Department: Education : Urban Educational Leadership ![[clear]](close-x.png "Remove this limiter")
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1.
AIKHIONBARE, CECELIA E.
TRANSITION OF AFRICAN ADOLESCENT IMMIGRANTS INTO URBAN OR SUBURBAN SCHOOLS.
Degree: EdD, Education : Urban Educational Leadership, 2007, University of Cincinnati
► The research study design was to gleam some insight of how Black…
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▼ The research study design was to gleam some insight of how Black African Adolescent Immigrant (BAAI) students adjust to their new American school culture by critically analyzing that transition process. The existing research literature revealed that immigrant students experience adjustment problems when they enroll in American schools (Traoré, 2004; Brewer, 2005; Goyol, 2006). Factors such as discrimination, language barriers, cultural changes, social change and customs affected their transition. It was important to investigate since the 1986 Immigration Reform and Control Act and the Diversity Visa Program which increased African Immigration within the last twenty years as well the number of BAAI students entering American schools, also to investigate the affects of their transition academically and socially. The research studies used the epistemological foundation of constructionism, in particular to aid and understand this study. This philosophical position was theoretically supported by Critical Race Theory (CRT), Post-Colonial Theory (PCT), and Assimilation Theory which helped to examine the plight and adjustment issues faced by BAAI students. Under the CRT category, the Storytelling methodology emerged as a way for giving individuals an opportunity to share his or her experiences through his or her own lenses or own perspective. This qualitative exploratory research design gave direction for a research project of 12 students and 7 adults. The researcher used a questionnaire instrument to collect storytelling information from BAAI students and their parents. Once collected, the data was analyzed and interpreted to determine whether or not there was a correlation between a smooth transition of BAAI students and their social and academic success in American schools. The results of this study indicate that BAAI students did experience some adjustment issues during their transition into United States schools. Despite adjustment difficulties they were able to obtain a smooth transition.
Advisors/Committee Members: Gooden, Dr. Mark.
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2.
Bucklin, Mary.
Madame President: Examining the Influence of Gender on Women University Presidents' Leadership.
Degree: EdD, Education : Urban Educational Leadership, 2010, University of Cincinnati
► Women university presidents are now successfully leading major doctoral-granting universities, both public…
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▼ Women university presidents are now successfully leading major doctoral-granting universities, both public and private, and their numbers are trending upward, rising from token status numbers (13% in 2007) to a minority status of presidents (currently at approximately 20%). Assuming that gender (the socially-constructed expectations of being masculine or feminine) does not relinquish its effects on women once they reach this position, the purpose of this study was to determine how gender affects women presidents of doctoral-granting universities and their abilities to fulfill the requirements of their positions. This study shifts the focus of previous research from how did sex (the biologically-defined categories of either male or female) affect these women’s abilities to acquire the position of president to how do gender-role expectations affect these presidents’ abilities to lead. Using the open-ended interview technique, eight women who have experience leading doctoral-granting universities were interviewed and the following patterns were found: they have all worked their way up the ranks of the university in similar ways; they have learned to appropriate some traditionally/stereotypically male characteristics and methods from their male mentors; and they have downplayed gender in order to not complicate their already difficult positions. Clearly, gender plays a role in how these women function in their positions; however, they chose to move on, working for the good of the university and not allowing gender to hamper them.
Advisors/Committee Members: Koschoreck, James.
Subjects: Higher education
Keywords: gender; leadership; women; president; university
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3.
Collins, Linetta D.
Educational Professionals and HIV: An Investigation of the Attitudes of School Administrators and Teachers.
Degree: EdD, Education : Urban Educational Leadership, 2005, University of Cincinnati
► Historically, the issue of HIV and adolescence has not generally been considered…
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▼ Historically, the issue of HIV and adolescence has not generally been considered a priority for most school educators and administrators. As treatments for HIV have advanced over the years, more students infected by the disease have been able to participate in learning environments in the public schools. With the No Child Left Behind Act permeating schools, urban administrators, and educators are forced to focus primarily on academically based achievement standards; negating the social, medical, legal, and moral complexities of students who are infected with HIV. The purpose of this research was to explore the attitudes of administrators and teachers in urban schools. This study found that their attitudes about HIV and HIV positive adolescents centered on 3 main themes:(1) the (non)compassion on the part of the administrator or teacher depending on the mode of HIV transmission, (2) their beliefs about factors that impede student learning, and whether a medical condition can be considered an impediment, and (3) the professional experience of the administrator and teacher that impacts school change.
Advisors/Committee Members: Koschoreck, Dr. James W.
Keywords: educational administation; social justice; HIV/AIDS; Secondary students and HIV; academic achievement and HIV
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4.
Downing, Stacy Lynette.
It Takes a Village: The Academic and Social Integration of First Year African American Students at Predominantly White Institutions.
Degree: EdD, Education : Urban Educational Leadership, 2005, University of Cincinnati
► Research has indicated that there has been an increase on work being…
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▼ Research has indicated that there has been an increase on work being conducted regarding retention and development of first year African American students at PWIs. The available research indicated many factors that contribute to the low academic achievement and social integration of African American students at these institutions. Therefore, the purpose of this study was to investigate the academic and social integration of first year African Americans at a predominantly White institution (PWI). Directed by Vincent Tinto’s model of student departure, which provides an explanation for why students leave the university factoring in their academic performance and social integration, a goal of the study was to find what academic and social integration factors cause this student population to withdraw before obtaining a college degree. Logistic regression analysis was employed to investigate how peer group interaction, interaction with faculty, faculty concern for student development, academic and intellectual development and institutional and goal commitment predict retention. After conducting logistic regression analysis, two predictors were found to be statistically reliable in predicting retention of first year African American students, faculty concern for student development and teaching and institutional and goal commitment, indicating that academic integration is most difficult for first year African American students.
Advisors/Committee Members: Gooden, Mark A.
Subjects: Education, Higher
Keywords: Retention, African American students, integration
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5.
El Ghazal, Antoine Joseph.
What Parents Expect of Urban Catholic Schools and How These Schools Address Parents’ Expectations to Make Needed Change.
Degree: EdD, Education : Urban Educational Leadership, 2006, University of Cincinnati
► Several studies have dug into the secrets of Catholic education, the mission…
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▼ Several studies have dug into the secrets of Catholic education, the mission of Catholic schools, and the relationship between parents and Catholic schools (Warren, Young and Hanifin, 2003; McLaughlin, 2002; Wojcicki, 2001; Archer, 2000; Bryk, Lee and Holland, 1993; Convey, 1992). Other studies have examined recently the disturbances of urban Catholic schools closings (O’Keefe, 2005; Coday, 2005; Greeley, 2005; Zehr, 2005; Zimmerman, 2005; O’Keefe and Evans, 2004; Cattaro, 2002b). However, very few looked at parents’ expectations of and experiences with Catholic schools in urban settings. Little information was provided as well about how administrators in urban Catholic schools use parents’ input to make needed change. This study used qualitative methods to explore the stories of parents in three urban elementary Catholic schools that serve children coming mostly from low-income families – Catholic and non-Catholic alike – in the American Midwest. To understand parents’ expectations, this study used field observations, school archival data, and the transcripts of structured interviews with 30 parents, 5 teachers, and 3 principals. This research attempted to answer three questions: What do parents expect of their urban Catholic schools? Are urban Catholic schools meeting parents’ expectations? How are urban Catholic schools changing to address parents’ expectations or concerns? It was brought to light that parents expected urban Catholic schools to provide well-rounded education, strong discipline, sound religion classes, and a safe environment. They expected the Catholic school to reinforce the moral teaching that they provided to their children at home, and to communicate with them through conferences, calls, and notes about their children’s academic, behavioral, and spiritual development. Parents also expected teachers to be patient and understanding, fair and firm, dedicated and interested in their job. Parents who said that they were involved with their children’s education asserted that they were satisfied with what the schools offer and wished their children had more extracurricular activities. Parents who experience a major financial pressure to send their children to Catholic schools in urban settings firmly believe that educators listen to what they have to say and take what they expect into consideration to make needed change.
Advisors/Committee Members: Evers, Dr. Nancy A.
Subjects: Education, Administration
Keywords: Urban Catholic Schools.; Parents’ expectations.; Change.
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6.
FOSTER, WARREN R.
THE IMPACT OF A BIDDER WORKSHOP ON SELF-EFFICACY.
Degree: EdD, Education : Urban Educational Leadership, 2007, University of Cincinnati
► The Problem This study addresses the shortage of successful bids to build…
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▼ The Problem This study addresses the shortage of successful bids to build and restore the schools of this large Midwestern Urban School District (The District) from Minority and Women-owned Business Enterprises (MWBEs). The participants MWBEs located within The District’s Metropolitan Statistical Area (MSA) were the target audience for this workshop. Eighteen MWBEs (four women-owned and eighteen minority-owned) generated the twenty-four volunteers that populated the Bidders Workshop. Workshop participants consisted of sixteen Black males, three Black females, two White males, two White females, and one Asian male. The Experimental Method The participants experienced a one-group pre-test post-test experimental method designed to answer the questions: Did the workshop impact your belief in your ability to successfully bid for The District’s construction work and why? Quantitative and qualitative data was collected and analyzed to answer these questions. Quantitative data was collected via the Bidders Acquisition Self-Efficacy (BASE) instrument. Utilizing BASE, the participants recorded their pre and post beliefs on a Likert Scale. Data analysis via the Wilcoxon Signed Rank Sum test determined both the change in participants’ bidder self-efficacy and identified the individuals whose self-efficacy increased or decreased the most. Qualitative data was collected via a standardized open-ended questionnaire and transcribed to provide the raw qualitative data. Analysis via modified analytic induction yielded hypotheses re: why subjects’ self-efficacy increased or decreased. The Findings The quantitative results indicate that, at the á=0.05 level of statistical significance, the Bidders Workshop increased participants’ belief that they can prepare and submit winning bids for The District’s construction work. The qualitative results indicate that because the workshop identified requirements for successful bidding, participants were able to amend their organizations and become bidders. The Conclusion This study indicates that the Bidder Workshop positively impacted participants’ belief in their ability to successfully bid for The District’s construction work and helped participants identify organizational changes required to become better bidders.
Advisors/Committee Members: Collins, Dr. Roger L.
Subjects: Education, Adult and Continuing
Keywords: self-efficacy; Wilcoxon Signed Rank Sum test; Likart Scale; Supplier Diversity
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7.
Franco, Myra Suzanne.
The Relationships Among Building Level School/Non-School Factors and Value-Added Scores in Ohio.
Degree: EdD, Education : Urban Educational Leadership, 2006, University of Cincinnati
► An ex post facto research design controlling for alternative hypotheses is the…
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▼ An ex post facto research design controlling for alternative hypotheses is the framework for this exploratory analysis of the relationships among school/non school factors and grade level/content value-added scores in Ohio. Building level, non school, student data such as socio-economic status, ethnicity, mobility, attendance and gender were matched with grade level/content value added scores in Ohio. School level data such as numbers of teachers, teacher experience and training were also matched with grade level/content value-added scores in Ohio. Initial analysis included scatterplots, boxplots, and correlations. The absolute value of the correlation r values hovered around 0.15. Boxplots revealed a reduction in range of value-added scores as the grade levels increase; also, AYP status does not represent value-added scores. As a result of the correlation studies, seven factors were used in a general linear modeling analysis. The seven factors were: %Free and Reduced Lunch (FRL), %Black, Teacher attendance rate, %Teachers with a Masters, Teacher experience, Teacher experience squared and %Teachers fully certified. Of these, %FRL and teacher attendance have consistent relationships with grade level/content value added scores in Ohio. The effect size of the various models and factors were generally classified as small. The conclusions are that there are relationships among building level school/non school factors and grade level/content value-added scores in Ohio. Student socio-economic status, teacher training and teacher attendance have a significant relationship with grade level/content value-added scores, although the effect size is small.
Advisors/Committee Members: Seidel, Dr. Kent.
Keywords: value-added; growth scores; status and growth; teacher attendance; teacher training
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8.
Gibson, Shirley K.
What Parents Expect of Urban Alternative Schools and How These Schools Address Parents' Expectations to Make Needed Changes.
Degree: EdD, Education : Urban Educational Leadership, 2010, University of Cincinnati
► Several studies have examined parent expectations of schools in general (Gewertz, 2008;…
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▼ Several studies have examined parent expectations of schools in general (Gewertz, 2008; Carney-Hall, 2008; Keller, 2008; Stelmach, 2005; Boal, 2004; Lawson 2003; Wherry, 2003; Cheney, 2002; Bomotti, 1996; Epstein & Hollifield, 1996). Other studies have more specifically addressed parents’ expectations of urban schools and their reasons for choosing private and magnet schools over public urban schools for their children (Ghazal 2006; Spann, Kohler, Frank & Soenksen, 2003; Goldring & Hausman, 1999). However, little is known about what parents expect of urban alternative “last chance” schools in particular. This research study used qualitative methods to explore the stories of parents, teachers, and principals in three urban alternative “last chance” schools located in the Midwestern United States. The study used school archival data, field observations, and transcripts of in-depth interviews with 17 parents, 6 teachers, and 3 principals to understand parents’ expectations of these schools. The research questions for this study were: What do parents expect of urban alternative “last chance” schools; are these schools meeting parents’ expectations; and how are these schools changing to address parents’ expectations? The research showed most parents of urban alternative students expect a quality education that meets the needs of their children, credit recovery for on time high school graduation, frequent and timely communication from school to home, a safe learning environment, school personnel who genuinely care for their children, small group social skills classes, and opportunities for increased parent involvement in their child’s education. The research efforts of this study also indicated that educators agreed with parents that their greatest expectation for their children was that they graduate from high school on time. Urban alternative educators also felt that parents expect staff members to communicate openly and freely with them concerning their children’s needs. And finally, school staff members indicated that parents expect them to meet their child’s individual educational needs. The research from this study also indicated that most parents agreed that urban alternative schools are meeting or exceeding their expectations for their children’s academic success and social needs. Most parents also agreed that staff members were doing their best to provide timely communication to them concerning their child’s academic progress. Many parents indicated that although they felt free to voice their concerns, they recalled only a few instances of school-wide change resulting form their input. However, on the other hand, most staff members agreed that urban alternative schools were using parent input to a greater degree to make needed changes in school policies. Data collected from parents and educators alike revealed that most research participants agreed that parents’ greatest expectation of urban alternative schools is that their children receive the same high quality of education that they would expect to receive at traditional school sites.
Advisors/Committee Members: Evers, Nancy.
Subjects: School administration
Keywords: alternative schools; parent expectations; parent involvement; educational change
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9.
GREGORY, DONNELL E.
Where Do We Go From Here?: Understanding the Impact of Racism and Its Influence on African-American Male Superintendents.
Degree: EdD, Education : Urban Educational Leadership, 2006, University of Cincinnati
► This study ascertains why there are so few African-American male superintendents; and…
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▼ This study ascertains why there are so few African-American male superintendents; and it determines factors that led those African-Americans males who are in the superintendency to seek positions in the urban superintendency. The population studied was African-American male superintendents in the Mid-Western states. The study was limited by the small number of superintendents in Mid-Western states as well as in the study. The review of the literature has a three-part focus:(a) to examine Critical Race Theory and its implications for the educational attainment of African-Americans in America; (b) to examine Social Reproduction Theory as a mechanism to eliminate African-American males from the superintendency; and (c) to utilize the review of the literature in order to redefine the urban superintendency. The present study is a qualitative study and a phenomenological study supported by grounded research theory. A phenomenological study describes and interprets the self-reported experiences of participants who are selected because they have lived the experiences being investigated and were willing to discuss their experiences.
Advisors/Committee Members: Brydon-Miller, Dr. Mary.
Subjects: Education, Administration
Keywords: African-American Superintendent; African-American Males; Superintendents; Critical Race Theory; Leadership; African-American Administration
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10.
Gunn, Kelly.
White Teachers/Black Classrooms: A Tale of Two Teachers.
Degree: EdD, Education : Urban Educational Leadership, 2010, University of Cincinnati
► This research study was designed to examine how two White teachers trained…
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▼ This research study was designed to examine how two White teachers trained in a traditional education program at a predominantly White institution experience their first year of teaching in predominantly Black schools. More specifically, the study seeks to explore the ways in which teachers’ biography, teacher training, and context impact their teaching practices. The study utilized the qualitative research methodology of case study. The researcher found that though the teachers felt that their university training and student teaching experiences did not fully prepare them for teaching in high-poverty, predominantly Black classrooms, the teaching contexts (the characteristics of their teaching environments) were most powerful in exerting influence on the teacher’s first year teaching experience. Furthermore, the opportunities that the teachers had to actualize their training were dependent on their contexts and their contexts were not equivalent. The study also revealed that though the teachers deeply cared about their students, they did not hold high academic expectations for them; thus, the teachers exemplified the deficit perspective. The deficit perspective (King, 1994; Ladson-Billings, 1994; Mitchell, 1998; Quiocho & Rios, 2000) does not assume the students’ potential, but aims to compensate for what is presumed missing from the students’ backgrounds (Foorman, Francis, & Fletcher, 1998). The study concludes with the claim that teacher training programs must commit to diversity throughout the curriculum and teacher training experiences by exposing students to multicultural education and diverse student teaching and practicum placements.
Advisors/Committee Members: Collins, Roger.
Subjects: Teacher education
Keywords: White teachers; Black students; deficit perspective; teaching contexts; teacher biography; teacher training
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11.
HARPER, ROBERT E. Jr.
An Investigation into the Professional Development Needs of Urban Principals and Their Perceptions of the Potential of Online Professional Development.
Degree: EdD, Education : Urban Educational Leadership, 2008, University of Cincinnati
► This research was a descriptive quantitative study which used the new Ohio…
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▼ This research was a descriptive quantitative study which used the new Ohio Principal Standards and a literature matrix for the purpose of investigating the professional development needs of urban principals in the State of Ohio and their perceptions of the value of online professional development. This study focused on three research questions.1. What are the professional development needs of practicing urban principals in Ohio? 2. What potential value do practicing urban principals see in the benefits of online learning experiences? 3. What potential value do urban principals see in an array of various online learning strategies? An electronic survey was sent to 493 urban principals in the eight largest urban school districts in the State of Ohio. Forty-nine surveys were completed. The survey instrument was tested for validity, reliability and usability. The conclusions of this study are: 1. Urban principals have multiple professional development needs which are consistent with the literature. 2. All respondents rated Importance mean scores higher than Proficiency on all survey items related to the elements of the Ohio Principal Standards. 3. The Ohio Standards for Principals, at least by the perception of urban principals and this researcher, accurately address the performance expectations for principals. 4. The lowest rated potential value of online learning dealt with collaboration and all of the online delivery items were rated in order from with collaborative methods being the lowest rated items. 5. The highest rated potential value of online professional development by urban principals was, Online learning provides access to professional development which might not otherwise be available. 6. The literature already describes the potential benefits of online learning, but it is evident from the data collected for research questions two and three that urban principals do not fully understand or see the potential value of online learning or the wide array of online delivery methods. The findings of this study hold implications for urban principals, urban school districts, institutions of higher education, providers of professional development, professional organizations and state education agencies on how to better meet the professional development needs of practicing urban principals utilizing online professional development.
Advisors/Committee Members: Evers, Nancy A.
Subjects: Education
Keywords: Urban Principals, Professional Development, Online
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12.
Hooker, Steven Dale.
Closeted or Out? Gay and Lesbian Educators Reveal Their Experiences about Their Sexual Identities in K-12 Schools.
Degree: EdD, Education : Urban Educational Leadership, 2010, University of Cincinnati
► Lesbian, gay, bisexual, and transgender school educators are practically invisible within the…
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▼ Lesbian, gay, bisexual, and transgender school educators are practically invisible within the nature of heterosexist and homophobic education (Blount, 2005). “Openly gay and lesbian teachers were once thought of as immoral, and in some states coming out is still a risk to one’s job” (McCarthy, 2003, p. 182). One’s sexual orientation has nothing to do with the reasons lesbians and gay men become educators (DeJean, 2004). The purpose of this study is to determine how gay and lesbian teachers negotiate their identities and how those affect their relationships in school, as well as what effect their sexual orientation plays on their professional practices, roles, and responsibilities. Four gay and lesbian teachers and two gay administrators were interviewed about their experiences in their school communities. Additionally a focus group consisting of five gay and lesbian Catholic school educators, including a soccer coach and a football coach from an all boy’s Catholic school was conducted.
Advisors/Committee Members: Koschoreck, James.
Subjects: School administration
Keywords: lesbian and gay; educator; Identity negotiation; Relationships; Roles and Practices
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13.
Hutchins, Brandi N.
Perceptions of Racial Identity and Color-Blind Attitudes among African American College Students in a Race-Specific Scholarship Program.
Degree: EdD, Education : Urban Educational Leadership, 2009, University of Cincinnati
► Racial identity and color-blind attitudes were compared among one hundred and forty-two…
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▼ Racial identity and color-blind attitudes were compared among one hundred and forty-two (N=142) college students from a predominantly white urban Midwestern university. Racial centrality, private regard, and public regard were compared between African American college students in a race-specific scholarship program and African American college students not in the race-specific scholarship program. The perceptions of color-blind attitudes were also compared between African American college students in the race-specific scholarship program and African American college students not in the scholarship program. The findings indicate that African American college students who were not in the race-specific scholarship program had higher racial centrality and private regard. African American college students in the race-specific scholarship program were more favorable to affirmative action than Asian American and Hispanic college students in the same race-specific scholarship program. In addition, African American college students overall did not adopt color-blind attitudes.
Advisors/Committee Members: Collins, Roger.
Subjects: African Americans; Higher education; Minority and ethnic groups
Keywords: racial identity; affirmative action, color-blind attitudes; African American college students; predominately white institutions
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14.
Ketron, Shannon M.
An Examination of Career Persistence Among Special Education Teachers in Cross-Categorical Settings.
Degree: EdD, Education : Urban Educational Leadership, 2007, University of Cincinnati
► This qualitative study examined attrition and retention in special education teachers in…
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▼ This qualitative study examined attrition and retention in special education teachers in cross-categorical settings. Specifically, this project investigated the reasons why these teachers remain in the field. In order to gather relevant data, the researcher interviewed ten teachers who consecutively taught in this field for a period of five to twenty years. The researcher conducted interviews with the participants in order to understand what factors influence teacher retention. The goal was to discover common patterns, themes, and other factors that determine longevity. The research revealed that special education teachers are more likely to remain in the field if they are able to concretely identify with students; in addition, teachers who can make both personal and professional changes that benefit students persist. The research also showed that in order for teachers to thrive in cross-categorical settings, they must clearly identify their career goals and objectives. Specifically, in consideration of the input from the ten participants, this study identified seventeen factors that influence teacher retention. Finally, this study compared those seventeen factors to the existing literature on special education teacher retention to establish a conceptual framework. This framework highlights career choices, along with factors that influence teacher retention in special education cross-categorical classrooms.
Advisors/Committee Members: Camblin, Dr. Lanthan D.
Keywords: Career Persistence Among Special Education Teachers; Career Persistence Among Teachers; Teacher Retention; Cross-Categorical Settings
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15.
KONKLE, CHAD E.
AN EXAMINATION OF LEADERSHIP STYLES OF SCHOOL PRINCIPALS AND STUDENT EFFECTIVENESS IN URBAN ELEMENTARY SCHOOLS IN THE STATE OF OHIO.
Degree: EdD, Education : Urban Educational Leadership, 2007, University of Cincinnati
► This quantitative study was designed to exam leadership styles of school principals…
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▼ This quantitative study was designed to exam leadership styles of school principals and student effectiveness in selected urban elementary schools in the State of Ohio. The Multifactor Leadership Questionnaire (MLQ-5X) assessed school principals’ leadership styles as transformational, transactional or laissez-faire. The purpose of this study was to identify leadership styles of school principals in emerging, urban schools and to determine if certain leadership styles had a relationship to school effectiveness as defined by growth in the Performance Index. Emerging schools were defined as schools that showed a growth in their Performance Index over a three-year period. This study included both high performing schools as well as low performing schools; more importantly, the study examined schools that have shown growth over a three-year period. The primary goal of this study was to examine the predictive relationship between measures of leadership styles and school effectiveness. “Is there a relationship between leadership styles and school effectiveness or growth as measured by the Performance Index in elementary schools in the State of Ohio?” The researcher hypothesized that specific leadership styles will have a relationship on the school performance index as measured by differences in performance index scores from year one to year three. Eighty-one participants volunteered for the study. This included nineteen principals and sixty-two teachers. Multiple Regression was used to examine the relationship between the principal’s leadership styles (Independent Variable) and growth in the Performance Index (Dependent Variable). The 19 principals’ dominant leadership style was transformational leadership. The regression model failed to be significant; therefore, based on the data, leadership as measured by the MLQ-5X is not a good predictor for growth. The relationship on school leadership and growth was not significantly substantial. Although there was no predictive relationship, the data verify that the 19 schools that have shown growth had transformational leaders. Future research suggests a larger sample size to determine if leadership styles have a relationship to student growth.
Advisors/Committee Members: Camblin, Dr. Lanthan.
Subjects: Education, Administration
Keywords: Urban Leadership; School Growth; Emerging Schools
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16.
KRZYWKOWSKI-MOHN, SARA M. EdD.
Diabetic Control and Patient Perception of the Scheduled In Group Medical Appointment at the Cincinnati Veterans Administration Medical Center.
Degree: EdD, Education : Urban Educational Leadership, 2008, University of Cincinnati
► Diabetes has become a major public health concern in the United States…
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▼ Diabetes has become a major public health concern in the United States with over20 million Americans suffering from this chronic disease. It accounts for over 174 billion dollars in healthcare costs annually (American Diabetes Association, 2006, 2007). This study focused on a unique group of diabetics in the United States those who are being served by the Cincinnati Veterans Administration (VA). In 2005, the VA instituted an alternative model for the delivery of healthcare called Advanced Clinical Access or ADA (Schall et. al., 2004, Huey, 2006, Smith 2006). One aspect of ADA is the concept of the Scheduled In Group Medical Appointment or SIGMA. The SIGMA is an organizational paradigm in which 8-12 patients are seen in a two hour window by one primary care provider (Noffsinger, 1999; Noffsinger and Scott, 2000). This study examined the use of the SIGMA as a alternative way to aid in diabetic veteran disease control. Community Based Participatory Research (CBPR) was used as the underlying philosophy for this study. By definition, CBPR is constructed upon the principles of equity, respect for all persons and an ecological belief regarding health (Minkler and Wallerstein, 2003; Israel, et. al., 2005). Two research hypothesis were examined with diabetic veteran participants being served by the Cincinnati Veterans Administration (VA): (1) improvement or lack there of, regarding blood sugar, blood pressure, cholesterol, foot and eye exams, (2) patient perception of the SIGMA. Previous studies demonstrated that group medical appointments may be a viable option for chronically ill outpatients (Scott and Robertson, 1996; Scott et. al, 1998; Scott et. al, 2004) and in particular for diabetic patients (Wagner et. al., 2001; Trento et. al., 2002; Masley et. al. 2007). However, no studies to date have examined the SIGMA in a VA setting. A repeated measures two tailed t-test was used with 33 veteran participants. Outcome measures obtained after an eighteen month period illustrated that group participants had the following: (1) decrease in HbA1c levels of 1.47 (P = .0002), (2) decrease in systolic readings of 3.4 ( P = .3732) and diastolic of 2.6 ( P = .1893) although not significant, (3) decrease in Ldl by 14.5 points ( P = .011), (4) 96.9% comprehensive foot exams maintained and (5) 28% increase in annual eye exams to 96.9% completed. Twelve veterans were interviewed and thematically analyzed. Key themes associated with participation in the SIGMA were the following: a supportive venue; the opportunity to speak; humor; education; knowledge, preventing isolation, Agent Orange and Vietnam Veterans; mental health issues; sexual dysfunction and finally administrative support. Suggested implications from the study included the following: (1) the two theoretical group models may not always meet the needs of a particular SIGMA, (2) poorly controlled diabetic patients may need to participate in a group for several years to obtain maximum benefit, (3) the SIGMA may be a viable option for other diabetic veterans being served by the VA (4) administration may need education to understand the role of the SIGMA.
Advisors/Committee Members: Evers, Nancy.
Subjects: Health care; Health education
Keywords: Diabetic; veteran; group medical appointment; SIGMA; Community Based Participatory Research; CBPR
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17.
Lamping, Sally Anne.
Dusty Windows and Urban American Dreams: Five African Journeys toward Literacy through Participatory Research and Program Development.
Degree: EdD, Education : Urban Educational Leadership, 2006, University of Cincinnati
► When we talk about education, rarely do the faces of this research…
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▼ When we talk about education, rarely do the faces of this research enter our minds. English as a Second Language (ESL) programs all over the United States, however, are familiar with these new faces. Over the past fifteen years, schools have begun to see a dramatic increase in the number of ESL students whose educations have either never been formal or have been disrupted by wars and socioeconomic issues in their home countries. Among this newer group of students are an increasing number of adult (high school and beyond) African immigrants who come from ethnic groups in which language and literacy have always been oral experiences. As a result, programs are consistently struggling to accommodate them in a country and culture that depends heavily on the printed word. Thus, classrooms and programs must seek new ways to educate them as they learn to read and write in English, without any written literacy in their native languages. This study was a collaborative effort with five African men from oral language backgrounds. It was an investigation into their journeys to read, write, and manage their own cultural transitions in urban America. The study found that their success in this journey relied heavily on the profound role participatory schooling has had in their lives.
Advisors/Committee Members: Koschoreck, Dr. James W.
Keywords: African Immigrants; Adult Education; English as a Second Language; Literacy
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18.
Mack, Gisele L.
The Faceless and Voiceless Parents: How They Help Their Children Succeed in School.
Degree: EdD, Education : Urban Educational Leadership, 2004, University of Cincinnati
► Parental involvement is an important component to the academic success of children…
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▼ Parental involvement is an important component to the academic success of children in schools, based on volumes of studies from as early as the 1960’s from Billingsley (1968), Clark (1983), Dauber and Epstein (1989), Jackson (1988), Comer and Poussaint (1992) to the most current research from Epstein (1995),Catsambis (1998), Yan (1999), and Mack (2003). We know that African American parents want their children to succeed in school and that African Americans parents’ that are involved, have expressed areas of concern to improve parental involvement, Mack (2003), Thompson (2003), Chevalier (2003), Lawson (2003) . The purposes of this study were to recognize the “faceless/voiceless” African American parent, those parents perceived as not visible or vocal in our urban schools, investigate how these parents help their children to succeed in school, and give voice to their perceptions of how the school meets the educational needs of their children. A qualitative study was the dominant strategy to gather data from the participants. These participants were recommended by school personnel as not involved or vocal in the school. Each participant completed a brief demographic form and responded to four in- depth interview questions: (1) What are your goals for your children? (2) How do you help your children succeed academically in school? (3) How does the school help in the success of your children? (4) How does the school address your needs and concerns? The attendance records, discipline records, teacher journals, and the student’s cumulative folders were also reviewed for information relevant to the research. The data indicated not only were parents involved at home as well as school, but school administration, teachers and staff needed to be more accessible to these parents and be more attentive to parent’s concerns. The findings from this study may be utilized to develop programs in the local schools that will increase parental involvement, build parent and school relationships, and improve the academic performance of African American children in urban schools. This study may have implications for college teacher education programs, urban school administrators, teachers, support staff, district, state, and federal policy makers.
Advisors/Committee Members: Evers, Dr. Nancy A.
Keywords: Parent Involvement; African American Parent Involvement; Urban Schools; Parent Involvement in Secondary Schools; Parent's views of school involvement
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19.
Mack, Yejide Safiya.
Leading School Improvement: African American Women Principals in Urban Educational Settings.
Degree: EdD, Education : Urban Educational Leadership, 2010, University of Cincinnati
► African American women administrators working in urban educational settings have been found…
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▼ African American women administrators working in urban educational settings have been found to be effective leaders of school improvement. Underutilized women and people of color are the untapped value that organizations of all types need to enhance creativity, change efforts, teamwork, and financial benefits (Northouse, 2001). During the last decade, African American women have pioneered and forged new frontiers as educational leaders (Rusher, 1996). Perspectives on African American women in the principalship will further encourage other women of color, particularly African American women educators, into leadership positions. This study investigates the phenomena associated with the African American woman principal leading urban school improvement, and how ethnicity and gender impact the social climate of urban educational centers. This research seeks to aid in the knowledge construction and add to the larger picture about leadership and school improvement in urban settings through shared personal experiences, personal perspectives and conversations with African American women principals in urban public schools who have successfully led urban school improvement. Through the use of personal narratives, analysis of documental data and field observations this study observes and describes the feelings and attitudes towards the job of urban school improvement performed by three African American women principals. In reviewing their lives, educational histories, and school improvement efforts, the similarities of the lives of these African American women principals is remarkable. All three principals mentioned the responsibility they felt as African American women to provide an equal opportunity and resources for minority students to succeed academically, how important goal setting and accountability is in regards to school improvement and reform, and they each built and/or strengthened a culture and environment where academic success is at the forefront of their school improvement effort. The level of participation and passion exhibited from each woman seemed almost therapeutic as they had a chance to share enthusiastically their journey through the principalship and school improvement. This study helps to shine the light on three African American women principals and their urban schools that have become symbols of hope and success for their educational communities. The research was intended to provide a greater understanding of African American women leading urban school improvement.
Advisors/Committee Members: Evers, Nancy.
Subjects: School administration
Keywords: African American; Women in Leadership; Principal Leadership; School Improvement; Urban Schools
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20.
McCoy, Joyce Ann.
DEVELOPING A SUPPORTIVE LIVING ENVIRONMENT FOR SURVIVORS OF INTIMATE-PARTNER VIOLENCE AND DOMESTIC VIOLENCE.
Degree: EdD, Education : Urban Educational Leadership, 2007, University of Cincinnati
► This case study investigated what constitutes survival skills and a supportive living…
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▼ This case study investigated what constitutes survival skills and a supportive living environment from the perspective of the Young Women’s Christian Association (YWCA) Transitional Living Program participants and YWCA support staff. Research questions that guided this investigation are the following: (1) What survival skills do you need to live independent (self-sufficient, free) from an abusive relationship? And (2) what does a supportive (encouraging, caring, helpful, accommodating) living environment mean to you in a transitional living environment? Such questions help gather insight for improving intervention programs for abused women; although great improvements have been made in terms of legislation, policy, and federal funding, such advances have not been enough to improve the situations of abused women. Excerpts from interviews and other data were separated into common themes that emerged and were then grouped by categories – Abraham Maslow’s Hierarchy of Needs pyramid (safety and security, belongingness and love, self-esteem, and self-actualization) and social support network (emotional support, informational support, and material support, and collaboration). The perceptions of the Transitional Living Program participants and YWCA support staff were used as recommendations for intervention programs. Programs recommended are the following: Assertiveness training, self-defense workshops, stress management classes, self-esteem building classes, family bonding programs, and facilitated support groups for mothers, children, and teenagers.
Advisors/Committee Members: Brydon-Miller, Dr. Mary.
Keywords: domestic violence; transitional living
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21.
Millburg, Stacy N.
The Effects of Environmental Risk Factors on At-Risk Urban High School Students' Academic Self-Efficacy.
Degree: EdD, Education : Urban Educational Leadership, 2009, University of Cincinnati
► Meeting the needs of at-risk urban high school students is a serious…
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▼ Meeting the needs of at-risk urban high school students is a serious challenge in schools today. Research shows a relationship between the environmental risk factors that define a student as at-risk and the risk factors which many influence a student's academic self-efficacy. Many of these risk factors overlap. They include living in a non-nuclear family, being a teen parent, living in poverty, having a parent without a high school diploma or GED, and living in a household where drugs and/or alcohol are used. The question the research attempted to answer was: How do environmental risk factors affect at-risk urban high school students' academic self-efficacy? This study investigated five identified environmental risk factors by interviewing students and asking them to complete a guided writing. Questions in the interview and guided writings were aimed at determining if students felt being exposed to environmental risk factors had affected their academic self-efficacy. The research showed that some students felt their academic self-efficacy had been affected by their exposure to environmental risk factors and some did not. Two of the three participants who were exposed to being a teen parent felt it had affected their academic self-efficacy. Four of the eight participants exposed to drug and/or alcohol use in their household reported it had affected their academic self-efficacy. Four of the thirteen participants who were exposed to living in poverty reported it had affected their academic self-efficacy. Five of the nine participants exposed to having a parent without a high school diploma or GED reported it had affected their academic self-efficacy. Finally, seven of the fourteen participants exposed to living in a non-nuclear family reported it had affected their academic self-efficacy. Not all effects on academic self-efficacy which resulted in being exposed to environmental risk factors were negative. Some students reported that being exposed to certain environmental risk factors had actually had a positive effect on their academic self-efficacy and the exposure had made them want to be a better person. Some affects were negative, however. Some participants had feelings of abandonment, anger, and sadness. In summary, there is not consistency between exposure to environmental risk factors and the effect it has on a student's academic self-efficacy. Exposure to environmental risk factors affected students in different ways and a few participants did not believe their academic self-efficacy had been at all affected by exposure to environmental risk factors. Students are unique individuals with unique challenges and their own way of coping with exposure to environmental risk factors.
Advisors/Committee Members: Evers, Nancy.
Subjects: Education
Keywords: at-risk; urban; academic self-efficacy
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22.
MIURA, YOKO.
HIGH-STAKES TEST PERFORMANCE OF LIMITED ENGLISH PROFICIENT STUDENTS IN OHIO.
Degree: EdD, Education : Urban Educational Leadership, 2006, University of Cincinnati
► This study examined high-stakes test performance of Limited English Proficient (LEP) students…
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▼ This study examined high-stakes test performance of Limited English Proficient (LEP) students under the No Child Left Behind (NCLB) Act of 2001 in Ohio. NCLB identified problems of academic achievement gaps between LEP students and non-LEP students, yet there has been a significant lack of studies concerning the accurate academic assessment of LEP students (August and Hakuta, 1997, Coltrane, 2002). Four research hypotheses were examined with the fourth grade and the sixth grade Ohio Educational Management Information System (EMIS) data in the state reading, writing, and mathematics tests: (1) demographic diversity of LEP students, (2) significant levels of mean differences on high-stakes test performance between LEP students and non-LEP students, (3) interactive or causal relationships among student variables, school variables, and academic achievement, and (4) mixed effects of student and school variables, and their affect on academic achievement. Previous studies from the four most LEP populated states, California, Texas, New York, and Florida offered predictor variables in two levels for this study: the student level and the school level. The student-level variables included longevity, native language, gender, race, SES, migrant status, and English language proficiency, and the school-level variables were campus mobility and campus poverty. Analyses included multilevel, multivariate techniques, the Structural Equation Model (SEM) and the Hierarchical Linear Model (HLM). Among the findings were: (1) LEP students were diverse in race, gender, English proficiency, SES, native language, longevity, and academic achievement in Ohio, (2) there were significant differences in academic performance between LEP students and non-LEP students: LEP students showed lower performance, (3) student background variables did not explain a large portion of academic achievement, (4) more school-level variables need to be investigated, (5) campus poverty had the most influence on academic achievement of individual students, and (6) Hispanic race did not show negative effects on academic achievement, rather, positive effects on the fourth grade writing in high poverty schools. Suggested implications include: (1) schools can maintain high academic achievement with LEP students, (2) class desegregation may improve school achievement, and (3) review of term definitions, monitoring and implementing NCLB policies and funding are recommended.
Advisors/Committee Members: Evers, Dr. Nancy A.
Subjects: Education, Tests and Measurements
Keywords: Accountability and High-Stakes Testing; Large Scale Assessment; English Language Learners(ELL); Multilevel and Multivariate Analyses; Language and Educational Policy
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23.
Ogletree, Ann Laveda.
Servant Leadership: The Urban Principal’s Role in Facilitating Inclusion.
Degree: EdD, Education : Urban Educational Leadership, 2008, University of Cincinnati
► This study intends to examine the specific relationships between general education and…
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▼ This study intends to examine the specific relationships between general education and special education teachers and the role of the principal in facilitating their shared success relative to inclusion of students with special needs in the general education classroom and curriculum. The information gathered may help inform the practice of principals leading teams in the process of creating inclusive settings. Providing support to collaborating teachers improves the services delivered to students. Discovering patterns and behaviors that sustain successful teams may aid in the overall achievement of schools.The application of servant leadership principles assists principals in facilitating inclusion of students with disabilities in general education classrooms. These ten themes discovered across sites indicate that commonalities exist: shared philosophy; concerns about teacher/pupil ratio; time; planning; communication; professional development; flexibility; principal’s visibility; team stability; and high expectations for student achievement. All participants shared the daily focus of meeting the needs of students. Principals who support inclusion: are visible during the school day; provide stability in team membership; are flexible in organizing schedules; provide professional development that teachers find applicable to their daily work; and join teachers with similar philosophical beliefs when organizing inclusion teams. The most important finding is that all principals examined held high expectations for student achievement and expected teachers to provide students with instruction reflecting those elevated expectations. Implications for practice are that principals who wish to support teachers working collaboratively in inclusive settings should nurture a school culture that supports teachers meeting the needs of all students. Implications for principal and teacher preparation programs and staff development planners are addressed. Implications for research indicate that the ten themes identified should be more deeply examined, prioritized, and used to increase the body of educational leadership knowledge. Other implications for research involve investigating the relationship between school culture and the success of inclusion in schools.
Advisors/Committee Members: Evers, Nancy A.
Subjects: Continuing education; Education; Educational psychology; Elementary education; Organizational behavior; School administration; Special education; Teacher education; Teaching
Keywords: educational leadership; inclusion; collaboration; principal; special education; servant leadership; student achievement; school culture
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24.
Oliver, Winona L.
The Influence of Principals on Teacher Retention: An Examination of the Relationship Between Principal Behavior and Teacher Retention.
Degree: EdD, Education : Urban Educational Leadership, 2008, University of Cincinnati
► This qualitative study investigated the connection between the behaviors of principals and…
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▼ This qualitative study investigated the connection between the behaviors of principals and teacher job satisfaction and motivation, and how this connection results in increased teacher retention. Particularly, the researcher looked at what strategies principals use to motivate and encourage teachers to remain at a school. The researcher also examined teachers’ primary reasons for staying at a particular school. Two urban high schools were the sites for this study. The researcher conducted both focus groups and interviews. Individual interviews were held with two principals; one principal had two years of experience and the other had seven years of experience. In addition, the researcher conducted individual interviews with three teachers from each school. One focus group at each school, each composed of three to four participants, also yielded data. The research showed that college education programs do not adequately prepare teachers to work with students and face the various challenges that often accompany them. Teachers need support in order to succeed as educators. The data revealed that the principal sets the tone and is the driving force of a school, thereby having a huge impact on the school environment. Though teachers were more likely to stay at schools where they felt a connection to their students, this study found that the principal is instrumental in teacher retention. The researcher found that though teachers believe they directly have control of many aspects of the school reality, the principal continues to orchestrate and facilitate school operations in an indirect, inclusive manner. The effective, invisible principal creates an environment where teachers are empowered and moved to the forefront, while the principal navigates from the background. The ability of the teacher to focus on teaching and learning is directly correlated with the principal’s ability to maintain a safe and orderly environment, complete with the supports and recognition teacher need. These supports satisfy teachers’ intrinsic needs, in turn resulting in increased job satisfaction and then increased teacher retention. The behaviors of the principal as they relate to teacher support, interest in the staff, and the principal’s ability to motivate the staff all affect teachers’ desire to stay.
Advisors/Committee Members: Camblin, Lanthan.
Subjects: Education; Educational sociology; Educational theory; School administration
Keywords: principal behavior; principal; teacher retention; teacher behavior; teacher motivation; school administration; effective principal; urban teachers; urban principals; successful urban principals; teacher retention in urban schools; urban schools
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25.
RHODES, VIRGINIA L.
KIDS ON THE MOVE: IMPACT OF URBAN SCHOOL MOBILITY ON THE OHIO SCHOOL RATINGS.
Degree: EdD, Education : Urban Educational Leadership, 2005, University of Cincinnati
► Students in urban U.S. public schools are highly mobile. This quantitative study…
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▼ Students in urban U.S. public schools are highly mobile. This quantitative study examines the impact of such mobility on school rating, a school performance measure mandated by the No Child Left Behind Act of 2002 (NCLB) and the Ohio Department of Education’s (ODE) accountability system.. Previous research is explored, and a descriptive analysis of issues pertaining to the calculation of mobility data is provided. Discriminant analysis was used to predict whether mobility, ethnicity, socioeconomic status, or school enrollment size would have an effect on the school ratings designated by ODE. Findings include significant predictive value in all four variables, with mobility exhibiting the strongest predictive value. Recommendations for reducing mobility and its negative effects include transportation, transfer, and curriculum-related policies.
Advisors/Committee Members: Koschoreck, Dr. James W.
Keywords: student mobility; student transiency; student transition; student transfer
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26.
Sage-Keller, Laura.
An Investigation of Alternative High School Students’ Perceptions of Barriers to Education.
Degree: EdD, Education : Urban Educational Leadership, 2010, University of Cincinnati
► In recent years, research has investigated the phenomenon of high school drop…
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▼ In recent years, research has investigated the phenomenon of high school drop outs. Research has been conducted at the local, state, national, and international levels. Data have been gathered on the gender, socio economic status, ethnic and racial status, to name just a few of the categories. Information has also been gathered about the various identifiable risk factors (Belfield, 2007; Chapman, 2007; Swanson, 2008; Gleason & Dynarski, 2002). There has been little research about dropping out from the perspective of the potential dropouts themselves (Harvey & Housman, 2005). Most research focused on solid quantitative data, resulting in scores of informative facts and figures. While these hard quantitative data have provided an informative statistical landscape, they only provided part of the total picture of the high school dropout. Several researchers have written about the lack of scholarly information that encompasses the viewpoint of the high school students themselves (Garnier, Stein, & Jacobs, 1997). Investigators cited the need for more research to be conducted to examine the viewpoint of the student (Bridgeland & Dilulio, 2002). There was a lack of research on students’ perceptions of how alternative high schools can help students stay in school. This study used qualitative methods to examine alternative high school students perception of barriers to education and how their alternative high school helped them stay in school. This study used archival data from the school, field observation notes, and interviews with 10 students. This research attempted to answer two questions: What do alternative high school students perceive to be barriers to education? How is the alternative high school helping students to stay in school? Research showed that students at this alternative high school perceived their largest barrier to education to be their home life and all of the issues they faced at home. Home issues included relationship issues with parents, frequent moves, foster homes, pregnancy, and unemployment issues. Students also felt that issues at the traditional school also were barriers to finishing their education. Most of these school issues revolved around relational aggression or co rumination between male-female and female-female associations. Students felt that the interpersonal relationships and support they received from their teachers and staff at the alternative high school significantly contributed to helping them stay in school. In addition to the caring attitude of teachers and school personnel, students also felt the flexible educational delivery system of a blended online curriculum also contributed to them staying in school. Students felt the individualized personal curriculum best met their needs, both educationally and circumstantially. Students had the flexibility to always have access to the online curriculum, thus allowing them the flexibility to not get behind in school work when home situations and crisis surfaced. Students could go back over their school work until they understood the concept, allowing for a deeper level of understanding and success. Students could work at their own pace and choose what subjects to work on. This allowed students to maximize their opportunities to learn.
Advisors/Committee Members: Evers, Nancy.
Subjects: Social studies education
Keywords: alternative school; at-risk students; barriers to education; online curriculum; stay in school
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27.
Schneider, Carri Anne.
When Journalism and Scholarship Collide: A Critical Analysis of Newsweek’s Annual Report on America’s Top High Schools .
Degree: EdD, Education : Urban Educational Leadership, 2007, University of Cincinnati
► This study seeks to systematically uncover one part of the complex organism…
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▼ This study seeks to systematically uncover one part of the complex organism of systemic racism by analyzing the way in which the popular media defines the success of the public school in order to theorize possible explanations for the pervasiveness of educational inequality. Using Newsweek’s report on America’s “Top” High Schools, this research raises awareness to the reality of educational inequality in contrast to the myths created and sustained by the general media and current trends in classifying educational success. The study has three concomitant purposes: to analyze the way in which academic excellence and the educational success of schools are currently defined in American discourse; to investigate the attention of the media related to educational inequality; and to call for a deeper and broader response to educational inequality by grounding the debate in theoretical notions from Critical Theory, Critical Pedagogy, and Critical Race Theory. After a review of the literature related to educational inequality, the author launches the investigation into Newsweek magazine, its annual high school report, and the schools on its 2006 list. By presenting additional educational information on the Top 10 schools on Newsweek’s 2006 list, significant gaps in student achievement and student composition reveal that educational inequality is not a factor in determining overall quality according to Newsweek’s criteria. Information related to the debate surrounding Newsweek’s report provides evidence that issues related to educational equality remain largely unaddressed by the dominant discourse. The broad implications are discussed in the context of key components from Critical Theory, Critical Pedagogy, and Critical Race Theory such as hegemony, ideology, discourse, the purpose of education, race as factor of inequity, and the role of counter-storytelling. Through an analysis of Newsweek, its annual report, and the debate surrounding it, the author concludes that Newsweek’s annual high school report represents perceptions about American education and educational success that largely support the perpetuation of educational inequality. This realization necessitates that we re-conceptualize our understanding of the way educational inequality is sustained and redefine American perceptions about what constitutes educational success and the true purpose of public education.
Advisors/Committee Members: Seidel, Dr. Kent.
Keywords: achievement gap; media; critical theory; critical pedagogy; critical race theory; systemic racism; rank; high school; Advanced Placement; Newsweek; social justice
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28.
Shabazz, Rashid K.
Brother, Where Art Thou?: An Examination of the Underrepresentation of African American Male Educators.
Degree: EdD, Education : Urban Educational Leadership, 2006, University of Cincinnati
► The purpose of this study is to gain insight in order to…
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▼ The purpose of this study is to gain insight in order to better understand the reasons contributing to the underrepresentation of African American male educators as perceived by African American male educators via their personal narratives. This qualitative study examines the perspectives of African American male educators’ perceptions toward the underrepresentation of African American male K-12 public school educators. Semi-structured, one-on-one interviews with eight African American male educators who are currently or were formerly K-12 public school educators were conducted to capture their voice and allow them to share their understandings and experiences regarding the representation of African American males throughout the field of K-12 public education. This study identified three major themes as a result of the interviews with the participants: 1) Reasons contributing to the lack of African American male educators 2) Perspectives that describe the potential benefits of an increased representation of African American male educators and 3) Effective methods to increase the representation of African American male educators. Findings from the study suggests that having African American male educators would help debunk the stereotypes associated with African American males in both public education and society, that African American males are choosing careers other then education, that African American males are having trouble graduating from high school, and that teacher recruitment does not focus on African American educators. Findings from the study also indicate that the increased representation of competent, caring, and committed African American male educators will have a tremendously positive impact not only the academic success of students, but also positively impact their perceptions of themselves and how they are perceived within society. Implications from the findings of the study are presented as strategies that may increase the representation of African American male educators. Specific strategies are recommended for teacher education programs, school districts, other professionals in the field of education and research. These strategies suggest ways in which increasing the representation of African American male educators in K-12 schools would ostensibly, enhance the teaching profession of education in adhering to its mission to provide optimal academic achievement for all students in public education.
Advisors/Committee Members: Gooden, Dr. Mark A.
Subjects: Education, Secondary
Keywords: African American; African American males; Black Males; African American male teachers; African American male educators; African American teachers; African American educators; Black educators; male teachers; Critical Race Theory; Qualitative study
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29.
STEELE, EMILY.
A QUALITATIVE INVESTIGATION OF HOW URBAN TEACHERS SUSTAIN CHANGE IN TURBULENT TIMES.
Degree: EdD, Education : Urban Educational Leadership, 2007, University of Cincinnati
► Over the last twenty years there has been increased interest in facilitating…
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▼ Over the last twenty years there has been increased interest in facilitating and sustaining change in the education. The bulk of past research has focused on systems change with little insight into the role of individual educators as change agents. The purpose of this study was to examine the role individual teachers play in creating and sustaining change in a large Midwestern urban school district. This study focused on how teachers in a system that was made turbulent by both the neighborhood environment it existed in and the ever changing environment of the large urban district it was a part of. Multiple noteworthy studies have been completed to identify the characteristics and qualities of successful change initiatives. More recently researchers have begun to turn their attention to the human elements of change that occur within systems change. These studies have revealed the importance of collaboration, professional development, available resources, and systems supports to facilitate teachers in change. However, further knowledge is needed to understand how individuals build capacity for change and what the causal factors are that drive teachers to sustain their new practices. In addition, there is a need to discover when it is that teachers begin to plan for sustaining change. The research sought the answer to one question. How do teachers sustain change in turbulent times? The study design was qualitative and involved the analysis of in-depth interviews conducted during the last year of a three year Reading First change initiative. The study also included archival data and field observations. It was found that teachers sustain what is within their power to sustain. The larger the support system for sustaining changes the broader teachers plan for sustaining it. In this instance teachers had a very small support system remaining after the withdrawal of grant monies. Their vision for sustaining change was limited by the withdrawal of most support structures put in place by the funding provided by Reading First. Their system of support was further narrowed by the termination of key positions (Data Manager, Resource, Coordinator, Literacy Specialist) within the implementation system by the district. Due to the narrowing of the support system teachers began to plan for sustaining by looking to the collaborative network formed through school based professional development as the most viable system of support. They also looked at the success of their new practices and choose from those which they had the power to sustain and which they did not. What they felt was within their power to sustain they created a mindset and collected needed resources to sustain. As one teacher stated, “Well, the program is given to you and you try it. I think like most things, if you try it and you like it, you will continue using it. I think that every reading series that I have ever worked with has given me new understandings. I have pulled certain things from them that I still use today” (Ms. Damas, second grade teacher). It seems then that when teachers are involved in professional development or involved in an initiative like Reading First they learn and try new things. After trying these things they take with them the learning or strategies that are most beneficial and effective into their future practice. The more internalized the learning and the stronger the support system for new learning the more dynamic sustaining change, or carrying forward new ways of doing, will be.
Advisors/Committee Members: Evers, Dr. Nancy A.
Keywords: Change, Sustaining Change, Teacher Efficacy, Collective Efficacy, Reading First, Learning Community
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30.
STEPHENS, JODI MISHOS.
NCLB's EFFECTS ON TEACHERS' SENSE OF EFFICACY.
Degree: EdD, Education : Urban Educational Leadership, 2007, University of Cincinnati
► This study examines NCLB’s effects on teachers’ sense of efficacy. Seven teachers…
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▼ This study examines NCLB’s effects on teachers’ sense of efficacy. Seven teachers in a middle school that failed to meet NCLB mandates participated. The school was picked because the diverse student body created multiple AYP subgroups. The school had failed to meet state passing percentages in at least one subgroup for two consecutive years. During the study, the school was attempting to meet AYP to avoid reorganization from the state. Math and reading teachers with experience prior to NCLB were targeted, because these teachers had received two years of standardized test data on their students. The author begins by analyzing how NCLB works to silence teachers’ pedagogical judgment through mandates and policies. The reliance on standardized test data as the sole means of assessing student achievement reduces student learning to one score reflecting work on one day. Teachers who fail to meet the state mandated percentage of students passing begin to question their ability to teach their students. Teacher’s sense of efficacy is impacted when teachers consider their ability to meet the state mandated percentage of students passing. Teacher efficacy research has examined teachers’ sense of efficacy in relation to personal and professional experiences; however, there has been very limited research on how state and federal mandates impact individual teachers’ sense of efficacy. Findings in this study suggest that standardized test scores importance in determining teacher’s sense of efficacy varies widely among teachers. Several teachers used standardized test scores as the sole means of establishing their effectiveness. Others used standardized test scores as one piece of information in determining their effectiveness. The use of data was identified as a particularly important change since the implementation of NCLB. The teachers had begun using short cycle assessments to determine student learning. All of the teachers identified different uses for this data. They all found the data to be important in making pedagogical decisions. All of the teachers in the study identified state standards as helpful in focusing what they taught in their classroom. None of the teachers felt the state standards and testing influenced how they taught.
Advisors/Committee Members: Seidel, Dr. Kent.
Keywords: Teacher Efficacy Research; No Child Left Behind
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