Educational Assessment, Evaluation, and Research Commons^™

Building Culturally Responsive Attendance Practices To Decrease Chronic Absenteeism, Alyssa R. Serville

Doctor of Education (Ed.D.)

This Improvement Science Dissertation in Practice explored how a professional learning series for an attendance team that introduced a meeting protocol and an MTSS system, incorporating evidence-based culturally responsive intervention strategies, impacted participants’ mindset, practices, and group self-efficacy in addressing chronic absenteeism. The problem of practice at the center of this research, contributing to a high rate of chronic absenteeism, was the lack of proactive and responsive practices by the school for addressing its root causes. The focus of this research is on understanding school-level practices for addressing absenteeism, by investigating the true root causes that may not currently be …

From Passive To Active Learning: How Building Thinking Classrooms (Btc) Strategies Shape Teacher Perceptions Of Student Social-Emotional Development, Diane Maria Leja

Doctor of Education (Ed.D.)

This qualitative Improvement Science Dissertation in Practice examined how Building Thinking Classrooms for Social-Emotional Learning (BTC-SEL), an instructional approach adapted from Liljedahl's (2021) mathematics framework, could strengthen SEL instruction in Connecticut elementary schools. The study addressed a persistent problem of practice in which traditional SEL delivery fails to engage the students most in need of support, particularly Black and Hispanic/Latino students, students with disabilities, and students from economically disadvantaged backgrounds. Grounded in engagement theory, cognitive load theory, and social constructivism, the three-month intervention supported six elementary teachers across three Connecticut districts, including schools from District Reference Groups I and D …

Helping The Helpers: Addressing Burnout In Mental Health Providers In Schools, Julianna Calapai

Doctor of Education (Ed.D.)

Burnout is a significant challenge for many in the helping professions, particularly those who support others to create positive change. One field where this is acutely felt is education-related occupations. While research has examined how stress impacts teachers, less is known about how burnout affects mental health providers working in schools. These professionals face increased challenges, including role confusion, limited control over workloads, and empathy burnout. This Intervention Science Dissertation in Practice employs a mixed-methods design to address burnout among school-based mental health providers by creating a community of practice (CoP). The CoP incorporated the sense of coherence and socio-ecological …

Cultivating Positive Emotion Through Gratitude: A Mixed-Methods Study Of World Language Teachers, Allyson Magrath Power

Doctor of Education (Ed.D.)

Teacher well-being is an increasingly urgent concern, particularly in shortage-area subjects such as World Languages. This study examined whether a structured gratitude intervention could support the well-being and resilience of World Language teachers. Using a convergent mixed-methods design, the study collected quantitative and qualitative data from participants who completed weekly gratitude journaling across four themes: Acknowledgment, Attention, Appreciation, and Action. Quantitative findings revealed a positive trend on the Gratitude Questionnaire, with results approaching statistical significance, suggesting a meaningful improvement in participants’ positive emotions. Qualitative analysis indicated increased emotional awareness, more intentional self-care practices, and greater reflection on supportive relationships in …

The Intersection Of Bias And Practice: Understanding How Adult Beliefs And Ppt Expertise Affect Self-Contained Placement Recommendations In Special Education, Amy M. Martino

Doctor of Education (Ed.D.)

This mixed-methods Improvement Science Dissertation in Practice (ISDiP) examined high rates of segregation for students receiving special education services in an urban district in central Connecticut. A root cause analysis, supported by a review of existing literature, guided the need for intervention given the widening gap between academic achievement and post-secondary outcomes for students with disabilities as compared to their peers at the secondary level. Using an improvement science framework within a convergent mixed-methods design, this study investigated the implementation of a six-week professional learning intervention for high school administrators. The professional learning focused on the facilitation of Planning and …

“We Learned So Much More About Each Other”: Strengthening Student-Educator Relationships Through Culturally Affirming Practices, Ashley R. Routhier

Doctor of Education (Ed.D.)

School connectedness serves as a powerful lever for positive student outcomes. Specifically, student-educator relationships provide well-documented benefits, acting as a protective factor against adverse experiences. However, building and maintaining these relationships remains a complex challenge influenced by site-specific conditions. This challenge is further intensified when accounting for diverse cultural and racial backgrounds. Utilizing an improvement science framework, this qualitative study examined educators’ perceptions as they facilitated culturally affirming social and emotional lessons in a pre-existing advisory block at a magnet high school. Findings indicate that factors at every level of the system shape student-educator relationships. Policies emerged as a critical …

Mission Critical: A Mixed-Methods Study On Strengthening The Ninthgrade Trajectory For At-Risk Students, Jennifer A. Skitromo

Doctor of Education (Ed.D.)

Many adolescents experience difficulties during the transition to high school, which increases the risk of lower academic achievement, higher absenteeism, and behavioral challenges. This mixed-methods Improvement Science Dissertation in Practice examined how educators at the HSI, a Grade 6–12 magnet school in the Northeastern United States, addressed adult practices that hinder students’ transition to ninth grade. Nine educators participated in an eight-week student-centered meeting protocol designed to strengthen collaboration and support ninth-grade students at risk of falling off track toward on-time graduation. Quantitative data included partial-interval observations of participant engagement, pre- and post-test results from the adapted Teacher Collaboration Assessment, …

Developing Teacher Leaders: The Impact Of Instructional Coaching On Middle School Math Teachers’ Mindsets, Instructional Strategies, And Student Outcomes, Odena Lafreniere

Doctor of Education (Ed.D.)

This mixed-methods Improvement Science Dissertation in Practice examined the impact of a six-week mathematics-focused instructional coaching intervention on student achievement, teacher practice, and teacher mindset in the middle schools of a small urban district. Guided by the Tennessee Coaching Project and Institute for Learning (TN-IFL) coaching model and the Mathematical Quality of Instruction (MQI) rubric, the intervention supported three mathematics teachers across six cycles, including pre-lesson planning, classroom observation, and postintervention feedback conferences. The researcher compared student achievement and instructional practices of coached teachers with those of eight non-coached peers across Grades 6–8. Quantitative data included weekly district quizzes, mindset …

Enhancing Paraprofessional Self-Efficacy And Skill: The Impact Of Trauma-Informed Professional Learning On Support For Middle School Students With Disabilitie, Betsy Jean Paddock

Doctor of Education (Ed.D.)

This Improvement Science Dissertation in Practice explored the impact of a seven-week professional learning series on trauma-informed practices for paraprofessionals and certified educators supporting Students with Disabilities (SWDs) at Smithville Middle School. Grounded in Adult Learning Theory, Transformative Learning Theory, and Trauma Theory, the study employed a mixed methods design to examine changes in participants’ self-efficacy, trauma literacy, and professional collaboration. Quantitative data were collected through pre- and post-surveys using the Teachers’ Sense of Efficacy Scale (TSES) and the Trauma Literacy Survey (TLS), while qualitative data were gathered through reflective journals and focus group discussions. Quantitative results revealed statistically significant …

Exploring The Impact Of The Video Game Model On Classroom Climate In A High-Achieving High School, W. Michael Mclachlan Iii

Doctor of Education (Ed.D.)

This mixed-methods Improvement Science Dissertation in Practice explored the impact of a six-week professional learning series on the Video Game Model (VGM) on classroom climate in a high-achieving high school. The study measured teacher perceptions of the VGM on student achievement goal orientation, student engagement, and teacher well-being. Using the VGM framework rooted in the neuroscience of motivation, the change idea included six high school English teachers attending focus groups and implementing five VGM lessons. In this convergent mixed-methods study, the researcher merged quantitative data from pre-test and post-test teacher questionnaires with qualitative data from focus group field notes, exit …

Enhancing Teacher Well-Being And Resilience Through Scheduled Daily Mindfulness Practices: A Convergent Mixed Methods Study, Laura K. Mallett

Doctor of Education (Ed.D.)

This Improvement Science Dissertation in Practice (ISDiP) examined whether a brief, scheduled, daily mindfulness routine could reduce teacher stress and burnout, increase resilience, and support well-being in an elementary school setting. Guided by a theory of improvement emphasizing self-awareness and emotional regulation, the study employed a mixed-methods, pre- post design implemented over seven weeks using a small sample of classroom teachers.

Quantitative data were collected using the Burnout Assessment Tool (BAT), the Teacher Burnout Scale (TBS), and the Conner-Davidson Resilience Scale (CD-RISC-10), along with daily emotion check-ins from the How We Feel app. Analyses were conducted in Excel and included …

Rise: Renew, Inspire, Strengthen, And Empower: A Healing-Centered Affinity Space, Elba Llantin-Cruz

Doctor of Education (Ed.D.)

This Improvement Science Dissertation in Practice (ISDiP) examined the benefits of a healing-centered affinity community for educators from racially and culturally underrepresented groups in Connecticut. A low rate of educators of color (EOC) impact student achievement and engagement outcomes. Higher attrition rates due to toxic working conditions, microaggressions, and invisible labor negatively impact EOC’s sense of belonging and professional growth. Using the Improvement Science Dissertation in Practice (ISDiP) and a qualitative case study methodology, the researcher implemented a six-week healing-centered professional learning affinity space with four educators who identified as Black or Latina to foster belonging, connections, and well-being while …

Completing The Circle: Consultee-Centered Group Consultation As Professional Development To Improve Restorative Practices Implementation In A Middle School, Sara A. Tennyson

Doctor of Education (Ed.D.)

This mixed-methods Improvement Science Dissertation in Practice (ISDiP) examined the impact of consultee-centered group consultation on educators' knowledge and the frequency of implementation of Restorative Practices (RP) in a middle school setting. Participants included 17 educators with various roles at a suburban middle school in the mid-Atlantic United States: Nine participated in the consultee-centered group consultation, and eight did not. The researcher administered pre- and post-surveys to both groups and examined the results using descriptive statistics. The researcher conducted participant surveys, recorded group consultation sessions, and analyzed journal entries to form qualitative themes. Quantitative findings indicated that the participant group …

Empowering Paraeducators: A Mixed Methods Study Of Targeted Paraeducator Training In Trauma-Informed And Restorative Practices, Amy K. Stevenson

Doctor of Education (Ed.D.)

This mixed-methods study, grounded in Improvement Science, examines behavioral support provided by paraeducators, sometimes referred to as paraprofessionals, to students who receive special education services. Districts employ paraeducators to implement Individualized Education Programs (IEPs) for students with a range of disabilities. Often, paraeducators possess limited skills and receive little training to provide effective support to students. Additionally, paraeducators remain among the lowest-paid employees in school districts. Research suggests that targeted professional development, particularly whole-group instruction, followed by coaching, modeling, and feedback, can improve both paraeducator implementation fidelity and student outcomes. Five paraeducators working in a program serving elementary students with …

Unlocking Potential: Empowering Educators To Support Girls With Adhd Through Gender-Informed Training, Teresa Davis

Doctor of Education (Ed.D.)

This mixed-methods action research study examined the systemic and perceptual barriers contributing to the under-identification and insufficient support of Attention Deficit Hyperactivity Disorder (ADHD) in female students. Framed within Improvement Science, the study addressed how gender-based expectations influence educators’ recognition and interpretation of ADHD symptoms. Utilizing a two-phase approach, the research explored the impact of an eight-week asynchronous professional learning series aimed at enhancing educators’ skills in recognizing ADHD characteristics more frequently observed in girls, such as inattention, emotional dysregulation, and internalized behaviors. The findings show that participants developed a more nuanced, gender-aware understanding of ADHD, shifting away from hyperactivity-centered …

Empowering Educators: Implementing Trauma-Informed Practices To Support Students With Emotional And Behavioral Disorders, Danielle A. Spadaccino

Doctor of Education (Ed.D.)

This study, grounded in the Improvement Science framework, explored factors influencing educators’ ability to manage behaviors in students with emotional and behavioral disorders (EBD) at a school within a psychiatric treatment facility. Existing research highlights the significant impact of behavior management on academic, behavioral, and social-emotional outcomes, particularly for students with EBD. Using a convergent mixed-methods design, the researcher combined quantitative and qualitative data to evaluate the effects of a 6-week professional learning series on trauma-informed practices. The study examined its impact on educators’ knowledge, attitudes, professional growth, and efficacy in supporting students with EBD. Findings indicate that the professional …

Building Educator Sel Capacity To Support Disruptive Student Behavior, Kendall Eshenfelder Fenton

Doctor of Education (Ed.D.)

This improvement science dissertation addressed disruptive student behavior by building educators’ SEL capacity and knowledge. Specifically, the study provided classroom teachers with Tier I SEL instructional lessons and training to support managing disruptive student behaviors within the classroom. This intervention at a suburban elementary school consisted of a six-week intervention that included weekly professional learning sessions and SEL lessons to be implemented in the classroom. This action research, using a mixed methods convergent preexperimental design, included quantitative data assessing classroom teachers’ SEL knowledge and capacity. The researcher also gathered qualitative data through semi-structured interviews with participants following the completion of …

Lessons Through Affirmations: Increasing Educators’ Capacity To Empower Children To Push Through, Jasmyn N. Wright

Doctor of Education (Ed.D.)

This improvement science dissertation explores how affirmation-based practices can enhance teachers’ capacity to support student engagement, resilience, and healthy self-concept, particularly in high-needs urban classrooms. The researcher employed a participatory action research design using mixed methods over an eight-week intervention. The “Lessons Through Affirmations” program included structured daily affirmations, reflective journaling, and teacher professional development. Quantitative data from pre/post surveys and weekly rubrics indicated consistent growth across SEL domains, notably in student resilience and instructional confidence. Qualitative reflections and interviews revealed that students internalized affirmations, demonstrated improved emotional regulation, and took ownership of the practice, while teachers reported personal growth …

Fostering Educator Well-Being To Manage Job-Related Teacher Stress, Jennifer L. Ringelheim

Doctor of Education (Ed.D.)

The job-related expectations for effective classroom instruction expanded beyond teaching academics after the COVID-19 pandemic, which increased job-related teacher stress (Weisling, 2023). Using a convergent mixed-methods design, the researcher of this Improvement Science Dissertation in Practice (ISDiP) identified a problem of practice as the demands of teaching post-COVID-19 on teacher well-being. In Phase 1 of this ISDiP, the researcher conducted end-user consultations, reviewed existing data, completed a root cause analysis, and reviewed scholarly literature to develop a working theory of improvement to manage teacher stress with self-care and regulation strategies. Phase 2 of this ISDiP aimed to understand to what …

Leveraging Elementary Teachers' Social-Emotional Competencies Through Educational Neuroscience, Kara Sievel

Doctor of Education (Ed.D.)

Researchers posit that the adverse effects of COVID-19 on student well-being will extend far past its onset (Lane et al., 2024). Therefore, researchers and education policymakers have prioritized enhancing students’ social-emotional learning (SEL) due to its significant benefits for academic achievement and overall well-being (Greenberg & Abenavoli, 2017; Greenberg et al., 2017; Jones et al., 2019). However, an essential component of the equation - teachers’ social-emotional competencies (SECs) - continually fail to be considered (Donahue-Keegan et al., 2019; Herman et al., 2020; Odak et al., 2023). While educational leaders recognize effective SEL programs’ benefits for students, many seek guidance on …

Isolating The Causes Instead Of The Student: Building Belonging And Connectedness Among And With Students, Cheryl Ann Faga

Doctor of Education (Ed.D.)

Embedded at the heart of the educational system is the teacher-student relationship. This qualitative Improvement Science Dissertation in Practice (ISDiP) examines the impact of the teacher-student relationship on students’ sense of belonging in the classroom and the broader school culture and climate in an urban interdistrict high school magnet program. At the 2022 Association of Middle School Leadership, Houston Kraft, developer of Character Strong, explained that "If we know connection and belonging is a human need, we have to build systems and skills that support the acquisition of and development of connection before students ever feel safe to learn" (Simpson, …

Empowering Educational Leaders: Elevating Social-Emotional Learning Through Transformative Professional Learning, Jennifer Hoffman

Doctor of Education (Ed.D.)

As educational institutions transition back to normalcy following the pandemic, fostering strong relationships between educators and students remains paramount. School connectedness represents a multifaceted framework that includes school culture, the rapport between students and teachers, and the implementation of targeted strategies to develop essential skills, all aimed at enhancing student achievement. In the ongoing effort to address student learning holistically, traditional approaches to managing student behavior, such as disciplinary exclusions, continue to persist. Disciplinary exclusions refer to measures that remove students from instructional settings as a consequence of school-related behavioral issues (Gage et al., 2019). A closer examination reveals that …

Improving Early Intervention Team Practices: A Single-Case Design, Christopher Jay Siano

Doctor of Education (Ed.D.)

This dissertation examined how a high school’s Early Intervention Team (EIT) identifies and supports disengaged students. The researcher focused on applying Team-Initiated Problem Solving (TIPS) protocols within Multi-Tiered Systems of Support (MTSS) to enhance team effectiveness. Grounded in the Improvement Science framework, this study followed the process of identifying a problem of practice, understanding root causes, developing and testing change ideas, and measuring impact. The researcher utilized a mixed methods single-case design to investigate how professional development influenced EIT practices, particularly in meeting foundations and problem solving. During the initial phase, a comprehensive root cause analysis identified key factors contributing …

Teacher Mindset: Improving Academic Outcomes For Students With Disabilities, Tracy A. Edwards

Doctor of Education (Ed.D.)

This mixed-methods Improvement Science Dissertation in Practice (ISDiP) explores the discrepancy between general and special education student performance on measures of growth and achievement in English Language Arts and Math in a small, suburban school district in Southwest Connecticut. Research supports that the growth rate for students with disabilities often decreases as they get older, leaving special education students with fewer opportunities to close the achievement gap over time. This study illustrates the importance of addressing teachers’ mindsets, perceptions, and collective efficacy to close the achievement and growth gap. Fifteen special education teachers and related service providers participated in a …

Using Function-Based Thinking To Support Adaptive Student Behavior For Elementary Students, Hilary R. Baude

Doctor of Education (Ed.D.)

This study investigated the factors influencing educators’ difficulty managing students’ maladaptive behavior in a suburban Pre-K-5 school. Research demonstrates that educators’ ability to manage student behaviors directly impacts students’ social, emotional, academic, and behavioral outcomes. This study examined the impact of an 8-week Function-Based Thinking (FBT) intervention on Pre-K-5 general educators’ ability to identify and implement function-based supports to promote adaptive behaviors for general education students in the classroom setting. The researcher conducted a convergent mixed-methods study with six general educators and merged quantitative data measuring FBT knowledge, beliefs about behavior, and students’ behavioral trends with qualitative findings from exit …

Using Community Circles To Build A Sense Of Belonging In Kindergarten, Andrea J. D’Aiuto

Doctor of Education (Ed.D.)

This Improvement Science Dissertation in Practice explored how implementing daily community circles in kindergarten classrooms equipped teachers with strategies to support dysregulated students. The participants for this study consisted of three kindergarten teachers. Using a convergent parallel mixed-methods research design, the practitioner investigated the impact of delivering five Professional Learning Series (PLS) sessions and implementing community circles on students' behaviors and sense of belonging. The practitioner merged quantitative data comprising pre- and post-survey results from the Community Circles Teacher Survey and prosocial and antisocial frequency student behavior data with qualitative data from semi-structured interviews to answer the proposed research questions. …

Addressing Chronic Absenteeism Through Transformative Strengths And Self-Efficacy-Based Family Engagement And Learner Support, Gemma Joseph-Lumpkin

Doctor of Education (Ed.D.)

Chronic absenteeism in K-12 educational settings poses significant challenges, particularly in its impact on cognitive and socio-emotional development and learning opportunities across grade levels. This dissertation examines the multifaceted nature of absenteeism, emphasizing strengths-based and self-efficacy-based approaches to mitigate its effects. Drawing on extensive literature, the study highlights the importance of family engagement solutions that foster student and family empowerment from early grades through high school.

In the early grades, interventions aimed at supporting children and families from impoverished backgrounds are underscored, while the middle grades focus on instilling hope and resilience in adolescents. At the high school level, the …

An Improvement Science In Practice: Empowering Paraeducators Working With Students With Disabilities In Supporting Student Engagement And Self-Regulation, Carol Anne Barnes

Doctor of Education (Ed.D.)

Paraeducators play a vital role in supporting students with disabilities, contributing to their academic, social, and emotional success in both special education and general education classrooms. This ISDiP study employed a convergent mixed methods design and action research methodology to implement a tiered model of professional development aimed at increasing paraeducators’ feelings of self-efficacy in applying skills and knowledge to support students with disabilities. The tiered model of professional development incorporated didactic instruction, modeling, coaching, and feedback. As part of the intervention, paraeducators completed pre-and post-surveys, attended at least two of four training sessions, and provided qualitative feedback through exit …

The Integrated Teacher: A Mixed Methods Study On How Professional Development In Comprehensive Wellbeing Practices Affect Special Education Teacher Stress And Efficacy, Katlyn Hagley

Doctor of Education (Ed.D.)

This Improvement Science Dissertation in Practice (ISDiP) sought to examine the effects of mindfulness-based and trauma-informed instruction on special education teachers' (SETs’) perceived levels of stress and self-efficacy to improve teacher wellbeing, reduce attrition, and foster a stronger sense of school community. This study was conducted in a large, urban public school district in the Northeastern United States using a mixed-methods explanatory sequential design within a participatory action research framework. The research addressed the following questions: Does participating in an eight-week virtual training in mindfulness exercises positively influence the perceived levels of jobrelated stress among SETs? Does participating in an …

Protecting The Dignity Of The Child: A Study In Trauma-Sensitive Practices And Collective Efficacy In An Alternative Educational Setting, Erin Dessureau-O'Hara

Doctor of Education (Ed.D.)

This dissertation addresses the issue of ineffective proactive approaches to students' emotional regulation by educational staff, which contributes to a high incidence of punitive discipline. The study aims to increase teachers' trauma-sensitive approaches to students' emotional needs to reduce the use of punitive and exclusionary discipline practices. Using a convergent mixedmethods research design, data were collected through interviews, exit tickets, classroom observations, focus group discussions, student behavior data, and pre-and post-assessments of collective efficacy. Participants included elementary teachers, support staff, and behavioral staff. The findings demonstrate that professional learning focused on trauma-sensitive approaches, the science of emotions and the brain, …