Educational Administration and Supervision Commons^™

Perceptions Of School-Based Occupational Therapists Regarding The Access To Educator Credential Pathways In Kentucky, Jill Edlin

Occupational Therapy Doctorate Capstone Projects

Background: In Kentucky public schools, occupational therapists are employed as classified staff without access to educator credential pathways. This study explores occupational therapist’s perceptions of how those state-level structures impact recognition, collaboration, leadership, and day-to-day practice within the educational system context. Purpose: This qualitative descriptive study examines school-based occupational therapists’ perceptions of how the absence of educator credential pathways influences their professional practice, collaboration, and leadership in Kentucky public schools. Research objectives focus on describing Kentucky school-based occupational therapists’ perceptions of leadership opportunities as shaped by state educator credentialing. Objectives also focus on exploring how credentialing influences interprofessional collaboration with …

Growing Partnerships Into Non-Instructional Spaces For Technology Integration, Innovation, And Organizational Development, Tracy Driehaus, Scott Matz

Education Faculty Research

No abstract provided.

Multi-Tiered School University Partnerships: How Schools And Universities Can Work Together To Make Collective Impact, Tracy Driehaus

Education Faculty Research

No abstract provided.

Leadership For Teacher Education In Challenging Times: A Collaborative Approach, Rebecca West Burns, Thomas Conway, Tracy Driehaus, Tracy Keyes

Education Faculty Research

No abstract provided.

Innovating Art Education: An Art Education School University Partnership, Tracy Driehaus

Education Faculty Research

No abstract provided.

Case Study Exploring How Data-Driven Decision-Making Influences Culture At A Title I Elementary School, Cameron K. Ramirez

Educational Leadership & Policy Studies Dissertations - Archive

This qualitative case study explores how data-driven decision-making influences school culture at a Title I elementary school in Texas. Grounded in the conceptual frameworks of data-driven decision-making (Gill et al., 2014) and transformational leadership (Leithwood & Jantzi, 2005), this study investigated how school leaders and staff implement, interpret, and sustain data practices within a high-accountability context. Using a phenomenological approach, interviews were conducted with the principal, assistant principal, two instructional specialists, and three teachers, and artifacts were collected for data triangulation. The findings revealed that effective data use is cultivated through immersive, contextualized professional learning, collaborative systems, leadership modeling, and …

Educational Behavioral Strategies For Students Who Have Encountered Adverse Childhood Experiences, Andrea J. Sullivan

Theses, Dissertations and Capstones

Adverse childhood experiences (ACEs) affect approximately 1 in 4 children in the United States, often resulting in behavioral and developmental challenges within school settings. This qualitative case study applied Thomas et al.’s (2019) trauma-informed framework to examine the extent to which 15 Title I elementary teachers in a rural West Virginia district implemented evidence-based practices to address trauma-related behaviors. Using semi-structured virtual interviews and a peer-reviewed protocol, data were thematically analyzed across key domains including trauma screening, interdisciplinary collaboration, positive behavior intervention systems (PBIS), cognitive-behavioral strategies, restorative practices, multitiered systems of support (MTSS), social emotional learning (SEL), and family engagement. …

Case Study Examining The Effects Of Mentorship On The Attrition Of Novice Principals In Urban School Districts, Nikia Barnett

Educational Leadership & Policy Studies Dissertations - Archive

The evolving role of school principals has undergone a significant transformation, shifting from traditional teacher management to a multifaceted leadership position that balances managerial and instructional responsibilities with a primary focus on enhancing student achievement. As principals now face increasingly complex challenges, including heightened school accountability, widening student achievement gaps, diminished community support, and fluctuating parent engagement, state programs and school districts struggle to provide adequate support to ensure the retention and longevity of these pivotal educational leaders in their roles.

This study examined how eight novice principals (with 0–5 years of experience) in urban school districts perceived mentorship influenced …

Stories Of Seventh-Day Adventist Teachers Of Color And Their Voluntary Job Mobility During Their Early Years Of Teaching, Dollene Trott-Smith

Dissertations

Problem

Teachers of Color in the Seventh-day Adventist school system experience voluntary job mobility and attrition, contributing to increasing teacher turnover rates in the U.S. Since the 1954 federal mandate to desegregate U.S. public schools, this phenomenon has become more pressing. Despite racial and ethnic diversification in school staffing, the White teacher population remains around 80%, with Teachers of Color making up only 20%. While extensive research exists on public school teacher turnover, limited studies focus on private school educators, including those in the Seventh-day Adventist school system.

Method

This transcendental phenomenological qualitative study explored the voluntary job mobility of …

Teacher Practice Improvement Tool. Preliminary Version, Australian Council For Educational Research (Acer)

School and system improvement

Research shows the profound impact teachers can have on student outcomes. The Teacher Practice Improvement Tool (TPIT) describes the practices of highly effective teachers, based on an extensive review of international research. Five domains—or aspects of practice—have been identified from this evidence. These areas of teachers’ work are strongly interrelated. The TPIT provides a point of reference for teachers to reflect on their current practices and identify areas for professional growth. This tool can be used for teacher self-reflection and to identify specific areas for further professional growth. The TPIT can also be used by aspiring teachers and other education …

Teacher Practice Improvement Tool: A Summary Of The Underpinning Research, Fabienne Van Der Kleij, Marijne Medhurst, Michelle Lasen, Christina Rogers, Pauline Taylor-Guy

School and system improvement

In 2025, ACER published the Teacher Practice Improvement Tool (TPIT), as part of its family of improvement tools. A comprehensive review of international research was undertaken to inform the development of the TPIT, which resulted in the inductive development of five inter-related domains that holistically capture the practices of highly effective teachers. This document summarises the research evidence underpinning each of the five domains of the TPIT, drawing on a review of 102 studies. While recognising the interconnections between domains, it presents a structured narrative of key evidence and research-informed considerations for each domain. This summary offers a high-level overview …

The Influence Of Family-School Communication On Junior High School Students’ Academic Success, Stephen Junior Amoah

Masters Theses

This study examines the influence of family-school communication on students' academic success in the context of Ghana, with a particular focus on Junior High School (JHS) students. While existing research emphasizes the importance of family involvement in educational outcomes, limited studies explore how family-school communication directly affects academic success in Ghana. By using a mixed-methods approach, the study combines quantitative and qualitative data collection. The quantitative component includes an online survey distributed to JHS graduates, assessing the frequency, impact, methods, and barriers of communication between families and schools, as well as their perceived effect on academic performance. The survey includes …

Belonging, Inclusivity, And Educational Outcomes: A Quantitative Subgroup Analysis Of School Climate, Academic Performance, And Graduation Rates, Au'yana Lee

Murray State Theses and Dissertations

National graduation rates have improved over time; however, persistent disparities reveal that prior reform efforts have not fully addressed the relational and cultural dimensions that shape student experiences. The study examines how students from historically marginalized groups perceive the school climate, inclusivity, and sense of belonging, and how these perceptions relate to their academic performance and on-time graduation. Grounded in the Life Course Perspective, Expectancy-Value Theory, and Social Capital Theory, this study conceptualizes belonging, motivation, and support as interconnected factors that influence students’ educational trajectories. Using a quantitative correlational design, this study examines the associations between students’ perceptions of school …

Informal Mentoring In A Community Of Practice: Viewing Beginning Teacher Needs Through The Eyes Of Experienced Educators, Caroline Corell Murray

Theses, Dissertations and Culminating Projects

This qualitative study examined the informal mentoring of beginning elementary teachers through the lenses of experienced teachers and principals. Current research and statistics indicate that teacher shortages and difficulties retaining new teachers in the profession are ongoing concerns for U.S. schools. Induction support for beginning teachers, and particularly formal mentoring, has been found to promote teacher retention. However, little research has focused on the informal mentoring provided to beginning teachers by their more experienced counterparts, or the role school leaders play in facilitating informal mentoring. The purpose of this study therefore was twofold: first, to gain the perspective of experienced …

The Appalachia Effect On School Administrator Retention, Jeremy D. Cauley

Doctor of Education Dissertations

The purpose of this study was to identify why school administrators in Appalachia North Carolina chose to stay in their current positions and to discover what factors impacted their decisions to stay. The study’s findings address what school administrators indicate as contributing factors when deciding to stay in their current school district. The results can inform district administrators in effectively retaining school principals in Appalachia North Carolina. After reviewing and studying existing data on the retention of school principal leadership, a survey was created based on principal retention and delivered to 62 principals in Appalachia North Carolina. Six participants volunteered …

Superintendents’ Perspectives On Effective School Board Governance: An Analysis Of Key Characteristics In South Cook County, Illinois, Dana R. Nichols

Dissertations of Practice

Effective school board governance plays a critical role in shaping the success of school districts. This study examines the perspectives of 10 superintendents from elementary school districts in South Cook County, Illinois, on what constitutes an effective school board and explores how their views align with or diverge from Dervarics and O’Brien’s Eight Characteristics of Effective School Boards.

A general qualitative inquiry with a descriptive methodology was utilized to capture the lived experiences and perspectives of superintendents regarding school board governance. Data collection involved standardized, semi-structured interviews and a web-based survey, allowing for a comprehensive exploration of superintendent viewpoints. An …

Alumni Perceptions Of Success After Attending A Project-Based Alternative School, Cheryl A. Carter

Dissertations of Practice

ABSTRACT ALUMNI PERCEPTIONS OF SUCCESS AFTER ATTENDING A PROJECT BASED ALTERNATIVE SCHOOL Cheri Carter, Ed.D. Department o f Leadership, Educational Psychology and Foundations Northern Illinois University, 2025 Tiffany Puckett, Co Director Kelly Summers, Co Director This study used a mixed methods approach to answer the question of what alumni attending a project-based alternative school model employed by a northern Illinois school district perceived as benefits of attending a project-based high school after leaving the K-12 environment. Students of the classes of 2012, 2013, 2014, 2015, 2016, 2017, 2018, 2019, 2020, 2021, and 2022 of the Foundation High School campus were …

Grading Ecosystems And The Work Of Teaching: Educator Perspectives On Implementing And Sustaining Ungraded Learning Practices, Aliaa Kamara-Ibrahim

Dissertations of Practice

This qualitative study examined the perceptions of ungraded learning environments and their implications for student motivation, equity, and assessment practice. A qualitative interview methodology was utilized. Semi-structured interviews were conducted with fifteen K–12 educators from the Chicagoland and North Shore regions. Data were analyzed using reflexive thematic analysis to identify convergent and divergent patterns in practice and belief.

Findings indicate that ungraded environments reposition accountability around evidence of learning, feedback cycles, and student reflection. At the classroom level, feedback routines, portfolio curation, and teacher moderation served as the backbone of rigor and coherence. Participants described increased persistence and metacognition when …

Bridging Language Barriers: How Secondary Teachers Support English Language Learners In The Classroom, Mason Daniel Smith

West Chester University Doctoral Projects

English Language Learners (ELLs) represent a growing student population in U.S. secondary schools, yet many educators feel underprepared to support their unique needs effectively. This mixed-methods study examines how Pennsylvania high school teachers approach the teaching of ELLs, focusing on their self-efficacy, instructional decision-making, and strategies for fostering an inclusive classroom community. Using an exploratory sequential mixed methods design, data was collected through surveys from a limited group of 40 high school educators followed by in-depth interviews with three participants. Findings revealed that while teachers express a strong desire to support ELLs, they often experience uncertainty and frustration due to …

Building Student-Teacher Relational Trust Through The Promotion Of Student Voice Initiatives, Scott Scherquist

Theses and Dissertations

This Dissertation in Practice investigated how student voice initiatives can strengthen student–teacher relational trust within an urban Pre-kindergarten through eighth grade (PreK-8) school serving a predominantly Black student population. Grounded in Khalifa’s (2018) Culturally Responsive School Leadership framework, the study implemented a 90-day cycle of inquiry focused on a three-part pathway intervention: the establishment of a Student Voice Committee, professional development on culturally responsive practices, and Student Consultation for School Change. A convergent mixed methods design was employed, combining two administrations of the 5Essentials Survey with pre- and post-intervention interviews of students and teachers. Findings revealed disparities between student and …

Turning The Page On Toxic Friendships: How Stories Can Transform Female Friendships, Ericka Renee Bush

Theses and Dissertations

Relational aggression, subtle behaviors such as gossip, exclusion, and social manipulation, can significantly undermine female students’ sense of belonging, peer relationships, and engagement in school. At Sinclair Intermediate School, Illinois 5Essentials Survey data revealed a sharp decline in peer relationship scores among female students, along with evidence gathered through student interviews, analysis of bullying report forms, and observation from an SEL lesson. This Dissertation in Practice investigates how a targeted intervention, Turning the Page on Toxic Friendships: How Stories Can Transform Female Friendships, can strengthen female peer relationships through bibliotherapy. Grounded in Carnegie Project on the Education Doctorate principles and …

Navigating Intelligence: Exploring The Social Implications Of Smartness For Economically Disadvantaged Black Boys, Errika Tenise Baker Perkins

Theses and Dissertations

With a focus on how perceptions of race and socioeconomic class interact to influence friendships and peer acceptability, this study examined the social experiences of Black males with academic potential who come from low-income families. Using Critical Race Theory (CRT), Du Bois’ concept of double consciousness, and the framework of racial opportunity cost as guiding frameworks, the study examined how “smartness” functions as a cultural practice tethered to whiteness and how these dynamics affect identity and belonging.

This study was conducted using a qualitative research design, leveraging an interpretivist paradigm. To extract the stories of the research participants, semi-structured interviews …

An Exploration Of Ibdp Coordinator Leadership In Southeastern U.S. Public High Schools, Raymond W. Scheetz Jr.

Theses and Dissertations--Educational Leadership Studies

Along with its brand, vision, and curricula, International Baccalaureate (IB) provides member schools with requirements and expectations, such as implementing a program coordinator. However, the need for flexibility that would allow for global implementation leaves the nature of IB’s required program coordinator positions subject to local discretion in many ways. However, while increasing in numbers globally, IB Diploma Programs are still not widely implemented in public high schools throughout the U.S. Southeast. As a result, the position of an IBDP coordinator is unusual in such schools in the region. Also, the IBDP coordinator position has not been substantially defined or …

The Demand For Educational Functions Of Study Tour Products: From Students’ Perspectives, Yaqi Yu, Azizan Marzuki

Journal of Educational Technology Development and Exchange (JETDE)

Few academic studies have comprehensively examined the actual demands of students regarding the educational function of study tours. This paper develops a demand index system based on three dimensions: cognitive, affective, and behavioral demands. A questionnaire survey was administered to 397 students. Initially, student demands were categorized using the Kano model. Subsequently, the “dependence” and “expectancy” characteristics were analyzed through the dissatisfaction index (DI) and satisfaction index (SI). The impact of fulfilling each demand on dissatisfaction and satisfaction levels was then determined. The results indicated that among the three dimensions, there were 7 must-be demands, 6 one-dimensional demands, 8 attractive …

The Effects Of Chronic Absenteeism On Average Daily Attendance Funding In Humboldt County Elementary Schools, Corabelle A. Esmailian

Cal Poly Humboldt theses and projects

Chronic absenteeism is linked to poor academic performance and lower social-emotional skills, both of which can have long-term effects on students and their communities. The California Department of Education uses average daily attendance (ADA) to determine most of the funding that public schools receive. When a student is absent, their school loses a portion of potential funding for that day. This study explores chronic absenteeism’s impact on the funding of Humboldt County’s elementary schools with a sequential exploratory research strategy and critical systems lens. Interviews with elementary administrators were conducted using a phenomenological approach to understand how this affects their …

Effective Policy Implementation And (Trans)Forming The K-12 Education (Cis)Tem, Megan Carlson Murray

Antioch University Dissertations & Theses

This research addresses the critical need for supporting transgender and gender non-conforming (TGNC) students within K-12 public schools, recognizing the detrimental effects of overlooking their unique needs. Current policies often fail to address these needs adequately, leading to mental health challenges and negative educational outcomes. The study aims to identify the key factors influencing the successful implementation of transgender-supportive policies in schools. A review of current research underscores the importance of challenging existing gender-binary norms and promoting inclusivity for TGNC students. By creating affirming spaces and addressing systemic barriers, schools can foster a safe and supportive environment for TGNC youth, …

Exploring Educator Burnout: Experiences And Perceptions Of Teachers And Principals In Canadian K-12 Seventh-Day Adventist Schools, David Anthony Elias

Dissertations

Problem

Burnout among educators is a growing concern, particularly within faith-based school systems where teachers often balance high professional expectations with spiritual commitments. In K-12 Canadian Seventh-day Adventist (SDA) schools, limited research has explored how burnout manifests, the factors contributing to it, and its impact on teacher retention. This study aimed to examine the levels and causes of burnout among SDA educators, as well as the systemic factors influencing their experiences.

Method

This study employed an explanatory sequential mixed-methods design. Quantitative data were collected using the Maslach Burnout Inventory – Educators Survey (MBI-ES) to measure emotional exhaustion, depersonalization, and reduced …

Black Adolecent Girls' Perceptions Of Dress Code Violations, Pat A. Carpenter

Theses and Dissertations

This study explored the experiences of Black adolescent girls at Wellington Middle School (pseudonym) regarding dress code policies and the disciplinary actions associated with their attire. Through the analysis of disciplinary data, qualitative interviews, and a review of relevant literature, the research aimed to uncover potential racial biases within dress code policies and their enforcement. Preliminary insights indicated that such measures may contribute to broader patterns of racial discrimination and inequity in the education system, impacting the academic and social development of these students. The study goals were to emphasize the need for policy reforms and advocate for the development …

A Reset For Virginia: Systemizing Leadership And Resource Support For Alternatively Prepared Special Education Teachers, Nicholas E. Olson Dr., Rebecca W. Harmon Dr., Elizabeth H. Morris Dr., Michael-Jon Rodney Dr., Matthew Seidita Dr.

Doctor of Education Capstones

Virginia continues to face the impacts of the national teacher shortage, particularly in special education. The scarcity of licensed special education teachers has led to an increasing number of educators entering the profession through alternative routes with limited classroom experience. These alternatively prepared special education teachers (ARSETs) require sustained, targeted support to implement high-leverage practices (HLPs) that improve student outcomes. Although numerous professional learning opportunities exist, the current system of support is fragmented, and resources are inconsistently applied. Compounding this challenge, many schools lack enough experienced educators to provide in-field mentors for every new hire.

To assist the Virginia Department …

Initial Growth Of Inclusive Knowledge And Leadership Practices By Science Education Teacher-Leaders, Elizabeth B. Lewis, Elizabeth Hasseler, Rachel Benzoni, Gina S. Matkin, Wendy Smith, Daniel R. Claes, David M. Harwood, L. J. Mcelravy, Dawn Jaramillo

Department of Teaching, Learning, and Teacher Education: Presentations

Slies of a presentation given at the 2025 Annual International National Association for Research in Science Teaching (NARST) Conference on the initial results from an iterative program design for educating science education leaders.