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Full-Text Articles in Education

Examining The Educational Experiences Of Community Day School Graduates: A Narrative Inquiry, Willie J. Jones Iii Dec 2019

Examining The Educational Experiences Of Community Day School Graduates: A Narrative Inquiry, Willie J. Jones Iii

Electronic Theses, Projects, and Dissertations

Community day school graduates enter society with decisions about college, career, and work. Community day schools operate as a non-traditional education system that provides a separate and often unique education to many disenfranchised students, with lessened accountability protocols to assess whether these systems prepare graduates for life after high school. The number of community day schools and enrollment is declining, due in part to excessive changes within the law and stricter guidelines required to be met.


Perception Influenced By Phenomena: Identify Core-Subject Teacher Perceptions Of Career Technical Education, Sheri Lynn Tucker Jun 2019

Perception Influenced By Phenomena: Identify Core-Subject Teacher Perceptions Of Career Technical Education, Sheri Lynn Tucker

Electronic Theses, Projects, and Dissertations

The purpose of this study is to identify the perception influenced by phenomena impacting core-subject teacher perceptions of career technical education (CTE). Studies show that CTE is highly successful at preparing California’s students for college and career (Friedman, 2006). However, some educators see “CTE maintain less value in helping to encourage student success” (Shanklin, 2014, p. 3). The phenomenological study examined the perception influencing lived experiences with focus groups and one-on-one interviews. Core-subject teachers participated in these face-to-face interviews. Findings show that core-subject teachers are biased against CTE. Analysis of the survey results determined perception influenced by phenomena experienced ...


Let Them Speak!: Voices Of Urban Black High School Graduates In San Bernardino California, Luquanda Neekey Hawkins Jun 2019

Let Them Speak!: Voices Of Urban Black High School Graduates In San Bernardino California, Luquanda Neekey Hawkins

Electronic Theses, Projects, and Dissertations

This qualitative study examined Urban Black high school students’ pathways to academic success, with particular attention to their perspectives about achieving academic success despite stereotype threats and impeding social factors, the support systems they rely upon, and the coping mechanisms they employ when encountering challenges. Study data suggested that the way urban Black high school students achieved academic success despite stereotype threats and impeding social factors is to identify and focus on their goals, circumventing what obstacles they could and cognitively and emotionally coping with what they could not. Students primarily relied upon family members, community members, school staff, and ...


English Language Learners In K-12 Classrooms: Problems, Recommendations And Possibilities, Trisha Henderson Jun 2019

English Language Learners In K-12 Classrooms: Problems, Recommendations And Possibilities, Trisha Henderson

Electronic Theses, Projects, and Dissertations

Since California is the state with the highest number of English Language Learner (ELL) students in the nation (Abedi and Levine, 2013; Estrada, 2014), there is clearly a need for what Abedi and Levine (2013) call "accommodation" in educating ELLs in K-12 classrooms. This paper is an attempt to synthesize the current scholarship surrounding K-12 educational practices of ELLs nationally, but with special emphasis on key states: California and Arizona. It begins by describing the achievement gap between the growing number of ELLs and their native English speaking peers (NSP). The paper will first discuss possible reasons for this achievement ...


Breaking The Cycle For A Better Life: Understanding The Decision-Making Process That First-Generation, Community College Students Experienced When Making College Major And Career Choices, Francisco Ramirez Jun 2019

Breaking The Cycle For A Better Life: Understanding The Decision-Making Process That First-Generation, Community College Students Experienced When Making College Major And Career Choices, Francisco Ramirez

Electronic Theses, Projects, and Dissertations

Choosing a college major and career are the most critical decisions that college students make and students are expected to make these impactful decisions early in their academic careers. First-generation, community college students are a group that are especially affected by this early decision process as they require the knowledge and experience to make informed decisions. Their parents often lack the experience to guide them through this process since they are unfamiliar with being a college student and providing the necessary support in this area. These barriers cause stress among these students and inefficiencies in the decisions that they make ...


Characteristics Of Seventh-Grade Middle School Students Who Attended A Continuation High School, Rae Lynn Kit Apr 2019

Characteristics Of Seventh-Grade Middle School Students Who Attended A Continuation High School, Rae Lynn Kit

Electronic Theses, Projects, and Dissertations

This study explored pre-existing quantitative data for 55 students when they were in the seventh grade who eventually attended a continuation high school years later. There were 101 students at a particular continuation high school, and this research explored pre-existing data looking solely at the students who were in the same district while they were in seventh grade. Attendance and grades from the pre-existing data in the district’s software system were analyzed using a descriptive methodology followed by a cluster analysis through SPSS. Attendance findings for the 55 students revealed that nine students (16%) were absent with a frequency ...


Implementing New Strategies In Flan 312: Pedagogies In Foreign Language Teaching, Valerie Morgan Jan 2019

Implementing New Strategies In Flan 312: Pedagogies In Foreign Language Teaching, Valerie Morgan

Q2S Enhancing Pedagogy

FLAN 312 is a pedagogy course that will be offered during the semester system as WLL 3112. The ACUE course provided evidence-based teaching practices which were examined to improve on FLAN 312 as the campus transitions to a semester system. Several strategies were tested in class or developed for subsequent classes. They include aligning assignments with learning objectives and creating transparent assignments, developing rubrics and checklists, and using large group activities to encourage collaboration and discussions.