revealed that students??? assessment of their situation, as well their unwillingness to reach out for support contributed to their transition difficulties. This study concludes with policy and future research recommendations, as well as an emerging theoretical framework of transfer socialization. Institutions must consider the entire transfer process beginning at the community college and extending through the first semester at the new institution. Therefore, in order to help students avoid transfer shock, interventions must be staged at key points along the transition continuum.
Dissertation
http://hdl.handle.net/10211.9/1693
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1693/8/bitstream
5ce2bf4e46462290070d3fd422f784e5
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http://dspace.calstate.edu/bitstream/10211.9%2F1693/5/bitstream
7b8695df0a2b437af88c8925b8204af8
oai:dspace.calstate.edu:10211.9/1746
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2012-09-14T18:11:08Z
2012-09-14T18:11:08Z
2012-09-14
2012-04-30
2012-09-14
http://hdl.handle.net/10211.9/1746
Effective classroom management is essential to maximizing instructional time, which in turn, increases the likelihood of successful student learning outcomes. Classroom management is an area many teachers, especially those with limited teaching experience, fail to claim proficiency. The following is a qualitative report illustrating five novice teachers who are effective classroom managers. The researcher sought to identify the beliefs and practices that contributed to the participants??? success with classroom management.
This study utilized a qualitative method of inquiry. A narrative inquiry approach was selected because the researcher???s objective was to understand, describe, and analyze the stories shared by the novice teachers involved in this study. The qualitative methods of data collection included surveys, interviews, and observations. Data analysis was comprised of text analysis, identifying and coding emergent themes, and interpreting the findings. During the data analysis process, the researcher identified the following emergent themes: leadership, high expectations, positive reinforcement, multitasking, environment, and collaboration.
The findings of this study answered the research questions. The first research question sought to uncover the provisions and procedures the participants had established to maintain a productive learning environment through their leadership abilities, setting high expectations for all students, using positive reinforcement, creating a productive environment, multitasking, and collaboration. The second research question sought to identify how the provisions and procedures that promoted successful classroom management were developed by the teachers in this study. Pre-service teacher education programs, in-service professional development, and past experiences were recognized as being influential.
Transformational classroom management: a study of novice teachers who are effective classroom managers
Bruckmann, Colleen Mary
Pritchard, Robert Henry, 1947-
Classroom management
Novice teachers
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
Effective classroom management is essential to maximizing instructional time, which in turn, increases the likelihood of successful student learning outcomes. Classroom management is an area many teachers, especially those with limited teaching experience, fail to claim proficiency. The following is a qualitative report illustrating five novice teachers who are effective classroom managers. The researcher sought to identify the beliefs and practices that contributed to the participants??? success with classroom management.
This study utilized a qualitative method of inquiry. A narrative inquiry approach was selected because the researcher???s objective was to understand, describe, and analyze the stories shared by the novice teachers involved in this study. The qualitative methods of data collection included surveys, interviews, and observations. Data analysis was comprised of text analysis, identifying and coding emergent themes, and interpreting the findings. During the data analysis process, the researcher identified the following emergent themes: leadership, high expectations, positive reinforcement, multitasking, environment, and collaboration.
The findings of this study answered the research questions. The first research question sought to uncover the provisions and procedures the participants had established to maintain a productive learning environment through their leadership abilities, setting high expectations for all students, using positive reinforcement, creating a productive environment, multitasking, and collaboration. The second research question sought to identify how the provisions and procedures that promoted successful classroom management were developed by the teachers in this study. Pre-service teacher education programs, in-service professional development, and past experiences were recognized as being influential.
Dissertation
http://hdl.handle.net/10211.9/1746
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1746/6/bitstream
725577ee3dfa539357c75fef3f922234
http://dspace.calstate.edu/bitstream/10211.9%2F1746/4/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F1746/5/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F1746/1/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F1746/2/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F1746/3/bitstream
7b8695df0a2b437af88c8925b8204af8
oai:dspace.calstate.edu:10211.9/2113
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2013-07-09T22:07:50Z
2013-07-09T22:07:50Z
2013-07-09
2013-05-08
2013-07-09
http://hdl.handle.net/10211.9/2113
With increased school choice options for parents, open enrollment in public schools has seen significant growth. As parents seek greater access to educational options for their children, urban schools and schools in high poverty areas have seen enrollments plummet. This has led to a decrease in the educational opportunities for disadvantaged students that remain at their home schools. Research on school choice has focused primarily on charter schools and private schools, with minimal attention given to the factors that lead parents to choose a regular public school other than their home school within the same school district. With nearly 20% of all California students in grades K-12 exercising some form of school choice, this study will more closely examine the phenomenon of families choosing to enroll their children in regular public schools other than their home school.
For this study, quantitative methods are used. Within the frameworks of rational choice theory and social cognitive theory, this study answers the following questions: 1) to what extent do schools have the capacity to affect the changes necessary to influence enrollment patterns of their schools, and 2) to what degree do current school policies influence open-enrollment and school choice decisions of parents?
The participating school district for this study is a large comprehensive pre K???12 school district in northern California. The data for this study included demographic and enrollment data for the entire study body. The second source of data was derived from parent surveys of participants and non-participants in open enrollment.
The results of this study suggest that the greatest indicator of participation in open enrollment is if the neighborhood school has a lower API than the district???s average. Additionally, students that identify as ???other Asian??? and not specifically with one of the groups identified, are White and speak a language other than English, or are female, also have an increased likelihood of participation in open enrollment. Parents also indicated that the availability of desirable programs was a significant factor in open enrolment participation.
An assessment of the factors that drive parental choice regarding open enrollment and intradistrict transfers
Morris, Christopher Alan
Wassmer, Robert W.
School choice
Transfer students
Urban education
Parental approval
Secondary education
Parental choice
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2013.
With increased school choice options for parents, open enrollment in public schools has seen significant growth. As parents seek greater access to educational options for their children, urban schools and schools in high poverty areas have seen enrollments plummet. This has led to a decrease in the educational opportunities for disadvantaged students that remain at their home schools. Research on school choice has focused primarily on charter schools and private schools, with minimal attention given to the factors that lead parents to choose a regular public school other than their home school within the same school district. With nearly 20% of all California students in grades K-12 exercising some form of school choice, this study will more closely examine the phenomenon of families choosing to enroll their children in regular public schools other than their home school.
For this study, quantitative methods are used. Within the frameworks of rational choice theory and social cognitive theory, this study answers the following questions: 1) to what extent do schools have the capacity to affect the changes necessary to influence enrollment patterns of their schools, and 2) to what degree do current school policies influence open-enrollment and school choice decisions of parents?
The participating school district for this study is a large comprehensive pre K???12 school district in northern California. The data for this study included demographic and enrollment data for the entire study body. The second source of data was derived from parent surveys of participants and non-participants in open enrollment.
The results of this study suggest that the greatest indicator of participation in open enrollment is if the neighborhood school has a lower API than the district???s average. Additionally, students that identify as ???other Asian??? and not specifically with one of the groups identified, are White and speak a language other than English, or are female, also have an increased likelihood of participation in open enrollment. Parents also indicated that the availability of desirable programs was a significant factor in open enrolment participation.
Dissertation
http://hdl.handle.net/10211.9/2113
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F2113/7/bitstream
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oai:dspace.calstate.edu:10211.9/2052
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2013-06-13T19:56:28Z
2013-06-13T19:56:28Z
2013-06-13
2013-04-18
2013-06-13
http://hdl.handle.net/10211.9/2052
This qualitative phenomenological study examines the effects of accreditation on the mission and vision of private Christian colleges from the perspective of faculty members and administrators. Interviews were conducted with nine participants, one administrator and two faculty members from three different private Christian colleges in northern California: one college was regionally accredited; one was nationally accredited; and, one was non-accredited, but authorized by the state of California to grant Bachelor???s degrees. The three research questions were:
1. What value does accreditation bring to a private, Christian college?
2. To what extent does accreditation affect the mission and vision of such an institution?
3. How does a lack of accreditation affect such an institution?
The researcher used systems theory (Bertalanffy, 1968) as the guiding framework for this study to examine accreditation and mission statements as concepts within the system of higher education. After examining participant interviews, a new model based on the systems theory framework was derived using the emerging themes in the study findings. The themes of financial aid and outside accreditation agency are considered as ???inputs??? from the external environment. Accountability and mission, especially mission analysis, are considered part of the ???transformation process??? of the organization. Collaboration between institutions and reputation are seen as ???outputs??? of the organization back into the community. ???Feedback??? could be seen as responses from constituents.
It appears that administrators understand the value of accreditation more than faculty members. The administrators made many more positive comments about accreditation. Even though faculty members also made positive comments, there were also negative comments about the amount of extra work that it entailed. The participants from the regionally accredited college did not feel that accreditation affected their mission, but the participants from the other two colleges felt that the type of accreditation or accreditation in general might affect the mission or purpose of a Christian college. Based on participant responses, it would appear that it depends upon the mission of the Christian college and the type of accreditation as to whether or not accreditation would have positive or negative effects upon the mission of a private Christian college. There are negative effects of non-accreditation, but there is a place for such non-accredited Christian education, such as Sunday School, a school of the prophets, or a Bible institute.
Some of the positive effects of accreditation are that it allows for a college and its students to receive financial aid, both federal and state. It also provides for outside insight via peer-review from like-institutions and outside accountability. Furthermore, it enables the transferability of credit hours and the acceptance of accredited degrees from institution to institution. Some of the negative effects mentioned by participants are that accreditation can stifle the mission of a Christian institution by imposing criteria, especially social norms, that are not acceptable to such institutions. Also, the time constraints of accredited schools (quarters, semesters, credit hours) can hinder the learning process for some learners who move at a slower pace.
Christian institutions of higher education must conduct a thorough mission analysis in order to establish a definitive mission statement for their respective institution. This will enable each institution to determine the need for accreditation and then, if needed, to determine which type of accreditation aptly matches institutional mission.
Effects of accreditation on the mission and vision of three private Christian colleges in Northern California: perceptions of faculty and administrators
Tevis, Richard A.
Turner, Caroline Sotello Viernes
Regional accreditation
Secularization
Non-accredited
Christian education
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2013.
This qualitative phenomenological study examines the effects of accreditation on the mission and vision of private Christian colleges from the perspective of faculty members and administrators. Interviews were conducted with nine participants, one administrator and two faculty members from three different private Christian colleges in northern California: one college was regionally accredited; one was nationally accredited; and, one was non-accredited, but authorized by the state of California to grant Bachelor???s degrees. The three research questions were:
1. What value does accreditation bring to a private, Christian college?
2. To what extent does accreditation affect the mission and vision of such an institution?
3. How does a lack of accreditation affect such an institution?
The researcher used systems theory (Bertalanffy, 1968) as the guiding framework for this study to examine accreditation and mission statements as concepts within the system of higher education. After examining participant interviews, a new model based on the systems theory framework was derived using the emerging themes in the study findings. The themes of financial aid and outside accreditation agency are considered as ???inputs??? from the external environment. Accountability and mission, especially mission analysis, are considered part of the ???transformation process??? of the organization. Collaboration between institutions and reputation are seen as ???outputs??? of the organization back into the community. ???Feedback??? could be seen as responses from constituents.
It appears that administrators understand the value of accreditation more than faculty members. The administrators made many more positive comments about accreditation. Even though faculty members also made positive comments, there were also negative comments about the amount of extra work that it entailed. The participants from the regionally accredited college did not feel that accreditation affected their mission, but the participants from the other two colleges felt that the type of accreditation or accreditation in general might affect the mission or purpose of a Christian college. Based on participant responses, it would appear that it depends upon the mission of the Christian college and the type of accreditation as to whether or not accreditation would have positive or negative effects upon the mission of a private Christian college. There are negative effects of non-accreditation, but there is a place for such non-accredited Christian education, such as Sunday School, a school of the prophets, or a Bible institute.
Some of the positive effects of accreditation are that it allows for a college and its students to receive financial aid, both federal and state. It also provides for outside insight via peer-review from like-institutions and outside accountability. Furthermore, it enables the transferability of credit hours and the acceptance of accredited degrees from institution to institution. Some of the negative effects mentioned by participants are that accreditation can stifle the mission of a Christian institution by imposing criteria, especially social norms, that are not acceptable to such institutions. Also, the time constraints of accredited schools (quarters, semesters, credit hours) can hinder the learning process for some learners who move at a slower pace.
Christian institutions of higher education must conduct a thorough mission analysis in order to establish a definitive mission statement for their respective institution. This will enable each institution to determine the need for accreditation and then, if needed, to determine which type of accreditation aptly matches institutional mission.
Dissertation
http://hdl.handle.net/10211.9/2052
en_US
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oai:dspace.calstate.edu:10211.9/1769
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2012-09-17T21:09:06Z
2012-09-17T21:09:06Z
2012-09-17
2012-05-02
2012-09-17
http://hdl.handle.net/10211.9/1769
This analytic autoethnographic study highlights leadership practices of a principal in a high poverty school that has undergone transformation in the school culture over the course of nine years (2003-2012). The problem addressed by this study is that few low achieving schools have effectively undergone sustainable transformations; in addition, there is very little research on long-term sustainability practices in high poverty schools that have undergone transformations. The critical question here is: How does a principal transform an underperforming school in the era of accountability while keeping staff morale high? This longitudinal study consisted of test scores, attendance data, suspension data, a reflexive journal, meeting agendas, memos and a reflective analysis ----- all used to code the data on key leadership attributes. The significant and continuous improvement in student achievement over the course of nine years correspond with the change in leadership at the school site, thus leadership practices by the school principal warrants further analysis. Additionally, it highlights the concept of moral purpose as a key leadership position to build capacity and increase student achievement.
Moral imperative as a strategy for transformational leadership and sustainability: an autoethnography
Keval, Fawzia
William-White, Lisa
High poverty schools
School reform
Moral purpose
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
This analytic autoethnographic study highlights leadership practices of a principal in a high poverty school that has undergone transformation in the school culture over the course of nine years (2003-2012). The problem addressed by this study is that few low achieving schools have effectively undergone sustainable transformations; in addition, there is very little research on long-term sustainability practices in high poverty schools that have undergone transformations. The critical question here is: How does a principal transform an underperforming school in the era of accountability while keeping staff morale high? This longitudinal study consisted of test scores, attendance data, suspension data, a reflexive journal, meeting agendas, memos and a reflective analysis ----- all used to code the data on key leadership attributes. The significant and continuous improvement in student achievement over the course of nine years correspond with the change in leadership at the school site, thus leadership practices by the school principal warrants further analysis. Additionally, it highlights the concept of moral purpose as a key leadership position to build capacity and increase student achievement.
Dissertation
http://hdl.handle.net/10211.9/1769
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1769/6/bitstream
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oai:dspace.calstate.edu:10211.9/1868
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2012-09-27T18:01:12Z
2012-09-27T18:01:12Z
2012-09-27
2012-05-03
2012-09-27
http://hdl.handle.net/10211.9/1868
Too many high school graduates who enroll in California???s public postsecondary institutions do not persist to degree completion. The low persistence and graduation rate of undergraduates from the secondary schooling system is threatening the state???s economy and California is facing a work force deficit of approximately one-million college-educated graduates by 2025. Improving the graduation rate of the State???s most disadvantaged populations who are enrolled in higher education could help drastically to mitigate the future economic gloom. Although student-centered outreach programs have increased the postsecondary enrollment of secondary school historically and underrepresented student, little is known as to whether student-centered outreach intervention strategies influence a student???s propensity towards retention, persistence and degree completion.
Longitudinal empirical data from former high school participants from the Early Academic Outreach Program at the University of California Davis is used to assess the impact toward degree attainment of the high school graduating cohorts in the Class of 2000 through 2006. The data includes the participation of specific activities, high school course transcript, and the postsecondary institution of enrollment and graduation.
The hours of academic advising, college information and personal motivation provided by EAOP has no impact on first-year retention or degree attainment of its participants when analyzed in a bivariate linear regression and nominal logit regression, respectively. EAOP participant???s first-year retention is impacted by the number of laboratory sciences successfully passed in secondary education and a strong non-weighted high school GPA. In addition, an ordinary lest squares (OLS) method in a regression analysis, the hours of college information, successful completion of English courses provided to participants, and being a male had a negative impact toward a four-year persistence. In other words, EAOP participants who benefit from the college information activities are more likely to attain a degree sooner than non-participants. Additionally, participants who attained a higher degree had an increasing positive impact on persistence and participants who identified as African-American, Asian, Chicano, Pacific Islanders and Other were also impacted positively toward college persistence. Yet, low-income participants where statistically impacted by EAOP to attaining a degree.
The impact of UC Davis??? early academic outreach program on
degree attainment
Rico, Timoteo
Jez, Su Jin
Outreach
Higher education
Degree
Retention
Persistence
Efficiency
Effectiveness
Efficacy
Triple E Theory
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
Too many high school graduates who enroll in California???s public postsecondary institutions do not persist to degree completion. The low persistence and graduation rate of undergraduates from the secondary schooling system is threatening the state???s economy and California is facing a work force deficit of approximately one-million college-educated graduates by 2025. Improving the graduation rate of the State???s most disadvantaged populations who are enrolled in higher education could help drastically to mitigate the future economic gloom. Although student-centered outreach programs have increased the postsecondary enrollment of secondary school historically and underrepresented student, little is known as to whether student-centered outreach intervention strategies influence a student???s propensity towards retention, persistence and degree completion.
Longitudinal empirical data from former high school participants from the Early Academic Outreach Program at the University of California Davis is used to assess the impact toward degree attainment of the high school graduating cohorts in the Class of 2000 through 2006. The data includes the participation of specific activities, high school course transcript, and the postsecondary institution of enrollment and graduation.
The hours of academic advising, college information and personal motivation provided by EAOP has no impact on first-year retention or degree attainment of its participants when analyzed in a bivariate linear regression and nominal logit regression, respectively. EAOP participant???s first-year retention is impacted by the number of laboratory sciences successfully passed in secondary education and a strong non-weighted high school GPA. In addition, an ordinary lest squares (OLS) method in a regression analysis, the hours of college information, successful completion of English courses provided to participants, and being a male had a negative impact toward a four-year persistence. In other words, EAOP participants who benefit from the college information activities are more likely to attain a degree sooner than non-participants. Additionally, participants who attained a higher degree had an increasing positive impact on persistence and participants who identified as African-American, Asian, Chicano, Pacific Islanders and Other were also impacted positively toward college persistence. Yet, low-income participants where statistically impacted by EAOP to attaining a degree.
Dissertation
http://hdl.handle.net/10211.9/1868
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oai:dspace.calstate.edu:10211.9/1879
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2012-09-27T22:18:04Z
2012-09-27T22:18:04Z
2012-09-27
2012-05-03
2012-09-27
http://hdl.handle.net/10211.9/1879
Education plays an enormous and vital role in society as well as the United States??? economy, thus warranting laws mandating schools to implement accountability measures in response to increasing concerns about American education. Districts and schools nationwide are pressured to produce academically proficient students who are well-prepared to work, live, and contribute effectively upon graduation. Consequently, many districts and schools across the nation are currently administering periodic benchmark assessments to complement the end-of-year state testing and increase student learning. Up to the present, limited study has been conducted to investigate the relationship between student scores on the final benchmark assessments and student scores on the California Standards Tests (CST) in Title I Program Improvement elementary schools. Furthermore, no study exists on the influence of benchmark assessments on teaching practices of teachers and instructional leadership practices of principals in these low achieving elementary schools.
This study examined the relationship between benchmark assessments and the end-of-year state testing in two PI Title I schools in one school district in northern California (NCSD). More specifically, this study investigated whether there is a significant difference between student scores on the final benchmark assessments and student scores on the annual state tests. Many conclusions can be drawn about benchmark assessments based on both the quantitative and qualitative research methods used in this study. First, according to the comparison of CAB and CST scores, evidence shows on the ELA portion that, although there were no significant difference between students??? CAB scores and CST scores, students tended to get the same result; therefore, the CAB has predictive validity with respect to the CST. Next, unlike the ELA portion, student scores on the math CAB and CST showed significant difference in six of ten subgroups (All Students, African American, Asian, Non-EL, Second Grade, and Third Grade Students). In other words, students were more likely to score higher on the CST than the CAB; possibly indicating questions on the math CAB might be more difficult than questions on the math CST or that teachers were stronger in teaching mathematics.
Teacher and principal surveys also revealed benchmark assessments play an important role in the teaching practices of teachers and instructional leadership practices of principals. Both groups surveyed agreed with the many benefits of benchmark assessments, including its impact on small group instruction, time working with specific groups of students, and differentiated instruction. Moreover, open-ended survey questions and teacher interviews yielded definite conclusions about benchmark assessments; they provide essential data that transforms instruction by (1) identifying students??? strengths and weaknesses and help in (2) identifying teacher challenges with teaching particular standards.
Benchmark assessments and their relationship to the California Standards Tests, teaching, and leadership in Title I elementary schools
Liemthongsamout, Sareyrinny Hang
Lee, Edmund W.
Curriculum Associates Benchmark Assessments
Leadership practices
Teaching practices
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
Education plays an enormous and vital role in society as well as the United States??? economy, thus warranting laws mandating schools to implement accountability measures in response to increasing concerns about American education. Districts and schools nationwide are pressured to produce academically proficient students who are well-prepared to work, live, and contribute effectively upon graduation. Consequently, many districts and schools across the nation are currently administering periodic benchmark assessments to complement the end-of-year state testing and increase student learning. Up to the present, limited study has been conducted to investigate the relationship between student scores on the final benchmark assessments and student scores on the California Standards Tests (CST) in Title I Program Improvement elementary schools. Furthermore, no study exists on the influence of benchmark assessments on teaching practices of teachers and instructional leadership practices of principals in these low achieving elementary schools.
This study examined the relationship between benchmark assessments and the end-of-year state testing in two PI Title I schools in one school district in northern California (NCSD). More specifically, this study investigated whether there is a significant difference between student scores on the final benchmark assessments and student scores on the annual state tests. Many conclusions can be drawn about benchmark assessments based on both the quantitative and qualitative research methods used in this study. First, according to the comparison of CAB and CST scores, evidence shows on the ELA portion that, although there were no significant difference between students??? CAB scores and CST scores, students tended to get the same result; therefore, the CAB has predictive validity with respect to the CST. Next, unlike the ELA portion, student scores on the math CAB and CST showed significant difference in six of ten subgroups (All Students, African American, Asian, Non-EL, Second Grade, and Third Grade Students). In other words, students were more likely to score higher on the CST than the CAB; possibly indicating questions on the math CAB might be more difficult than questions on the math CST or that teachers were stronger in teaching mathematics.
Teacher and principal surveys also revealed benchmark assessments play an important role in the teaching practices of teachers and instructional leadership practices of principals. Both groups surveyed agreed with the many benefits of benchmark assessments, including its impact on small group instruction, time working with specific groups of students, and differentiated instruction. Moreover, open-ended survey questions and teacher interviews yielded definite conclusions about benchmark assessments; they provide essential data that transforms instruction by (1) identifying students??? strengths and weaknesses and help in (2) identifying teacher challenges with teaching particular standards.
Dissertation
http://hdl.handle.net/10211.9/1879
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1879/5/bitstream
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oai:dspace.calstate.edu:10211.9/1881
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2012-09-28T21:06:06Z
2012-09-28T21:06:06Z
2012-09-28
2012-05-03
2012-09-28
http://hdl.handle.net/10211.9/1881
Although many individuals complete some college-level education, too few attain a degree. In California, there are nearly 20 million working-age adults of which 22%, or 4.5 million, have some college, but no degree (Lumina Foundation, 2010). Emerging data indicates that many of these individuals actually qualify for a degree or are within 15 credits of completing an academic program of study (Institute for Higher Education Policy, 2011a). The literature review confirmed that the focus on near completion is new in national policy conversations and also illustrated that California is not among the nine states focusing on near completion as part of statewide efforts to increase degree attainment.
The purpose of this study was to identify and understand the state-level policy affecting degree completion at the associate and baccalaureate levels for the near completion population in California. To gain this understanding, I sought answers to the following research questions: (1) Are there state-level policies in California that specifically address near completion? (2) How do state-level policies help or hinder access and success for the near completion population?
The research study confirmed that California's existing state-level policy in higher education, workforce development, and economic development is devoid of specific programs, initiatives, or regulations to move the near completion population toward degree completion. The policy audit demonstrated that policies affecting the near completion population are frequently the same policies identified as affecting college completion in general. Therefore, investing in cross cutting efforts to improve degree completion will benefit near completers and current students. The research also revealed that many leaders and key staff are unaware of the near completion population in California and near completion projects in other states.
Two hundred seventy-two artifacts from 14 higher education, workforce development, and economic development entities in California???s executive branch of government were categorized into nine areas of an existing framework and then audited for impact to the near completion population. The following nine areas from the CAEL Adult Learning Policy Review Framework (Council for Adult and Experiential Learning, 2008) were utilized in collecting and categorizing policy: governance, strategic plans, performance measures, state agency programs, postsecondary education programs, finance, student financial assistance, consumer information, and stakeholder involvement. The following six public policy priorities, adapted from Shulock and Moore???s (2007) audit of California Community Colleges??? finance policy, formed the policy audit criteria: access, completion, workforce, affordability, readiness, and efficiency. Nineteen interviews with state level policy leaders and key staff provided insight on the policy context and on specific policies.
The research also confirmed that existing policy not targeted at near completion does indeed affect access and success for the near completion population. The study highlights specific policies in order to demonstrate that policy that supports, hinders, or works at cross purposes in moving the near completion population to degree completion. At the same time, since there are no specific efforts targeting near completion, there are also no state-level policies preventing efforts or services. A summary chart in Chapter 5 notes specific activities that higher education, workforce development, and economic development can do to improve access and success for the near completion population.
These findings have important implications for policy, leaders, and support the use of data informed decision making. The findings shed light on the near completion phenomenon and how it is linked to umbrella policy regarding degree completion. The study's focus on near completers highlights the opportunity for some immediate success as part of a comprehensives completion agenda. The lack of data on the near completion population and near completion programs indicates the need for a coordinated data system. The importance of measurement supports the need for universal data and points to the urgency in reevaluating completion formulas and completion metrics. The lack of degree attainment goals points to a need for coordinated oversight and leadership across higher education, workforce development, and economic development.
Near completers are closer to a college degree than incoming freshman and addressing the near completion population should be one part of increasing the overall degree attainment levels in California and across the nation.
Increasing degree attainment in California: policy factors affecting the near completion population
Murphy, Jennifer Lee
Jez, Su Jin
Policy audit
Policy review
Workforce development policy
Higher education policy
Near completer
Adult ready
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
Although many individuals complete some college-level education, too few attain a degree. In California, there are nearly 20 million working-age adults of which 22%, or 4.5 million, have some college, but no degree (Lumina Foundation, 2010). Emerging data indicates that many of these individuals actually qualify for a degree or are within 15 credits of completing an academic program of study (Institute for Higher Education Policy, 2011a). The literature review confirmed that the focus on near completion is new in national policy conversations and also illustrated that California is not among the nine states focusing on near completion as part of statewide efforts to increase degree attainment.
The purpose of this study was to identify and understand the state-level policy affecting degree completion at the associate and baccalaureate levels for the near completion population in California. To gain this understanding, I sought answers to the following research questions: (1) Are there state-level policies in California that specifically address near completion? (2) How do state-level policies help or hinder access and success for the near completion population?
The research study confirmed that California's existing state-level policy in higher education, workforce development, and economic development is devoid of specific programs, initiatives, or regulations to move the near completion population toward degree completion. The policy audit demonstrated that policies affecting the near completion population are frequently the same policies identified as affecting college completion in general. Therefore, investing in cross cutting efforts to improve degree completion will benefit near completers and current students. The research also revealed that many leaders and key staff are unaware of the near completion population in California and near completion projects in other states.
Two hundred seventy-two artifacts from 14 higher education, workforce development, and economic development entities in California???s executive branch of government were categorized into nine areas of an existing framework and then audited for impact to the near completion population. The following nine areas from the CAEL Adult Learning Policy Review Framework (Council for Adult and Experiential Learning, 2008) were utilized in collecting and categorizing policy: governance, strategic plans, performance measures, state agency programs, postsecondary education programs, finance, student financial assistance, consumer information, and stakeholder involvement. The following six public policy priorities, adapted from Shulock and Moore???s (2007) audit of California Community Colleges??? finance policy, formed the policy audit criteria: access, completion, workforce, affordability, readiness, and efficiency. Nineteen interviews with state level policy leaders and key staff provided insight on the policy context and on specific policies.
The research also confirmed that existing policy not targeted at near completion does indeed affect access and success for the near completion population. The study highlights specific policies in order to demonstrate that policy that supports, hinders, or works at cross purposes in moving the near completion population to degree completion. At the same time, since there are no specific efforts targeting near completion, there are also no state-level policies preventing efforts or services. A summary chart in Chapter 5 notes specific activities that higher education, workforce development, and economic development can do to improve access and success for the near completion population.
These findings have important implications for policy, leaders, and support the use of data informed decision making. The findings shed light on the near completion phenomenon and how it is linked to umbrella policy regarding degree completion. The study's focus on near completers highlights the opportunity for some immediate success as part of a comprehensives completion agenda. The lack of data on the near completion population and near completion programs indicates the need for a coordinated data system. The importance of measurement supports the need for universal data and points to the urgency in reevaluating completion formulas and completion metrics. The lack of degree attainment goals points to a need for coordinated oversight and leadership across higher education, workforce development, and economic development.
Near completers are closer to a college degree than incoming freshman and addressing the near completion population should be one part of increasing the overall degree attainment levels in California and across the nation.
Dissertation
http://hdl.handle.net/10211.9/1881
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http://hdl.handle.net/10211.9/1890
The total population of Asian American and Pacific Islanders (AAPI) in the United States as a race and an ethnic minority group ranks third at about 5%. However, the population of AAPI with at least a 4-year bachelor???s degree is the largest among all minority groups according to the Census Current Population Survey 2010. At the professional or doctoral degree level, about 20% of the total degree holders over 18 years old are minorities and AAPI account for 10.50% of them. A higher education is a foundation for leadership positions, but highly educated AAPI are severely under-represented at the top leadership level. For example, only 7% of full time tenured college faculty members are AAPI, and less than 1% of college presidents are AAPI, despite the fact that a professional or a doctoral degree is required for both tenured faculty and college president positions, and AAPI account for more than 10% of all professional and doctoral degrees.
This study introduces the Representation Disparity (RD) ratios and Advancement ratios to quantify the under-representation phenomenon in social justice research for the first time. The RD and Advancement ratios measure a probability to be represented at the higher level positions based on the number of professionals in the qualified pools. Each ratio is defined and applied to AAPI in higher education. Not surprisingly, AAPI faculty???s chance to be represented at the top leadership level is much smaller than Whites. But surprisingly, AAPI faculty has a much worse chance to be represented at the president level than Blacks and Hispanics.
Furthermore, this study surveyed two major groups of credentialed AAPI librarians and focused on their leadership achievement gaps. Strong correlations are found between the AAPI librarians highest leadership positions ever held and their advanced education level beyond Master???s Degree in Library Science, years of professional work, scholarly and creative activities, institutional, professional and community involvement. Although AAPI librarians are more educated than general credentialed librarians, and have published more, with similar years experience, their probability to represented at the top leadership level is one third of Whites and one half of Blacks according to this research.
Two theoretical frameworks are introduced in this study which attempts to identify reasons for the contrast between high education attainment and low leadership achievement among AAPI librarians and faculty in education. The Immigration Filtering Theory provides an inside perspective on the high percentage of foreign-born AAPI and high education attainment. The Four Capitals Theory provides an outside perspective on AAPI as a racial minority group. The Four Capital Theory introduces Political Capital as the group influence on policies in the United States, in addition to the existing theories of Human Capital, Cultural Capital, and Social Capital. Weak political capital for AAPI as a group undermines strong individual human capital as measured by high education attainment, strong cultural capital illustrated by the traditional Asian culture which chooses leaders from the best scholars (???????????????), and strong social capital as demonstrated by the study of Guanxi, a Chinese theory of networking to expand influence beyond one???s official position.
Finally, the study makes several strong recommendations to AAPI librarians: (a) build ONE strong association for Asian/Pacific librarians and make it a major venue for American Library Association presidential campaigns, (b) promote current or recently retired AAPI chief librarians as role models and mentors, and (c) have all AAPI support policies and legislation to promote immigration through higher education. Further researches on native-born AAPI population, survey of AAPI chief librarian???s hiring authorities, and Hispanic leadership achievement in higher education and in librarianship are recommended.
Leadership achievement gap of Asian/Pacific American librarians
Zhou, Jian-zhong
Borunda, Rose M.
Asian American librarians
Pacific American librarians
Chief librarians
Leadership achievement gap
Asian/Pacific Americans in education
Low representation of Asian/Pacific Americcans in leadership positions
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
The total population of Asian American and Pacific Islanders (AAPI) in the United States as a race and an ethnic minority group ranks third at about 5%. However, the population of AAPI with at least a 4-year bachelor???s degree is the largest among all minority groups according to the Census Current Population Survey 2010. At the professional or doctoral degree level, about 20% of the total degree holders over 18 years old are minorities and AAPI account for 10.50% of them. A higher education is a foundation for leadership positions, but highly educated AAPI are severely under-represented at the top leadership level. For example, only 7% of full time tenured college faculty members are AAPI, and less than 1% of college presidents are AAPI, despite the fact that a professional or a doctoral degree is required for both tenured faculty and college president positions, and AAPI account for more than 10% of all professional and doctoral degrees.
This study introduces the Representation Disparity (RD) ratios and Advancement ratios to quantify the under-representation phenomenon in social justice research for the first time. The RD and Advancement ratios measure a probability to be represented at the higher level positions based on the number of professionals in the qualified pools. Each ratio is defined and applied to AAPI in higher education. Not surprisingly, AAPI faculty???s chance to be represented at the top leadership level is much smaller than Whites. But surprisingly, AAPI faculty has a much worse chance to be represented at the president level than Blacks and Hispanics.
Furthermore, this study surveyed two major groups of credentialed AAPI librarians and focused on their leadership achievement gaps. Strong correlations are found between the AAPI librarians highest leadership positions ever held and their advanced education level beyond Master???s Degree in Library Science, years of professional work, scholarly and creative activities, institutional, professional and community involvement. Although AAPI librarians are more educated than general credentialed librarians, and have published more, with similar years experience, their probability to represented at the top leadership level is one third of Whites and one half of Blacks according to this research.
Two theoretical frameworks are introduced in this study which attempts to identify reasons for the contrast between high education attainment and low leadership achievement among AAPI librarians and faculty in education. The Immigration Filtering Theory provides an inside perspective on the high percentage of foreign-born AAPI and high education attainment. The Four Capitals Theory provides an outside perspective on AAPI as a racial minority group. The Four Capital Theory introduces Political Capital as the group influence on policies in the United States, in addition to the existing theories of Human Capital, Cultural Capital, and Social Capital. Weak political capital for AAPI as a group undermines strong individual human capital as measured by high education attainment, strong cultural capital illustrated by the traditional Asian culture which chooses leaders from the best scholars (???????????????), and strong social capital as demonstrated by the study of Guanxi, a Chinese theory of networking to expand influence beyond one???s official position.
Finally, the study makes several strong recommendations to AAPI librarians: (a) build ONE strong association for Asian/Pacific librarians and make it a major venue for American Library Association presidential campaigns, (b) promote current or recently retired AAPI chief librarians as role models and mentors, and (c) have all AAPI support policies and legislation to promote immigration through higher education. Further researches on native-born AAPI population, survey of AAPI chief librarian???s hiring authorities, and Hispanic leadership achievement in higher education and in librarianship are recommended.
Dissertation
http://hdl.handle.net/10211.9/1890
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This study examined the effects of an afterschool intervention program on struggling third-, fourth-, and fifth-grade students. Struggling students in this study are students who performed below grade level on the STAR testing and beginning-of-the-year Benchmark assessments. The afterschool intervention was provided by credentialed teachers trained to teach math and English language arts. Much research has been done on afterschool tutoring using volunteers, parents, and college students. However, none of the extant research detailed what happens when credentialed teachers are used to implement an afterschool intervention program. Teachers used the adopted curriculum for English language arts and math the afterschool intervention program.
A mixed-methods approach was used by the researcher to collect and analyze both quantitative and qualitative data. Quantitative data were collected from an Independent Samples t-Tests to compare students who received English language arts and math interventions after school to students who did not take benchmark assessments in English language arts and math. Qualitative data were collected from 12 classroom observations using the opportunity to view students in the afterschool program through the lenses of Systems Theory, Universal design for Learning Theory, and the Appreciative Inquiry Theory. The analysis studied the afterschool intervention program for the effects from the following: teacher training, positive relationships with teachers, structured for one hour (lessons were made for one hour), students empowered in some decision making in their learning, curriculum meeting the students??? needs, and student engagement in the program.
This research adds to the body of knowledge that already exists by documenting an afterschool intervention program taught by trained credentialed teachers. Having credentialed teachers teaching makes an enormous difference in the results of the student???s progress in the program. Student progress was measured using benchmark assessments for math and English language arts.
What are the effects of an afterschool intervention program on struggling third-, fourth, and fifth grade students English language arts and math achievement?
Dhillon, Baljinder
Lilly, Frank
After school intervention
Teacher training
Best practices
Scaffolding curriculum
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2013.
This study examined the effects of an afterschool intervention program on struggling third-, fourth-, and fifth-grade students. Struggling students in this study are students who performed below grade level on the STAR testing and beginning-of-the-year Benchmark assessments. The afterschool intervention was provided by credentialed teachers trained to teach math and English language arts. Much research has been done on afterschool tutoring using volunteers, parents, and college students. However, none of the extant research detailed what happens when credentialed teachers are used to implement an afterschool intervention program. Teachers used the adopted curriculum for English language arts and math the afterschool intervention program.
A mixed-methods approach was used by the researcher to collect and analyze both quantitative and qualitative data. Quantitative data were collected from an Independent Samples t-Tests to compare students who received English language arts and math interventions after school to students who did not take benchmark assessments in English language arts and math. Qualitative data were collected from 12 classroom observations using the opportunity to view students in the afterschool program through the lenses of Systems Theory, Universal design for Learning Theory, and the Appreciative Inquiry Theory. The analysis studied the afterschool intervention program for the effects from the following: teacher training, positive relationships with teachers, structured for one hour (lessons were made for one hour), students empowered in some decision making in their learning, curriculum meeting the students??? needs, and student engagement in the program.
This research adds to the body of knowledge that already exists by documenting an afterschool intervention program taught by trained credentialed teachers. Having credentialed teachers teaching makes an enormous difference in the results of the student???s progress in the program. Student progress was measured using benchmark assessments for math and English language arts.
Dissertation
http://hdl.handle.net/10211.9/2024
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F2024/5/bitstream
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2020-04-24T15:46:16Z
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2013-05-20T18:12:19Z
2013-05-20
2013-04-19
2013-05-20
http://hdl.handle.net/10211.9/2032
The Proficient level is the goal for student performance on the NAEP (National
Assessment of Educational Progress, 2012). With only 25% of California???s grade four
students performing at or above the Proficient level on the 2011 English language arts
section of the National Assessment of Educational Progress (NAEP) achievement tests,
too many third-grade students cannot read at grade level. California???s Hispanic students
fared worse, with only 13% of fourth-grade students performing at or above the
Proficient level.
Might afterschool programs (ASP) be an opportunity to combat the achievement
gap and help ensure all students are reading by the end of third grade? This mixedmethods
study used California Standards Test (CST) Comprehension scores, observation,
and case studies at a Northern California school, to explore the following questions:
1. Is there a significant difference, as measured by CST scores, in comprehension
achievement between third through fifth grade students in an afterschool program
and those not in an afterschool program?
x
2. Is there a significant difference in comprehension achievement between Hispanic
students and non-Hispanic students attending Ross Elementary?
3. In what ways does the afterschool program bolster reading comprehension
success?
The quantitative findings for Questions 1 and 2 showed that students attending the
ASP did not have a significant difference on CST comprehension scores. Question 3, in a
qualitative study, provided an opportunity to view students in the afterschool program
through the lenses of Systems Theory (focusing on Bronfenbrenner???s (1979) Ecology of
Human Development Theory), Universal Design for Learning Theory, and the
Appreciative Inquiry Theory. The theories formulated from qualitative data, showed
illustration of support that could lead to increased student achievement via:
1. Instructional support
2. Environment of mutual trust
3. Positive expectations and environment
The history and role of afterschool programs (ASPs) are examined to better
understand ASPs, their purposes, and key funding sources.
This study concludes with policy and future research recommendations.
The effects of an after school program on elementary students' reading comprehension
Crossman, Kathleen
Lilly, Frank
Afterschool programs
After school programs
Reading comprehension
Student achievement
Best practices for after school programs
Best practices for afterschool programs
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2013.
The Proficient level is the goal for student performance on the NAEP (National
Assessment of Educational Progress, 2012). With only 25% of California???s grade four
students performing at or above the Proficient level on the 2011 English language arts
section of the National Assessment of Educational Progress (NAEP) achievement tests,
too many third-grade students cannot read at grade level. California???s Hispanic students
fared worse, with only 13% of fourth-grade students performing at or above the
Proficient level.
Might afterschool programs (ASP) be an opportunity to combat the achievement
gap and help ensure all students are reading by the end of third grade? This mixedmethods
study used California Standards Test (CST) Comprehension scores, observation,
and case studies at a Northern California school, to explore the following questions:
1. Is there a significant difference, as measured by CST scores, in comprehension
achievement between third through fifth grade students in an afterschool program
and those not in an afterschool program?
x
2. Is there a significant difference in comprehension achievement between Hispanic
students and non-Hispanic students attending Ross Elementary?
3. In what ways does the afterschool program bolster reading comprehension
success?
The quantitative findings for Questions 1 and 2 showed that students attending the
ASP did not have a significant difference on CST comprehension scores. Question 3, in a
qualitative study, provided an opportunity to view students in the afterschool program
through the lenses of Systems Theory (focusing on Bronfenbrenner???s (1979) Ecology of
Human Development Theory), Universal Design for Learning Theory, and the
Appreciative Inquiry Theory. The theories formulated from qualitative data, showed
illustration of support that could lead to increased student achievement via:
1. Instructional support
2. Environment of mutual trust
3. Positive expectations and environment
The history and role of afterschool programs (ASPs) are examined to better
understand ASPs, their purposes, and key funding sources.
This study concludes with policy and future research recommendations.
Dissertation
http://hdl.handle.net/10211.9/2032
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2020-04-24T15:46:16Z
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2013-05-20
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Among our diverse student groups enrolled in U.S. community colleges, one highly fluid group, which includes many different subgroups, is referred to as Generation 1.5. Unfortunately, many Generation 1.5 students arrive to community college with a certain level of proficiency in spoken English (although quite often with fossilized errors), but require a great deal of remediation in the areas of reading and/or writing. Very little research though has been published on the professors who work with Generation 1.5 students upon their entry into community college. This transcendental phenomenological study examines the pedagogical preparation, and cultural and linguistic understanding of ESL, Reading, and English community college professors who often work with Generation 1.5 students when the latter first enroll in the two-year institutions. It also provides an understanding of community college professors??? professional development needs to serve Generation 1.5 students.
The researcher utilized a social cognitive framework as the basis for the research project. In addition, he made use of Gay???s (2000) theory of culturally responsive teaching, Marsick and Watkins??? (1999) model on developing a learning organization, and Meyer and Jepperson???s (2000) four loads for acquiring language to make sense of the community college professors??? pedagogical practices, professional development needs, and understanding of language acquisition in relation to their teaching practices. The researcher found that while the ESL professors had a better understanding of pedagogical practices and Generation 1.5 students??? learning needs, they viewed the latter culturally from a deficit model framework. On the other hand, while the English professors lacked the pedagogical sophistication and linguistic understanding of ESL professors, they had a greater appreciation of Generation 1.5 students??? cultures. Finally, reading professors lacked the understanding of who are Generation 1.5 students as well as a pedagogical sophistication, language acquisition understanding, and strong comprehension of the link between culture and classroom instruction. This study concludes with recommendations for future research, and suggestions for improving professional development and services for professors who teach Generation 1.5 students.
Community college professors' readiness to teach Generation 1.5: understanding faculty members' needs to improve student learning
Prado, Rafael Antonio
Loeza, Porfirio
Generation 1.5
Language acquisition
Instructional leadership
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2013.
Among our diverse student groups enrolled in U.S. community colleges, one highly fluid group, which includes many different subgroups, is referred to as Generation 1.5. Unfortunately, many Generation 1.5 students arrive to community college with a certain level of proficiency in spoken English (although quite often with fossilized errors), but require a great deal of remediation in the areas of reading and/or writing. Very little research though has been published on the professors who work with Generation 1.5 students upon their entry into community college. This transcendental phenomenological study examines the pedagogical preparation, and cultural and linguistic understanding of ESL, Reading, and English community college professors who often work with Generation 1.5 students when the latter first enroll in the two-year institutions. It also provides an understanding of community college professors??? professional development needs to serve Generation 1.5 students.
The researcher utilized a social cognitive framework as the basis for the research project. In addition, he made use of Gay???s (2000) theory of culturally responsive teaching, Marsick and Watkins??? (1999) model on developing a learning organization, and Meyer and Jepperson???s (2000) four loads for acquiring language to make sense of the community college professors??? pedagogical practices, professional development needs, and understanding of language acquisition in relation to their teaching practices. The researcher found that while the ESL professors had a better understanding of pedagogical practices and Generation 1.5 students??? learning needs, they viewed the latter culturally from a deficit model framework. On the other hand, while the English professors lacked the pedagogical sophistication and linguistic understanding of ESL professors, they had a greater appreciation of Generation 1.5 students??? cultures. Finally, reading professors lacked the understanding of who are Generation 1.5 students as well as a pedagogical sophistication, language acquisition understanding, and strong comprehension of the link between culture and classroom instruction. This study concludes with recommendations for future research, and suggestions for improving professional development and services for professors who teach Generation 1.5 students.
Dissertation
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2020-04-24T15:46:16Z
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2013-07-11T15:47:46Z
2013-07-11
2013-05-03
2013-07-11
http://hdl.handle.net/10211.9/2184
Abstract
of
THE EFFECTS OF EDUCATIONAL POLICY ON CRIMINAL PEER ABUSE
by
Valinda Frost
Known commonly as ???bullying???, criminal peer abuse is a serious problem in our schools and the most common form of violence in our society. Across the country researchers have found that 75% or more of all students suffer from some form of peer abuse. Children, the most vulnerable citizens in our society, are left susceptible to criminal behavior without the protection of the criminal justice system even though sections of criminal, civil and education codes were specifically designed for students??? protection. Further, enforcement of behavioral codes in public education is given with virtual autonomy to school district administrators by the California Education Code. Further, this study explores the workings of policies in the educational and legal systems concerning the protection of students??? civil rights with regard to criminal peer abuse. Laws are designed and exist to protect children but are ineffective for victims of criminal peer abuse due to fragmented and equivocal political, educational, and legal systems as well as cultural and family systems that tolerate and promote violence.
The effects of educational policy on criminal peer abuse
Frost, Valinda
Borunda, Rose M.
Bullying
Criminal peer abuse
Educational policy
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2013.
Abstract
of
THE EFFECTS OF EDUCATIONAL POLICY ON CRIMINAL PEER ABUSE
by
Valinda Frost
Known commonly as ???bullying???, criminal peer abuse is a serious problem in our schools and the most common form of violence in our society. Across the country researchers have found that 75% or more of all students suffer from some form of peer abuse. Children, the most vulnerable citizens in our society, are left susceptible to criminal behavior without the protection of the criminal justice system even though sections of criminal, civil and education codes were specifically designed for students??? protection. Further, enforcement of behavioral codes in public education is given with virtual autonomy to school district administrators by the California Education Code. Further, this study explores the workings of policies in the educational and legal systems concerning the protection of students??? civil rights with regard to criminal peer abuse. Laws are designed and exist to protect children but are ineffective for victims of criminal peer abuse due to fragmented and equivocal political, educational, and legal systems as well as cultural and family systems that tolerate and promote violence.
Dissertation
http://hdl.handle.net/10211.9/2184
en_US
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oai:dspace.calstate.edu:10211.9/2050
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2013-06-13T17:25:45Z
2013-06-13T17:25:45Z
2013-06-13
2013-04-19
2013-06-13
http://hdl.handle.net/10211.9/2050
The objective of this mixed methods study is to identify the drivers and barriers to participation in professional online communities in education. The results of this study will help educational leaders establish and maintain more effective online communities, increase opportunities for dialog, and facilitate the sharing of resources that may help improve education. It is believed that as participation in online communities increases, educators will benefit from greater access to resources, shared knowledge, and professional development.
This mixed methods study used an exploratory sequential design comprised of both qualitative and quantitative data. The qualitative strand focused on collecting data through 30-minute interviews with 7 participants who have served in the role of online group leaders on Brokers of Expertise. The outcome of the qualitative strand was a list of categories of factors that hinder or encourage participation in online communities. A combination of existing site usage data and quantitative survey data was used to determine which, if any, of the factors identified during the qualitative strand have significant impact on community group participation. In addition the quantitative strand served to uncover participant characteristics that have significant impact on participation.
The researcher found that professional development, networking, knowledge sharing, interest in technology, and recognition all have positive relationships with community group participation. Conversely, lack of awareness, lack of training, and lack of leadership were found to have significant negative relationships to participation. Of the participant characteristics, length of membership on BoE, length of time in education, age range, and perceived technology efficacy were all found to be significant predictors of community group participation. The grade levels undergraduate and graduate as well as the subject(s)/topic(s) technology, foreign language, teacher education, career technical education, mathematics, English Language Arts, and professional development have greater than average levels of participation. Of the motivators to join the community, desire for belonging, networking, and sharing, were found to each have significant positive impact on community group participation.
The qualitative data from the interview responses resulted in facilitation strategies organized into the following themes: engage group members with frequent communication, establish and communicate a clear purpose/vision for your group, establish an effective group design/structure, maximize utility/value of group resources and tools, provide group members with clear instructions/guidelines for participation, be an active and engaged leader.
Effective strategies for developing and sustaining a participatory culture in professional online communities in education
Knolle, Jonathan Wylie
William-White, Lisa
Online communities
Social networking
Education communities
Teacher communities
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2013.
The objective of this mixed methods study is to identify the drivers and barriers to participation in professional online communities in education. The results of this study will help educational leaders establish and maintain more effective online communities, increase opportunities for dialog, and facilitate the sharing of resources that may help improve education. It is believed that as participation in online communities increases, educators will benefit from greater access to resources, shared knowledge, and professional development.
This mixed methods study used an exploratory sequential design comprised of both qualitative and quantitative data. The qualitative strand focused on collecting data through 30-minute interviews with 7 participants who have served in the role of online group leaders on Brokers of Expertise. The outcome of the qualitative strand was a list of categories of factors that hinder or encourage participation in online communities. A combination of existing site usage data and quantitative survey data was used to determine which, if any, of the factors identified during the qualitative strand have significant impact on community group participation. In addition the quantitative strand served to uncover participant characteristics that have significant impact on participation.
The researcher found that professional development, networking, knowledge sharing, interest in technology, and recognition all have positive relationships with community group participation. Conversely, lack of awareness, lack of training, and lack of leadership were found to have significant negative relationships to participation. Of the participant characteristics, length of membership on BoE, length of time in education, age range, and perceived technology efficacy were all found to be significant predictors of community group participation. The grade levels undergraduate and graduate as well as the subject(s)/topic(s) technology, foreign language, teacher education, career technical education, mathematics, English Language Arts, and professional development have greater than average levels of participation. Of the motivators to join the community, desire for belonging, networking, and sharing, were found to each have significant positive impact on community group participation.
The qualitative data from the interview responses resulted in facilitation strategies organized into the following themes: engage group members with frequent communication, establish and communicate a clear purpose/vision for your group, establish an effective group design/structure, maximize utility/value of group resources and tools, provide group members with clear instructions/guidelines for participation, be an active and engaged leader.
Dissertation
http://hdl.handle.net/10211.9/2050
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F2050/5/bitstream
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2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2013-07-12T15:01:17Z
2013-07-12T15:01:17Z
2013-07-12
2013-04-30
2013-07-12
http://hdl.handle.net/10211.9/2216
In 2008, about 4% of all undergraduate degrees awarded in the United States were in engineering compared to 31% in China and about 19% throughout Asia (National Science Foundation, 2012). Based on current graduation rates, the United States is still expected to experience shortages in university graduates with engineering degrees (Sinkele & Mupinga, 2011). According to the National Foundation of American Policy (2010), in the 10 years between 2000 and 2010, American companies hired 890,100 scientists and engineers through the usage of H-1B visas.
According to the National Science Foundation (2013), ???Women, persons with disabilities, and three racial/ethnic groups???African Americans, Latinos, and American Indians??? are considered underrepresented in science and engineering??? (p. 2). According to the U.S. Census (2010), within the labor market for engineers with four-year university degrees, African Americans make up 3.2% of the workforce while making up 12% of the total population. Latinos/as make up 4.7% of the workforce while making up 16% of the total population. White females make up 7.5% of the workforce while making up 32% of the U.S. (U.S. Census, 2010).
Many female and underrepresented minority students often opt for community colleges as gateways to higher education. Open access, closeness to work and family, and affordable fees make community colleges ideal options for all especially minority students (Tsapogas, 2004).
To meet the demands of the labor market and maintain a global leadership position in innovative technologies, the United States can tap into underrepresented groups in engineering within the American populations to solve the problem of the shortage of engineers within the American labor market (Frehill, Di Fabio, & Hill, 2008).
This qualitative study was based on personal interviews with 14 successful individuals from underrepresented groups in engineering. Using semi-structured interviews this qualitative study sought to understand the perceptions and experiences of participants. Data were collected from participants using demographic surveys and semi-structured individual interview questions. The sample of participants included 14 individuals from underrepresented groups in engineering who had first attended a community college prior to obtaining entry into a four-year college engineering program. This study explored the lived experiences of three African American males, three White females, and five Latinos, and three Latinos who were successful in using community colleges as pathways to gain admission into engineering schools at four-year universities.
This qualitative study was influenced by the cultural capital model (Bourdieu, 1986) and the anti-deficit achievement model (Harper, 2010).
The study sought to find answer to the following research questions: 1) what helped these successful individuals choose community colleges as pathways towards engineering majors? 2) What helped the participants complete the transfer journey from community colleges to engineering schools at four-year universities? and 3) What long-term academic and career goals were shaped by the community college experience?
Based on the findings of this study, the participants chose community colleges as pathways based on low cost, location, experimenting with higher education, peer pressure, and remediation. The factors that helped the participants complete the transfer journey from community colleges to engineering schools at four-year universities were achieving the rite of passage to higher education while staying at home, receiving support from passionate instructors, having rigorous curriculum, learning new pedagogies, completing internships, and joining campus clubs. The community college experience had a big impact on the academic and career plans of participants who stated they wanted to work as engineers, pursue graduate studies, undertake entrepreneurship, and pay back to their community through volunteering and mentoring.
Based on the findings in this study, prior to the community college stage, parents should take the responsibility of supporting, influencing, and planning children???s STEM plans early in life and communicate their plans to teachers and administrators. New community college students should be prepared for the rigor of science and math courses at community colleges by taking the necessary courses in high school. During the community college stage, future engineers should get involved in math, science, and engineering clubs, seek advice from academic counselors, learn multitasking and time management skills, join study groups, and complete available challenging courses before transferring. At the post community college stage, students should get involved in engineering societies and clubs, complete engineering internships, and seek anti-deficit agents or mentors.
From a transformational leadership perspective, this study recommends that K-12 leaders plant the engineering seeds early among young students. The study calls for better collaboration among parents, students, leaders in K-12 institutions, community colleges, four-year university systems, and engineering sector employers. The study recommends better understanding of the challenges, strengths, wants, and needs of underrepresented groups in engineering. The study also recommends community college leaders create awareness about community colleges as viable and feasible pathways for bachelor???s degrees in engineering, improving student services including counseling and advising for engineering transfer students, and create more academic clubs and activities on community college campuses.
From a public policy perspective, this study recommends establishing mandates and incentives to create tangible collaboration among high schools, community colleges, and four-year universities. Also, the study recommends influencing policymakers through emphasizing the economic value of community colleges and the high return on investment (ROI) of using community colleges as pathways. Also, the study recommends highlighting the voting power of underrepresented groups and the need to transform the current funding model for California community colleges.
From a data-based decision making perspective, the study recommends better uses for using current demographic data to properly plan for future academic plans and the use of historical data to improve student services. Based on the findings of this study, when understood and utilized properly by students and parents, the community college system could provide the necessary dispositions to provide underrepresented students with anti-deficit support and cultural capital to access higher education and succeed in earning high ROI degrees like engineering.
A study of underrepresented individuals who utilized community colleges as pathways to gain admission into engineering schools at four-year universities
Batarseh, Samer Musa
Turner, Caroline Sotello Viernes
Science, technology, engineering, math (STEM)
Minority students
Shortage of engineers in the U.S
Community college
Higher education
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2013.
In 2008, about 4% of all undergraduate degrees awarded in the United States were in engineering compared to 31% in China and about 19% throughout Asia (National Science Foundation, 2012). Based on current graduation rates, the United States is still expected to experience shortages in university graduates with engineering degrees (Sinkele & Mupinga, 2011). According to the National Foundation of American Policy (2010), in the 10 years between 2000 and 2010, American companies hired 890,100 scientists and engineers through the usage of H-1B visas.
According to the National Science Foundation (2013), ???Women, persons with disabilities, and three racial/ethnic groups???African Americans, Latinos, and American Indians??? are considered underrepresented in science and engineering??? (p. 2). According to the U.S. Census (2010), within the labor market for engineers with four-year university degrees, African Americans make up 3.2% of the workforce while making up 12% of the total population. Latinos/as make up 4.7% of the workforce while making up 16% of the total population. White females make up 7.5% of the workforce while making up 32% of the U.S. (U.S. Census, 2010).
Many female and underrepresented minority students often opt for community colleges as gateways to higher education. Open access, closeness to work and family, and affordable fees make community colleges ideal options for all especially minority students (Tsapogas, 2004).
To meet the demands of the labor market and maintain a global leadership position in innovative technologies, the United States can tap into underrepresented groups in engineering within the American populations to solve the problem of the shortage of engineers within the American labor market (Frehill, Di Fabio, & Hill, 2008).
This qualitative study was based on personal interviews with 14 successful individuals from underrepresented groups in engineering. Using semi-structured interviews this qualitative study sought to understand the perceptions and experiences of participants. Data were collected from participants using demographic surveys and semi-structured individual interview questions. The sample of participants included 14 individuals from underrepresented groups in engineering who had first attended a community college prior to obtaining entry into a four-year college engineering program. This study explored the lived experiences of three African American males, three White females, and five Latinos, and three Latinos who were successful in using community colleges as pathways to gain admission into engineering schools at four-year universities.
This qualitative study was influenced by the cultural capital model (Bourdieu, 1986) and the anti-deficit achievement model (Harper, 2010).
The study sought to find answer to the following research questions: 1) what helped these successful individuals choose community colleges as pathways towards engineering majors? 2) What helped the participants complete the transfer journey from community colleges to engineering schools at four-year universities? and 3) What long-term academic and career goals were shaped by the community college experience?
Based on the findings of this study, the participants chose community colleges as pathways based on low cost, location, experimenting with higher education, peer pressure, and remediation. The factors that helped the participants complete the transfer journey from community colleges to engineering schools at four-year universities were achieving the rite of passage to higher education while staying at home, receiving support from passionate instructors, having rigorous curriculum, learning new pedagogies, completing internships, and joining campus clubs. The community college experience had a big impact on the academic and career plans of participants who stated they wanted to work as engineers, pursue graduate studies, undertake entrepreneurship, and pay back to their community through volunteering and mentoring.
Based on the findings in this study, prior to the community college stage, parents should take the responsibility of supporting, influencing, and planning children???s STEM plans early in life and communicate their plans to teachers and administrators. New community college students should be prepared for the rigor of science and math courses at community colleges by taking the necessary courses in high school. During the community college stage, future engineers should get involved in math, science, and engineering clubs, seek advice from academic counselors, learn multitasking and time management skills, join study groups, and complete available challenging courses before transferring. At the post community college stage, students should get involved in engineering societies and clubs, complete engineering internships, and seek anti-deficit agents or mentors.
From a transformational leadership perspective, this study recommends that K-12 leaders plant the engineering seeds early among young students. The study calls for better collaboration among parents, students, leaders in K-12 institutions, community colleges, four-year university systems, and engineering sector employers. The study recommends better understanding of the challenges, strengths, wants, and needs of underrepresented groups in engineering. The study also recommends community college leaders create awareness about community colleges as viable and feasible pathways for bachelor???s degrees in engineering, improving student services including counseling and advising for engineering transfer students, and create more academic clubs and activities on community college campuses.
From a public policy perspective, this study recommends establishing mandates and incentives to create tangible collaboration among high schools, community colleges, and four-year universities. Also, the study recommends influencing policymakers through emphasizing the economic value of community colleges and the high return on investment (ROI) of using community colleges as pathways. Also, the study recommends highlighting the voting power of underrepresented groups and the need to transform the current funding model for California community colleges.
From a data-based decision making perspective, the study recommends better uses for using current demographic data to properly plan for future academic plans and the use of historical data to improve student services. Based on the findings of this study, when understood and utilized properly by students and parents, the community college system could provide the necessary dispositions to provide underrepresented students with anti-deficit support and cultural capital to access higher education and succeed in earning high ROI degrees like engineering.
Dissertation
http://hdl.handle.net/10211.9/2216
en_US
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oai:dspace.calstate.edu:10211.9/2087
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2013-07-03T21:34:20Z
2013-07-03T21:34:20Z
2013-07-03
2013-05-10
2013-07-03
http://hdl.handle.net/10211.9/2087
This study is phenomenological in nature and is based on interviews conducted with three current Latino and three current Latina superintendents in Northern California???s K-12 public schools. The purpose of this study was to determine factors leading to the ascension of California Latino/as to the superintendency and to analyze the similarities and differences in these factors for Latina and Latino superintendents. The study also analyzed the leadership qualities of current California Latino/a superintendents and the similarities and differences between the leadership qualities of Latino and Latina superintendents. Additionally, barriers faced by Latino/as in their pursuit of the superintendency are reported. The similarities and differences in these barriers between Latino and Latina superintendents are also reported. Factors that allowed the Latino/a superintendents to overcome these barriers are analyzed while evaluating the differences and similarities in these factors for Latino and Latina superintendents. The study also analyzed the effects of mentoring and networking on current Latino/a superintendents in California. Similarities and differences regarding the effects of mentoring and networking on Latino and Latina superintendents are reported. Three theoretical frameworks guided this study: Resiliency Theory, Critical Race Theory (CRT) and Latino/a Critical Scholarship Theory (LatCrit).
The process of coding and analyzing the data gathered for this study resulted in the following emerging themes and characteristics:
1. the lack of mentoring, networking, and role models is a major barrier to Latino/a ascension to the superintendency,
2. there is a perception that Latino/a leaders are not capable of being effective superintendents,
3. Latina superintendents face gender barriers in addition to race/ethnicity barriers in their ascension to the superintendency,
4. Latino/a superintendents have a strong desire to prove their worth and prove wrong those with negative perceptions regarding Latino/as ability to lead,
5. Latino/a superintendents believe that experience and preparation allowed them to be appointed to their current positions and overcome the barriers they faced in their ascension to the superintendency,
6. strong family support has been a factor allowing Latino/a superintendents to overcome the barriers faced in their ascension to the superintendency,
7. Latino/a superintendents display either collaborative, inclusive, and/or consensus building leadership styles,
8. Latino/a superintendents can be described as ???glass ceiling breakers??? and as such, believe in their duty to mentor aspiring superintendents, and
9. mentoring, networking and peer support groups are key factors allowing Latino/a superintendents to overcome the barriers they faced in their ascension to the superintendency.
With regards to differences between the Latina and Latino superintendent the key emergent themes were: a) the Latino superintendents are more capable of networking and bonding and this may be one factor accounting for the disparity in the numbers of Latino and Latina superintendents and b) gender can be an additional barrier faced by Latinas in their pursuit of the superintendency.
Barriers, resiliency, leadership, mentoring and networking: factors influencing the ascension of Latino/as to the superintendency of public school districts in California
Ceja, Jessie
Loeza, Porfirio
Latino superintendents
Leadership styles of Latinos
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2013.
This study is phenomenological in nature and is based on interviews conducted with three current Latino and three current Latina superintendents in Northern California???s K-12 public schools. The purpose of this study was to determine factors leading to the ascension of California Latino/as to the superintendency and to analyze the similarities and differences in these factors for Latina and Latino superintendents. The study also analyzed the leadership qualities of current California Latino/a superintendents and the similarities and differences between the leadership qualities of Latino and Latina superintendents. Additionally, barriers faced by Latino/as in their pursuit of the superintendency are reported. The similarities and differences in these barriers between Latino and Latina superintendents are also reported. Factors that allowed the Latino/a superintendents to overcome these barriers are analyzed while evaluating the differences and similarities in these factors for Latino and Latina superintendents. The study also analyzed the effects of mentoring and networking on current Latino/a superintendents in California. Similarities and differences regarding the effects of mentoring and networking on Latino and Latina superintendents are reported. Three theoretical frameworks guided this study: Resiliency Theory, Critical Race Theory (CRT) and Latino/a Critical Scholarship Theory (LatCrit).
The process of coding and analyzing the data gathered for this study resulted in the following emerging themes and characteristics:
1. the lack of mentoring, networking, and role models is a major barrier to Latino/a ascension to the superintendency,
2. there is a perception that Latino/a leaders are not capable of being effective superintendents,
3. Latina superintendents face gender barriers in addition to race/ethnicity barriers in their ascension to the superintendency,
4. Latino/a superintendents have a strong desire to prove their worth and prove wrong those with negative perceptions regarding Latino/as ability to lead,
5. Latino/a superintendents believe that experience and preparation allowed them to be appointed to their current positions and overcome the barriers they faced in their ascension to the superintendency,
6. strong family support has been a factor allowing Latino/a superintendents to overcome the barriers faced in their ascension to the superintendency,
7. Latino/a superintendents display either collaborative, inclusive, and/or consensus building leadership styles,
8. Latino/a superintendents can be described as ???glass ceiling breakers??? and as such, believe in their duty to mentor aspiring superintendents, and
9. mentoring, networking and peer support groups are key factors allowing Latino/a superintendents to overcome the barriers they faced in their ascension to the superintendency.
With regards to differences between the Latina and Latino superintendent the key emergent themes were: a) the Latino superintendents are more capable of networking and bonding and this may be one factor accounting for the disparity in the numbers of Latino and Latina superintendents and b) gender can be an additional barrier faced by Latinas in their pursuit of the superintendency.
Dissertation
http://hdl.handle.net/10211.9/2087
en_US
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oai:dspace.calstate.edu:10211.9/1772
2020-04-24T15:46:16Z
com_10211.9_1
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col_10211.9_63
2012-09-17T22:20:10Z
2012-09-17T22:20:10Z
2012-09-17
2012-05
2012-09-17
http://hdl.handle.net/10211.9/1772
Too many California community colleges struggle with accreditation. From 2003-2012, 62 of the 112 colleges have been placed on some form of sanction and 40 of them more than once. Unfortunately, there is little research into what institutions can do to improve accreditation results. This study begins to address this gap. It is a qualitative comparative case study of four California community colleges, two that have been place on sanction five or more times (A schools) and two that not been placed on sanction (B schools). Data was collected via interviews with fourteen participants who spanned a range of positions, tenure, and degree of involvement with accreditation. Data was analyzed using activity and grounded theories.
Differences between the A and B schools emerged under the themes of division of labor, motivation, and integration. Under division of labor, participants at the A schools reported more often that institutional roles were not universally agreed upon and abided by, that there were higher level of conflict around the division of labor, and that progress was made in spite of conflicts. Participants at the B schools reported more often that roles were clearly defined and abided by, that there were low levels of conflict, and on tools for resolving conflict. Interestingly, both A and B schools reported little difficulty with the division of labor with regards to accreditation-specific activities. Under motivation, participants at the A colleges reported more often that accreditation had not been universally interpreted as important, motivation was externally sourced, and accreditation processes had not been consistently enforced. Participants at the B colleges reported more often that accreditation was widely seen as important, motivation was internally sourced, and accreditation processes were consistently enforced. Both A and B college participants reported that the notion of a critical mass was important to sustaining motivation. Under integration, participants at the A college reported that contact with accreditation processes was variable, that accreditation processes had not historically had integrity, less on interconnecting activities, and that there were fewer resources available. Participants at the B colleges reported more on constant contact with accreditation processes, that processes were considered to have high level of integrity, that individuals and groups were interconnected with regards to accreditation, and that substantial resources were available for accreditation.
Based on an analysis of these findings using activity theory, the following recommendations are made to college leaders: 1) define institutional roles and responsibilities abide by them, 2) resolve conflict when roles and responsibilities are not clear, 3) establish accreditation as important, 4) account for different perceptions of accreditation among groups, 5) reframe accreditation as internally motivated, 6) enforce accreditation activities, 7) maintain a critical mass of motivated individuals and groups, 8) maintain ongoing contact with accreditation processes, 9) develop accreditation tools that align with existing campus rules/norms/customs, 10) maintain the integrity of accreditation processes, 11) interconnect parties across the institution with formal and informal accreditation processes, and 12) prioritize resources for accreditation.
Accreditation in the California community colleges: influential cultural practices
Tharp, Nathan M.
Lilly, Frank
Accreditation
Culture
Institutional effectiveness
Administration
Community college
Accountability
Activity theory
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
Too many California community colleges struggle with accreditation. From 2003-2012, 62 of the 112 colleges have been placed on some form of sanction and 40 of them more than once. Unfortunately, there is little research into what institutions can do to improve accreditation results. This study begins to address this gap. It is a qualitative comparative case study of four California community colleges, two that have been place on sanction five or more times (A schools) and two that not been placed on sanction (B schools). Data was collected via interviews with fourteen participants who spanned a range of positions, tenure, and degree of involvement with accreditation. Data was analyzed using activity and grounded theories.
Differences between the A and B schools emerged under the themes of division of labor, motivation, and integration. Under division of labor, participants at the A schools reported more often that institutional roles were not universally agreed upon and abided by, that there were higher level of conflict around the division of labor, and that progress was made in spite of conflicts. Participants at the B schools reported more often that roles were clearly defined and abided by, that there were low levels of conflict, and on tools for resolving conflict. Interestingly, both A and B schools reported little difficulty with the division of labor with regards to accreditation-specific activities. Under motivation, participants at the A colleges reported more often that accreditation had not been universally interpreted as important, motivation was externally sourced, and accreditation processes had not been consistently enforced. Participants at the B colleges reported more often that accreditation was widely seen as important, motivation was internally sourced, and accreditation processes were consistently enforced. Both A and B college participants reported that the notion of a critical mass was important to sustaining motivation. Under integration, participants at the A college reported that contact with accreditation processes was variable, that accreditation processes had not historically had integrity, less on interconnecting activities, and that there were fewer resources available. Participants at the B colleges reported more on constant contact with accreditation processes, that processes were considered to have high level of integrity, that individuals and groups were interconnected with regards to accreditation, and that substantial resources were available for accreditation.
Based on an analysis of these findings using activity theory, the following recommendations are made to college leaders: 1) define institutional roles and responsibilities abide by them, 2) resolve conflict when roles and responsibilities are not clear, 3) establish accreditation as important, 4) account for different perceptions of accreditation among groups, 5) reframe accreditation as internally motivated, 6) enforce accreditation activities, 7) maintain a critical mass of motivated individuals and groups, 8) maintain ongoing contact with accreditation processes, 9) develop accreditation tools that align with existing campus rules/norms/customs, 10) maintain the integrity of accreditation processes, 11) interconnect parties across the institution with formal and informal accreditation processes, and 12) prioritize resources for accreditation.
Dissertation
http://hdl.handle.net/10211.9/1772
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2012-09-28T21:30:14Z
2012-09-28T21:30:14Z
2012-09-28
2012-05-01
2012-09-28
http://hdl.handle.net/10211.9/1884
This mixed methods study determined self-perceived needs, barriers, and resiliency characteristics that impact the academic success of American Indian community college students at Sacramento City College. The study was done to provide community colleges with further insight into the American Indian student experience to create an avenue for sustained institutional change to positively impact student success rates. Tribal Critical Race Theory and Reziliency Theory were combined to create a comprehensive theoretical framework through which to understand the experiences of American Indian students. For this study, success is defined as meeting the needs, eliminating the barriers, and reinforcing resiliency characteristics of American Indian students working toward the completion of a desired academic goal.
Quantitative data came from student surveys with questions focusing on needs, barriers, and resiliency characteristics. Qualitative data came from follow-up focus groups to obtain deeper insight into the three previously mentioned variables.
The researcher found that American Indian student needs fell into one of three categories: family support, financial support, or college support/services. Support from family members attending college, financial support and advising, and college support in the forms of academic counseling, cultural competency training, caring professors, Native student recognition, outreach and programming, Native student recruitment and retention, support for Native student organizations, involvement and networking with the external Native community, drug and alcohol counseling, and services like RISE and EOPS who provide advising, labs and other resources were found to be significant needs.
Internal and external barriers exist for Native students. Internal barriers are controllable through the college and include a system linked to the perpetuation of racial stereotypes, which specifically result in making Native students invisible on campus; an inaccurate course curriculum or content reinforced by culturally incompetent, uncaring professors; bureaucratic or restrictive admissions practices; bureaucratic financial aid services; limited number and variety of course offerings; condescending tutors; the costs and availability of books; and transportation issues. External barriers over which the institution has no control include a lack of tribal support, lack of financial resources/support or inadequate finances, lack of family support, too many family demands, and how Native students feel about asking for help. It is important for the institution to be aware of the external barriers because they impact student needs within the internal academic environment. Interconnection between barriers prevents students from achieving success.
Resiliency is defined as the skills or processes by which people cope with oppressive conditions. Native students have unmet needs and have experienced barriers rooted in racism and oppression; therefore, they have had to develop coping mechanisms or resiliency characteristics to survive and be successful. Resiliency characteristics were scholarship/financial support, spiritual support, social/community support, friend or peer/mentor support, community as family or sources of motivation and support, mentoring, friend and peer support, support services that teach resiliency characteristics like RISE and the Native American Studies Program, caring professors and counselors, as well as acts of resistance or survivance.
A Student Success Equation was created. Furthermore when the equation was applied, a Student Success Model was produced incorporating factors that impact student success. Conclusions drawn from this research provide an applied context by which community colleges can enact transformative and transformational change to increase American Indian student success.
Barriers and bridges: American Indian community college student resiliency and success
Cheshire, Tamara Christine
Nevarez, Carlos, 1969-
Native American student needs in higher education
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2012.
This mixed methods study determined self-perceived needs, barriers, and resiliency characteristics that impact the academic success of American Indian community college students at Sacramento City College. The study was done to provide community colleges with further insight into the American Indian student experience to create an avenue for sustained institutional change to positively impact student success rates. Tribal Critical Race Theory and Reziliency Theory were combined to create a comprehensive theoretical framework through which to understand the experiences of American Indian students. For this study, success is defined as meeting the needs, eliminating the barriers, and reinforcing resiliency characteristics of American Indian students working toward the completion of a desired academic goal.
Quantitative data came from student surveys with questions focusing on needs, barriers, and resiliency characteristics. Qualitative data came from follow-up focus groups to obtain deeper insight into the three previously mentioned variables.
The researcher found that American Indian student needs fell into one of three categories: family support, financial support, or college support/services. Support from family members attending college, financial support and advising, and college support in the forms of academic counseling, cultural competency training, caring professors, Native student recognition, outreach and programming, Native student recruitment and retention, support for Native student organizations, involvement and networking with the external Native community, drug and alcohol counseling, and services like RISE and EOPS who provide advising, labs and other resources were found to be significant needs.
Internal and external barriers exist for Native students. Internal barriers are controllable through the college and include a system linked to the perpetuation of racial stereotypes, which specifically result in making Native students invisible on campus; an inaccurate course curriculum or content reinforced by culturally incompetent, uncaring professors; bureaucratic or restrictive admissions practices; bureaucratic financial aid services; limited number and variety of course offerings; condescending tutors; the costs and availability of books; and transportation issues. External barriers over which the institution has no control include a lack of tribal support, lack of financial resources/support or inadequate finances, lack of family support, too many family demands, and how Native students feel about asking for help. It is important for the institution to be aware of the external barriers because they impact student needs within the internal academic environment. Interconnection between barriers prevents students from achieving success.
Resiliency is defined as the skills or processes by which people cope with oppressive conditions. Native students have unmet needs and have experienced barriers rooted in racism and oppression; therefore, they have had to develop coping mechanisms or resiliency characteristics to survive and be successful. Resiliency characteristics were scholarship/financial support, spiritual support, social/community support, friend or peer/mentor support, community as family or sources of motivation and support, mentoring, friend and peer support, support services that teach resiliency characteristics like RISE and the Native American Studies Program, caring professors and counselors, as well as acts of resistance or survivance.
A Student Success Equation was created. Furthermore when the equation was applied, a Student Success Model was produced incorporating factors that impact student success. Conclusions drawn from this research provide an applied context by which community colleges can enact transformative and transformational change to increase American Indian student success.
Dissertation
http://hdl.handle.net/10211.9/1884
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1884/9/bitstream
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2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2013-07-10T21:10:10Z
2013-07-10T21:10:10Z
2013-07-10
2013-05-07
2013-07-10
http://hdl.handle.net/10211.9/2150
This study of Hispanic student pathways focused on successful community college transfer students in Science, Technology, Engineering, or Math (STEM) disciplines to discover significant personal and academic factors influencing their pathway. The impetus for this study is the persistence of achievement gaps in STEM disciplines for Hispanic students, the largest and fastest growing population in the U.S. Eighty-percent (80%) of Hispanic students start public higher education at community colleges, but few graduate, particularly in STEM fields. Achievement gaps in STEM have economic ramifications not only for the Hispanic population, but also the economy and competitiveness of the U.S. and California. The theoretical framework for this study included Tinto???s Persistence/Interactionalist Student Departure Model, Bourdieu???s Theory of Cultural Capital and Padilla???s Latino Student Success Model, which was further informed through the literature review.
This study used a sequential explanatory mixed-methods approach, collecting both quantitative and qualitative data. Quantitative data was collected by electronic survey to Sacramento State transfer students majoring in STEM. Survey responses were analyzed by Pearson correlation and a summary of open-ended responses was provided. Two focus groups were held to collect qualitative data using a semi-structured interview protocol. Open-coding was used to discover themes from student responses and discover convergence and differences with quantitative data.
Family was the most significant contributing factor to student success in this study, providing emotional support and a push or permission to continue to pursue an education. Socio-economic status played a significant role in students??? educational pathway in this study. Despite a paucity of Hispanic role models and mentors in STEM for underrepresented students, findings suggest that some students are able to find surrogate role models through teachers and community college professors despite racial/ethnic differences.
Students in this study generally had positive feelings on the role of community college in their success, particularly community college faculty. The concept of ???transition time??? was an unexpected finding in this study. Community colleges allowed students to adjust to being independent and discover their pathway. Additional time needed to transition and mature, for some students, may be tied to culture and the closeness of family in Hispanic communities.
Recommendations in this study include maintaining access through financial aid, increasing communication to parents, and increasing training by development of the Hispanic Transfer Student Typologies model.
Hispanic student transfer pathways from community
college to a 4-year public university in science, technology, engineering and math (STEM) disciplines
Gonzalez, Kevin Jason
Nevarez, Carlos, 1969-
STEM
Transfer
Latino college students
Hispanic college students
Achievement gap
Community college
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2013.
This study of Hispanic student pathways focused on successful community college transfer students in Science, Technology, Engineering, or Math (STEM) disciplines to discover significant personal and academic factors influencing their pathway. The impetus for this study is the persistence of achievement gaps in STEM disciplines for Hispanic students, the largest and fastest growing population in the U.S. Eighty-percent (80%) of Hispanic students start public higher education at community colleges, but few graduate, particularly in STEM fields. Achievement gaps in STEM have economic ramifications not only for the Hispanic population, but also the economy and competitiveness of the U.S. and California. The theoretical framework for this study included Tinto???s Persistence/Interactionalist Student Departure Model, Bourdieu???s Theory of Cultural Capital and Padilla???s Latino Student Success Model, which was further informed through the literature review.
This study used a sequential explanatory mixed-methods approach, collecting both quantitative and qualitative data. Quantitative data was collected by electronic survey to Sacramento State transfer students majoring in STEM. Survey responses were analyzed by Pearson correlation and a summary of open-ended responses was provided. Two focus groups were held to collect qualitative data using a semi-structured interview protocol. Open-coding was used to discover themes from student responses and discover convergence and differences with quantitative data.
Family was the most significant contributing factor to student success in this study, providing emotional support and a push or permission to continue to pursue an education. Socio-economic status played a significant role in students??? educational pathway in this study. Despite a paucity of Hispanic role models and mentors in STEM for underrepresented students, findings suggest that some students are able to find surrogate role models through teachers and community college professors despite racial/ethnic differences.
Students in this study generally had positive feelings on the role of community college in their success, particularly community college faculty. The concept of ???transition time??? was an unexpected finding in this study. Community colleges allowed students to adjust to being independent and discover their pathway. Additional time needed to transition and mature, for some students, may be tied to culture and the closeness of family in Hispanic communities.
Recommendations in this study include maintaining access through financial aid, increasing communication to parents, and increasing training by development of the Hispanic Transfer Student Typologies model.
Dissertation
http://hdl.handle.net/10211.9/2150
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F2150/5/bitstream
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oai:dspace.calstate.edu:10211.9/2069
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2013-07-01T16:26:11Z
2013-07-01T16:26:11Z
2013-07-01
2013-05-03
2013-07-01
http://hdl.handle.net/10211.9/2069
This qualitative study examined tribal leadership and education by reviewing the process of tribal leadership in relation to key viewpoints of education in terms of cultural and traditional knowledge. Using a phenomenological approach, the researcher conducted eight interviews with Native American community members, tribal leaders or council members, students, and Indian educators in California. All interviews were transcribed and video-taped. This study documented the relationship between tribal leadership, transformational leadership, servant leadership, and shared leadership theories, as well as Freire???s theory of social justice. Study findings identified themes, such as elders, trust and collaboration, just to name a few. This study also identified a relationship between tribal sovereignty and leadership as well as education. Based on study findings, a new tribal leadership model was derived that included three leadership styles ??? transformational, servant, and shared leadership approaches.
The perceptions of tribal leadership and the impact of education and cultural knowledge: examining tribal leadership and education within California Native American communities
Martinez-Alire, Crystal
Borunda, Rose M.
Tribal leadership
Cultural knowledge
Native American tribal communities
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2013.
This qualitative study examined tribal leadership and education by reviewing the process of tribal leadership in relation to key viewpoints of education in terms of cultural and traditional knowledge. Using a phenomenological approach, the researcher conducted eight interviews with Native American community members, tribal leaders or council members, students, and Indian educators in California. All interviews were transcribed and video-taped. This study documented the relationship between tribal leadership, transformational leadership, servant leadership, and shared leadership theories, as well as Freire???s theory of social justice. Study findings identified themes, such as elders, trust and collaboration, just to name a few. This study also identified a relationship between tribal sovereignty and leadership as well as education. Based on study findings, a new tribal leadership model was derived that included three leadership styles ??? transformational, servant, and shared leadership approaches.
Dissertation
http://hdl.handle.net/10211.9/2069
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2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2013-07-01T17:48:44Z
2013-07-01T17:48:44Z
2013-07-01
2013-05-03
2013-07-01
http://hdl.handle.net/10211.9/2078
Neurodiversity is a controversial concept at the core of a social movement. It posits that disabilities of neurological origin, or atypical neurological development, are a typical human variance that should be respected as diversity instead of a disabling condition or deficit (Armstrong, 2010; Harmon, 2004; Ortega, 2009). Neurodiversity typically encompasses a variety of identifications, such as autism, ADHD, Down syndrome, learning disabilities, anxiety disorders, mental and emotional challenges, Tourette???s syndrome and other neurological differences. These individuals are often viewed by society as having a disabling condition, without the recognition of the differences and strengths that individuals with neurodiversities possess.
This qualitative phenomenological study examines the path to self-attainment for individuals with neurodiversities. Interviews were conducted with 6 adults with neurodiversities, who identify as being self-fulfilled in their lives. The participants were all students of California State University, Sacramento. The data, gathered in face-to-face interviews, sought to uncover how people with a neurodiversity define self-fulfillment and the journey they took to reach self-acceptance.
1. How does each person define success (self-fulfillment)?
2. How does each person define happiness?
3. What identified strengths do people with neurodiversities have that lead to their success?
4. What experiences helped lead someone with neurodiversities to develop as an individual and be successful?
5. What challenges and barriers had to be overcome to reach success, happiness and self-fulfillment?
a. How did they overcome stereotypes to identify strengths?
b. How did they build resiliency to attain self-fulfillment?
Using Bronfenbrenner???s Theory of Ecological Development to frame the study with support from Malsow???s Theory of Motivation, Benard???s Theory of Resiliency and Steele???s Theory of Stereotype Threat, the researcher analyzed the data showing that the participants defined success and self-fulfillment through a sense of determination and defined happiness through a strong sense of identity. The area of strength identified to help the participants be successful was self-efficacy. The experiences were identified with internal and external factors. The internal factors were high expectations, knowledge, facing challenges, and autonomy. The external factors were support systems, social acceptance, and culture. The barriers each individual identified as having to overcome were related to societal mindsets toward individual with neurodiversities. Overcoming these stereotypes was achieved by self-acceptance and support systems. Participants indicated that resiliency was built through sense of purpose, problem-solving skills, sense of belonging, autonomy and family support. These findings correspond directly with Benard???s Resiliency Theory.
This study concludes with policy and future research recommendations, as well as recommended changes in practices in schools. Institutions must consider using strength-based approaches for all students, especially those with neurodiversities. Therefore, to help students build self-fulfillment, students need to recognize strengths and develop a sense of purpose and a strong identity.
Redefining normal: The path to self-attainment for people with neurodiversities: How do people from the neurodiverse spectrum define self-fulfillment?
Daugherty, Maggie Williams
Borunda, Rose M.
Disabilities
Special education
Self-actualization
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2013.
Neurodiversity is a controversial concept at the core of a social movement. It posits that disabilities of neurological origin, or atypical neurological development, are a typical human variance that should be respected as diversity instead of a disabling condition or deficit (Armstrong, 2010; Harmon, 2004; Ortega, 2009). Neurodiversity typically encompasses a variety of identifications, such as autism, ADHD, Down syndrome, learning disabilities, anxiety disorders, mental and emotional challenges, Tourette???s syndrome and other neurological differences. These individuals are often viewed by society as having a disabling condition, without the recognition of the differences and strengths that individuals with neurodiversities possess.
This qualitative phenomenological study examines the path to self-attainment for individuals with neurodiversities. Interviews were conducted with 6 adults with neurodiversities, who identify as being self-fulfilled in their lives. The participants were all students of California State University, Sacramento. The data, gathered in face-to-face interviews, sought to uncover how people with a neurodiversity define self-fulfillment and the journey they took to reach self-acceptance.
1. How does each person define success (self-fulfillment)?
2. How does each person define happiness?
3. What identified strengths do people with neurodiversities have that lead to their success?
4. What experiences helped lead someone with neurodiversities to develop as an individual and be successful?
5. What challenges and barriers had to be overcome to reach success, happiness and self-fulfillment?
a. How did they overcome stereotypes to identify strengths?
b. How did they build resiliency to attain self-fulfillment?
Using Bronfenbrenner???s Theory of Ecological Development to frame the study with support from Malsow???s Theory of Motivation, Benard???s Theory of Resiliency and Steele???s Theory of Stereotype Threat, the researcher analyzed the data showing that the participants defined success and self-fulfillment through a sense of determination and defined happiness through a strong sense of identity. The area of strength identified to help the participants be successful was self-efficacy. The experiences were identified with internal and external factors. The internal factors were high expectations, knowledge, facing challenges, and autonomy. The external factors were support systems, social acceptance, and culture. The barriers each individual identified as having to overcome were related to societal mindsets toward individual with neurodiversities. Overcoming these stereotypes was achieved by self-acceptance and support systems. Participants indicated that resiliency was built through sense of purpose, problem-solving skills, sense of belonging, autonomy and family support. These findings correspond directly with Benard???s Resiliency Theory.
This study concludes with policy and future research recommendations, as well as recommended changes in practices in schools. Institutions must consider using strength-based approaches for all students, especially those with neurodiversities. Therefore, to help students build self-fulfillment, students need to recognize strengths and develop a sense of purpose and a strong identity.
Dissertation
http://hdl.handle.net/10211.9/2078
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2020-04-24T15:46:16Z
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2013-07-11T22:44:54Z
2013-07-11T22:44:54Z
2013-07-11
2013-05-03
2013-07-11
http://hdl.handle.net/10211.9/2215
This qualitative phenomenological study examined the experiences, events, and circumstances that affected the ascension of Asian Americans to the community college presidency in California. Through in-depth, conversational interviews, the researcher recaptured the rich personal, professional, and cultural stories shared by each of the seven current Asian American presidents. At the time of this writing, the seven Asian American college presidents represented only six percent of all college presidents in the California community college system. A fundamental question that guided this study is why do Asian Americans, despite their recognized success in academia, have the lowest representation of all ethnic groups at the presidential level in higher education? What discrimination, if any, did Asian Americans experience in their quest to become a college president? By exploring the pathways, experiences, and situations of the seven sitting Asian American presidents, the aim is to discover whether these Asian Americans, given their racial identity, encountered any unfair treatment in their ascension to the presidency.
The study utilized the Critical Race Theory and glass ceiling model as a lens to
examine the under-representation of Asian American educators at the top executive level. The stories, as told by these seven Asian American presidents, revealed that while they had encountered some form of racial discrimination in their personal lives and professional careers, those challenges however did not impede their attainment of the presidency. Instead, the findings revealed this select group of Asian American educators was determined to excel in their careers and managed to overcome certain racial micro-aggressions and stereotypes through persistence, hard-work, and other values imparted upon them by their bicultural identity.
Contrary to the common belief that the paths to the college presidency for Asian Americans are hindered by some degree of institutional barriers and racism, the accounts by these seven Asian American presidents suggest that personal factors, including but not limited to communication styles, leadership qualities, personal comfort, family consideration, and tolerance for failure are the reasons for the under representation of Asian Americans at the top administrative echelon in higher education. What emerged from the study is a model of the pathway to the college presidency; a model that incorporates both the glass ceiling theory and critical race theory. The study concluded with a list of recommended actions that Asian Americans aspiring to become college presidents can take to increase their representation at presidential level. The recommendations contain implications of transformational leadership and public policy.
This study contributes to the paucity of literature on Asian American leadership in higher education and highlights the values of a diversified college administrative team.
Pathways and experiences of Asian American community college presidents in California
Phan, Man
Turner, Caroline Sotello Viernes
Asian American community college leadership
California community college presidents
Pathways to college presidency
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2013.
This qualitative phenomenological study examined the experiences, events, and circumstances that affected the ascension of Asian Americans to the community college presidency in California. Through in-depth, conversational interviews, the researcher recaptured the rich personal, professional, and cultural stories shared by each of the seven current Asian American presidents. At the time of this writing, the seven Asian American college presidents represented only six percent of all college presidents in the California community college system. A fundamental question that guided this study is why do Asian Americans, despite their recognized success in academia, have the lowest representation of all ethnic groups at the presidential level in higher education? What discrimination, if any, did Asian Americans experience in their quest to become a college president? By exploring the pathways, experiences, and situations of the seven sitting Asian American presidents, the aim is to discover whether these Asian Americans, given their racial identity, encountered any unfair treatment in their ascension to the presidency.
The study utilized the Critical Race Theory and glass ceiling model as a lens to
examine the under-representation of Asian American educators at the top executive level. The stories, as told by these seven Asian American presidents, revealed that while they had encountered some form of racial discrimination in their personal lives and professional careers, those challenges however did not impede their attainment of the presidency. Instead, the findings revealed this select group of Asian American educators was determined to excel in their careers and managed to overcome certain racial micro-aggressions and stereotypes through persistence, hard-work, and other values imparted upon them by their bicultural identity.
Contrary to the common belief that the paths to the college presidency for Asian Americans are hindered by some degree of institutional barriers and racism, the accounts by these seven Asian American presidents suggest that personal factors, including but not limited to communication styles, leadership qualities, personal comfort, family consideration, and tolerance for failure are the reasons for the under representation of Asian Americans at the top administrative echelon in higher education. What emerged from the study is a model of the pathway to the college presidency; a model that incorporates both the glass ceiling theory and critical race theory. The study concluded with a list of recommended actions that Asian Americans aspiring to become college presidents can take to increase their representation at presidential level. The recommendations contain implications of transformational leadership and public policy.
This study contributes to the paucity of literature on Asian American leadership in higher education and highlights the values of a diversified college administrative team.
Dissertation
http://hdl.handle.net/10211.9/2215
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F2215/9/bitstream
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oai:dspace.calstate.edu:10211.9/2231
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2013-07-12T17:57:01Z
2018-10-18T10:00:15Z
2013-07-12
2013-05-06
2013-07-12
http://hdl.handle.net/10211.9/2231
Basic skills education is one of the greater challenges facing higher educational institutions in the United States in the 21st century. Each year, students around the United States graduate high school unprepared to handle the demands of higher education. The following qualitative phenomenological study examines basic skills mathematics instructors??? perceptions regarding teaching methods, expectations, and attitudes that facilitate the success of basic skills mathematics students at community colleges. Interviews were conducted with seven community college basic skills mathematics instructors who currently teach basic skills mathematics at a Northern California community college. The three research questions were:
1. What are the basic skills mathematics instructors??? perceptions regarding the teaching methods that are most useful for facilitating student success in community college basic skills mathematics courses?
2. What are basic skills mathematics instructors??? perceptions regarding the impact of teachers??? expectations on student success in their basic skills mathematics courses?
3. What are basic skills mathematics instructors??? perceptions regarding the impact of teachers??? attitudes on student success in their basic skills mathematics courses?
Data analysis included text analysis, identifying and coding emerging themes, and interpreting the findings. During the data analysis process, the researcher identified the following emerging themes: tailored classroom instruction, supplemental instruction, innovative instruction, students willing to engage in the learning process, and connecting and building positive rapport with the students.
The findings of the study answered the three research questions. In answering research question one, the researcher concluded that the participants perceived that the flexibility they have in using diverse teaching methods allows them to meet the students??? needs, enhance the students??? receptivity of the subject taught, and create a supportive teaching and learning environment that facilitates students??? success. In answering the second research question, the researcher determined that the participants perceived that their high expectations for students to actively engage in the learning process and take charge of their own learning helps the students persist and succeed in any learning environment. In answering the final research question the researcher concluded that participants perceived that their positive attitudes help build positive relationships with the students that include clear communication, trust and mutual respect. This study concludes that there is not one isolated factor that promotes students??? learning and success, but rather it is a combination of the participants??? teaching methods, expectations, and attitudes that help create a positive nurturing environment conducive to teaching and learning basic skills mathematics.
Basic skills mathematics: the perspectives of community college mathematics instructors regarding factors affecting student success
Aguirre, Samia
Pritchard, Robert Henry, 1947-
College remedial mathematics
Community college
Math instructors
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2013.
Basic skills education is one of the greater challenges facing higher educational institutions in the United States in the 21st century. Each year, students around the United States graduate high school unprepared to handle the demands of higher education. The following qualitative phenomenological study examines basic skills mathematics instructors??? perceptions regarding teaching methods, expectations, and attitudes that facilitate the success of basic skills mathematics students at community colleges. Interviews were conducted with seven community college basic skills mathematics instructors who currently teach basic skills mathematics at a Northern California community college. The three research questions were:
1. What are the basic skills mathematics instructors??? perceptions regarding the teaching methods that are most useful for facilitating student success in community college basic skills mathematics courses?
2. What are basic skills mathematics instructors??? perceptions regarding the impact of teachers??? expectations on student success in their basic skills mathematics courses?
3. What are basic skills mathematics instructors??? perceptions regarding the impact of teachers??? attitudes on student success in their basic skills mathematics courses?
Data analysis included text analysis, identifying and coding emerging themes, and interpreting the findings. During the data analysis process, the researcher identified the following emerging themes: tailored classroom instruction, supplemental instruction, innovative instruction, students willing to engage in the learning process, and connecting and building positive rapport with the students.
The findings of the study answered the three research questions. In answering research question one, the researcher concluded that the participants perceived that the flexibility they have in using diverse teaching methods allows them to meet the students??? needs, enhance the students??? receptivity of the subject taught, and create a supportive teaching and learning environment that facilitates students??? success. In answering the second research question, the researcher determined that the participants perceived that their high expectations for students to actively engage in the learning process and take charge of their own learning helps the students persist and succeed in any learning environment. In answering the final research question the researcher concluded that participants perceived that their positive attitudes help build positive relationships with the students that include clear communication, trust and mutual respect. This study concludes that there is not one isolated factor that promotes students??? learning and success, but rather it is a combination of the participants??? teaching methods, expectations, and attitudes that help create a positive nurturing environment conducive to teaching and learning basic skills mathematics.
Dissertation
http://hdl.handle.net/10211.9/2231
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F2231/8/bitstream
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oai:dspace.calstate.edu:10211.9/2227
2020-04-24T15:46:16Z
com_10211.9_1
com_10211.3_1472
col_10211.9_63
2013-07-12T16:12:23Z
2013-07-12T16:12:23Z
2013-07-12
2013-05-07
2013-07-12
http://hdl.handle.net/10211.9/2227
Latinos are now the largest ethnic group in the United States and will continue to grow. However, the severe underrepresentation of Latinos in higher education is evident from research showing that the majority of Latino students who enroll in the California community colleges intending to transfer to four-year institutions are not being successful. The purpose of this qualitative phenomenology study was to: 1) examine the experiences of transfer-bound Latino students primarily in one TRIO program, Student Support Services (SSS), 2) identity factors that hindered or facilitated a transfer culture, 3) illuminate the voices and testimonios of Latino students, and 4) corroborate recommendations for change in policy, institutional practices and TRIO advocacy to support students of Latino ethnicity transfer from two-year college to four-year public institutions. Nine self-identified Latino students who completed at least two years as TRIO participants and transfer-bound were selected. Four research questions guided this study to examine the influence of the advocacy of leadership when supporting students and creating a transfer culture. The researcher incorporated CRT and LatCrit frameworks to examine factors that challenged or supported the experiences of Latino students. The analysis took into account the community cultural wealth to identify and illuminate the unrecognized assets of participants and a transformative leadership approach identified by TRIO practices. Findings revealed that major hindrances came from the K-12 system in which students encountered negative experiences and exclusion based on their ethnicity and socio-economic status. Overall, the findings revealed that despite the challenges encountered during their K-12 years, the participants??? cultural wealth assets helped them achieve transition from high school to college. Finally, the TRIO SSS played a critical role in preparing students to transfer by validating the student???s cultural wealth. The study concludes with future research recommendations as well as a transfer climate model influenced by existing frameworks and based on study findings to support students in their transition to four-year institutions.
Counterstories of trio Latino students at a northern community college: transfer culture and leadership
Mungu??a, Eva Margarita
Lilly, Frank
Advocacy of leadership
Transfer climate model
Cultural wealth
Latino transfer students
Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2013.
Latinos are now the largest ethnic group in the United States and will continue to grow. However, the severe underrepresentation of Latinos in higher education is evident from research showing that the majority of Latino students who enroll in the California community colleges intending to transfer to four-year institutions are not being successful. The purpose of this qualitative phenomenology study was to: 1) examine the experiences of transfer-bound Latino students primarily in one TRIO program, Student Support Services (SSS), 2) identity factors that hindered or facilitated a transfer culture, 3) illuminate the voices and testimonios of Latino students, and 4) corroborate recommendations for change in policy, institutional practices and TRIO advocacy to support students of Latino ethnicity transfer from two-year college to four-year public institutions. Nine self-identified Latino students who completed at least two years as TRIO participants and transfer-bound were selected. Four research questions guided this study to examine the influence of the advocacy of leadership when supporting students and creating a transfer culture. The researcher incorporated CRT and LatCrit frameworks to examine factors that challenged or supported the experiences of Latino students. The analysis took into account the community cultural wealth to identify and illuminate the unrecognized assets of participants and a transformative leadership approach identified by TRIO practices. Findings revealed that major hindrances came from the K-12 system in which students encountered negative experiences and exclusion based on their ethnicity and socio-economic status. Overall, the findings revealed that despite the challenges encountered during their K-12 years, the participants??? cultural wealth assets helped them achieve transition from high school to college. Finally, the TRIO SSS played a critical role in preparing students to transfer by validating the student???s cultural wealth. The study concludes with future research recommendations as well as a transfer climate model influenced by existing frameworks and based on study findings to support students in their transition to four-year institutions.
Dissertation
http://hdl.handle.net/10211.9/2227
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F2227/6/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F2227/3/bitstream
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oai:dspace.calstate.edu:10211.9/1047
2020-04-24T15:46:20Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2011-03-30T22:13:12Z
2011-03-30T22:13:12Z
2011-03-30
2010-05-07
2011-03-30
http://hdl.handle.net/10211.9/1047
In multi-cultural states such as California, acculturation is an essential component in the current school dynamic. Immigrating students from a myriad of countries (such as Mexico and Latin America, Vietnam, Laos, Ukraine, Russia, just to name a few) have to deal with the processing of acculturating to a culturally different country. The authors have created a manual to help school psychologists and school counselors in identifying students who may be at risk for acculturation stressors, identifying what level of acculturation the students are at, as well as resources that can aide the school professional in dealing with unfamiliar cultures.
The authors have reviewed peer-reviewed journals that focused on acculturation, acculturation models/theories, acculturative stress, mental health and acculturation. The literature review was assisted through the California State University Sacramento (CSUS) library website database (EUREKA). Search limits were put on the database such as English language, peer reviewed journals, pdf full text links if applicable. Search terms and keywords were the aforementioned terms of acculturation, acculturation models, acculturative stress, acculturation and mental health. The community resources section of the manual was obtained via an internet search for community resources. Search terms and keywords included Hispanic community resources, Asian American community resources, etc. Search restrictions were limited to Sacramento, CA. or Sacramento County.
The authors??? conclusions are ensconced in their acculturation manual. The manual is a byproduct of their literature research. The research focused on the study of acculturation and its affects on school-aged individuals and their families. Additionally, possible school based interventions are reviewed and discussed to be used to aid with new immigrated students or refugee students.
Acculturation manual for school psychologists and school counselors
Flores, Ted
Kaler, Jaspreet
Brock, Stephen E.
Acculturation
School psychologist
School counselor
Project (M.A., Education (School Psychology))--California State University, Sacramento, 2010.
In multi-cultural states such as California, acculturation is an essential component in the current school dynamic. Immigrating students from a myriad of countries (such as Mexico and Latin America, Vietnam, Laos, Ukraine, Russia, just to name a few) have to deal with the processing of acculturating to a culturally different country. The authors have created a manual to help school psychologists and school counselors in identifying students who may be at risk for acculturation stressors, identifying what level of acculturation the students are at, as well as resources that can aide the school professional in dealing with unfamiliar cultures.
The authors have reviewed peer-reviewed journals that focused on acculturation, acculturation models/theories, acculturative stress, mental health and acculturation. The literature review was assisted through the California State University Sacramento (CSUS) library website database (EUREKA). Search limits were put on the database such as English language, peer reviewed journals, pdf full text links if applicable. Search terms and keywords were the aforementioned terms of acculturation, acculturation models, acculturative stress, acculturation and mental health. The community resources section of the manual was obtained via an internet search for community resources. Search terms and keywords included Hispanic community resources, Asian American community resources, etc. Search restrictions were limited to Sacramento, CA. or Sacramento County.
The authors??? conclusions are ensconced in their acculturation manual. The manual is a byproduct of their literature research. The research focused on the study of acculturation and its affects on school-aged individuals and their families. Additionally, possible school based interventions are reviewed and discussed to be used to aid with new immigrated students or refugee students.
Project
http://hdl.handle.net/10211.9/1047
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F1047/9/bitstream
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oai:dspace.calstate.edu:10211.9/479
2020-04-24T15:46:18Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-08-19T17:06:40Z
2010-08-19T17:06:40Z
2010-08-19
2010-04-27
2010-08-19
http://hdl.handle.net/10211.9/479
New graduate nurses and new hires with limited critical care experience in a hospital
need additional education. In the Medical Intensive Care Unit (MICU) at the University
of California Davis Medical Center there was no model to provide relevant ongoing
learning opportunities to meet the individual needs of the staff. The focus of this project was to develop a residency program to meet the educational needs of new staff that included graduate nurses, experienced non-critical care nurses and experienced critical care nurses.
Sources of Data
The source of data was a Likert Scale survey distributed to the nursing staff in the MICU
before and after implementation of the unit based residency program. Turnover statistics
were provided by the patient care services department.
Conclusions Reached
A unit based residency program may increase staff satisfaction and comfort levels related
to clinical judgment. Statistical significance was not achieved on the majority of items on
v
the questionnaire. Turnover rate did decrease however this may be for reasons unrelated
to the residency program.
MICU residency: development of a unit based registered nurse program
Mallum, Joan
Raingruber, Bonnie
Preceptor
Mentor
Critical thinking
Competency
Orientation
Project (M.S., Nursing)--California State University, Sacramento, 2010.
New graduate nurses and new hires with limited critical care experience in a hospital
need additional education. In the Medical Intensive Care Unit (MICU) at the University
of California Davis Medical Center there was no model to provide relevant ongoing
learning opportunities to meet the individual needs of the staff. The focus of this project was to develop a residency program to meet the educational needs of new staff that included graduate nurses, experienced non-critical care nurses and experienced critical care nurses.
Sources of Data
The source of data was a Likert Scale survey distributed to the nursing staff in the MICU
before and after implementation of the unit based residency program. Turnover statistics
were provided by the patient care services department.
Conclusions Reached
A unit based residency program may increase staff satisfaction and comfort levels related
to clinical judgment. Statistical significance was not achieved on the majority of items on
v
the questionnaire. Turnover rate did decrease however this may be for reasons unrelated
to the residency program.
Project
http://hdl.handle.net/10211.9/479
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F479/5/bitstream
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oai:dspace.calstate.edu:10211.9/892
2020-04-24T15:46:17Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2011-02-09T16:18:09Z
2011-02-09T16:18:09Z
2011-02-09
2010-04-27
2011-02-09
http://hdl.handle.net/10211.9/892
Sex trafficking is a social problem that affects every country in the world. The demand for sex workers is growing and it is becoming increasingly easier to traffic women and children within and across borders throughout the world. This study examines the socialization of men towards sex within societies that influences this increase in demand for sex-slave trafficking and has brought forth possibilities in which social workers might work to prevent the occurrence of sex trafficking. It highlights these possibilities in the three levels of practice within social work: micro, mezzo, and macro. Emphasis is placed on what has been done to address the demand as well as what needs to be further focused on.
Social workers' preventative roles in sex trafficking
Langshaw, Hannah Therese
Lee, Serge C.
Sex slave trafficking
Project (M.S.W., Social Work)--California State University, Sacramento, 2010.
Sex trafficking is a social problem that affects every country in the world. The demand for sex workers is growing and it is becoming increasingly easier to traffic women and children within and across borders throughout the world. This study examines the socialization of men towards sex within societies that influences this increase in demand for sex-slave trafficking and has brought forth possibilities in which social workers might work to prevent the occurrence of sex trafficking. It highlights these possibilities in the three levels of practice within social work: micro, mezzo, and macro. Emphasis is placed on what has been done to address the demand as well as what needs to be further focused on.
Project
http://hdl.handle.net/10211.9/892
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F892/7/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F892/2/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F892/3/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F892/4/bitstream
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oai:dspace.calstate.edu:10211.9/423
2020-04-24T15:46:18Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-08-11T20:34:50Z
2010-08-11T20:34:50Z
2010-08-11
2010-04-27
2010-08-11
http://hdl.handle.net/10211.9/423
Faustian bargains is a historical fiction novel that is based on a true crime event that took place from 1998 through 2001. The story is of a serial bomber complete with allegations of sex, drugs, paranoid vengeance, astrology, and the occult. The Alameda District Attorney???s office successfully prosecuted the so-called Fremont Bombings. At the time, these bombings resulted in the most highly publicized trial that Alameda County had had in many years. The bombings, which occurred on March 29, 1998, involved six bombs at five different locations. The Fremont police chief and a Fremont city councilman were two of the targets, along with a wealthy Fremont family???s home. Even though the project does include many of the facts of the trial and my personal experience along with my astrological expertise and specialized knowledge that helped to convict one of the Bay Area???s most malicious and evil serial bombers, it is, in fact, merely a work of fiction.
Methodology for Writing the Fictionalized Version of Faustian Bargains
There were various methods used for writing Faustian Bargains. First of all, the piece has its own storyline. The first question that a person may ask is how to turn a true crime event into a work of fiction? Of course when one embarks on such an undertaking, there are certain elements one must consider such as how to go about developing the main idea, the plot, the characters, and the theme. The main idea, plot, and timeline of Faustian Bargains do resemble the true crime storyline, overall plot, and timeline. The characters in Faustian Bargains were based on the people involved in the crime. However, all of the characters in Faustian Bargains were completely and dramatically altered not only for literary and entertainment purposes, but also for the protection of those whose lives were the most effected by the crime and the real life event.
Literary Influences on Faustian Bargains
The major literary theme that influenced the project and the one that is featured throughout Faustian Bargains is the character Faust from both Christopher Marlowe???s Doctor Faust and Johann Wolfgang von Goethe???s Faust. Other pieces of literature also influenced the project. Some of the pieces that were referenced or used as minor themes in Faustian Bargains were Bram Stoker???s, Dracula, Shakespeare???s Hamlet, Troilus and Cressida, and The Tempest, Angus Fletcher???s Doctor Faustus and the Lutheran Aesthetic, Bernard McGinn???s Visions of the End: Apocalyptic Traditions in the Middle Ages, Otto Heller???s Faust and Faustus: A Study of Goethe's Relation to Marlowe, Bradley P. Nystrom and David P. Nystrom???s The History of Christianity, Jeffrey Burton Russell???s Witchcraft in the Middle Ages, Patrick Collinson???s The Reformation: A History, Manly P. Hall???s The Secret Teachings of All Ages, Robert Graves???s The Greek Myths and Hebrew Myths: The Book of Genesis, Robert Macoy???s A Dictionary of Freemasonry, James R. Lewis???s The Astrology Encyclopedia, Barbara H. Watters???s Horary Astrology and the Judgment of Events, William Page Andrews???s Goethe's Key to Faust: A Scientific Basis for Religion and Morality and for a Solution of the Enigma of Evil, William L. Reese???s Dictionary of Philosophy and Religion, Paul Foster Case???s The True and Invisible Rosicrucian Order, Heinrich Kramer and James Sprenger???s Malleus Maleficarum, Reinhold Elbertin and Georg Hoffman???s Fixed Stars and Their Interpretation, Vivian E. Robson???s The Fixed Stars and Constellations in Astrology, Bernadette Brady???s Brady's Book of Fixed Stars, June G. Bletzer???s The Encyclopedic Psychic Dictionary, Peter Berresford Ellis???s The Druids, Llewellyn George???s The New A to Z Horoscope Maker and Delineator, Doris Doane???s Modern Horary Astrology, E. J. Holmyard???s Alchemy, Thomas Norton???s Ordinal of Alchemy, Marie-Louise Von Franz???s Alchemy: An Introduction to the Symbolism and the Psychology, and The Cloud of Unknowing and Other Works.
Faustian bargains
Fanoele, Victoria Suzanne
Brodd, Jeffrey
Crime
Historical fiction
Faust theme
Project (M.A., Liberal Arts)--California State University, Sacramento, 2010.
Faustian bargains is a historical fiction novel that is based on a true crime event that took place from 1998 through 2001. The story is of a serial bomber complete with allegations of sex, drugs, paranoid vengeance, astrology, and the occult. The Alameda District Attorney???s office successfully prosecuted the so-called Fremont Bombings. At the time, these bombings resulted in the most highly publicized trial that Alameda County had had in many years. The bombings, which occurred on March 29, 1998, involved six bombs at five different locations. The Fremont police chief and a Fremont city councilman were two of the targets, along with a wealthy Fremont family???s home. Even though the project does include many of the facts of the trial and my personal experience along with my astrological expertise and specialized knowledge that helped to convict one of the Bay Area???s most malicious and evil serial bombers, it is, in fact, merely a work of fiction.
Methodology for Writing the Fictionalized Version of Faustian Bargains
There were various methods used for writing Faustian Bargains. First of all, the piece has its own storyline. The first question that a person may ask is how to turn a true crime event into a work of fiction? Of course when one embarks on such an undertaking, there are certain elements one must consider such as how to go about developing the main idea, the plot, the characters, and the theme. The main idea, plot, and timeline of Faustian Bargains do resemble the true crime storyline, overall plot, and timeline. The characters in Faustian Bargains were based on the people involved in the crime. However, all of the characters in Faustian Bargains were completely and dramatically altered not only for literary and entertainment purposes, but also for the protection of those whose lives were the most effected by the crime and the real life event.
Literary Influences on Faustian Bargains
The major literary theme that influenced the project and the one that is featured throughout Faustian Bargains is the character Faust from both Christopher Marlowe???s Doctor Faust and Johann Wolfgang von Goethe???s Faust. Other pieces of literature also influenced the project. Some of the pieces that were referenced or used as minor themes in Faustian Bargains were Bram Stoker???s, Dracula, Shakespeare???s Hamlet, Troilus and Cressida, and The Tempest, Angus Fletcher???s Doctor Faustus and the Lutheran Aesthetic, Bernard McGinn???s Visions of the End: Apocalyptic Traditions in the Middle Ages, Otto Heller???s Faust and Faustus: A Study of Goethe's Relation to Marlowe, Bradley P. Nystrom and David P. Nystrom???s The History of Christianity, Jeffrey Burton Russell???s Witchcraft in the Middle Ages, Patrick Collinson???s The Reformation: A History, Manly P. Hall???s The Secret Teachings of All Ages, Robert Graves???s The Greek Myths and Hebrew Myths: The Book of Genesis, Robert Macoy???s A Dictionary of Freemasonry, James R. Lewis???s The Astrology Encyclopedia, Barbara H. Watters???s Horary Astrology and the Judgment of Events, William Page Andrews???s Goethe's Key to Faust: A Scientific Basis for Religion and Morality and for a Solution of the Enigma of Evil, William L. Reese???s Dictionary of Philosophy and Religion, Paul Foster Case???s The True and Invisible Rosicrucian Order, Heinrich Kramer and James Sprenger???s Malleus Maleficarum, Reinhold Elbertin and Georg Hoffman???s Fixed Stars and Their Interpretation, Vivian E. Robson???s The Fixed Stars and Constellations in Astrology, Bernadette Brady???s Brady's Book of Fixed Stars, June G. Bletzer???s The Encyclopedic Psychic Dictionary, Peter Berresford Ellis???s The Druids, Llewellyn George???s The New A to Z Horoscope Maker and Delineator, Doris Doane???s Modern Horary Astrology, E. J. Holmyard???s Alchemy, Thomas Norton???s Ordinal of Alchemy, Marie-Louise Von Franz???s Alchemy: An Introduction to the Symbolism and the Psychology, and The Cloud of Unknowing and Other Works.
Project
http://hdl.handle.net/10211.9/423
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F423/11/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F423/8/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F423/7/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F423/6/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F423/1/bitstream
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oai:dspace.calstate.edu:10211.9/220
2020-04-24T15:46:19Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-06-29T18:40:02Z
2010-06-29T18:40:02Z
2010-06-29T18:40:02Z
2010-04-27
2010-06-29T18:40:02Z
http://hdl.handle.net/10211.9/220
This Project is an Alternative Culminating Experience for a Master of Arts in Education: Curriculum and Instruction with an Elective Emphasis on Arts in Education. It follows Pathway I: Artist as Educator. To develop expertise as a painter the author worked with instructor Tom Monteith in two painting courses at the California State University, Sacramento. Working with Monteith improved the artist???s expertise as a painter working from life with a focus on color and form. The project culminated in the works produced, as well as the development of the artist???s perspective on art making. Development of growth in the area of painting was assessed in the analysis of groups of drawings and paintings from a 20-image portfolio.
Life painting portfolio
Seal-Mayr, Mathew Douglas
Hammond, Lorie A.
Art
Education
Watercolor
Painting
Project (M.A., Education (Curriculum and Instruction))--California State University, Sacramento, 2010.
This Project is an Alternative Culminating Experience for a Master of Arts in Education: Curriculum and Instruction with an Elective Emphasis on Arts in Education. It follows Pathway I: Artist as Educator. To develop expertise as a painter the author worked with instructor Tom Monteith in two painting courses at the California State University, Sacramento. Working with Monteith improved the artist???s expertise as a painter working from life with a focus on color and form. The project culminated in the works produced, as well as the development of the artist???s perspective on art making. Development of growth in the area of painting was assessed in the analysis of groups of drawings and paintings from a 20-image portfolio.
Project
http://hdl.handle.net/10211.9/220
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F220/8/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F220/7/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F220/4/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F220/5/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F220/1/bitstream
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oai:dspace.calstate.edu:10211.9/450
2020-04-24T15:46:20Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-08-16T16:16:28Z
2010-08-16T16:16:28Z
2010-08-16
2010-04-28
2010-08-16
http://hdl.handle.net/10211.9/450
The current adopted curriculum in public schools across California narrowly focuses on the core curriculum of language arts and math, excluding the visual and performing arts. A curriculum with out the arts fails to address the common sense of childhood development and the diversity of learning needs that a one-size fits all system ignores.
Sources of Data
The curriculum development involved research of the Kindergarten California content standards for the core curriculum and the visual and performing arts. The thematic units with in the curriculum were developed intentionally to align with the California content standards for the core curriculum and to be developmentally appropriate. The project included research of early childhood brain and mind development and Howard Gardner???s multiple intelligences to further validate the necessity of teaching the visual and performing arts.
Conclusions Reached
The visual and performing arts can be successfully integrated into the core curriculum and aligned with the California content standards meeting the diverse learning needs of early childhood development. Early childhood curriculum needs to address child development as a whole; the arts in education engage and enrich learning like no other discipline.
Exploring the arts: a curriculum of the visual and performing arts as a thematic integration of the California content standards
Pullano, Jacquelyn Nicole
Benson, Karen D.
Kindergarten
Teaching the arts
Curriculum of arts
Content standards
Arts resource
Arts opportunities
Project (M.A., Education (Curriculum and Instruction))--California State University, Sacramento, 2010.
The current adopted curriculum in public schools across California narrowly focuses on the core curriculum of language arts and math, excluding the visual and performing arts. A curriculum with out the arts fails to address the common sense of childhood development and the diversity of learning needs that a one-size fits all system ignores.
Sources of Data
The curriculum development involved research of the Kindergarten California content standards for the core curriculum and the visual and performing arts. The thematic units with in the curriculum were developed intentionally to align with the California content standards for the core curriculum and to be developmentally appropriate. The project included research of early childhood brain and mind development and Howard Gardner???s multiple intelligences to further validate the necessity of teaching the visual and performing arts.
Conclusions Reached
The visual and performing arts can be successfully integrated into the core curriculum and aligned with the California content standards meeting the diverse learning needs of early childhood development. Early childhood curriculum needs to address child development as a whole; the arts in education engage and enrich learning like no other discipline.
Project
http://hdl.handle.net/10211.9/450
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F450/8/bitstream
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oai:dspace.calstate.edu:10211.9/543
2020-04-24T15:46:19Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-08-27T15:21:06Z
2010-08-27T15:21:06Z
2010-08-27
2010-05-07
2010-08-27
http://hdl.handle.net/10211.9/543
Stockton yet another year voted as second worst city in the nation tackles issues like poverty, crime, unemployment and gangs. When Pittman Elementary School was opened in the heart of downtown Stockton it was vandalized on a weekly bases and the community did not respect the school and what it had to offer. So what can be done when a community rejects a learning institute?
Sources of Data
My sources of data regarding Stockton???s poverty, crime, and joblessness comes from this year???s Forbes article (Badenhausen, 2009) rating best and worst cities to live in the nation. Furthermore, student statistics came from California Dropout Research Project form UC Santa Barbara.
Conclusions Reached
A community can be united through a school. As the children learn to respect and take ownership of Pittman so do the parents, brothers, sisters, extended family and friends. Helping students understand their own culture or another culture foments relationships of respect while reinforcing their own identity in their culture, community and school.
Identity and cultural survival fomenting respect: a Central Valley K-8 school
Savage, Allison Ann
Hammond, Lorie A.
Day of the Dead
Dia de Los Muertos
Latino community and arts
Latino identity and respect
Project (M.A., Education (Curriculum and Instruction))--California State University, Sacramento, 2010.
Stockton yet another year voted as second worst city in the nation tackles issues like poverty, crime, unemployment and gangs. When Pittman Elementary School was opened in the heart of downtown Stockton it was vandalized on a weekly bases and the community did not respect the school and what it had to offer. So what can be done when a community rejects a learning institute?
Sources of Data
My sources of data regarding Stockton???s poverty, crime, and joblessness comes from this year???s Forbes article (Badenhausen, 2009) rating best and worst cities to live in the nation. Furthermore, student statistics came from California Dropout Research Project form UC Santa Barbara.
Conclusions Reached
A community can be united through a school. As the children learn to respect and take ownership of Pittman so do the parents, brothers, sisters, extended family and friends. Helping students understand their own culture or another culture foments relationships of respect while reinforcing their own identity in their culture, community and school.
Project
http://hdl.handle.net/10211.9/543
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F543/8/bitstream
868b7a2a75173ee1349639104afeea1f
http://dspace.calstate.edu/bitstream/10211.9%2F543/7/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F543/3/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F543/4/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F543/5/bitstream
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oai:dspace.calstate.edu:10211.9/584
2020-04-24T15:46:18Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-08-31T15:39:46Z
2010-08-31T15:39:46Z
2010-08-31
2010-04-27
2010-08-31
http://hdl.handle.net/10211.9/584
This project was a collaborative effort in which both researchers brought unique perspectives, ideas, and strengths to the forefront of this project. Both researchers were responsible for conducting surveys, collecting literature, and creating the project.
Advance Health Care Directives (AHCD) are an important part of the health care system. Social workers are typically the staff that helps educate the patients and assist them with completing advance directives. There has not been a training tool at California State University, Sacramento to help Master of Social Work students learn about AHCDs.
One hundred and four students were given a questionnaire that asked about experience and knowledge with AHCDs. They were also asked how often they used AHCDs in their field placements. Students were also asked about what they would like learn about AHCD and social work practice. Descriptive statistics were used to analyze the data. Researchers concluded that Master level social work students had little to no training with AHCDs and do not have an appropriate level of knowledge to assist patients with these important documents. Study results were used to inform the development of a three-hour curriculum on ACHDs to be used in the classroom. In addition, this curriculum could be used by agencies and in other venues in the community to educate others on ACHD.
Advance health care directives and their importance in the field of medical social work
MacGregor, Erica Lynn
Ramos, Joy Lynn
Ramirez Barranti, Chrystal C.
Medical social work
Advance directives
Advance health care directives
Student's knowledge of advance directives
Project (M.S.W., Social Work)--California State University, Sacramento, 2010.
This project was a collaborative effort in which both researchers brought unique perspectives, ideas, and strengths to the forefront of this project. Both researchers were responsible for conducting surveys, collecting literature, and creating the project.
Advance Health Care Directives (AHCD) are an important part of the health care system. Social workers are typically the staff that helps educate the patients and assist them with completing advance directives. There has not been a training tool at California State University, Sacramento to help Master of Social Work students learn about AHCDs.
One hundred and four students were given a questionnaire that asked about experience and knowledge with AHCDs. They were also asked how often they used AHCDs in their field placements. Students were also asked about what they would like learn about AHCD and social work practice. Descriptive statistics were used to analyze the data. Researchers concluded that Master level social work students had little to no training with AHCDs and do not have an appropriate level of knowledge to assist patients with these important documents. Study results were used to inform the development of a three-hour curriculum on ACHDs to be used in the classroom. In addition, this curriculum could be used by agencies and in other venues in the community to educate others on ACHD.
Project
http://hdl.handle.net/10211.9/584
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F584/5/bitstream
95abefa73ee09d4478fa43009c0f30a7
http://dspace.calstate.edu/bitstream/10211.9%2F584/6/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F584/4/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F584/3/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F584/1/bitstream
ba0ed943d37b8694a2a44ef4a9069255
http://dspace.calstate.edu/bitstream/10211.9%2F584/2/bitstream
7a6e6a50e15a907d1823253aea5eaae7
oai:dspace.calstate.edu:10211.9/287
2020-04-24T15:46:20Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-07-22T18:16:59Z
2010-07-22T18:16:59Z
2010-07-22
2010-04-27
2010-07-22
http://hdl.handle.net/10211.9/287
Each day children attend school and often experience the challenge of how to become contributing and accountable members of their classroom and community. Teachers have opportunities throughout the day to model and assist students in developing their life skills. With the daily opportunities also come obstacles to integrate a viable and productive character education program for students in a classroom or school. Teachers already have a full schedule each day and lack an ample amount of time to teach life skills curriculum.
Time is an obstacle in addition to the lack of curriculum. Schools often do not have a curriculum in place to teach life skills. A variety of character education programs exist, although schools do not always have funds or resources available to acquire them. The available programs do not always make a cultural connection to students.
To create a deeper connection for students to the character education curriculum, it is important to use culturally responsive teaching strategies. Culturally responsive teaching allows the teacher to gain a deeper level of knowledge about their students and their family cultures.
The purpose of this project was to create a character education program that is culturally relevant for all students. The curriculum will provide teachers with lessons that will teach students a life skill while connecting the lessons to their culture.
Sources of Data
The information and materials used to create the curriculum guide were gathered from books, articles, and existing character education programs. A review of several character education programs provided ideas about what to include in the lessons and how the lessons should flow. In addition, several books and lessons plans incorporating culturally responsive teaching techniques were reviewed to determine how to connect the culture of students to the curriculum.
Conclusions Reached
Character education is an important subject to teach every week in the classroom. Schools have a responsibility to assist students in becoming socially competent in the classroom and the world. Students have a greater opportunity to have a deeper connection to the curriculum when it makes a cultural connection.
Culturally responsive character education
Murphy, Margarte Boles
Noel, Jana
Culturally responsive teaching
Project (M.A., Education (Curriculum and Instruction))--California State University, Sacramento, 2010.
Each day children attend school and often experience the challenge of how to become contributing and accountable members of their classroom and community. Teachers have opportunities throughout the day to model and assist students in developing their life skills. With the daily opportunities also come obstacles to integrate a viable and productive character education program for students in a classroom or school. Teachers already have a full schedule each day and lack an ample amount of time to teach life skills curriculum.
Time is an obstacle in addition to the lack of curriculum. Schools often do not have a curriculum in place to teach life skills. A variety of character education programs exist, although schools do not always have funds or resources available to acquire them. The available programs do not always make a cultural connection to students.
To create a deeper connection for students to the character education curriculum, it is important to use culturally responsive teaching strategies. Culturally responsive teaching allows the teacher to gain a deeper level of knowledge about their students and their family cultures.
The purpose of this project was to create a character education program that is culturally relevant for all students. The curriculum will provide teachers with lessons that will teach students a life skill while connecting the lessons to their culture.
Sources of Data
The information and materials used to create the curriculum guide were gathered from books, articles, and existing character education programs. A review of several character education programs provided ideas about what to include in the lessons and how the lessons should flow. In addition, several books and lessons plans incorporating culturally responsive teaching techniques were reviewed to determine how to connect the culture of students to the curriculum.
Conclusions Reached
Character education is an important subject to teach every week in the classroom. Schools have a responsibility to assist students in becoming socially competent in the classroom and the world. Students have a greater opportunity to have a deeper connection to the curriculum when it makes a cultural connection.
Project
http://hdl.handle.net/10211.9/287
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F287/8/bitstream
5b3f39941ed29fc6b16acb2fc1664df0
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oai:dspace.calstate.edu:10211.9/890
2020-04-24T15:46:21Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2011-02-08T21:29:58Z
2011-02-08T21:29:58Z
2011-02-08
2010-04-27
2011-02-08
http://hdl.handle.net/10211.9/890
This project was a collaborative effort in which the work and decision making was equally shared by the researchers. This study examined the ethical dilemmas facing social workers when providing services to clients who use medical marijuana. Marijuana is a Schedule 1 drug. For this reason, the federal government is hesitant to invest in further scientific research on the therapeutic benefits of medical marijuana. However, in 14 states, voters have challenged federal law and passed legislation legalizing medical marijuana so that patients with an identified medical condition may obtain a recommendation from a physician to use medical marijuana. The findings of the study suggest that although social workers are bound to use the NASW Code of Ethics as a guideline for practice, promoting the self-determination of clients, the controversial nature of medical marijuana laws test this obligation. Outside of unclear legislation, social workers also face the dilemma of understanding that clients may not obtain medical marijuana from a legal dispensary or caretaker, but rather choose an illegal method of obtainment. A third ethical dilemma identified for social workers that provide services to clients who use medical marijuana is the popular public notion that marijuana can be a bridge to the abuse of other substances. The survey conducted for this study aimed to compare views of practicing social workers in the rural and urban settings of Mendocino and Sacramento Counties. As Mendocino County is notorious for its liberal stance regarding medical marijuana, it was hypothesized by the researchers that social workers practicing in Mendocino County would be more supportive of working with clients who use marijuana; however, results indicated that the opposite was true and Sacramento County social workers were more supportive in actuality. This study reinforces the importance of additional research on this topic. Implications for social work practice and policy are also discussed.
Ethical dilemmas facing social workers who provide services to clients who use medical marijuana
Baker, Amy
Randolph, Sasha
Eggman, Susan T.
Helping professionals
Cannabis
Palliative care
Project (M.S.W., Social Work)--California State University, Sacramento, 2010.
This project was a collaborative effort in which the work and decision making was equally shared by the researchers. This study examined the ethical dilemmas facing social workers when providing services to clients who use medical marijuana. Marijuana is a Schedule 1 drug. For this reason, the federal government is hesitant to invest in further scientific research on the therapeutic benefits of medical marijuana. However, in 14 states, voters have challenged federal law and passed legislation legalizing medical marijuana so that patients with an identified medical condition may obtain a recommendation from a physician to use medical marijuana. The findings of the study suggest that although social workers are bound to use the NASW Code of Ethics as a guideline for practice, promoting the self-determination of clients, the controversial nature of medical marijuana laws test this obligation. Outside of unclear legislation, social workers also face the dilemma of understanding that clients may not obtain medical marijuana from a legal dispensary or caretaker, but rather choose an illegal method of obtainment. A third ethical dilemma identified for social workers that provide services to clients who use medical marijuana is the popular public notion that marijuana can be a bridge to the abuse of other substances. The survey conducted for this study aimed to compare views of practicing social workers in the rural and urban settings of Mendocino and Sacramento Counties. As Mendocino County is notorious for its liberal stance regarding medical marijuana, it was hypothesized by the researchers that social workers practicing in Mendocino County would be more supportive of working with clients who use marijuana; however, results indicated that the opposite was true and Sacramento County social workers were more supportive in actuality. This study reinforces the importance of additional research on this topic. Implications for social work practice and policy are also discussed.
Project
http://hdl.handle.net/10211.9/890
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F890/5/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F890/1/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F890/2/bitstream
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oai:dspace.calstate.edu:10211.9/446
2020-04-24T15:46:18Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-08-12T21:08:50Z
2010-08-12T21:08:50Z
2010-08-12
2010-04-27
2010-08-12
http://hdl.handle.net/10211.9/446
The project was an alternative culminating experience for a Master of Arts in Education: Curriculum and Instruction with an Elective Emphasis on the Arts in Education. The project followed Pathway I: Artist as an educator.
The author chose to further develop her skills as a guitarist. She believed it would enhance her teaching abilities in an elementary setting. Because of the music knowledge the author has gained, students now have the opportunity to participate in making music. From the various guitar styles the teacher has learned, they also have the opportunity to experience live music and music of different cultures. Another outcome of this project is that the author has become an advocate for the arts in her school and community.
Cognitive and emotional intelligence through music
Udasco, Chantal Michelle
Benson, Karen D.
Elementary education
Music instruction
Classroom instruction
Project (M.A., Education (Curriculum and Instruction))--California State University, Sacramento, 2010.
The project was an alternative culminating experience for a Master of Arts in Education: Curriculum and Instruction with an Elective Emphasis on the Arts in Education. The project followed Pathway I: Artist as an educator.
The author chose to further develop her skills as a guitarist. She believed it would enhance her teaching abilities in an elementary setting. Because of the music knowledge the author has gained, students now have the opportunity to participate in making music. From the various guitar styles the teacher has learned, they also have the opportunity to experience live music and music of different cultures. Another outcome of this project is that the author has become an advocate for the arts in her school and community.
Project
http://hdl.handle.net/10211.9/446
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F446/9/bitstream
91ad775e3d9bdf1836e1ce4df4164091
http://dspace.calstate.edu/bitstream/10211.9%2F446/8/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F446/7/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F446/4/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F446/5/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F446/6/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F446/2/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F446/3/bitstream
dfe85cb3570e1f161ef2821b75414374
oai:dspace.calstate.edu:10211.9/157
2020-04-24T15:46:19Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-06-14T16:38:46Z
2010-06-14T16:38:46Z
2010-06-14T16:38:46Z
2009-11-12
2010-06-14T16:38:46Z
http://hdl.handle.net/10211.9/157
Although enrollment at post-secondary institutions is up overall, there is still a significant gap between the percentages of Caucasian students that attend a post-secondary institution in contrast to Latino and African American students.
Sources of Data
Data for this project were gathered from current intervention programs that assist Latino and African American students with the post-secondary goals, peer-reviewed journals in the field of Education, and census data from the U.S. government.
Conclusions Reached
In order to encourage more Latino and African American students to successfully apply to post-secondary institutions, they need a curriculum that can give them current
information about the application process, access to resources to be able to apply to these institutions, and a supportive environment from teachers and peers.
Apply yourself! Helping low socio-economic status Latino and African American students achieve their post-secondary dreams
Hajek, Kristina N.
Bancroft, Kimberly
College applications
Admissions
Minority students
Project (M.A., Education (Curriculum and Instruction))--California State University, Sacramento, 2009.
Although enrollment at post-secondary institutions is up overall, there is still a significant gap between the percentages of Caucasian students that attend a post-secondary institution in contrast to Latino and African American students.
Sources of Data
Data for this project were gathered from current intervention programs that assist Latino and African American students with the post-secondary goals, peer-reviewed journals in the field of Education, and census data from the U.S. government.
Conclusions Reached
In order to encourage more Latino and African American students to successfully apply to post-secondary institutions, they need a curriculum that can give them current
information about the application process, access to resources to be able to apply to these institutions, and a supportive environment from teachers and peers.
Project
http://hdl.handle.net/10211.9/157
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F157/14/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F157/13/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F157/15/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F157/16/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F157/17/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F157/18/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F157/19/bitstream
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oai:dspace.calstate.edu:10211.9/228
2020-04-24T15:46:21Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-07-02T16:13:02Z
2010-07-02T16:13:02Z
2010-07-02T16:13:02Z
2010-04-27
2010-07-02T16:13:02Z
http://hdl.handle.net/10211.9/228
This Project is an Alternative Culminating Experience for a Master of Arts in Education: Curriculum and Instruction with an Elective Emphasis on Arts in Education. It follows Pathway I: Artist as Educator. The focus emerged from the teacher/researcher/artist???s need to develop her artistic energy through a disciplined artistic process. The goals of the project were: to learn how to use journaling as a tool to develop aesthetic experiences, to qualitatively assess the experiences, and to integrate her own experience with research in the theory and practice of arts education. Her goal was to create an artistic process for herself that would result in an increase in aesthetic art experiences for herself and her future students. The transitory first year teacher investigated the artistic process: researching past artists??? processes, investigating the theory and practice of the arts in education, and planning the transference of narrative research findings into the classroom setting. Looking for inspiration in her own work, she simultaneously worked to organize time and a studio space in her home. The outcomes included: ongoing work in peer collaboration, journaling, developing studio time, and an outdoor painting class art show. Finally, through narrative inquiry, photographic evidence, the culminating experience of Sacramento???s Second Saturday Art???s Cohort Show, and her journals the artist carried her research forward for application in her classroom and other classrooms.
The artist's notebook: documenting the artistic process through narrative research and journaling
Horger, Jinne
Hammond, Lorie A.
Da Vinci
Cameron
Morning pages
Arts in education
Project (M.A., Education (Curriculum and Instruction))--California State University, Sacramento, 2010.
This Project is an Alternative Culminating Experience for a Master of Arts in Education: Curriculum and Instruction with an Elective Emphasis on Arts in Education. It follows Pathway I: Artist as Educator. The focus emerged from the teacher/researcher/artist???s need to develop her artistic energy through a disciplined artistic process. The goals of the project were: to learn how to use journaling as a tool to develop aesthetic experiences, to qualitatively assess the experiences, and to integrate her own experience with research in the theory and practice of arts education. Her goal was to create an artistic process for herself that would result in an increase in aesthetic art experiences for herself and her future students. The transitory first year teacher investigated the artistic process: researching past artists??? processes, investigating the theory and practice of the arts in education, and planning the transference of narrative research findings into the classroom setting. Looking for inspiration in her own work, she simultaneously worked to organize time and a studio space in her home. The outcomes included: ongoing work in peer collaboration, journaling, developing studio time, and an outdoor painting class art show. Finally, through narrative inquiry, photographic evidence, the culminating experience of Sacramento???s Second Saturday Art???s Cohort Show, and her journals the artist carried her research forward for application in her classroom and other classrooms.
Project
http://hdl.handle.net/10211.9/228
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F228/7/bitstream
6ebbc0158967425064d095cf33416f04
http://dspace.calstate.edu/bitstream/10211.9%2F228/6/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F228/5/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F228/4/bitstream
a2b2435e9a17954324811cf2a23ba70a
oai:dspace.calstate.edu:10211.9/248
2020-04-24T15:46:19Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-07-07T21:58:43Z
2010-07-07T21:58:43Z
2010-07-07
2009-11-19
2010-07-07
http://hdl.handle.net/10211.9/248
Volunteers are a valuable asset for non-profit organizations and represent a valuable cost savings to operational expenses. Because of the cost savings volunteers add to NPO???s overhead, it is important for non-profit management teams to understand the relationship between embeddedness and volunteers so that they can increase retention, loyalty, and social return on investment.
Sources of Data: Several journal articles on NPO???s, Volunteers, and Embeddedness were used in the creation of this project. In addition, an empirical study with one of the West Coast chapters of the Make-a-Wish organization was conducted.
Conclusions Reached: Volunteers donate their time and are embedded to an organization for a variety of reasons. For the Make-a-Wish organization, it would appear that their volunteers are strongly linked through ???client contact???. However, more research in the area of embeddedness is necessary to fully understand the links between organization, community, and sacrifice for volunteers.
Embeddedness in the non-profit sector
Kontes, Ragan Lynette
Bagger, Jessica
Volunteerism
Make-a-Wish
Project (M.B.A., Business Administration)--California State University, Sacramento, 2009.
Volunteers are a valuable asset for non-profit organizations and represent a valuable cost savings to operational expenses. Because of the cost savings volunteers add to NPO???s overhead, it is important for non-profit management teams to understand the relationship between embeddedness and volunteers so that they can increase retention, loyalty, and social return on investment.
Sources of Data: Several journal articles on NPO???s, Volunteers, and Embeddedness were used in the creation of this project. In addition, an empirical study with one of the West Coast chapters of the Make-a-Wish organization was conducted.
Conclusions Reached: Volunteers donate their time and are embedded to an organization for a variety of reasons. For the Make-a-Wish organization, it would appear that their volunteers are strongly linked through ???client contact???. However, more research in the area of embeddedness is necessary to fully understand the links between organization, community, and sacrifice for volunteers.
Project
http://hdl.handle.net/10211.9/248
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F248/6/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F248/5/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F248/4/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F248/2/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F248/3/bitstream
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oai:dspace.calstate.edu:10211.9/310
2020-04-24T15:46:20Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-07-23T17:06:05Z
2010-07-23T17:06:05Z
2010-07-23
2010-05-07
2010-07-23
http://hdl.handle.net/10211.9/310
The research problem studied was whether adding services such as therapeutic behavioral services (TBS) to an existing treatment plan will help improve the client???s level of functioning. Data was collected before and after TBS using a measure called the Child and Adolescent Functional Assessment Scale (CAFAS). Changes in level of functioning were observed. TBS was found to be effective in preventing client???s from being transferred to a higher level of care. The average decrease in CAFAS score for clients who completed TBS while clients at SCC was 40 points, indicating clinically significant levels of change. There was, however, another large portion of clients who were transferred to a higher level of care despite receiving the extra services.
Effectiveness and outcomes of adding therapeutic behavioral services to an existing treatment plan for children in crisis
Allen, Megan Emily
Boltz, Ronald P.
Therapeutic behavioral services
Program evaluation
Mental health
Project (M.S.W., Social Work)--California State University, Sacramento, 2010.
The research problem studied was whether adding services such as therapeutic behavioral services (TBS) to an existing treatment plan will help improve the client???s level of functioning. Data was collected before and after TBS using a measure called the Child and Adolescent Functional Assessment Scale (CAFAS). Changes in level of functioning were observed. TBS was found to be effective in preventing client???s from being transferred to a higher level of care. The average decrease in CAFAS score for clients who completed TBS while clients at SCC was 40 points, indicating clinically significant levels of change. There was, however, another large portion of clients who were transferred to a higher level of care despite receiving the extra services.
Project
http://hdl.handle.net/10211.9/310
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F310/5/bitstream
7cb0a02c77bac9d7f1b1a38569933d4d
http://dspace.calstate.edu/bitstream/10211.9%2F310/4/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F310/1/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F310/2/bitstream
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oai:dspace.calstate.edu:10211.9/274
2020-04-24T15:46:17Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-07-21T21:04:07Z
2010-07-21T21:04:07Z
2010-07-21
2010-05-07
2010-07-21
http://hdl.handle.net/10211.9/274
Development of security requirements has been neglected for a long time in the
software development industry [1]. This has caused many errors and failures in the
delivered products and increased the cost spent on correcting the defects and maintaining
the products. It is important to have early integration of security requirements in software
development life cycle (SDLC) and get the benefits of using formal methods in
specifying security requirements. This report presents the SQUARE methodology and the
development of the eSQUARE tool that automates the nine steps of the methodology.
The eSQUARE is a web-based and formal-methods-enhanced tool that integrates the
specification of security requirements using the formal methods based language Z with
the security requirement engineering methodology SQUARE.
eSQUARE: a web-based & formal-methods-enhanced SQUARE tool
Abukwaik, Hadil K.M.
Zhang, Cui
Security requirements
Requirements engineering
Formal methods
Project (M.S., Software Engineering)--California State University, Sacramento, 2010.
Development of security requirements has been neglected for a long time in the
software development industry [1]. This has caused many errors and failures in the
delivered products and increased the cost spent on correcting the defects and maintaining
the products. It is important to have early integration of security requirements in software
development life cycle (SDLC) and get the benefits of using formal methods in
specifying security requirements. This report presents the SQUARE methodology and the
development of the eSQUARE tool that automates the nine steps of the methodology.
The eSQUARE is a web-based and formal-methods-enhanced tool that integrates the
specification of security requirements using the formal methods based language Z with
the security requirement engineering methodology SQUARE.
Project
http://hdl.handle.net/10211.9/274
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F274/7/bitstream
b3f7ed97dd822d786f55885f99a159b2
http://dspace.calstate.edu/bitstream/10211.9%2F274/6/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F274/1/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F274/5/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F274/3/bitstream
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oai:dspace.calstate.edu:10211.9/979
2020-04-24T15:46:21Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2011-02-21T17:49:16Z
2011-02-21T17:49:16Z
2011-02-21
2010-04-27
2011-02-21
http://hdl.handle.net/10211.9/979
The poems in this collection seek to represent, document, and otherwise account for the polysemous trajectories of one person???s effort to create a life of substance. That such projects are, in nearly all cases, fated to encounter setbacks, losses, and deep personal doubts along the way is axiomatic, as these fates are necessary to the success of both project and life???if any success is to be achieved at all, and assuming that any arbitrary separation of project and life is possible.
A port call, indeed sea duty in general, is often a singular, formative event, for good or ill. It shades and informs all future experiences, whether closely or loosely related to the original. These poems, therefore, are arranged not by seasons, or chronology, but by port of call, an arrangement that mimics the way the mind forms lasting connections between experiences and their meanings. However, more than simply to serve as reportage, the poems are intended in many cases to enact their subject, or to become subject themselves, though in response to or arising from prior formative influences. This again mimics the way we experience life as a circuitous, recursive, often vague and suggestive collage, not as a clear, linear narrative.
T.S. Eliot reminds us that ???what a poem means is as much what it means to others as what it means to the author; and indeed in the course of time a poet may become merely a reader to his own works, forgetting his original meaning???or without forgetting, merely changing.??? So it is with the significance of our personal ports of call. The passage of time obscures; our understanding matures along with us; our histories work free of their anchorage.
The eclectic nature of these poems, their varied styles, forms, and tones, seeks to avoid the potential monotony one so often finds in collections more thematically or formally unified in their design. This too is how life as we live it comes to us, full of variety, surprise, and difference despite our efforts to impose formal structures upon it to ease our burden and make possible our understanding. Admittedly, this volume imposes a structure on its disparate parts, but one hopes the structure appears organic to the material and unobtrusive to its enjoyment.
Sailor
Benton, James V.
McKinney, Joshua
Poetry
Oulipo
Lyric
Literature
Project (M.A., English (Creative Writing))--California State University, Sacramento, 2010.
The poems in this collection seek to represent, document, and otherwise account for the polysemous trajectories of one person???s effort to create a life of substance. That such projects are, in nearly all cases, fated to encounter setbacks, losses, and deep personal doubts along the way is axiomatic, as these fates are necessary to the success of both project and life???if any success is to be achieved at all, and assuming that any arbitrary separation of project and life is possible.
A port call, indeed sea duty in general, is often a singular, formative event, for good or ill. It shades and informs all future experiences, whether closely or loosely related to the original. These poems, therefore, are arranged not by seasons, or chronology, but by port of call, an arrangement that mimics the way the mind forms lasting connections between experiences and their meanings. However, more than simply to serve as reportage, the poems are intended in many cases to enact their subject, or to become subject themselves, though in response to or arising from prior formative influences. This again mimics the way we experience life as a circuitous, recursive, often vague and suggestive collage, not as a clear, linear narrative.
T.S. Eliot reminds us that ???what a poem means is as much what it means to others as what it means to the author; and indeed in the course of time a poet may become merely a reader to his own works, forgetting his original meaning???or without forgetting, merely changing.??? So it is with the significance of our personal ports of call. The passage of time obscures; our understanding matures along with us; our histories work free of their anchorage.
The eclectic nature of these poems, their varied styles, forms, and tones, seeks to avoid the potential monotony one so often finds in collections more thematically or formally unified in their design. This too is how life as we live it comes to us, full of variety, surprise, and difference despite our efforts to impose formal structures upon it to ease our burden and make possible our understanding. Admittedly, this volume imposes a structure on its disparate parts, but one hopes the structure appears organic to the material and unobtrusive to its enjoyment.
Project
http://hdl.handle.net/10211.9/979
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F979/8/bitstream
ff8d6353371c19e747ebaaa0562abd41
http://dspace.calstate.edu/bitstream/10211.9%2F979/9/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F979/7/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F979/6/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F979/3/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F979/4/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F979/5/bitstream
bd6ecef0ad82ffdd4a66ad09cef484f1
http://dspace.calstate.edu/bitstream/10211.9%2F979/1/bitstream
db6669656d51372559d07cc1d91c6d71
http://dspace.calstate.edu/bitstream/10211.9%2F979/2/bitstream
fdad12c66e470ce26b8679444df21353
oai:dspace.calstate.edu:10211.9/452
2020-04-24T15:46:18Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-08-16T20:49:52Z
2010-08-16T20:49:52Z
2010-08-16
2010-04-28
2010-08-16
http://hdl.handle.net/10211.9/452
This project is an Alternative Culminating Experience for a Masters of Arts in Education: Curriculum and Instruction with an Elective Emphasis on Arts in Education. It follows pathway I: Artist as Educator developing knowledge and skills in a particular area of the arts with a disposition towards applying the acquired expertise to arts education in a classroom setting. This project is Introduction to Navajo Weaving: The Art and History of Navajo Weaving. The author developed the functions and skills needed to progress in the craft of weaving for both personal growth and teaching purposes. Also, she established a progression in kowledge of the history of the Navajo weaving.
Introduction to Navajo weaving: the art and history of Navajo weaving
Gallagher, Bridget Anne
Benson, Karen D.
Navajo
Weaving
History
Project (M.A., Education (Curriculum and Instruction))--California State University, Sacramento, 2010.
This project is an Alternative Culminating Experience for a Masters of Arts in Education: Curriculum and Instruction with an Elective Emphasis on Arts in Education. It follows pathway I: Artist as Educator developing knowledge and skills in a particular area of the arts with a disposition towards applying the acquired expertise to arts education in a classroom setting. This project is Introduction to Navajo Weaving: The Art and History of Navajo Weaving. The author developed the functions and skills needed to progress in the craft of weaving for both personal growth and teaching purposes. Also, she established a progression in kowledge of the history of the Navajo weaving.
Project
http://hdl.handle.net/10211.9/452
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F452/5/bitstream
0bc0a7ce1f70e7cb5d827c8926d4256d
http://dspace.calstate.edu/bitstream/10211.9%2F452/4/bitstream
75c4be3bb87feb21bd1aa950d5dae668
http://dspace.calstate.edu/bitstream/10211.9%2F452/1/bitstream
e12c892e9aac1ee326393c7b5dd76965
http://dspace.calstate.edu/bitstream/10211.9%2F452/2/bitstream
40cf15e7b52185a7136de88f1cefddc8
http://dspace.calstate.edu/bitstream/10211.9%2F452/3/bitstream
7b08eb92e9eafd808f5aff0e6f81b68e
oai:dspace.calstate.edu:10211.9/245
2020-04-24T15:46:21Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-07-07T21:09:14Z
2010-07-07T21:09:14Z
2010-07-07
2009-11-17
2010-07-07
http://hdl.handle.net/10211.9/245
This project was co-created by Kari Butler and Megan Devine. Kari Butler wrote chapter 2, while Megan Devine wrote chapter 1, 3, and 4. Both authors worked together to create the website. The authors created activities and lessons together and as individuals to put on the website.
Teachers have a great deal of access to computers and other technology, but many lack the time or knowledge to create engaging and standards based lessons. The authors felt that there needed to be a website that had these types of lessons and activities on it to help third grade teachers.
Sources of Data
The data was found mainly in education journals and education books. Many references were found online through the CSUS library.
Conclusions Reached
The authors have concluded that a website is a beneficial tool for many third grade teachers and that it will help increase student participation and learning.
Social studies website to support third grade curriculum
Butler, Kari Leah
Devine, Megan Elizebeth
Noel, Jana
Technology
Education
Primary grades
Project (M.A., Education (Curriculum and Instruction))--California State University, Sacramento, 2009.
This project was co-created by Kari Butler and Megan Devine. Kari Butler wrote chapter 2, while Megan Devine wrote chapter 1, 3, and 4. Both authors worked together to create the website. The authors created activities and lessons together and as individuals to put on the website.
Teachers have a great deal of access to computers and other technology, but many lack the time or knowledge to create engaging and standards based lessons. The authors felt that there needed to be a website that had these types of lessons and activities on it to help third grade teachers.
Sources of Data
The data was found mainly in education journals and education books. Many references were found online through the CSUS library.
Conclusions Reached
The authors have concluded that a website is a beneficial tool for many third grade teachers and that it will help increase student participation and learning.
Project
http://hdl.handle.net/10211.9/245
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F245/7/bitstream
03cd1943c03106d151e0d2d4315b670f
http://dspace.calstate.edu/bitstream/10211.9%2F245/5/bitstream
9b5d5bc0912c1aad71e68250a94190ad
http://dspace.calstate.edu/bitstream/10211.9%2F245/6/bitstream
06a30a78db00cadbb2ac9d29d6ad8d26
http://dspace.calstate.edu/bitstream/10211.9%2F245/3/bitstream
e40fb34183e0ad019de61b0b821081ca
http://dspace.calstate.edu/bitstream/10211.9%2F245/2/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F245/4/bitstream
12586d47faa823c9def7e741974ba944
oai:dspace.calstate.edu:10211.9/83
2020-04-24T15:46:21Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-06-02T14:46:32Z
2010-06-02T14:46:32Z
2010-06-02T14:46:32Z
2009-11-17
2010-06-02T14:46:32Z
http://hdl.handle.net/10211.9/83
Based on the ???2006 Chaos Report??? from The Standish Group, around 65% of the software development projects are not successful, 19% out of those are outright failures and 46% are challenged due to cost or time overruns [11]. In addition, nearly 40% of cancelled and delayed projects can be directly attributed to requirements [6]. Traditionally, requirements are stored in MS-Word documents or MS-Excel spreadsheets that make it very hard to track them and to make sure all the requirements have been accounted for, in all phases of Software Development Life Cycle (SDLC). This is one of the key reasons for unsatisfied requirements and hence failed projects.
ReqTracker is a Web-based Requirements Tracking Tool that is designed to efficiently manage both functional and non-functional requirements throughout the SDLC. ReqTracker assists in simplification of software development process by ensuring satisfaction of all the requirements in all the phases of SDLC. ReqTracker assists in tracking all the changes in functional and non-functional requirements in all of the phases of SDLC.
ReqTracker is a Java EE Web Application. This web application consists of three tiers: Client Tier, Presentation and Business Tier, and Resource Tier.
??? Client Tier: Everything in this tier deals with the communication with the user. It contains the user interface that is a Web Browser.
??? Presentation and Business Tier: This tier contains the business logic of the application. It has the controller, the views and the model of the application.
??? Resource Tier: This tier contains the application???s DBMS.
ReqTracker - A Web-based Requirements Tracking Tool
Randhawa, Manpreeet Singh
Salem, Ahmed
Requirements management
Web application
Requirements change management
Project (M.S., Software Engineering)--California State University, Sacramento, 2009.
Based on the ???2006 Chaos Report??? from The Standish Group, around 65% of the software development projects are not successful, 19% out of those are outright failures and 46% are challenged due to cost or time overruns [11]. In addition, nearly 40% of cancelled and delayed projects can be directly attributed to requirements [6]. Traditionally, requirements are stored in MS-Word documents or MS-Excel spreadsheets that make it very hard to track them and to make sure all the requirements have been accounted for, in all phases of Software Development Life Cycle (SDLC). This is one of the key reasons for unsatisfied requirements and hence failed projects.
ReqTracker is a Web-based Requirements Tracking Tool that is designed to efficiently manage both functional and non-functional requirements throughout the SDLC. ReqTracker assists in simplification of software development process by ensuring satisfaction of all the requirements in all the phases of SDLC. ReqTracker assists in tracking all the changes in functional and non-functional requirements in all of the phases of SDLC.
ReqTracker is a Java EE Web Application. This web application consists of three tiers: Client Tier, Presentation and Business Tier, and Resource Tier.
??? Client Tier: Everything in this tier deals with the communication with the user. It contains the user interface that is a Web Browser.
??? Presentation and Business Tier: This tier contains the business logic of the application. It has the controller, the views and the model of the application.
??? Resource Tier: This tier contains the application???s DBMS.
Project
http://hdl.handle.net/10211.9/83
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F83/5/bitstream
8a1400cf56c31f088852bd5a891a456d
http://dspace.calstate.edu/bitstream/10211.9%2F83/4/bitstream
5458ac02052b7236cb43185de62b7980
http://dspace.calstate.edu/bitstream/10211.9%2F83/6/bitstream
b46e16fa59a717ca4d73d020fdd09024
http://dspace.calstate.edu/bitstream/10211.9%2F83/3/bitstream
6015f1d2c1e9a9e4ddee8d30fdf2ecde
http://dspace.calstate.edu/bitstream/10211.9%2F83/1/bitstream
e396b70e98b3d6436b524debcd1f4eb1
http://dspace.calstate.edu/bitstream/10211.9%2F83/2/bitstream
7db2ab9c20aa95021488595789c15d30
oai:dspace.calstate.edu:10211.9/272
2020-04-24T15:46:20Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-07-21T20:25:42Z
2010-07-21T20:25:42Z
2010-07-21
2010-04-27
2010-07-21
http://hdl.handle.net/10211.9/272
This project is an Alternative Culminating Experience for a Master of Arts in Education: Curriculum and Instruction with an Elective Emphasis on Arts in Education. This project follows Pathway III: Developing a Curriculum, Program, or Performance Related to Arts Education or Arts in Education. The author sought to provide a theoretical understanding of the need for theatre education in high schools as well as a concrete example of a quality introduction to theatre class that could be used by a teacher with no prior background in theatre. The project begins with an overview of theories and practices of arts education with a focus on the history and benefits of theatre education. Experts in the field of arts education including John Dewey, Howard Gardner, Elliot Eisner, Dorothy Heathcote, and Richard Courtney are referenced. The author found that theatre was historically used as a supplement to English and history lessons and became its own subject in the late nineteenth to early twentieth century. The author also found that theatre is a valuable tool in advancing the social and analytical skills of high school students; it develops creative thinking and a greater acceptance of new ideas or values. In addition to theory, this author has constructed a year???s curriculum for an introduction to theatre course designed for a high school teacher with limited background in theatre. This curriculum includes unit outlines, lecture notes, suggestions for assignments, and detailed descriptions of theatre games and exercises with advice on how to teach the skills progressively. The curriculum is followed by additional resources, including the National and California State Standards for Visual and Performing Arts.
A curriculum for an introduction to theatre course for high school designed for a teacher with limited background in theatre
Miguel, Ashley
Olson, Crystal
VAPA
Theatre games
Theatre exercises
Theatre history
Arts education
Project (M.A., Education (Curriculum and Instruction))--California State University, Sacramento, 2010.
This project is an Alternative Culminating Experience for a Master of Arts in Education: Curriculum and Instruction with an Elective Emphasis on Arts in Education. This project follows Pathway III: Developing a Curriculum, Program, or Performance Related to Arts Education or Arts in Education. The author sought to provide a theoretical understanding of the need for theatre education in high schools as well as a concrete example of a quality introduction to theatre class that could be used by a teacher with no prior background in theatre. The project begins with an overview of theories and practices of arts education with a focus on the history and benefits of theatre education. Experts in the field of arts education including John Dewey, Howard Gardner, Elliot Eisner, Dorothy Heathcote, and Richard Courtney are referenced. The author found that theatre was historically used as a supplement to English and history lessons and became its own subject in the late nineteenth to early twentieth century. The author also found that theatre is a valuable tool in advancing the social and analytical skills of high school students; it develops creative thinking and a greater acceptance of new ideas or values. In addition to theory, this author has constructed a year???s curriculum for an introduction to theatre course designed for a high school teacher with limited background in theatre. This curriculum includes unit outlines, lecture notes, suggestions for assignments, and detailed descriptions of theatre games and exercises with advice on how to teach the skills progressively. The curriculum is followed by additional resources, including the National and California State Standards for Visual and Performing Arts.
Project
http://hdl.handle.net/10211.9/272
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F272/9/bitstream
b03cc8dfa29dc309ca748f305575519e
http://dspace.calstate.edu/bitstream/10211.9%2F272/10/bitstream
c545fe22fb8eea66065ed770d1f7ec13
http://dspace.calstate.edu/bitstream/10211.9%2F272/11/bitstream
32b7fef0d37d596396cb196c8b3a316b
http://dspace.calstate.edu/bitstream/10211.9%2F272/8/bitstream
e789c4979dd809fb47fc1550fe8b10c1
http://dspace.calstate.edu/bitstream/10211.9%2F272/7/bitstream
f71024f545fca23d2d9b5373b4d92906
http://dspace.calstate.edu/bitstream/10211.9%2F272/4/bitstream
fd26723f8d7edacdb29e3f03465c3b03
http://dspace.calstate.edu/bitstream/10211.9%2F272/5/bitstream
b5eca4dadcaae4433dd4fc404c8a61cb
http://dspace.calstate.edu/bitstream/10211.9%2F272/6/bitstream
bd6ecef0ad82ffdd4a66ad09cef484f1
http://dspace.calstate.edu/bitstream/10211.9%2F272/1/bitstream
0bb36cc7e555a179db0273230e2c5a02
http://dspace.calstate.edu/bitstream/10211.9%2F272/2/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F272/3/bitstream
fa4524e2229167ee230f24686932c9cd
oai:dspace.calstate.edu:10211.9/372
2020-04-24T15:46:18Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-08-05T20:37:12Z
2010-08-05T20:37:12Z
2010-08-05
2010-04-27
2010-08-05
http://hdl.handle.net/10211.9/372
This Project is an Alternative Culminating Experience for a Master of Arts in Education: Curriculum and Instruction with an Elective Emphasis on Arts in Education. This Project follows Pathway III: Developing a curriculum, program, or performance related to arts education or arts in education.
The main focus of this project was to find to what extent the arts foster academic achievement and motivation. Three main topics enabled researchers to inform our project. The first sub-topic focused on Theory and Practice of Arts in Education. Arts theorists and advocates help educators understand the relevance that the arts can play in education. Although most are not concerned with whether or not the arts boost academic achievement, many believe that the arts need to be a vital part of education. The second sub-topic discussed how the arts contribute to improvements in self-esteem and motivation in the classroom. Most educators are aware of the importance of building self-esteem and encouraging motivation so that students enjoy learning and retain as much as possible. In addition, many arts advocates are convinced that the arts can contribute to improvements in self-esteem and motivation in the classroom. The third sub-topic looked for supporting evidence correlating the arts and academic achievement. Since many factors can determine a student???s academic success such as socioeconomic level, attitude, learning abilities, multiple intelligences, parent involvement and cultural background, it is essential to acknowledge the impact and determine the connection the arts have had on student achievement as well. Whether or not a positive correlation existed between the arts, academic achievement and motivation guided the research topics and helped researchers understand more fully the role that the arts play in motivating students to reach their full potential.
Researchers taught one science unit using district provided science curriculum. Pre and post-tests were administered to document and monitor student growth from the beginning to the end of the unit. Next, the researchers taught a different unit using district provided textbooks as well as practicing and performing a play that incorporates all the district required standards that needed to be taught. As before, a pre and post-test was given once again to document and monitor student growth. In addition, students participated in activities pertaining to theatre arts over a six-month period. Activities included learning basic drama skills through creative dramatics and journal writing. These particular activities led up to the final product, a performance in a musical theatre production in which students helped create costumes, props, and sets.
This project used qualitative and quantitative data gathered from academic records and tests, student surveys and journals, researcher observations and notes, and relevant literature. That information was used to analyze the effects of integrating arts in curriculum, particularly the effects on motivation and achievement.
The researchers have reviewed relevant research as well as interpreted data gathered throughout the project and have found that there is a positive effect on motivation and achievement when arts are integrated into curriculum.
Motivation and achievement through arts integration
Berry, Carla
Mian, Corinne
Olson, Crystal
Education
Modified
Curriculum
Elementary
Project (M.A., Education (Curriculum and Instruction))--California State University, Sacramento, 2010.
This Project is an Alternative Culminating Experience for a Master of Arts in Education: Curriculum and Instruction with an Elective Emphasis on Arts in Education. This Project follows Pathway III: Developing a curriculum, program, or performance related to arts education or arts in education.
The main focus of this project was to find to what extent the arts foster academic achievement and motivation. Three main topics enabled researchers to inform our project. The first sub-topic focused on Theory and Practice of Arts in Education. Arts theorists and advocates help educators understand the relevance that the arts can play in education. Although most are not concerned with whether or not the arts boost academic achievement, many believe that the arts need to be a vital part of education. The second sub-topic discussed how the arts contribute to improvements in self-esteem and motivation in the classroom. Most educators are aware of the importance of building self-esteem and encouraging motivation so that students enjoy learning and retain as much as possible. In addition, many arts advocates are convinced that the arts can contribute to improvements in self-esteem and motivation in the classroom. The third sub-topic looked for supporting evidence correlating the arts and academic achievement. Since many factors can determine a student???s academic success such as socioeconomic level, attitude, learning abilities, multiple intelligences, parent involvement and cultural background, it is essential to acknowledge the impact and determine the connection the arts have had on student achievement as well. Whether or not a positive correlation existed between the arts, academic achievement and motivation guided the research topics and helped researchers understand more fully the role that the arts play in motivating students to reach their full potential.
Researchers taught one science unit using district provided science curriculum. Pre and post-tests were administered to document and monitor student growth from the beginning to the end of the unit. Next, the researchers taught a different unit using district provided textbooks as well as practicing and performing a play that incorporates all the district required standards that needed to be taught. As before, a pre and post-test was given once again to document and monitor student growth. In addition, students participated in activities pertaining to theatre arts over a six-month period. Activities included learning basic drama skills through creative dramatics and journal writing. These particular activities led up to the final product, a performance in a musical theatre production in which students helped create costumes, props, and sets.
This project used qualitative and quantitative data gathered from academic records and tests, student surveys and journals, researcher observations and notes, and relevant literature. That information was used to analyze the effects of integrating arts in curriculum, particularly the effects on motivation and achievement.
The researchers have reviewed relevant research as well as interpreted data gathered throughout the project and have found that there is a positive effect on motivation and achievement when arts are integrated into curriculum.
Project
http://hdl.handle.net/10211.9/372
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F372/8/bitstream
e6ad562cda4ea586407613a07f960519
http://dspace.calstate.edu/bitstream/10211.9%2F372/7/bitstream
1b11c42857e14857de90674f000754bc
http://dspace.calstate.edu/bitstream/10211.9%2F372/6/bitstream
073ee5338fbb184bd722893bbdcc7db3
http://dspace.calstate.edu/bitstream/10211.9%2F372/3/bitstream
fd26723f8d7edacdb29e3f03465c3b03
http://dspace.calstate.edu/bitstream/10211.9%2F372/4/bitstream
b5eca4dadcaae4433dd4fc404c8a61cb
http://dspace.calstate.edu/bitstream/10211.9%2F372/5/bitstream
bd6ecef0ad82ffdd4a66ad09cef484f1
http://dspace.calstate.edu/bitstream/10211.9%2F372/1/bitstream
a0414a793e874195f1d4df7debffabb7
http://dspace.calstate.edu/bitstream/10211.9%2F372/2/bitstream
8597f3b715ea9a33574fb7aee191724d
oai:dspace.calstate.edu:10211.9/404
2020-04-24T15:46:20Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-08-10T20:12:30Z
2010-08-10T20:12:30Z
2010-08-10
2010-04-27
2010-08-10
http://hdl.handle.net/10211.9/404
The purpose of this research project is to explore the prevalence of codependency among parents with children that suffer from mental health issues. Children with mental health conditions can be uniquely challenged by the behavioral tendencies of their caregivers. There is a lack of current literature on the correlations between parental codependency and children suffering from mental health conditions. This research project consists of the background of the problem, and investigation of the theoretical framework, a review of the relevant research, an analysis of the data, research findings, and implications for future research. To explore whether there was a significantly high level of codependence among parents of children referred for outpatient mental health treatment, a sample of (N= 30) parents of children referred to the Sutter Counseling Center in Sacramento, CA, was given the Spann-Fischer Codependency Inventory to assess for high levels codependency. Results showed higher mean levels of codependency among the sampled population of parents. Specific inventory responses also reveal that codependency among the parents is a way of viewing one???s self which is supported by relevant literature. The research provides future caregivers and researchers a way of looking at codependency and a foundation for future studies.
The impact of parental codependency on children with mental health conditions
Dupree, Angelus T.W.
Demetral, David
Parental
Codependency
Children
Project (M.S.W., Social Work)--California State University, Sacramento, 2010.
The purpose of this research project is to explore the prevalence of codependency among parents with children that suffer from mental health issues. Children with mental health conditions can be uniquely challenged by the behavioral tendencies of their caregivers. There is a lack of current literature on the correlations between parental codependency and children suffering from mental health conditions. This research project consists of the background of the problem, and investigation of the theoretical framework, a review of the relevant research, an analysis of the data, research findings, and implications for future research. To explore whether there was a significantly high level of codependence among parents of children referred for outpatient mental health treatment, a sample of (N= 30) parents of children referred to the Sutter Counseling Center in Sacramento, CA, was given the Spann-Fischer Codependency Inventory to assess for high levels codependency. Results showed higher mean levels of codependency among the sampled population of parents. Specific inventory responses also reveal that codependency among the parents is a way of viewing one???s self which is supported by relevant literature. The research provides future caregivers and researchers a way of looking at codependency and a foundation for future studies.
Project
http://hdl.handle.net/10211.9/404
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F404/5/bitstream
27be30c5eb8cdca62c6c3faf4e102973
http://dspace.calstate.edu/bitstream/10211.9%2F404/6/bitstream
a789ff09cae505cc7404b1c4aaca4d11
http://dspace.calstate.edu/bitstream/10211.9%2F404/4/bitstream
da9190d48f5d74f64d1bef505a887309
http://dspace.calstate.edu/bitstream/10211.9%2F404/1/bitstream
366769cb5a4db746771b472f5c8a0a44
http://dspace.calstate.edu/bitstream/10211.9%2F404/2/bitstream
8530e1a9a77fed7400d77c8e0e7fc0af
http://dspace.calstate.edu/bitstream/10211.9%2F404/3/bitstream
70d663b4448627c8336d5ee4d9cbb663
oai:dspace.calstate.edu:10211.9/576
2020-04-24T15:46:19Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-08-30T21:28:02Z
2010-08-30T21:28:02Z
2010-08-30
2009-11-18
2010-08-30
http://hdl.handle.net/10211.9/576
Statement of Problem
The problem of missing data in statistical analysis is one that the field of social research has failed to adequately address despite its potential to significantly affect results and subsequent substantive conclusions. The purpose of this study is to evaluate the practical application of missing data techniques in reaching substantive sociological conclusions on the basis of statistical analyses with incomplete data sets. This study compares three different methods for handling incomplete data: multiple imputation, direct maximum likelihood, and listwise deletion.
Sources of Data
The comparisons are conducted via a reexamination of a multiple regression analysis of the ECLS-K 1998-99 data set by Downey and Pribesh (2004), who reported the results of their study on the effects of teacher and student race on teachers??? evaluations of students??? classroom behavior using multiple imputation to handle missing data.
vi
Conclusions Reached
After comparing the three different methods for handling incomplete data, this study comes to the general conclusion that multiple imputation and direct maximum likelihood will produce equivalent results and arrive at the same substantive sociological conclusions. The current study also found that direct maximum likelihood shared more similarities with listwise deletion than with multiple imputation, which may be the result of differences in data handling by this author and Downey and Pribesh. In general, both direct maximum likelihood and listwise deletion produced increased significance levels and therefore a greater number of statistically significant variables when compared to the multiple imputation results. Still, all three methods produced basically equivalent results. The importance of taking method choice and missing data into careful consideration prior to performing a statistical analysis and drawing subsequent substantive conclusions is also stressed.
CAIT: a computer assisted instruction tool
Minton, Suzanne Louise
Zhang, Cui
Tutorial
Lessons
Quizzes
Distance education
Project (M.S., Computer Science)--California State University, Sacramento, 2009.
Statement of Problem
The problem of missing data in statistical analysis is one that the field of social research has failed to adequately address despite its potential to significantly affect results and subsequent substantive conclusions. The purpose of this study is to evaluate the practical application of missing data techniques in reaching substantive sociological conclusions on the basis of statistical analyses with incomplete data sets. This study compares three different methods for handling incomplete data: multiple imputation, direct maximum likelihood, and listwise deletion.
Sources of Data
The comparisons are conducted via a reexamination of a multiple regression analysis of the ECLS-K 1998-99 data set by Downey and Pribesh (2004), who reported the results of their study on the effects of teacher and student race on teachers??? evaluations of students??? classroom behavior using multiple imputation to handle missing data.
vi
Conclusions Reached
After comparing the three different methods for handling incomplete data, this study comes to the general conclusion that multiple imputation and direct maximum likelihood will produce equivalent results and arrive at the same substantive sociological conclusions. The current study also found that direct maximum likelihood shared more similarities with listwise deletion than with multiple imputation, which may be the result of differences in data handling by this author and Downey and Pribesh. In general, both direct maximum likelihood and listwise deletion produced increased significance levels and therefore a greater number of statistically significant variables when compared to the multiple imputation results. Still, all three methods produced basically equivalent results. The importance of taking method choice and missing data into careful consideration prior to performing a statistical analysis and drawing subsequent substantive conclusions is also stressed.
Project
http://hdl.handle.net/10211.9/576
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F576/7/bitstream
a9dbf4a5a67807e302e23067d12288d6
http://dspace.calstate.edu/bitstream/10211.9%2F576/6/bitstream
797f65c33d398b0b808840743890017f
http://dspace.calstate.edu/bitstream/10211.9%2F576/5/bitstream
46d60b1221f7af24a6eaff7d8dc91197
http://dspace.calstate.edu/bitstream/10211.9%2F576/1/bitstream
26c8815fcacb476fb594534d580d9210
http://dspace.calstate.edu/bitstream/10211.9%2F576/8/bitstream
ee0e044f53b01b23a44077d68f717d04
oai:dspace.calstate.edu:10211.9/427
2020-04-24T15:46:17Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-08-11T21:50:30Z
2010-08-11T21:50:30Z
2010-08-11
2010-04-29
2010-08-11
http://hdl.handle.net/10211.9/427
The purpose of this project was to increase the awareness, knowledge, and skill of the comorbidity between eating disorders and substance use disorders among substance abuse counselors in the Sacramento area. A presentation and pre and post-test were created and given by the researcher to eight substance abuse counselors in Sacramento County. The data collected suggest that the presentation was effective in increasing the counselor???s awareness, knowledge, and skill relating to the co morbidity between eating disorders and substance use disorders. The participants made suggestions for future presentations including more information on treatment modalities, specific drug and eating disorder interactions, and ways to raise awareness about the co morbidity between eating disorders and substance use disorders in their community. Recommendations for upcoming presentations were made utilizing the feedback and data collected from the study.
Gender-specific treatment for females with eating and substance use disorders
Faddoul, Michelle Marie
Demetral, David
History of substance use disorders
Powerpoint of eating and substance use disorders
History of eating disorders
Project (M.S.W., Social Work)--California State University, Sacramento, 2010.
The purpose of this project was to increase the awareness, knowledge, and skill of the comorbidity between eating disorders and substance use disorders among substance abuse counselors in the Sacramento area. A presentation and pre and post-test were created and given by the researcher to eight substance abuse counselors in Sacramento County. The data collected suggest that the presentation was effective in increasing the counselor???s awareness, knowledge, and skill relating to the co morbidity between eating disorders and substance use disorders. The participants made suggestions for future presentations including more information on treatment modalities, specific drug and eating disorder interactions, and ways to raise awareness about the co morbidity between eating disorders and substance use disorders in their community. Recommendations for upcoming presentations were made utilizing the feedback and data collected from the study.
Project
http://hdl.handle.net/10211.9/427
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F427/14/bitstream
356bb782243685406214d62d654a0357
http://dspace.calstate.edu/bitstream/10211.9%2F427/13/bitstream
898179c2bc892352e6774beb5c5bbe00
http://dspace.calstate.edu/bitstream/10211.9%2F427/12/bitstream
dc87c7fb65bf325f19d7aac375bd391e
http://dspace.calstate.edu/bitstream/10211.9%2F427/9/bitstream
7f64630c1606d5367bf6ead08376a066
http://dspace.calstate.edu/bitstream/10211.9%2F427/10/bitstream
654e8b048a7a4e46a89333edebca409d
http://dspace.calstate.edu/bitstream/10211.9%2F427/11/bitstream
28967e6e0f8d2b351928ba1c5bb0ebec
http://dspace.calstate.edu/bitstream/10211.9%2F427/7/bitstream
8e1a49ef119e2a86e11e8a78601208af
http://dspace.calstate.edu/bitstream/10211.9%2F427/8/bitstream
9d995249275ea1c0338cba267a9f7196
oai:dspace.calstate.edu:10211.9/440
2020-04-24T15:46:18Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-08-12T19:57:43Z
2010-08-12T19:57:43Z
2010-08-12
2010-04-28
2010-08-12
http://hdl.handle.net/10211.9/440
This project is the first half of a novel, Things Unseen, which explores themes of faith, relationships and resiliency. Beth Gray, the protagonist, is a farm wife who has had a near-death experience. She believes the purpose of the experience is to help other people with their faith and suffering, but she harbors doubt about how it can help her own family in desperate circumstances.
Things unseen
Torres, Laura
Buchanan, Bradley
Novel
Fiction
Near death experience
Project (M.A., English (Creative Writing))--California State University, Sacramento, 2010.
This project is the first half of a novel, Things Unseen, which explores themes of faith, relationships and resiliency. Beth Gray, the protagonist, is a farm wife who has had a near-death experience. She believes the purpose of the experience is to help other people with their faith and suffering, but she harbors doubt about how it can help her own family in desperate circumstances.
Project
http://hdl.handle.net/10211.9/440
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F440/5/bitstream
3f733698f1353910af8deac7207629c6
http://dspace.calstate.edu/bitstream/10211.9%2F440/4/bitstream
dd75a717ac11736e4a5be5be2802573b
http://dspace.calstate.edu/bitstream/10211.9%2F440/6/bitstream
983980f570476427e5f1ba52b4159f0a
http://dspace.calstate.edu/bitstream/10211.9%2F440/1/bitstream
590ac64926067b44c52850844293146d
http://dspace.calstate.edu/bitstream/10211.9%2F440/2/bitstream
ff7c06084921e65ce53429743fb87de4
http://dspace.calstate.edu/bitstream/10211.9%2F440/3/bitstream
cdb6e540228abd0ff77bca7e50aad6f6
oai:dspace.calstate.edu:10211.9/158
2020-04-24T15:46:19Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-06-14T16:50:06Z
2010-06-14T16:50:06Z
2010-06-14T16:50:06Z
2009-11-20
2010-06-14T16:50:06Z
http://hdl.handle.net/10211.9/158
This report analyzes a mid-west regional bank in the U.S. that provides various banking and financial services to individuals and businesses. We call the bank ABC Bank for the purposes of confidentiality. To determine the appropriate investment recommendation for this company, I have applied discounted cash flow valuation and relative valuation approaches to determine whether its stock is undervalued, overvalued, or fair valued. In addition, in order to evaluate ABC Bank???s financial strength against unexpected losses, I have utilized its tier 1 capital and tangible common equity (TCE) ratios to judge its future viability.
Source of Data
I have analyzed the five-year historical data of ABC Bank???s 10Ks to determine the range and performance of the major items, such as loan balance, deposit balance, net interest margin, and efficiency ratios. Then, based on different assumptions of the economy, we have developed four scenarios to forecast financial performance over six years to determine the company???s earning capability and financial position.
In addition, from ABC Bank???s proxy statements, we select other five mid-west regional banks to estimate ABC Bank stock???s fair value by the price-earnings and the price-to-book values ratios. The companies??? current stock prices, past year earnings, forecasted earnings, and book values of their common equities were required for the relative valuation approach.
Conclusions
Based on the residual income valuation for different scenarios, I estimate ABC Bank???s weighted average intrinsic value to be $15.87 per share and its target stock price to be $14.77 per share based on the review of PE multiples. As the economy showed signs of stabilization as of August 2009, ABC Bank is expected to improve its profitability in 2010. Accordingly, I would suggest that investors buy and hold at the current price of $10.29 per share and sell when it reaches the target price of $14.77 to $15.87 per share. Moreover, by forecasting ABC Bank???s tangible common equity ratio under different scenarios, I determine that the bank has enough financial strength to confront the unexpected loan losses.
A valuation of a U.S. Regional bank's common stock
Jou, Sheau-wen
Lin, Hao
Equity valuation for a U.S. regional bank
Project (M.B.A., Business Administration (Finance))--California State University, Sacramento, 2009.
This report analyzes a mid-west regional bank in the U.S. that provides various banking and financial services to individuals and businesses. We call the bank ABC Bank for the purposes of confidentiality. To determine the appropriate investment recommendation for this company, I have applied discounted cash flow valuation and relative valuation approaches to determine whether its stock is undervalued, overvalued, or fair valued. In addition, in order to evaluate ABC Bank???s financial strength against unexpected losses, I have utilized its tier 1 capital and tangible common equity (TCE) ratios to judge its future viability.
Source of Data
I have analyzed the five-year historical data of ABC Bank???s 10Ks to determine the range and performance of the major items, such as loan balance, deposit balance, net interest margin, and efficiency ratios. Then, based on different assumptions of the economy, we have developed four scenarios to forecast financial performance over six years to determine the company???s earning capability and financial position.
In addition, from ABC Bank???s proxy statements, we select other five mid-west regional banks to estimate ABC Bank stock???s fair value by the price-earnings and the price-to-book values ratios. The companies??? current stock prices, past year earnings, forecasted earnings, and book values of their common equities were required for the relative valuation approach.
Conclusions
Based on the residual income valuation for different scenarios, I estimate ABC Bank???s weighted average intrinsic value to be $15.87 per share and its target stock price to be $14.77 per share based on the review of PE multiples. As the economy showed signs of stabilization as of August 2009, ABC Bank is expected to improve its profitability in 2010. Accordingly, I would suggest that investors buy and hold at the current price of $10.29 per share and sell when it reaches the target price of $14.77 to $15.87 per share. Moreover, by forecasting ABC Bank???s tangible common equity ratio under different scenarios, I determine that the bank has enough financial strength to confront the unexpected loan losses.
Project
http://hdl.handle.net/10211.9/158
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F158/7/bitstream
0758f803cc15f2fbaad5490760f80e21
http://dspace.calstate.edu/bitstream/10211.9%2F158/6/bitstream
7cd4a1bad0448925ab2494e27d493779
http://dspace.calstate.edu/bitstream/10211.9%2F158/8/bitstream
939b364526b364c15a60f961d3c1c1b7
http://dspace.calstate.edu/bitstream/10211.9%2F158/5/bitstream
bec73b7a41f534e396307d2713931bf9
http://dspace.calstate.edu/bitstream/10211.9%2F158/3/bitstream
a3ddc0f14fe04c363a32931dae31cf3c
http://dspace.calstate.edu/bitstream/10211.9%2F158/4/bitstream
66692d7ad970d06ed716790419f607c9
oai:dspace.calstate.edu:10211.9/259
2020-04-24T15:46:20Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-07-08T21:29:16Z
2010-07-08T21:29:16Z
2010-07-08
2009-11-23
2010-07-08
http://hdl.handle.net/10211.9/259
The U.S. government devotes significant resources to export promotion activities aimed at improving our nation???s balance of trade, maintaining economic security, and creating and preserving American jobs. A greater knowledge of the factors which influence the successful promotion of exports would therefore aid policy makers in the design and development of efficient and cost-effective export assistance programs. Studies in international marketing, business, and public policy journals have illuminated several factors which are critical to an effective export promotion policy. The author???s internship experience at the Sacramento U.S. Export Assistance Center (USEAC) has been utilized in combination with this literature in order to analyze and evaluate the organization and to propose recommendations for improving its overall effectiveness. The results of this study indicate that the Sacramento USEAC should increase it focus on smaller, less experienced, and non-export-ready firms, particularly in the areas of promoting awareness of export benefits and services, conducting meaningful consultation with clients, and providing courteous, responsive, and personalized customer service. Furthermore, the USEAC should strengthen its collaboration with the Center for
International Trade Development (CITD) in order to more efficiently address client needs. Finally, the USEAC should conduct more accurate and meaningful impact assessments, which should then serve as the basis for the replacement, modification, or elimination of ineffective programs.
The Sacramento U.S. export assistance center: an examination of U.S. export promotion policy
Sutrov, Micah Stephens
Fozouni, Bahman
USEAC
CITD
U.S. Commercial Service
U.S. Department of Commerce
Promotion of Exports
Center for International Trade Development
Project (M.A., International Affairs)--California State University, Sacramento, 2009.
The U.S. government devotes significant resources to export promotion activities aimed at improving our nation???s balance of trade, maintaining economic security, and creating and preserving American jobs. A greater knowledge of the factors which influence the successful promotion of exports would therefore aid policy makers in the design and development of efficient and cost-effective export assistance programs. Studies in international marketing, business, and public policy journals have illuminated several factors which are critical to an effective export promotion policy. The author???s internship experience at the Sacramento U.S. Export Assistance Center (USEAC) has been utilized in combination with this literature in order to analyze and evaluate the organization and to propose recommendations for improving its overall effectiveness. The results of this study indicate that the Sacramento USEAC should increase it focus on smaller, less experienced, and non-export-ready firms, particularly in the areas of promoting awareness of export benefits and services, conducting meaningful consultation with clients, and providing courteous, responsive, and personalized customer service. Furthermore, the USEAC should strengthen its collaboration with the Center for
International Trade Development (CITD) in order to more efficiently address client needs. Finally, the USEAC should conduct more accurate and meaningful impact assessments, which should then serve as the basis for the replacement, modification, or elimination of ineffective programs.
Project
http://hdl.handle.net/10211.9/259
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F259/5/bitstream
9ea3f437a4430027bcb03e0e6aa8e63d
http://dspace.calstate.edu/bitstream/10211.9%2F259/4/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F259/6/bitstream
b7f28e008b167f71f4d379b15efc6306
http://dspace.calstate.edu/bitstream/10211.9%2F259/3/bitstream
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http://dspace.calstate.edu/bitstream/10211.9%2F259/1/bitstream
735f1a0bae9edc499ab45c445d74c5ac
http://dspace.calstate.edu/bitstream/10211.9%2F259/2/bitstream
4a956863ba426fb4f5a880e759b696fd
oai:dspace.calstate.edu:10211.9/538
2020-04-24T15:46:17Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-08-24T21:57:36Z
2010-08-24T21:57:36Z
2010-08-24
2010-04-28
2010-08-24
http://hdl.handle.net/10211.9/538
In general, the Sacramento community does not possess an historical understanding of the city's underground spaces and hollow sidewalks. A tour program that invites local residents, tourists and school groups to venture underground and learn about the city's decision to raise the business district in the 1860s and 1870s will shed light on this important story in Sacramento history. The Interpretive Plan for the Old Sacramento Underground Tours is foundational in ensuring that accurate and engaging information about the history of the underground is presented to the public. The Plan is a training tool, and has the potential to inspire the preservation of the underground spaces and hollow sidewalks.
The force of nature & the power of man: historic walking tours of old Sacramento's underground and hollow sidewalks
Downey, Heather Lavezzo
Simpson, Lee M. A.
Old Sacramento
Underground
Interpretative plan
Urban history
Environmental history
1862 flood
Project (M.A., History (Public History))--California State University, Sacramento, 2010.
In general, the Sacramento community does not possess an historical understanding of the city's underground spaces and hollow sidewalks. A tour program that invites local residents, tourists and school groups to venture underground and learn about the city's decision to raise the business district in the 1860s and 1870s will shed light on this important story in Sacramento history. The Interpretive Plan for the Old Sacramento Underground Tours is foundational in ensuring that accurate and engaging information about the history of the underground is presented to the public. The Plan is a training tool, and has the potential to inspire the preservation of the underground spaces and hollow sidewalks.
Project
http://hdl.handle.net/10211.9/538
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F538/8/bitstream
cee82d73c092f339b36cd90ce10eb188
http://dspace.calstate.edu/bitstream/10211.9%2F538/9/bitstream
f85c3b9848221ca48af4ad56ade5da7e
http://dspace.calstate.edu/bitstream/10211.9%2F538/7/bitstream
f316f77bda7bedca79df4f6318cdf53c
http://dspace.calstate.edu/bitstream/10211.9%2F538/6/bitstream
5074d0926e25daa122252c77824992ad
http://dspace.calstate.edu/bitstream/10211.9%2F538/3/bitstream
fd26723f8d7edacdb29e3f03465c3b03
http://dspace.calstate.edu/bitstream/10211.9%2F538/4/bitstream
b5eca4dadcaae4433dd4fc404c8a61cb
http://dspace.calstate.edu/bitstream/10211.9%2F538/5/bitstream
bd6ecef0ad82ffdd4a66ad09cef484f1
http://dspace.calstate.edu/bitstream/10211.9%2F538/1/bitstream
6c11cbef97fa27f6b21f129bba0c6d24
http://dspace.calstate.edu/bitstream/10211.9%2F538/2/bitstream
171bf5ffb88c7d5ea6ecf44939d01c9b
oai:dspace.calstate.edu:10211.9/338
2020-04-24T15:46:19Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-07-30T19:56:30Z
2010-07-30T19:56:30Z
2010-07-30
2010-04-28
2010-07-30
http://hdl.handle.net/10211.9/338
As we move into the 21st century, students need more exposure to newer technologies and ways of learning. These interactions are necessary for students??? success in their futures. Collaboration is one of the key components in a tool like the Wiki, where students can edit and share information in one place.
In addition to integrating technology into instruction, it is also important for teachers to emphasize other ways of learning. Howard Gardner asserts that various intelligences exist within every learner. The more teachers nurture all intelligences, the better for the ultimate acquisition of knowledge and skills by the learner.
Sources of Data
Effective lesson design is vital to merge these concepts together. Employing Universal Design for Learning (UDL) allows teachers to have carefully thought-out plans to reach all learners, and not just a ???one size fits all??? approach.
The purpose of this project is to combine technology and Multiple Intelligences within a literature unit constructed using UDL. The lessons can be adapted to any grade level; however, this project will specifically focus on seventh grade language arts standards for California.
Conclusions Reached
Within a three-week literature unit, teachers can incorporate 21st century technology skills, while also accounting for multiple intelligences, multiple ways of learning. These activities and strategies will provide the learner with valuable skills for their future educational endeavors.
Universal design for learning: multiple intelligences and technology in a literature unit in a seventh grade language arts classroom
Raga, Justine Mae
Moore, Kay M.
Web 2.0
Multiple intelligences
Universal design for learning
Project (M.A., Education (Curriculum and Instruction))--California State University, Sacramento, 2010.
As we move into the 21st century, students need more exposure to newer technologies and ways of learning. These interactions are necessary for students??? success in their futures. Collaboration is one of the key components in a tool like the Wiki, where students can edit and share information in one place.
In addition to integrating technology into instruction, it is also important for teachers to emphasize other ways of learning. Howard Gardner asserts that various intelligences exist within every learner. The more teachers nurture all intelligences, the better for the ultimate acquisition of knowledge and skills by the learner.
Sources of Data
Effective lesson design is vital to merge these concepts together. Employing Universal Design for Learning (UDL) allows teachers to have carefully thought-out plans to reach all learners, and not just a ???one size fits all??? approach.
The purpose of this project is to combine technology and Multiple Intelligences within a literature unit constructed using UDL. The lessons can be adapted to any grade level; however, this project will specifically focus on seventh grade language arts standards for California.
Conclusions Reached
Within a three-week literature unit, teachers can incorporate 21st century technology skills, while also accounting for multiple intelligences, multiple ways of learning. These activities and strategies will provide the learner with valuable skills for their future educational endeavors.
Project
http://hdl.handle.net/10211.9/338
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F338/5/bitstream
0b774b230b2adf4b538df5bd14109da9
http://dspace.calstate.edu/bitstream/10211.9%2F338/6/bitstream
d5ee7697a6a77f8c85f796e311581e1f
http://dspace.calstate.edu/bitstream/10211.9%2F338/4/bitstream
39825cca28cc9704b782f36760d7ab2b
http://dspace.calstate.edu/bitstream/10211.9%2F338/3/bitstream
5464fa57fa2e32e7c3458324dc49b94f
http://dspace.calstate.edu/bitstream/10211.9%2F338/1/bitstream
d5fca834563019d2b31a163d4b3074fa
http://dspace.calstate.edu/bitstream/10211.9%2F338/2/bitstream
ab7b1caaec53d7c34117eccf206369aa
oai:dspace.calstate.edu:10211.9/461
2020-04-24T15:46:21Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-08-17T16:53:12Z
2010-08-17T16:53:12Z
2010-08-17
2010-05-07
2010-08-17
http://hdl.handle.net/10211.9/461
Current Mode Logic buffers are based on the MOS differential amplifier circuit. Since CML buffers utilize a differential circuit topology, they are less vulnerable to common-mode noise than standard CMOS buffers. CML buffers are able to operate in higher frequency ranges than standard CMOS buffers, which makes them the optimum choice as output drivers for high-speed integrated circuits. The process of designing a tapered CML buffer chain is explored in this paper, including all important design issues. For this project, a tapered CML buffer chain was designed for a 6-bit interpolating flash analog-to-digital converter operating at 1 GHz.
A tapered CML buffer chain design for a 1 GHz interpolating flash ADC
Silva, William
Heedley, Perry L.
Current
Mode
Logic
Project (M.S., Electrical and Electronic Engineering)--California State University, Sacramento, 2010.
Current Mode Logic buffers are based on the MOS differential amplifier circuit. Since CML buffers utilize a differential circuit topology, they are less vulnerable to common-mode noise than standard CMOS buffers. CML buffers are able to operate in higher frequency ranges than standard CMOS buffers, which makes them the optimum choice as output drivers for high-speed integrated circuits. The process of designing a tapered CML buffer chain is explored in this paper, including all important design issues. For this project, a tapered CML buffer chain was designed for a 6-bit interpolating flash analog-to-digital converter operating at 1 GHz.
Project
http://hdl.handle.net/10211.9/461
en_US
http://dspace.calstate.edu/bitstream/10211.9%2F461/5/bitstream
1526e651d065116da77f6ad4d48240ab
http://dspace.calstate.edu/bitstream/10211.9%2F461/4/bitstream
aacadee63bc7adaea990c395aa632bc4
http://dspace.calstate.edu/bitstream/10211.9%2F461/6/bitstream
eeb7c4599a86815defff782cc43e4743
http://dspace.calstate.edu/bitstream/10211.9%2F461/3/bitstream
b83e5cd6f38ddcd975274b271f533cb8
http://dspace.calstate.edu/bitstream/10211.9%2F461/1/bitstream
adec680ff905b4036d0ed7f423a2d05b
http://dspace.calstate.edu/bitstream/10211.9%2F461/2/bitstream
c51083a4af583cfc4ddc35fc9cceb147
oai:dspace.calstate.edu:10211.9/249
2020-04-24T15:46:20Z
com_10211.9_1
com_10211.3_1472
col_10211.9_62
2010-07-07T22:04:22Z
2010-07-07T22:04:22Z
2010-07-07
2009-11-19
2010-07-07
http://hdl.handle.net/10211.9/249
The conventional diffraction limit defines a finite range of spatial frequencies that can be transmitted through a microscope. To reveal more information about the objects that are observed by microscope, techniques that can go beyond this limit need to be developed. Structured illumination microscopy (SIM), one such method, uses patterns of excitation light to encode otherwise unobservable information into the observed image. Although the method has been well developed, the procedure of this technique is complicated. During the procedure, after encoding the unobservable information into the observed image, the superresolution information components need to be separated, shifted, and reassembled. These procedures have never been clearly explained.
In this project, a computer algorithm of the linear structured illumination microscopy technique is developed. To implement this algorithm, multiple images of an object are taken with different phases and orientations of sinusoidally patterned illumination. Superresolution information components then can be extracted from these images. The procedures of separation, shifting, and reassembly of the superresolution information components are presented, explained, and verified. A block diagram of the whole procedure of the structured illumination method is presented. The results of the conventional microscope and the structured illumination algorithm are generated and compared.
When applied to test objects, the performance of the algorithm is found to be in agreement with theoretical predictions, thus verifying the theory and the implementation algorithm. The block diagram of the whole procedure of the structured illumination and the explanation of the procedures of separation, shifting, and reassembly of the superresolution information components can be taken as the instructions of how to implement this method. This project report is intended to serve as a useful reference for researchers to understand this method.
A computer algorithm to implement linear structured illumination imaging
Liao, Zhongchao
Smith, Warren D.
Microscopy
Superresolution
Diffraction limit
Project (M.S., Electrical and Electronic Engineering)--California State University, Sacramento, 2009.
The conventional diffraction limit defines a finite range of spatial frequencies that can be transmitted through a microscope. To reveal more information about the objects that are observed by microscope, techniques that can go beyond this limit need to be developed. Structured illumination microscopy (SIM), one such method, uses patterns of excitation light to encode otherwise unobservable information into the observed image. Although the method has been well developed, the procedure of this technique is complicated. During the procedure, after encoding the unobservable information into the observed image, the superresolution information components need to be separated, shifted, and reassembled. These procedures have never been clearly explained.
In this project, a computer algorithm of the linear structured illumination microscopy technique is developed. To implement this algorithm, multiple images of an object are taken with different phases and orientations of sinusoidally patterned illumination. Superresolution information components then can be extracted from these images. The procedures of separation, shifting, and reassembly of the superresolution information components are presented, explained, and verified. A block diagram of the whole procedure of the structured illumination method is presented. The results of the conventional microscope and the structured illumination algorithm are generated and compared.
When applied to test objects, the performance of the algorithm is found to be in agreement with theoretical predictions, thus verifying the theory and the implementation algorithm. The block diagram of the whole procedure of the structured illumination and the explanation of the procedures of separation, shifting, and reassembly of the superresolution information components can be taken as the instructions of how to implement this method. This project report is intended to serve as a useful reference for researchers to understand this method.
Project
http://hdl.handle.net/10211.9/249
en_US
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2020-04-24T15:46:18Z
com_10211.9_1
com_10211.3_1472
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2010-07-21T19:59:53Z
2010-07-21T19:59:53Z
2010-07-21
2010-04-29
2010-07-21
http://hdl.handle.net/10211.9/271
Spirituality is an emerging area of attention in social work. Exploring spirituality and the role it played among individuals and their well-being was examined in this research study. Interview responses of 10 voluntary participants were analyzed. Open-ended questions regarding one???s thoughts, experiences, and perspectives on spirituality resulted in various themes. Some emerging themes included the implication that spirituality involved a belief in a higher being, that interviewees experienced social connection as a result of incorporating spirituality, and that spirituality helped in times of distressing events. Although each testimony differed as to how spirituality was incorporated in one???s life, there were similarities in interviewee beliefs regarding what spirituality should include. The study concluded that incorporation of spirituality yielded positive benefits for individual emotional, physical, and mental well-being.
Spirituality and individual well-being
Millonida, Stefanie B.
Bein, Andrew M.
Spirituality
Well-being
Experiences
Social connection
Project (M.S.W., Social Work)--California State University, Sacramento, 2010.
Spirituality is an emerging area of attention in social work. Exploring spirituality and the role it played among individuals and their well-being was examined in this research study. Interview responses of 10 voluntary participants were analyzed. Open-ended questions regarding one???s thoughts, experiences, and perspectives on spirituality resulted in various themes. Some emerging themes included the implication that spirituality involved a belief in a higher being, that interviewees experienced social connection as a result of incorporating spirituality, and that spirituality helped in times of distressing events. Although each testimony differed as to how spirituality was incorporated in one???s life, there were similarities in interviewee beliefs regarding what spirituality should include. The study concluded that incorporation of spirituality yielded positive benefits for individual emotional, physical, and mental well-being.
Project
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