Education Commons^™

Perceptions Of Public Middle School Math Educators Who Use An Asset-Based Pedagogy On New-Century Student Engagement, Kelly Serpa Howe

Doctor of Education Program Dissertations

The purpose of this qualitative phenomenological study was to explore the perceptions of new-century student engagement held by public middle school math educators who used an asset-based pedagogy. This study was guided by one research question: How do public middle school math educators describe new-century student engagement in their middle school math classroom when an asset-based pedagogy is in place? The scholarly research important to this study included concepts related to culturally relevant pedagogy (CRP; Ladson-Billings, 1995; Paris & Alim, 2017) and culturally responsive classroom management (CRCM; Gay & Howard, 2000). The theoretical framework was culturally sustaining pedagogy (CSP; Paris …

(En)Countering White Noise: A Narrative Study Of How Students Of Color Experience And Navigate Rural, Predominantly White High Schools, Nichole Theresa Ivey

Doctor of Education Program Dissertations

The omission of students’ of Color experiences from education research reconstitutes political and social narratives that determine who belongs in literal and symbolic spatial contexts in the United States. Meanwhile, racial opportunity gaps emerge in the schoolhouse and endure over the course of the lifespan because educational attainment is a catalyst for economic mobility and other positive life outcomes. The problem addressed in this study was the dearth of research exploring the experiences of students of Color who attend rural, predominantly White high schools. Using narrative inquiry, the aim of this study was to disrupt normative White perspectives (individual and …

Educator Perceptions Of Social-Emotional Learning Embedded In Academic Instruction, Felicia Poskus

Doctor of Education Program Dissertations

This qualitative exploratory case study examined the results of the CASEL (2021) School-based Staff Survey on SEL Implementation and individual semi-structured interviews with six teachers and three staff members regarding social-emotional learning (SEL) at the secondary school level. The purpose of this qualitative exploratory case study was to explore how secondary teachers and staff at a mid-size public, suburban high school in Connecticut perceive the implementation of the RULER SEL (Brackett et al., 2019) program. There were four themes that emerged from the data: becoming a warm demander (Hammond, 2015), adapting RULER SEL tools, RULER SEL and future impact, and …

Incivility In Accelerated Bachelor Of Science In Nursing Programs Post-Covid-19: A Faculty Perspective, Kimberly A. Burrows

Doctor of Education Program Dissertations

This qualitative phenomenological study explored the lived experiences of nursing faculty who taught in accelerated Bachelor of Science in nursing (ABSN) programs and their perceptions of incivility in nursing programs, particularly in the aftermath of the 2019 Coronavirus Disease (COVID-19) restrictions. This researcher defined incivility as rude, discourteous, disruptive, or threatening speech or action within the nursing academic environment. Drawing upon the literature highlighting the existence of incivility in nursing programs, this researcher aimed to understand faculty perceptions following the pandemic. The data was collected through eight semi-structured interviews with eight nursing faculty members in New Jersey-based hybrid and in-person …

Implicit Bias And Least Restrictive Environment: Perceptions Of Certified Educators, Christen Papallo

Doctor of Education Program Dissertations

This narrative inquiry study explored the lived experiences of Connecticut’s certified educators related to implicit bias and student placement. The theory of intersectionality suggests that implicit bias is present within all individuals (Crenshaw, 2017). Thus, there is a natural propensity for implicit bias, specific to ability, among school personnel. The problem to be addressed is the need for a greater understanding of how the natural existence

of implicit bias among certified educators impacts their view of student capabilities and

achievement, thus impacting placement decisions in the classroom. Eight participants completed individual, semi-structured interviews, which were transcribed, re-storied and member checked. …

Teachers’ Experiences And Perceptions Of Equity-Oriented Practices In K-5 Literacy Instruction, Carla J. Reyes-Crocker Mrs.

Doctor of Education Program Dissertations

The Every Student Succeeds Act (2015) included requirements and supports to advance equity and excellence for all students, including those historically underserved in education. However, data available from the Maine Department of Education (2021) signaled an evident achievement gap. The Every Student Succeeds Act (2015) required equity strategies and evidence-based interventions to improve and encourage schools, educators, and leaders to determine which data-driven approaches best meet school and student needs. Effective equity-oriented practices in the literacy classroom included group work, centering student voice, student-centered instruction, and implementing grade-level materials (Lazar, 2022; Williamson, 2017). Still, little information was available exploring the …

Understanding The Technology Barriers Experienced By Students With Disabilities In Higher Education, Mary Walz

Doctor of Education Program Dissertations

The purpose of this qualitative interpretative phenomenological analysis study was to explore the lived experiences and perceptions of college students with disabilities while using technology to pursue postsecondary education. The research problem explored technology barriers students with disabilities might face while participating in their courses due to the inaccessibility of learning materials. The literature reviewed contained many themes, including disability in higher education, assistive technology, digital accessibility, course design, inclusive pedagogy, universal design, and open educational resources. Data for this qualitative study was collected through semi-structured interviews with 12 participants who were active degree-seeking students with a disability who had …

Exploring The Perspectives Of Private High School Students With Adverse Childhood Experiences On Trauma-Based Approaches, Jay Aldrin A. Locquiao

Doctor of Education Program Dissertations

Nearly 75% of high school students reported having at least one adverse childhood experience (ACE) (Anderson et al., 2022). The effects of trauma include hindrances to skill acquisition and task completion because of how one’s executive functioning is inhibited (Cohen & Barron, 2021; Hubel et al., 2020; McClain, 2021). Students with trauma may experience “emotional, relational, behavioral and cognitive levels that will significantly impair their psychosocial functioning” (Milot et al., 2010, p. 232). This study used a qualitative phenomenological approach to capture the essence of the lived experiences of the participants (Creswell & Poth, 2017). The purpose of this study …

An Exploration Of Educator Experiences Making Data-Driven Decisions Within A Multi-Tiered System Of Support, Jennifer L. D'Angelo

Doctor of Education Program Dissertations

School districts across the country often face challenges using data to implement a multi-tiered system of support (MTSS) to meet the needs of all learners through high quality educational opportunities. This qualitative investigation explored how educators in a public school district in the northeastern United States experience the collection and analysis of data to inform decision-making within a MTSS. Guided by the theory of planned behavior and employing a phenomenological analysis, this study addressed the inconsistencies in educator training along with a lack of existing literature focused on the foundational elements of data literacy. The research questions focused on understanding …

Teachers’ Perceptions Of The Purpose Of Traditional Grading And The Influence Of Established School Or District Grading Cultures, Guidelines, And Policies In Connecticut Public Middle Schools, Matthew D. Prukalski

Doctor of Education Program Dissertations

The purpose of this phenomenological study was to examine how public middle school teachers in Connecticut described their perceptions of the purpose of traditional grading and the influence of school or district grading cultures, guidelines, and policies. The research explored the problem of standards-based grading reform due to teachers’ grading perceptions. The literature reviewed includes the challenges of traditional grading and its effect on students, standards-based grading reform, and the challenges associated with successful standards-based grading reform. Data for this qualitative study was collected through semi-structured interviews with eight participants who had experience as middle school teachers using a traditional …

The Perceptions Of Secondary Education Guidance Counselors Regarding The Scholastic Aptitude Test And Its Relationship To College Admissions For Low Socioeconomic Students, Lamont M. Vines

Doctor of Education Program Dissertations

Established test score qualifications are experienced by low socioeconomic status (LES) students as a large impediment to college admission. The problem this transcendental phenomenological qualitative study explored was that the established SAT assessment methods and strategies used for secondary students are inundated with data relevant to only students who are in a high socioeconomic demographic. The purpose of this study was to explore the examined perceptions of guidance counselors working in urban school districts within Michigan LES communities regarding barriers and challenges created for students by the SAT and its relationship to college admissions. Purposeful sampling was used with semi-structured …

Sharing Stories Of Development: How School Leaders Perceive Developing A Trauma-Informed School, Mandy L. Cyr

Doctor of Education Program Dissertations

ABSTRACT

This narrative inquiry explored how educational leaders perceive the development of a trauma-informed school. A trauma-informed school acknowledges the impact of trauma and responds by integrating effective practices, programs, and procedures to build resilience. The problem addressed by this study is, with rising numbers of adverse childhood experiences (ACEs), school staff lack targeted skills to help students mitigate trauma. Further, this qualitative study fills the gap in literature by providing the lived experiences of educational leaders in developing trauma-informed schools. Through narrative research, semistructured interviews which lasted up to 60 minutes were individually conducted with five educational leaders who …

The Experience Of Knowledge Workers In Remote Environments During The Covid-19 Pandemic, Dale F. Knapp

Doctor of Education Program Dissertations

When regional quarantine restrictions were rapidly implemented in March 2020 due to the COVID-19 pandemic, knowledge workers were forced to vacate their traditional shared office spaces and transition to remote work environments. This unprecedented mass exodus from traditional in-person physical workplaces was facilitated by existing and new software and technology that allowed workers to remain connected and working. This phenomenological study explored the lived experiences and perceptions of knowledge workers who experienced this transition to a full-time remote work environment. The study also examined how knowledge workers perceived work performance relative to their experience during the COVID-19 pandemic. Data were …

A Qualitative Phenomenological Study Of Inner Speech Used As A Self-Help Tool Among Adult Remote Workers, Jennie Yeung Dr., Jennie Yeung Dr.

Doctor of Education Program Dissertations

The COVID-19 pandemic and subsequent shift to remote work emphasized the importance of maintaining the well-being of adult remote workers. The problem studied was the awareness, understanding, and acceptance of inner speech/self-talk among adult remote workers. The purpose of this qualitative, phenomenological study was to explore the perceptions and experiences of adult remote workers regarding their use of inner speech/self-talk. Inner speech/self-talk is an innate ability of higher mental functions that include reasoning, problem solving, planning and plan execution, attention, and motivation. Data collection involved the purposeful sampling of 10 participants who were adult remote workers. The semistructured interviews were …

Public Elementary Teachers' Experiences With Explosive Student Outbursts: A Qualitative Phenomenological Study, Sarah G. Young

Doctor of Education Program Dissertations

The problem explored in this qualitative phenomenological study was the adverse effects on elementary school teachers resulting from experiencing students’ explosive outbursts (Bostic et al., 2021). The purpose of this study was to explore the lived experiences of public general education elementary teachers who experienced explosive student outbursts at school. Two research questions guided this study: How do public general education elementary teachers describe their lived experiences with explosive student outbursts at school? How do public general education elementary teachers describe the outcomes of explosive student outbursts? The theoretical framework was based on Lazarus and Folkman’s (1984) transactional theory of …

Medical School Middle Managers Learning To Successfully Work With Leadership To Navigate Organizational Change, Elizabeth G. Smith

Doctor of Education Program Dissertations

There is a lapse in research exploring middle managers at medical schools during an organizational change. The purpose of this qualitative phenomenological study was to examine the perceptions of middle managers during an organizational change to mitigate burnout and build resilience. The literature reviewed explored how stressors from organizational changes may impact medical school middle managers, leading to feeling less secure about their position and increasing middle managers’ stress leading to burnout. For an organizational change to be successful, middle managers must build trust with their staff, communicate with middle managers, and engage middle managers in the change process. Burnout …

Perceived Influence Of Career And Technical Student Organizations On Postsecondary Choices, Deborah K. Marshall

Doctor of Education Program Dissertations

The purpose of this basic qualitative research study was to explore the perceptions of former career and technical student organization (CTSO) members’ postsecondary choices relative to their involvement in CTSOs in a midsize city high school. The research question that guided this qualitative study was:

How do former participants in CTSOs describe the student organization’s influence on their postsecondary choices?

Thirteen former CTSO members participated in this study through semistructured individual interviews. Four themes emerged from the data: (a) use of soft skills, (b) engagement with others, (c) participation in conferences, and (d) leadership preparation. Through data analysis, the themes …

Digital Journeys: A Narrative Inquiry Into The Experiences Of Third- Grade Through Fifth-Grade General Education Teachers Implementing Instructional Technology In Northern California, Erin Layng

Doctor of Education Program Dissertations

The problem studied was the utilization of instructional technology in elementary classrooms, from third-grade through fifth-grade, and how teachers experience the use of technology in teaching methods and student learning. The purpose of this qualitative narrative inquiry was to understand the experiences of third-grade through fifth-grade teachers regarding the implementation of instructional technology in their classrooms. The study's timing captured teachers' views on technology before, during, and after the 2020-2021 academic year, which was heavily impacted by the COVID-19 pandemic and distance learning. Qualitative narrative inquiry allowed for a rich exploration of the teachers' experiences, with results of the study …

Lived Experiences Of Primary And Secondary Teachers At One State-Approved Private Special Education School In Connecticut Regarding Disparities Among Racially And Ethnically Diverse Students In Special Education, Keumok Heo

Doctor of Education Program Dissertations

The problem explored in this qualitative phenomenological study was the need to understand the lived experiences of primary and secondary teachers at one state-approved private special education school in Connecticut regarding disparities among racially and ethnically diverse students with emotional or learning disorders in special education (Cavendish et al., 2018; Jackson et al., 2016; Leung, 2021; Lhamon et al., 2019; Skrtic et al., 2021). The purpose of this study was to explore the lived experiences of primary and secondary teachers at one state-approved private special education school in Connecticut regarding disparities among racially and ethnically diverse students with emotional or …

Exploring Public School K-12 Educators’ Experiences With The Special Education Eligibility Process For African American/Black And Hispanic/Latino Students In Rural Communities, Debra R. Gately

Doctor of Education Program Dissertations

Rural school districts often face unique challenges such as limited resources, attracting and retaining qualified teachers, and varied offerings of professional development opportunities and training. This study substantiated these challenges and revealed the challenges presented when educators do not consider the cultural and linguistic factors that exist among the student population when considering academic and behavioral interventions. This qualitative investigation explored how general education teachers in a public school district in the northeastern United States experienced the special education eligibility process for African American/Black and Hispanic/Latino students in a rural community. Guided by the theories of intersectionality and systems view …

An Exploration Of Leadership And Management Challenges Among Center-Based Early Childhood Education Directors, Yeni Portillo-Lemus

Doctor of Education Program Dissertations

Managing early childhood education (ECE) programs is intricate, with directors facing challenges in organizational leadership, business management, and meeting pedagogical standards. Early childhood education directors are vital as they play a crucial role in ensuring quality education and care. Despite the importance, research on leadership and management, especially through a gender lens, is limited. Therefore, the purpose of this qualitative narrative inquiry was to explore the leadership and management challenges Los Angeles County based, private-for-profit, single-center early childhood education directors experience in their leadership and management roles. Six participants who self-identified as ECE directors completed semi-structured interviews over Zoom. These …

Exploring The Experiences Of Adjunct Clinical Dental Hygiene Faculty With Peer Mentorship As They Transition From Clinician To Educator, Rosalie Forrester

Doctor of Education Program Dissertations

The work-role transition from clinician to educator involves the dental hygienist creating a new identity as a dental hygiene educator. Insider guidance through peer mentorship may help support and acclimate new faculty during this work-role transition. The purpose of this qualitative narrative inquiry was to explore the experiences of adjunct clinical dental hygiene faculty with peer mentorship as they transitioned from the role of clinician to educator. Five participants who met the criteria for this study completed semi-structured, virtual interviews via Zoom. These interviews were restoried into narratives, categorized, and then manually coded into themes. The categories included development of …

Perceptions Of Secondary English Teachers On Using English Curriculum To Meet Social And Emotional Learning Goals, Emilie B. Throckmorton

Doctor of Education Program Dissertations

The purpose of this qualitative study was to explore secondary public school English Language Arts (ELA) teachers’ perceptions of implementing ELA curriculum as it may relate to social and emotional learning (SEL) goals. The problem explored was the rise of adolescents’ mental health concerns (CDC, 2019) and the role of secondary schools in attempting to address these concerns. The literature on this topic explored the mental health crisis for adolescents, the history and philosophy of SEL, and how secondary schools are integrating SEL, and how the ELA curriculum may be effective at meeting SEL goals. Six secondary public ELA teachers …

The Perceptions Of Elementary Educators Regarding Mathematical Discourse Utilization In The Classroom: A Qualitative Phenomenological Study, Christina Anderson

Doctor of Education Program Dissertations

Given the lack of proper utilization of mathematical discourse in public elementary settings and the stagnation of mathematical proficiency, the purpose of this qualitative phenomenological study was to explore the perceptions of public elementary K-5 educators regarding the use of mathematical discourse as a pedagogical strategy. Because research indicates there are benefits to facilitating mathematical discourse, this study sought to understand the perceptions of public elementary K-5 teachers regarding the use of mathematical discourse as a pedagogical strategy in the classroom, their perceptions of different pedagogical strategies for facilitating mathematical discourse, and their perceptions of students engage in mathematical discourse …

The Shared Experiences Of Educators In Grades 7–12 Who Implement Lessons In Social–Emotional Learning Curriculum, Heathre C. Palige

Doctor of Education Program Dissertations

Social–emotional learning (SEL) is used in public school classrooms throughout the United States. The problem that this researcher addressed in this study was that minimal understanding exists of the lived experiences of teachers who implement SEL in Colorado public schools in Grades 7–12. The purpose of this qualitative phenomenological study was to explore and to provide a clearer understanding of the lived experiences of six educators who implement SEL in Grades 7–12 in Colorado public schools. The study fills a gap in literature in understanding the experiences of teachers who use SEL in middle and high school. The literature review …

Exploring The Lived Experiences Of Public K-12 General Education Teachers With Research-Based Frameworks And Strategies For Students With An Emotional Disability, Denise Arnauckas

Doctor of Education Program Dissertations

The purpose of this qualitative phenomenological study was to explore the lived experiences of public K-12 general education teachers with research-based frameworks and strategies for students in the classroom who are identified with emotional disability. The following questions were used to guide this study: (1) How do public K-12 general education teachers describe the use of research-based academic management frameworks and strategies in the general education classroom for students identified with an emotional disability? (2) How do public K-12 general education teachers describe the use of research-based classroom management frameworks and strategies in the general education classroom for students identified …

Exploring The Lived Experiences Of Dental Hygiene Faculty Using Simulation With Dental Manikin Head Devices To Teach Local Anesthesia, Allison Castro

Doctor of Education Program Dissertations

This study employed a qualitative phenomenological methodology to explore the lived experiences of dental hygiene faculty using simulation with dental manikin head devices to teach local anesthesia. This study aimed to address the gap in the literature given the lack of discussion regarding dental manikin head simulation use in teaching local anesthesia within dental hygiene education. The purpose extended to explore if educators could guide students and ease anxieties by incorporating simulation in the development of treatment skills on a manikin before applying these skills to real-life interactions. John Dewey’s (1938) concept of interconnectedness between education and experience and David …

Urban Elementary Teachers’ Experiences In Maine Managing The Paradoxical Tension To Both Deliver Grade-Level Instruction And Customize Support: A Qualitative Phenomenological Study, Laura Graves

Doctor of Education Program Dissertations

ABSTRACT

To address historic levels of students’ unfinished learning, teachers must balance two competing objectives: maintaining grade-level instruction so that students do not fall further behind, while simultaneously customizing support so that students can rise to grade-level. This complex instruction is particularly important for teachers serving students from communities under pressure who were disproportionately impacted by the COVID-19 pandemic and historic barriers to education. The problem addressed in this study was the lack of understanding of urban elementary teachers’ experiences as they managed the paradoxical tension to deliver grade-level instruction to the entire class while customizing support according to individual …

Perspectives Of First-Year Internal Medicine Residents On Evaluating Medical Students, Whitney Harper

Doctor of Education Program Dissertations

As physicians-in-training transition from medical school to residency, they must quickly adapt to new environments, systems, and roles in the clinical education setting. Many are tasked with teaching and evaluating their near-peer medical students as early as the first day of residency training, yet they are often uninformed on teaching practices and assessment strategies. This basic qualitative study explored first-year medical resident perceptions of the influence of evaluating medical students on their transition from medical student to first-year resident. Nine first-year internal medicine residents participated in this study through semi-structured individual interviews. Four themes emerged from the data: 1) feeling …

Exploring The Experiences Of Black, Brown, Indigenous, And People Of Color In High School Concert Bands And Orchestral Ensembles, Matthew J. Smith

Doctor of Education Program Dissertations

The traditional concert band/orchestra model in many public high schools often passively presents content regarding Black, Indigenous, and People of Color (BIPOC). BIPOC students in these ensembles bring a wealth of experience from their communities. Meanwhile, BIPOC face barriers including invalidation and a diminished sense of representation in these ensembles. This qualitative investigation explored how BIPOC students in a public 9-12 high school district experienced social, pedagogical, curricular practices in their school’s concert band/orchestra. Guided by critical race theory and culturally responsive pedagogy, and employing interpretive phenomenological analysis, this study addressed the lack of inclusivity and representation experienced by BIPOC …