2024-04-10 Pac-29 Revised,
2024
Morehead State University
2024-04-10 Pac-29 Revised, Morehead State University. Faculty Senate.
Faculty Senate Records
A revisal to PAc-29 submitted to the Faculty Senate on April 10, 2024.
2024-04-10 Pg-2 Revised,
2024
Morehead State University
2024-04-10 Pg-2 Revised, Morehead State University. Faculty Senate.
Faculty Senate Records
A revisal to PG-2 submitted to the Faculty Senate on April 10, 2024.
2024-04-10 Pac-34 Revised,
2024
Morehead State University
2024-04-10 Pac-34 Revised, Morehead State University. Faculty Senate.
Faculty Senate Records
A revisal to PAc-34 submitted to the Faculty Senate on April 10, 2024.
2024-04-10 Pac-35 Revised,
2024
Morehead State University
2024-04-10 Pac-35 Revised, Morehead State University. Faculty Senate.
Faculty Senate Records
A revisal to PAc-35 submitted to the Faculty Senate on April 10, 2024.
Co-Designing With First-Generation Transfer Students,
2024
Portland State University
Co-Designing With First-Generation Transfer Students, Randi Petrauskas Harris
Dissertations and Theses
Roughly 80% of community college students indicate that they intend to transfer to a four-year institution, 30% of those students eventually transfer, and 13% of those students persist to graduate with a baccalaureate degree. There has been previous research on transfer students and on first generation students, but the intersection of first-generation transfer students is under-reported. Prior research indicates that sense of belonging is an important factor in student persistence to graduation for transfer students. Higher education institutions, specifically four-year public institutions, are positioned to support first-generation transfer student sense of belonging by fostering a "transfer receptive culture." Recognizing that …
“Middle Schoolers Are Just This Special Kind Of Human Being”: Middle School Teacher Perspectives On Creating Hope For Their Students And Themselves,
2024
Loyola Marymount University
“Middle Schoolers Are Just This Special Kind Of Human Being”: Middle School Teacher Perspectives On Creating Hope For Their Students And Themselves, Sheeba Jacob
LMU Theses and Dissertations
Anxiety and depression have increased for adolescent youth, particularly since the pandemic. For certain students, this anxiety and depression connects to trauma because of inequity and bias in schools. This qualitative study examined successful urban middle school teachers and their perspectives on conditions they created for hope in their classrooms and ways they created hope for themselves. Eight middle school teachers who taught humanities shared their insights through semi-structured interviews. Findings aligned with pedagogical practices the teachers used that centered hope and voice for students: culturally responsive practices, relational practices, and justice-oriented practices. These specific teachers cared deeply about their …
Leadership In Uncertain Times: An Analysis Of Decision-Making Processes Among Catholic Elementary School Principals In Low-Income Serving Communities,
2024
Loyola Marymount University
Leadership In Uncertain Times: An Analysis Of Decision-Making Processes Among Catholic Elementary School Principals In Low-Income Serving Communities, Gina Aguilar
LMU Theses and Dissertations
This qualitative study examined the decision-making processes among principals of parish-based Catholic elementary schools in low-income communities within the Archdiocese of Los Angeles, against the backdrop of a decentralized governance structure and increased financial pressures intensified by the COVID-19 pandemic. The study was grounded in a conceptual framework derived from contingency theories of leadership and decision-making research and investigated three areas: (1) the principals’ decision-making processes, (2) the situational factors influencing these processes, and (3) the pandemic’s impact on their decision-making processes. The findings revealed dynamic integration of cognitive, social, and procedural processes, rooted in faith and community collaboration. The …
Effects Of A Mentorship Program On High Need College Students: Reflections From Mentors And Mentees,
2024
Central Connecticut State University
Effects Of A Mentorship Program On High Need College Students: Reflections From Mentors And Mentees, Stephen Miske, Olusegun Sogunro
Journal of Educational Research and Practice
On average, the college graduation rates for minority and/or high-need students are generally low. To address this situation, a Mid-Atlantic Consortium recently secured a grant to improve 4-year graduation rates of high-need students (i.e., new first-time students and transfer students who qualify as low-income students, first-generation college students, adult students, and/or students of color) by 20% over each selected college’s baseline. The purpose of this qualitative case study was to explore the experiences of students and faculty mentors toward accomplishing this goal. Data were transcribed, coded, and analyzed thematically. Some of the effects identified in this study included enhanced academic …
Exploring Superintendents’ Understandings On Virtual Learning Responses,
2024
Hampton City Schools
Exploring Superintendents’ Understandings On Virtual Learning Responses, Kate Maxlow, Karen Sanzo
Journal of Organizational & Educational Leadership
In this study, the authors sought to explore superintendents’ understandings of the various influences on how their districts implemented a 100% virtual learning experience for students for the 2020-2021 academic year. Understanding these influences allowed the authors to develop a framework for leading redesigns of learning systems in long-term crisis situations. In this qualitative study we conducted semi-structured interviews with fifteen superintendents in the Commonwealth of Virginia. Findings showed that districts sought to plan equitable virtual learning experiences for all students based on unintentional influences and the district’s intentional responses. We found that during an educational crisis, learning plans emerged …
Cornrowed Literacy & Lives: A Qualitative Case Study On Teachers Lived Experiences Through Culturally Responsive Literacy Instruction,
2024
Bellarmine University
Cornrowed Literacy & Lives: A Qualitative Case Study On Teachers Lived Experiences Through Culturally Responsive Literacy Instruction, Ashley N. White
Graduate Theses, Dissertations, and Capstones
This qualitative case study explores the lived experiences of thirteen certified elementary educators who teach literacy to students of color. The theoretical framework that guides this study is Abolitionist Teaching (Love, 2019). This study’s data collection is based on teacher surveys, conversational interviews and an artifact analysis. This study was centered on the following questions: (1) What are the lived experiences of certified elementary educators who teach literacy to students of color? (2) What are the lived experiences of certified elementary educators in planning and implementing culturally responsive literacy instructional practices? The themes that emerged from this study were teachers' …
Helping First Year Residential Students Transition To The Collegiate Environment,
2024
Grand Valley State University
Helping First Year Residential Students Transition To The Collegiate Environment, Jenna N. Mazurek
Masters Projects
The purpose of this project is to address the barriers faced by first-year residential students while making their transition from high school to college. Transitioning to a new environment can be overwhelming, so making sure first-year students feel prepared is an important part of the acclimation process. To make the acclimation period easier, first-year students should make sure they are aware of campus resources, and make sure they have a strong support network. The intervention for this problem is a first-year experience program set at Grand Valley State University called the Becoming a Laker Program. This program is designed to …
Integrating Restorative Practices To Create Equitable Disciplinary Process,
2024
George Fox University
Integrating Restorative Practices To Create Equitable Disciplinary Process, Vivian Ngo
Doctor of Education (EdD)
The process of punitive disciplinary processes are shifting in K-12 educational institutions. This study explored the implementation of a school-wide disciplinary process that integrates the philosophy of restorative justice and its practices. The goal of the study was to reduce the amount of punitive punishment, address social issues of bullying and discrimination, and improve the overall school climate. During the study, data revealed the overall importance of implementing teacher training so that the staff understands the long-term impact of restorative justice to successfully implement the practices. My dissertation also revealed through the use of mixted methods, the importance of using …
Load Reduction Leadership: A Cognitive Load Theory-Based Framework Differentiating Performance Patterns In Nyc Schools,
2024
CUNY Hunter College
Load Reduction Leadership: A Cognitive Load Theory-Based Framework Differentiating Performance Patterns In Nyc Schools, Kristopher C. Bertoglio
Theses and Dissertations
This dissertation applies cognitive load theory to teacher working conditions in New York City. To connect small-scale cognitive processes with perennial organization-level effects, the theoretical components of this paper develop a novel framework. Load reduction leadership (LRL) illuminates how day-to-day school operations impact staff members’ cognition and school-level student performance. LRL extrapolates various cognitive load phenomena to schools’ complexities and time scales. Eight longitudinal case studies were found through New York State summative exam data. Schools were selected based on their abilities to over- and under-perform at improving their students’ proficiency, including schools that changed from under- to over-performance and …
Mamás Metidas: Empowering Latinx Spanish-Dominant Parents In Independent Schools Through Culturally Responsive School Leadership,
2024
Loyola Marymount University
Mamás Metidas: Empowering Latinx Spanish-Dominant Parents In Independent Schools Through Culturally Responsive School Leadership, Silvia Salazar Rivera
LMU Theses and Dissertations
Latinx families, particularly those whose primary language is Spanish, are significantly underrepresented in independent schools nationwide and experience barriers to engaging in their children’s education. Recognizing the crucial role of parent engagement in student academic success and socioemotional well-being, this research aimed to understand the unique challenges faced by Spanish-dominant parents in navigating the independent school contexts. Grounded in Khalifa et al.’s (2016) culturally responsive school leadership framework, the study intended to identify effective practices and strategies that facilitate Spanish-dominant parent engagement. The narrative data, collected through both a group plática and individual interviews, offered valuable insights into the experiences …
“Redención”: Testimonios Of Latinas Who Chose To Leave The Higher Education Industry,
2024
Louisiana State University and Agricultural and Mechanical College
“Redención”: Testimonios Of Latinas Who Chose To Leave The Higher Education Industry, Delia P. Madrid-Nothdurft
LSU Doctoral Dissertations
Using the methodological framework of testimonio, this study was an exploration of the experiences of former higher education professionals who identify as women in the Latinx community. Grounded in Latino Critical Theory (LatCrit) and Critical Race Feminism (CRF), this research aims to highlight the narratives of Latina professionals who have separated from the higher education sector. The study is informed by the conceptual framework of Chicana feminist perspective, which contextualizes the analysis of these experiences within a socio-cultural context. Using semi-structured interviews, participants shared their testimonios, providing rich accounts of their journeys and challenges within higher education. Through thematic …
2024-04-04 Registration Advisory Committee Revision,
2024
Morehead State University
2024-04-04 Registration Advisory Committee Revision, Morehead State University. Faculty Senate.
Faculty Senate Records
Revision of Registration Advisory Committee description as submitted to the Faculty Senate on April 4, 2024.
2024-04-04 Faculty Senate Meeting Minutes,
2024
Morehead State University
2024-04-04 Faculty Senate Meeting Minutes, Morehead State University. Faculty Senate.
Faculty Senate Records
Faculty Senate meeting minutes from April 4, 2024.
2024-04-04 Resolution Regarding Faculty Instructors,
2024
Morehead State University
2024-04-04 Resolution Regarding Faculty Instructors, Morehead State University. Faculty Senate.
Faculty Senate Records
A resolution submitted to the Faculty Senate regarding faculty advisors on April 4, 2024.
Integration Of Academic And Career And Technical Education Curriculum At Magnet High Schools In The Southwestern United States,
2024
Walden University
Integration Of Academic And Career And Technical Education Curriculum At Magnet High Schools In The Southwestern United States, Kelly Jacob Shewmake
Walden Dissertations and Doctoral Studies
No abstract provided.
Teachers' Perceptions Of Motivational Factors That Influence Elementary Teacher Retention In Urban Title I Schools,
2024
Lincoln Memorial University
Teachers' Perceptions Of Motivational Factors That Influence Elementary Teacher Retention In Urban Title I Schools, Patrice Y. Graham
Ed.D. Dissertations
National teacher shortages have received attention in the last few years, and researchers have projected turnover rates will grow in the upcoming years. As a result, districts and administrators were challenged to hire highly qualified teachers. More research is needed on why teachers remained in urban Title I schools. Due to the lack of research, further research was necessary to form a better understanding of increasing elementary school teacher retention. Elementary school teachers from one school district in Georgia responded to a questionnaire to explore the motivational factors influencing their retention in Title I schools. The 29 certified teachers indicated …
