ScholarWorks @ ACE Library

ACE ScholarWorks is an open access institutional repository showcasing and preserving the research, scholarship, and publications of American College of Education faculty, staff, and students. ACE ScholarWorks is a service provided by the ACE Library.

 

Recent Submissions

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A Correlational Study on Leadership Styles of Special Education Administrators and Perceived Stress Levels of Special Educators
(2024) Combs, Alix Weiss
This study investigated a continuing shortage of special education teachers in the United States, causative factors, and supporting literature for the perceived problem. The problem is special educators continue to leave the field due to stress and school processes and procedures. Principals' influence on teacher stress levels, well-being, and retention has been widely documented. However, with the addition of special education administrators in buildings, a gap in research exists in identifying if special education administrators also influence the stress levels of their special educators. The purpose of the quantitative correlational study was to investigate the stress levels of special educators associated with the leadership styles of special education administrators. The transformational leadership theory and cybernetics theory were the frameworks for the study. Snowball sampling was used to recruit 40 participants (full-time certified special educators who worked for six months with their special education administrator). Data was collected through Survey Monkey utilizing a revised Teacher Stress Inventory (TSI) and The Leadership Practices Inventory (LPI). Using SPSS software, Pearson Correlation was used to analyze the data, and results revealed no statistically significant relationship between special education administrators' leadership styles and their special educators' stress levels; however, it did reveal a weak negative correlation. Recommendations for future research include investigating transformational leadership styles in conjunction with most advanced degrees, years as a leader, and participation in continuing education related to leadership.
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Mental Health Support for Socioeconomically Challenged Elementary School Students: A Qualitative Study
(2024-02-20) Mastan-Olivera, Mozmin Nisha
Mental health support for students is crucial but may be lacking in socioeconomically challenged educational systems. The problem is the lack of appropriate mental health support for elementary-aged students in socioeconomically challenged areas. The purpose of this basic qualitative study was to explore academic leaders’ perceptions of how transformational leadership impacts mental health support with socioeconomically challenged elementary school students in northern California. The transformational leadership theory could have implications and benefits for fostering innovative changes in educational environments. The study used the purposeful sampling method to select 15 out of a total population of 120 educational professionals in the Preeminent Learning Center (PEL) after-school learning program to participate in the study through qualitative interviews. Inclusion criteria ensured all selected participants are or were previously academic leaders at PEL Learning Center working with elementary-aged students. The qualitative data were analyzed through Braun and Clarke’s thematic analysis to group similar topics identified through participant interviews. The data found that all participants viewed transformational leadership as an approach that was effective in creating a better educational environment for socioeconomically challenged, elementary-aged students. The data also found that almost all participants did not think schools in socioeconomically challenged neighborhoods had adequate mental health services, if any at all. It is recommended to use transformational leadership to create positive learning environments as well as advocate for policy change at a district level and to create mental health services for students in socioeconomically challenged neighborhoods.
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From Desks to Desktops: A Phenomenological Study of K-5 Teachers’ Experiences of Technology Use within Maryland Public Schools
(2024) DeLisi, Ellen
Educational technology plays a role in most classrooms. Online education has permeated elementary school programs, offering technology-rich instruction. The problem is a digital use divide has been created because teachers who have transitioned from a traditional setting to a virtual setting may implement and use more technology tools in the classroom. Because online education at the primary level is fairly new, there is limited research on its design and delivery. The purpose of the study was to explore K-5 teachers’ experiences of technology use after transitioning from a traditional setting to a virtual setting within Maryland public schools. The key questions that guided the study focused on the experiences of technology use and perceptions of how technology use changed after transitioning from a traditional setting to a virtual setting within Maryland public schools. Through a qualitative phenomenology methodology, data were collected via eight semi-structured interviews and eight questionnaires completed by virtual teachers in Maryland public schools. Interview transcripts and questionnaire responses were coded using thematic analysis. Results indicated virtual teachers have students use technology to show their learning in creative ways through more or better hardware and numerous applications. Virtual teachers perceived that students were being prepared for the future and were benefiting from quality technology use. Findings can be used to better understand the benefits of technology use and create the infrastructure needed for better technology integration in traditional school settings. Keywords: 21st-century skills, digital use divide, educational technology, phenomenology, technology integration, virtual education
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Overcoming Obstacles to Successfully Teach During the COVID-19 Pandemic: A Basic Qualitative Study
(2024) Cain, Tina
COVID-19 presented educators with a quick transition to virtual teaching. The problem was that secondary teachers in southwest Florida had to overcome obstacles, including preparedness, to teach successfully using different modalities during the crisis of the COVID-19 pandemic. Research on this topic is important because teachers’ perceptions will be identified and can help guide future educational decisions. There was a gap in the literature addressing the obstacles teachers had to overcome to teach successfully during the COVID-19 pandemic. A basic qualitative study may provide teachers’ descriptions of the obstacles they had to overcome, the teachers’ perceptions of the changes that can be made to pedagogy to make virtual teaching more impactful, and how overcoming obstacles can help with teacher self-efficacy. The sample was 15 secondary teachers in southwest Florida who were teaching in a brick-and-mortar classroom when the COVID-19 pandemic started. Purposive sampling ensured the potential participants met the criteria needed for the study. A questionnaire was used for demographic data and Interview Protocol was the data instrument. Coding was conducted, and themes emerged from data using Otter software. Key results included teachers having a lower self-efficacy because they did not feel prepared for teaching virtually and felt unprepared to use the tools provided due to lack of training. Educational leaders and higher education institutions may benefit from this study by providing comprehensive professional development that is focused on the pedagogy and tools needed for virtual teaching and the coursework future teachers must complete to prepare them for teaching during adverse events.
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The Effects of Social and Emotional Curriculum in the Homeschool Environment: A Qualitative Case Study
(2024) Hopkins, Melissa M.
Social and emotional learning (SEL) has many benefits to students, and previous studies have focused on public and private, in-person learning environments. The homeschool environment has not been studied to determine the benefits of SEL, including increased academic outcomes. The problem was the poor student academic achievement due to the decline in learning in TK-12 homeschool settings heightened by COVID-19 shutdowns. The purpose of this qualitative case study was to investigate the effect of the addition of social and emotional learning curriculum in the TK-12 homeschool environment on student core curriculum achievement. The research was led by the invest-and-accrue model of conscientious theory and the social-emotional development theory. The first research question focused on the parents’ perceptions of students’ academic achievement after the inclusion of SEL lessons. The second focused on the reason for the changes in academic outcomes after the addition of SEL lessons. A total of 15 parents, chosen out of convenience, were interviewed on their perceptions of changes in academic outcomes and personal perspective on noticeable changes with the addition of SEL. Interviews were recorded for accuracy and transcribed to identify common themes found within the results. Data were collected, interpreted, ideas defined and coded based upon themes, and represented. Increased personal motivation and interpersonal skills were identified during the research process. Implementation of SEL lessons should begin at all levels of education and should be required by policymakers and school administrators.