American College of Education - DSpaceDirectgeneral-feed.descriptionhttps://scholarworks.ace.edu2024-03-28T16:35:41Z2024-03-28T16:35:41Z199121st Century Instruction: A Descriptive Case Study of a One-to-One Chromebook SchoolAlcazar, Jennifer A.https://hdl.handle.net/20.500.12520/1542023-05-06T03:54:29Z2022-09-01T00:00:00Zdc.title: 21st Century Instruction: A Descriptive Case Study of a One-to-One Chromebook School
dc.contributor.author: Alcazar, Jennifer A.
dc.description.abstract: Schools in the United States make significant investments in educational technology (ET) in an attempt to develop essential 21st century skills in students. The problem was a lack of understanding about whether the use of ET by teachers was effective in promoting innovative skills. A better understanding of the effective use of ET may maximize investments and promote the development of future ready skills. A gap exists in the communication of specific strategies that may be used to develop 21st century skills. The purpose of the study was to explore teacher perceptions of ET use in a one-to-one Chromebook program. Social Cognitive Theory provided the theoretical framework for the study. Key research questions explored teacher perceptions regarding ET use as well as perceived critical supports for successful instruction. Using a qualitative case study design, 16 teacher participants were surveyed, interviewed, and invited to submit lesson artifacts. Purposeful sampling was used to select teachers utilizing Chromebooks at least three times weekly in core content areas. Participant responses, surveys, and artifacts were coded using NVivo software, and thematic analysis was used to identify themes. Results indicated teachers developed 21st century skills in students through online collaboration, digital presentations, and research. Teachers also indicated a need for increased time to collaborate and access to on-site support providers. Study recommendations include the provision of increased time to teachers to build practical implementation knowledge and self-efficacy levels and the use of on-site technology support providers.
2022-09-01T00:00:00ZA Basic Qualitative Research Study: Educators’ perception of Parental Involvement and Student AchievementCoote, Kadian Ownieehttps://hdl.handle.net/20.500.12520/1992023-11-08T03:24:12Z2023-01-01T00:00:00Zdc.title: A Basic Qualitative Research Study: Educators’ perception of Parental Involvement and Student Achievement
dc.contributor.author: Coote, Kadian Owniee
dc.description.abstract: Each year educators call on parents to be involved in their children’s schooling; they believe students of involved parents do better academically. The problem was restricted parental involvement in school-sponsored activities, such as parent-teacher meetings, communications, and conferences at the secondary grade level, impacts students’ academic performance. Researchers have measured teachers’ perceptions of parental participation, but little research has focused on Title 1 rural high schools with primarily African American pupils. This study may help to fill the literature gap. Using Epstein’s parental participation frameworks and transformational leadership theories, the purpose of this basic qualitative research study was to explore educators’ perceptions of how the extent of parental involvement relates to the degree of secondary students’ academic achievement at a high school in Eastern North Carolina. Twenty-five educators participated in the research based on their engagement with students and parents. Interviews were conducted and recorded for thematic analysis and reporting. Data were analyzed using Creswell’s six-step process for examining qualitative data and were supported using the MAXQDA data analysis software. Results revealed that secondary educators believed parental involvement is vital to students’ academic achievement; parent-teacher collaboration increases student progress, and administrators emphasize parents being advocates for their children. However, more investigation on the obstacles to parental involvement at Title 1 public high schools with mostly African American pupils is needed.
Keywords: academic achievement, academic socialization, cultural competency, culturally and linguistically diverse, Epstein’s framework, family engagement, parental involvement, perception, socioeconomic status, socio-psychological barrier, Title 1, and transformational leadership theory
2023-01-01T00:00:00ZA Basic Qualitative Study of Female Seminary Instructors as a Minority GroupMerrill, Matthew Copehttps://hdl.handle.net/20.500.12520/812022-06-18T03:46:39Z2021-03-01T00:00:00Zdc.title: A Basic Qualitative Study of Female Seminary Instructors as a Minority Group
dc.contributor.author: Merrill, Matthew Cope
dc.description.abstract: In the Church of Jesus Christ of Latter-day Saints, the religious education (seminary) program for high school-age students disproportionately consists of male seminary instructors and administrators. The purpose of this basic qualitative study was to explore the lived experiences of female seminary instructors through the lens of feminist and empowerment theories. Fifteen female seminary instructors were selected to participate in one-on-one interviews to provide data as a minority group within the seminary instructor population. A focus group of five instructors from the one-on-one interviews were invited to discuss the collected data and offer further analysis. The research identified multiple examples of gender bias and gender inequality experienced by the seminary instructors. The focus group recommended several changes in administration efforts to better train, educate, and improve gender equality among stakeholders. The recommended modifications included more clear communication of gender policy changes, increased efforts to improve workplace satisfaction for female instructors, and greater support for female instructors to return to graduate school with minor children living at home. The study could assist female seminary instructors’ colleagues, principals, and administrators with efforts to eliminate gender inequality and gender bias and improve the work environment for all employees.
2021-03-01T00:00:00ZA Case Study: Factors Influencing Rural School K–12 Students’ Academic AchievementFlynn, Vanettahttps://hdl.handle.net/20.500.12520/1802023-07-18T03:53:09Z2023-01-01T00:00:00Zdc.title: A Case Study: Factors Influencing Rural School K–12 Students’ Academic Achievement
dc.contributor.author: Flynn, Vanetta
dc.description.abstract: Academic performance is a concern for many countries because outstanding academic success demonstrates a student’s overall intelligence. The problem was that rural K–12 schoolteachers feel students faced factors influencing academic achievement on summative assessments. The No Child Left Behind and Every Student Succeeds Act attempted to close the achievement gap between children of different ethnicities. Lower socioeconomic students lagged behind their peers on state assessments. Scant literature revealed limited research on the needs of rural schools compared to other populations. The purpose of this qualitative exploratory case study was to explore factors influencing rural school K–12 students’ academic performance and success. The research was conducted in a rural school district utilizing 15 teacher participants in Northeastern North Carolina. Purposive sampling was used to select teacher participants of different ethnicities and genders from multiple grade levels with at least three years of teaching experience. An exploratory case study design explored various factors affecting and contributing to K–12 students’ academic achievement. The theoretical framework of the research study was grounded on Walberg’s theory of educational productivity and the social constructivism theory. Data collection instruments included semi-structured interviews, questionnaires, and focus groups. Data analysis procedures comprised transcribing data, segmenting and categorizing transcriptions, creating codes, and identifying key themes. Effective education in rural school districts is impeded by various factors, including high teacher turnover rate, socioeconomic status, and inadequate state financing. The findings will empower rural school administrators and educators with the skills and knowledge to improve students’ academic performance on summative assessments.
Keywords: academic achievement, rural schools, poverty, socioeconomic status
2023-01-01T00:00:00ZA Case Study: Middle School Teachers Describe the Experience of Disruptive Behavior in ClassroomsStahler, Jamiehttps://hdl.handle.net/20.500.12520/2552024-03-20T03:37:17Z2024-01-01T00:00:00Zdc.title: A Case Study: Middle School Teachers Describe the Experience of Disruptive Behavior in Classrooms
dc.contributor.author: Stahler, Jamie
dc.description.abstract: Discipline is a concern for numerous schools; teachers continuously look for ways to create a positive environment. The problem was how disruptive classroom behavior negatively affects the learning environment. The purpose of the qualitative case study was to explore how middle school teachers experienced disruptive behavior in the classroom and how they described the perceived effects of disruptive behavior. A gap in research literature included middle school teachers’ views on classroom behavior, particularly within the past few years. The theory of planned behavior provided the theoretical framework for the research. Two research questions included how middle school educators described the experience of disruptive behavior in the classroom and how middle school teachers described the effects of disruptive behavior in a middle school classroom. The case study research design described the experience of behaviors interrupting the learning environment. The target population was 106 sixth, seventh, and eighth grade middle school teachers. The purposeful sampling size included 226th to 8th grade teachers. The selection criteria were based on different grade levels and types of classes to include a variety of environments. Data instruments included interview protocol and field tests. The data collection methods included transcripts of the interviews and notes taken during the interviews. Data were analyzed using Creswell and Poth's Data Analysis Spiral for data analysis. Key results addressed the types of behavior in the classroom and the effect of disruptive behavior. The conclusions of the study included answers to two research questions that guided this study. A recommendation for future research should involve teachers from schools without behavior concerns.
2024-01-01T00:00:00ZA Causal-Comparative Study of Cell Phone Policies and Students’ Test PerformanceAkintounde, Abimbolahttps://hdl.handle.net/20.500.12520/1442022-09-25T03:42:35Z2022-08-22T00:00:00Zdc.title: A Causal-Comparative Study of Cell Phone Policies and Students’ Test Performance
dc.contributor.author: Akintounde, Abimbola
dc.description.abstract: Regulating the distractions that the indiscriminate use of cell phones in classrooms poses has become a challenge for K–12 schools. The problem is that no specific cell phone use policy has guaranteed the attainment of higher learning outcomes among young adolescents. As cell phone distractions in secondary classrooms become a ubiquitous problem, this study is essential due to the lack of convergence in empirical evidence for validating the effects of cell phone regulation on students’ mathematics achievement. The purpose of this causal-comparative quantitative study was to test for statistically significant differences between the 2018-19 Smarter Balanced 10th-grade aggregate math test scores of selected high schools in Washington State based on their implementation of prohibitive versus permissive cell phone use policies. Self-determination and constructivist learning theories served as the theoretical framework for this study. Sixty-five public high schools were selected based on strict inclusion criteria. One research question was posed to test for significant differences among schools’ aggregate math scores based on pre–COVID-19 cell phone use policies. Data were analyzed with SPSS, using an independent t-test. There was not enough evidence to suggest that a statistically significant difference existed between the math scores achieved at cell phone permissive (M=56.83, SD=12.96) versus prohibiting (M=56.88, SD=10.88) schools. Educators were challenged to devise strategies for channeling cell phones toward instructional use. Further research on a larger scale across diverse demographics was recommended.
2022-08-22T00:00:00ZA Causal-comparative Study of Teacher Self-efficacy in Virtual Charter SchoolsAlverson, Lorihttps://hdl.handle.net/20.500.12520/1172022-06-13T19:17:28Z2022-02-01T00:00:00Zdc.title: A Causal-comparative Study of Teacher Self-efficacy in Virtual Charter Schools
dc.contributor.author: Alverson, Lori
dc.description.abstract: Teacher self-efficacy is the belief in the ability to impact students’ success. There is limited research about teachers’ self-efficacy levels in the virtual K–12 environment. Self-efficacy may play a key role in job satisfaction, teacher retention, and higher student achievement. Research literature focused on teaching preparation programs and faculty in higher education but was minimal for the K–12 context. This quantitative study aimed to increase the scope in the literature to K–12 virtual charter schools and determined if there were any significant statistical differences in teacher self-efficacy and attitudes towards science, technology, engineering, and math in the online setting. The theoretical foundation was the intersection of self-efficacy theory and servant leadership. The research questions determined if there were a statistically significant difference between teacher self-efficacy and attitudes towards STEM when compared across the subject matter of elementary, science, technology, engineering, and math, along with the comparison of virtual teaching experience. The causal–comparative design used purposive and snowball sampling methods. The 104 K–12 virtual teacher participants used the Teacher Efficacy and Attitudes Toward STEM Survey. Data was collected through Survey Monkey and then run through statistical analysis with SPSS software. The study results showed significant statistical differences in mean composite scores on the T-STEM survey across subject matter and years of virtual teaching experience groups. There was no statistical interaction between subject areas and years of virtual teaching experience. Leaders may survey the needs of their staff to determine their online teaching proficiency and provide support for gaps in proficiencies.
2022-02-01T00:00:00ZA Comparative, Relational Study of Social-Emotional Learning and School Discipline by RaceParker, Shalahhttps://hdl.handle.net/20.500.12520/772022-06-18T03:47:13Z2020-01-01T00:00:00Zdc.title: A Comparative, Relational Study of Social-Emotional Learning and School Discipline by Race
dc.contributor.author: Parker, Shalah
dc.description.abstract: Students of color in the United States have received school discipline with greater frequency and
severity than White students. No known research exists which addresses the culturally responsive use of social-emotional learning universal screeners to address the discipline gap for students of color. The purpose of the quantitative, comparative, relational study was to identify any statistically significant differences in the frequency of school discipline and social-emotional learning universal screener scores of Black, Hispanic, and White students and which, if any, social-emotional learning scales were related to the frequency of school discipline for each of these groups in a large, urban school district in Colorado. The sample of 210 third-grade to fifth- grade students from six elementary schools was stratified into three equal-size groups by race. The Kruskal-Wallis H-tests with post hoc Mann-Whitney U-tests identified lesser frequency in out-of-school suspension (OSS) for Hispanic and Black students as compared to White students. Greater mean scale scores were identified in engagement for Black and Hispanic students as compared to White students. The Pearson Chi Square test detected a significant relationship between engagement and OSS and in-school suspension for both Hispanic and White students. Through the lenses of transformational leadership theory (Burns, 1978) and critical race theory (Bell, 1995), recommendations included the culturally responsive use of data and recognition of racism in the education system. Implications for leadership included facilitating educators’ culturally responsive use of data and professional growth in culturally responsive instruction.
2020-01-01T00:00:00ZA Correlational Study Examining the Relationship Between Police Officer Education and Supervisory Evaluations of Performance in a Medium-Sized Law Enforcement Agency in TennesseeSmalley, Matthewhttps://hdl.handle.net/20.500.12520/1072022-06-16T03:46:53Z2018-04-01T00:00:00Zdc.title: A Correlational Study Examining the Relationship Between Police Officer Education and Supervisory Evaluations of Performance in a Medium-Sized Law Enforcement Agency in Tennessee
dc.contributor.author: Smalley, Matthew
dc.description.abstract: There is no research-based consensus about the benefits of a postsecondary education as it relates to police officer job performance, leaving police executives with little guidance when establishing educational hiring criteria. The purpose of this quantitative correlational study was to determine the degree to which the possession of a postsecondary education degree was correlated with measures of police officer job performance in a medium-sized municipal law enforcement agency in the state of Tennessee. This measurement was accomplished by examining 206 numerical annual supervisory performance evaluations and education data for 85 police officers during a three-year period (2013–2015). This sample represented all nonsupervisory police officers employed by the agency of interest who received performance evaluations for the position of police officer during the study period. The study was designed to determine if a positive correlation existed between possessing a postsecondary education degree and supervisory ratings of police officer performance in four categories: general professionalism, productivity, technical knowledge, and management skills. No significant correlations were found in the sample between education and supervisory ratings of general professionalism and productivity. Significant positive, but weak correlations were found in the sample between education and supervisory ratings of technical knowledge (r = .172, p = .014) and management skills (r = .146, p = .036). This study showed mixed and inconclusive results about the relationship between police officer education and performance, consistent with existing literature. The study’s findings provided the basis for recommendations to law enforcement executives and future researchers wishing to gain further insight into the relationship between police officer education and performance.
2018-04-01T00:00:00ZA Correlational Study of Belongingness and Persistence in Engineering Academies StudentsBangstein, Bjorn Haraldhttps://hdl.handle.net/20.500.12520/1682023-08-10T13:29:10Z2023-05-08T00:00:00Zdc.title: A Correlational Study of Belongingness and Persistence in Engineering Academies Students
dc.contributor.author: Bangstein, Bjorn Harald
dc.description.abstract: The growing number of U.S. engineering jobs signifies a need for more students to pursue engineering degrees. To increase access to engineering education, in 2015, Texas A&M University established Engineering Academies (EA) in cooperation with selected community colleges. The problem addressed in this study was a lack of knowledge about why Texas A&M EA students’ first-year retention has since 2015 consistently been about 10% lower than the rate for on-campus students. Researchers have suggested that sociological noncognitive factors such as belongingness may affect students’ decisions to persist or leave engineering. The purpose of this quantitative correlational study was to examine the statistical relationships for three separate constructs of belongingness: (a) the classroom, (b) the university as a community, and (c) the university as an institution in relation to EA student persistence. The study was framed by student integration and servant leadership theories to determine how belongingness influences the intention to persist. Data were collected from an internet-based survey of 155 first-year EA students. Three Pearson product-moment correlations revealed statistically significant correlations between students’ three constructs of belongingness and persistence with different strengths of associations (weak, medium, and strong). The findings suggest that leaders of Texas A&M University Engineering Academies should implement preentry intervention programs and college transition assistance to increase first-year retention. Recommendations for future research include determining if persistence for continued enrollment correlates with actual retention as well as assessing if preentry programs and college transition strategies enhance associations between belongingness and persistence for first-year EA students.
Keywords: belongingness, persistence, retention, co-enrolled student, community college pathway program, engineering academies.
2023-05-08T00:00:00Z