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Articles 31 - 60 of 217
Full-Text Articles in Educational Leadership
Latina Triunfadoras: Testimonios And Consejos Of Latina Superintendents In California, Marisela Kinn
Latina Triunfadoras: Testimonios And Consejos Of Latina Superintendents In California, Marisela Kinn
LMU Theses and Dissertations
The current dissertation examined the leadership of six Latina leaders in the executive role of the superintendency, presenting valuable testimonios (M. A. Martinez et al., 2017) that detail the early educational and familial experiences shaping the Latina superintendents’ journeys to the superintendency. The qualitative study used the community cultural wealth framework (Yosso, 2005) and a feminista perspective grounded in Chicana/Latina feminist epistemology (Delgado Bernal, 1998) and Latina leadership (Bordas, 2013, 2023) to explore the leadership principles employed by the six superintendents. The study revealed three significant findings. First, Latina superintendents’ parents instilled a work ethic of perseverance, hard work, and …
Minding The Gap: How Do New Lcap Requirements Address Equity For English Learners?, Magaly Lavadenz, Ph.D., Raquel Gonzalez, Ph.D., Elvira G. Armas, Ed.D., Gisela O'Brien, Ph.D., Hannah Catron, M.A., Jeimee Estrada-Miller, Ph.D., M.P.P.
Minding The Gap: How Do New Lcap Requirements Address Equity For English Learners?, Magaly Lavadenz, Ph.D., Raquel Gonzalez, Ph.D., Elvira G. Armas, Ed.D., Gisela O'Brien, Ph.D., Hannah Catron, M.A., Jeimee Estrada-Miller, Ph.D., M.P.P.
Reports
California’s Local Control Funding Formula (LCFF), signed into law in 2013, centers equity as a key to increased and improved services for three targeted student subgroups, including English Learners (ELs), low-income students, and foster youth. As a component of LCFF, districts develop Local Control and Accountability Plans (LCAPs) to specify their goals and strategies for using LCFF funds for equity and continuous improvement purposes. In this report, Lavadenz and colleagues use a sample of 26 California public school districts with high numbers/percentages of ELs, finding that although some progress has been made, public schools continue to miss the mark in …
Addressing Teacher Turnover In Catholic Schools: Lessons Learned From The University Consortium For Catholic Education Model, Ronald D. Fussell, Maureen Cole
Addressing Teacher Turnover In Catholic Schools: Lessons Learned From The University Consortium For Catholic Education Model, Ronald D. Fussell, Maureen Cole
Journal of Catholic Education
The United States is experiencing a teacher shortage that threatens the vitality of Catholic Schools. Yet, specialized Catholic school teacher formation programs under the umbrella of the University Consortium for Catholic Education model consistently produce Catholic school teachers who are well-formed for their ministry and who tend to remain employed in Catholic schools. This qualitative, grounded theory study sought to answer these two research questions: 1) Why do Catholic school teachers who are graduates of UCCE teacher preparation programs commit to remaining employed in Catholic schools; and 2) How can the experiences of UCCE program graduates be applied to traditional …
Course Registration Practices At A Jesuit University: Practicing Critical Hope To Address Barriers To Access And Belonging, Corey Knadler, Laura Diaz Martinez, Annmarie Caño, Kirk R. Anders, Yolanda Gallardo, Nancy L. Staub
Course Registration Practices At A Jesuit University: Practicing Critical Hope To Address Barriers To Access And Belonging, Corey Knadler, Laura Diaz Martinez, Annmarie Caño, Kirk R. Anders, Yolanda Gallardo, Nancy L. Staub
Jesuit Higher Education: A Journal
Solidarity and critical hope support faculty and staff who wish to accompany students, read the current reality of their experience, and imagine new practices that can rectify injustices and promote access and belonging. Here, we describe an example of this praxis by responding to student concerns about injustices in a course registration process. With some exceptions, undergraduates at this institution register for classes according to their earned college credits. At first glance, this meritocratic system shows care to students by recognizing their hard work. However, our analysis shows that it also discriminates against underserved groups of students. Using 10 years …
Embracing Communal Discernment For Synodal Leadership In Jesuit Higher Education, Deogratias Fikiri Sj
Embracing Communal Discernment For Synodal Leadership In Jesuit Higher Education, Deogratias Fikiri Sj
Jesuit Higher Education: A Journal
This paper proposes a transformative shift in Jesuit higher education leadership by advocating for synodal leadership, a model grounded in Ignatian spirituality and Catholic tradition. In response to the limitations of traditional shared and collegial governance models, which often perpetuate elitism and hinder broad-based participation, this paper highlights the need for a more inclusive and adaptive leadership approach. Synodal leadership, revitalized by Pope Francis, emphasizes active participation, communal discernment, and mutual respect, diverging from hierarchical norms. It fosters a “walking together” ethos, allowing every member’s voice to contribute to a collective vision. By integrating synodal principles with Jesuit values, this …
The Role Of Equity Leaders In Implementing The Community School Policy Framework In California, Iris Zuniga
The Role Of Equity Leaders In Implementing The Community School Policy Framework In California, Iris Zuniga
LMU Theses and Dissertations
This study explored the role of Equity Leadership in implementing the Community School Policy Framework in California, focusing on addressing systemic inequities. Using a qualitative approach, this research drew on six in-depth interviews with public sector leaders in the California Community School Partnership Program (CCSPP). Findings underscored the critical importance of equity-focused leadership, intentional collaboration, and data-driven accountability in advancing equitable practices within the community school model. The research highlighted that effective implementation of the framework depends on tailoring strategies to California’s unique community needs and centering on under-resourced students. Fostering cross-sector partnerships and actively engaging community partners were essential …
Promoting Equitable And Holistic Education: The Role Of Arts Education And Whole Child Policy In Unleashing Potential And Advancing Progress, Collette Ain Williams Alleyne
Promoting Equitable And Holistic Education: The Role Of Arts Education And Whole Child Policy In Unleashing Potential And Advancing Progress, Collette Ain Williams Alleyne
LMU Theses and Dissertations
Inclusive arts education policy considers the arts a viable entry point to a holistic educational experience. It encourages educators to engage with students on a social and emotional level. Several studies have explored challenges with policy implementation that identify educators' interpretation of policy or assimilation to existing policy as a barrier to the full actualization of policy. Through a rigorous convergent mixed-methods study using convenience sampling, I present a thorough analysis of data that reflects internalized values, beliefs, and ideas. Seven contributors, five educational leaders, and two alumni completed interviews, and twenty-one educational leaders completed surveys utilizing Qualtrics (www.qualtrics.com/), a …
Serving Gender-Expansive Students In Catholic High Schools: Understanding The Perspectives Of Catholic School Leaders, Cassandra Elyse Gonzales
Serving Gender-Expansive Students In Catholic High Schools: Understanding The Perspectives Of Catholic School Leaders, Cassandra Elyse Gonzales
LMU Theses and Dissertations
While there are many calls to maintain Catholic values in National Catholic Education Association (NCEA) and (arch)diocesan standards for Catholic school leaders, there is still a lack of guidance on operationalized support for gender-expansive students. This lack of clarity hinders the ability of leaders of Catholic schools to support and accompany gender-expansive students in their schools. This lack of guidance results in unclear leadership, which can adversely affect the well-being of gender-expansive students in Catholic schools. This qualitative study explored the experiences of principals and presidents of Catholic high schools in the United States as they work with gender-expansive students …
From Mandated Reporter To Community Supporter: Reimagining Schools And The Nexus To Address Intersectional Social Justice, Charity Chandler-Cole
From Mandated Reporter To Community Supporter: Reimagining Schools And The Nexus To Address Intersectional Social Justice, Charity Chandler-Cole
LMU Theses and Dissertations
From Mandated Reporter to Community Supporter: Reimagining Schools and the Nexus to Address Intersectional Social Justice, explores the transition from mandated reporting to community support within schools, focusing on the implications for Black families and the broader goal of addressing intersectional social justice. The study critically examines the role of schools beyond their educational mandate, highlighting their potential as pivotal hubs for supporting vulnerable populations and addressing systemic issues such as racism, bias, and poverty. Through a mixed-methods approach, incorporating both quantitative surveys and qualitative interviews, the research delves into the impact of mandated reporting on Black families, the understanding …
“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, 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 …
Mamás Metidas: Empowering Latinx Spanish-Dominant Parents In Independent Schools Through Culturally Responsive School Leadership, Silvia Salazar Rivera
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 …
When School Was Not Designed For Your Family: A Culturally Responsive High School Parent Engagement Guide, Julia Straszewski
When School Was Not Designed For Your Family: A Culturally Responsive High School Parent Engagement Guide, Julia Straszewski
LMU Theses and Dissertations
Beginning with a brief historical analysis of how the education system came to be and an analysis of culture, themes came forth demonstrating the White Anglo-Saxon Protestant (WASP) roots of education no longer align with the diversity of society. Parental engagement in education has been veered as a pillar of overall success; however, it was consistently view through a nonculturally responsive lens and geared toward early childhood and elementary education, leaving out high school as an equally important facet of a child’s development. Synthesizing the themes of cultural responsiveness, parental engagement, and positive relationships, a culturally responsive guide emerges to …
Reclaiming Black Spirit: Redefining Social Justice Leadership With And For Black Youth In Jesuit Secondary Schools, Jeremy Divinity
Reclaiming Black Spirit: Redefining Social Justice Leadership With And For Black Youth In Jesuit Secondary Schools, Jeremy Divinity
LMU Theses and Dissertations
There were contradictions from the beginning regarding Jesuit education’s mission of faith, which does justice and supports African American male students. Limited research examined the experiences of African American males attending Jesuit secondary schools and their perceived support from Jesuit school leadership in ensuring they had increased feelings of belonging, inclusion, and culture through social justice efforts. In order to address this gap, this qualitative hermeneutic phenomenological study centers on the lived experiences of African American male alumni in Jesuit secondary schools regarding social justice leadership and how they make meaning of their racialized and gendered experiences while attending a …
The Sound Of Silence: The Significance Of Nurturing Spirituality, Self-Transformation, And Academic Excellence In Augustinian Schools, William R. Driscoll
The Sound Of Silence: The Significance Of Nurturing Spirituality, Self-Transformation, And Academic Excellence In Augustinian Schools, William R. Driscoll
Journal of Catholic Education
This article examines silent reflection within the context of Augustinian Catholic schools. Tracing the rich lineage of Augustinian spirituality, it explores how cultivating interiority serves as a transformative practice that fosters spiritual growth, nourishes a deeper understanding of self and others, and compliments academic inquiry. Through a synthesis of theological, educational, and psychological perspectives, this article illuminates the multifaceted benefits of integrating silent reflection into the educational ethos of Catholic schools. Emic descriptions from students, teachers, and leaders provided insights into silent reflection programming designed to enrich the holistic development of students.
Navigating A Crisis With Imagination And Hope Through The Ignatian Pedagogical Paradigm, Rodney R.J. Uzat
Navigating A Crisis With Imagination And Hope Through The Ignatian Pedagogical Paradigm, Rodney R.J. Uzat
Jesuit Higher Education: A Journal
This article examines a Jesuit all boys college preparatory high school’s response to the COVID-19 pandemic and how the Ignatian Pedagogical Paradigm (IPP) provided the school administrative team with guiding principles that inspired imaginative solutions allowing for in-person instruction throughout the majority of the crisis, which in turn offered much needed hope to the entire school community at a difficult time. The article begins with the context of the crisis for the community and then details the experience of the school going into the Fall of 2020 with attention to the process for putting pandemic go forward operating strategies in …
An Inquiry Into Hope And Imagination In Jesuit Education: Ignatian Design Thinking As A Lens For Exploration, Stacy Neier Beran, Patrick M. Green
An Inquiry Into Hope And Imagination In Jesuit Education: Ignatian Design Thinking As A Lens For Exploration, Stacy Neier Beran, Patrick M. Green
Jesuit Higher Education: A Journal
Hope and imagination are foundational to a Jesuit education, and as central tenets, inform teaching and learning through Ignatian pedagogy. The authors explore hope and imagination in the Jesuit context through the lens of scholar-practitioner inquiry, drawing from the local context and practice of an Ignatian design thinking course as a source of knowledge. This inquiry approach is rooted in practice-based research, and situates scholarly exploration through lines of inquiry and problems of practice, specifically exploring how design thinking fosters curiosity and creates space for teaching imagination and hope. The authors draw on their teaching experiences, course design, and professional …
Teaching For Social Justice In The Secondary English Language Arts Classroom: Case Studies In Independent Schools, Alexandra Lyon Perelman
Teaching For Social Justice In The Secondary English Language Arts Classroom: Case Studies In Independent Schools, Alexandra Lyon Perelman
LMU Theses and Dissertations
Secondary English language arts (ELA) teachers in independent K–12 schools are well-situated to teach for social justice as they do not face the same constraints prevalent in many public schools, such as restrictive curricular mandates, high-stakes testing, and legislation resulting from the weaponization of critical pedagogy. Thus, secondary ELA teachers often have the liberty to craft their own curricula and use literature, verse, and other media as vehicles for teaching social justice. Despite an increase in empirical research examining social justice teaching in various contexts throughout K–12 education, there was a gap in the research focused on social justice teaching …
Student And Educator Perceptions Of The Implementation Of A Social-Emotional Learning Approach: A Mixed Methods Study Of A Catholic School, Dorothy Balfe
LMU Theses and Dissertations
The goal of this mixed methods study was to examine educator and student perceptions of the implementation of social-emotional learning (SEL) and the RULER (i.e., recognizing, understanding, labeling, expressing, and regulating) approach in a Catholic school. The study investigated the perceptions of teachers, staff, and students about the implementation of SEL and RULER across elementary and middle school grade levels. The RULER approach is a K–12 SEL initiative designed to build the emotional intelligence and social-emotional competencies of all members of a school community. Data were gathered over a 4-month period through interviews with teachers and students, an educator survey, …
A Professional Profile Of Culturally Responsive Continuation High School Principals, Benjamin Charles Wardrop
A Professional Profile Of Culturally Responsive Continuation High School Principals, Benjamin Charles Wardrop
LMU Theses and Dissertations
With more than 10% of all high school age students taking classes at a continuation school at some point in their high school career, this normally forgotten alternative learning environment is one that serves many of our most historically marginalized student groups: Black, Latinx, those with learning differences, and English Learners (Ruiz de Velasco et al., 2012). Leadership in schools is the difference-maker in student learning efficacy (Wahlstrom et al., 2010; Whitaker, 2020). This qualitative study was situated on the theoretical framework created by Madhlangobe and Gordon (2012), Culturally Responsive Leadership (CRL). The aim of this study was to build …
The Path To Full Reparations: A Community-Driven Model Of Education Reparations For Black Youth In Los Angeles County, Phase I (Early Learners), Andrew S. Murphy
The Path To Full Reparations: A Community-Driven Model Of Education Reparations For Black Youth In Los Angeles County, Phase I (Early Learners), Andrew S. Murphy
LMU Theses and Dissertations
The unresolved long-term effects of slavery and past and ongoing systemic racism directed toward Black Americans can be seen in the devaluing and aggressively racist treatment of Black students in Los Angeles County schools. Through qualitative interviews with Black education community members in Los Angeles County, this study collected Black education community members’ perspectives on the need for a multiphase education reparations system for Black youth, beginning with early learners (ages 0 to 8), and what components such a system should include. Participants overwhelmingly supported an education reparations system due to the over-policing and criminalization of Black students and the …
Assessing The Costs And Benefits Of Principal Time Usage And Ohio's Edchoice Scholarship, Adam J. Dufault Ed.D.
Assessing The Costs And Benefits Of Principal Time Usage And Ohio's Edchoice Scholarship, Adam J. Dufault Ed.D.
Journal of Catholic Education
This study explored the experience of Catholic school principals in Ohio whose schools have participated in the EdChoice Scholarship program. The researcher employed the lens of principal time usage to examine the experiences of Ohio Catholic school principals with EdChoice, with a focus on the direct experiences of principals participating in the program, the principal’s role in the supervisory aspects of operating the program at a school, and on the connections between workload and principal perceptions of the EdChoice program. The research questions were explored through semi-structured interviews with eight Catholic school principals and three administrative designees at those schools. …
Crisis Leadership: Voices From The Field, Corinne Brion
Crisis Leadership: Voices From The Field, Corinne Brion
Journal of Catholic Education
This qualitative study used a phenomenological approach and the Marianist characteristics as a conceptual framework to understand the experiences of six lay Marianist educational leaders during COVID-19. Findings indicated that during the pandemic leaders were faced with challenges pertaining to receiving an excess of information, inequity in technology, serving students with various learning needs, and the socioemotional health of students and teachers. Despite these difficulties, these leaders were able to uphold the Marianist characteristics of educating for adaptation and change, educating in family spirit, and for formation in faith. This study is significant because it provides the unique perspectives of …
Data At The Diocesan Level: Common Data Practices And Challenges Among U.S. Catholic School Superintendents, Julie W. Dallavis
Data At The Diocesan Level: Common Data Practices And Challenges Among U.S. Catholic School Superintendents, Julie W. Dallavis
Journal of Catholic Education
Accountability pressures in education have risen steadily over the last two decades and public schools and districts now track school- and student-level data in response to state and federal mandates. Catholic schools and dioceses have not faced the same level of regulation over this period, and less is known about data access and use in the Catholic sector. This descriptive and exploratory research draws on survey and interview data from a national sample of Catholic school superintendents to examine data practices in diocesan central offices as well as barriers faced in the use of data. Findings suggest that although considerable …
Making Worth, Making Sense Of The Sacrifice: Examining The Career Education Trajectories Of Economically Marginalized, First-Generation Latina Graduates, Alexia Fernanda Pineda Soto
Making Worth, Making Sense Of The Sacrifice: Examining The Career Education Trajectories Of Economically Marginalized, First-Generation Latina Graduates, Alexia Fernanda Pineda Soto
LMU Theses and Dissertations
The purpose of this qualitative study was to assess the ways current higher education approaches to career education, counseling, and preparation models served, or disserved, economically marginalized first-generation Latinas (EMFGL) and their career identities. In centering EMFGL-identifying college graduates, this study used interviews to glean an understanding of what the EMFGL career education experience was like and how forms of career preparation in college equipped, or unequipped, students’ career pathways. Driven to assess how higher education institutions can come to eradicate the generalization of their career counseling and education practices and ideologies, this work further uncovers how EMFGL graduates use …
Are The Teachers Alright?: High School Teachers’ Use Of Emotional Labor Strategies In The Covid-19 Context And Its Effect On The Profession’S Sustainability, Nina C. Benegas
LMU Theses and Dissertations
Teacher burnout during the pandemic has resulted in a mass exodus of teachers that, compounded with consistently low enrollment in teacher preparation programs, has caused a severe and catastrophic teacher shortage. This qualitative study investigated teacher perceptions of pandemic-related workload and emotional stress and their effects on job satisfaction and burnout. The dissertation study consisted of semi-structured interviews of sixteen current or former high school educators who taught before and during the COVID-19 pandemic. Findings suggest a wide range of disruptions to teachers’ preexisting professional responsibilities and additions to what has been considered to constitute a teacher’s typical workload, particularly: …
Raising The Roar: A Case Study Of Early Adolescent Student Voice On Service-Learning And Catholic Identity, April Beuder
Raising The Roar: A Case Study Of Early Adolescent Student Voice On Service-Learning And Catholic Identity, April Beuder
LMU Theses and Dissertations
This qualitative case study examined early adolescent students’ perceptions of their service-learning program experiences at one Catholic elementary school in the Archdiocese of Los Angeles (ADLA). The purpose of the study was: (a) to understand how the powerful tradition of the Church related to doing works of social justice and outreach was experienced by students in one ADLA Catholic elementary school in the form of experiential service learning, and (b) to explore whether associations exist between the students’ perceptions of their Catholic identities and their service-learning experiences. This study gathered research from student voice and work samples and utilized Carver’s …
Streaming With Butterflies: A Whole School Stream Project, Carey L. Averill, Janet M. Herrelko
Streaming With Butterflies: A Whole School Stream Project, Carey L. Averill, Janet M. Herrelko
Journal of Catholic Education
This study explores the commitment of a school faculty to use the pedagogical practices needed to employ a project-based unit of Science, Technology, Religion, Engineering, Arts, and Mathematics (STREAM). The unit of study concentrated on environmental sustainability of butterflies through project-based learning (PBL). Teacher interviews were analyzed to reveal the similarities and differences, strengths and weaknesses in the teachers’ reactions to implementing a cross-curricula content unit designed for a pre-kindergarten (PK) to eighth grade school. Analysis of teacher data and classroom artifacts provided evidence of: content mastery at the student levels; implementation of scaffolding for developmental levels; and the need …
Becoming A Stem-Focused Catholic School: Insights Into Adopting A Curricular Specialization, Julie W. Dallavis
Becoming A Stem-Focused Catholic School: Insights Into Adopting A Curricular Specialization, Julie W. Dallavis
Journal of Catholic Education
School choice policies seek to increase access to educational opportunities and stimulate innovations in schooling. This study examines the early stages of one such innovation—school-wide curricular specialization—in three Catholic elementary schools adopting a STEM focus and uses interviews to consider how and why different levels of support exist for the shift and under what conditions private and religious schools are prepared to make significant changes in instructional practice. Findings suggest that school resources—material, human, and social along with professional development—play an important role in shaping engagement in the adoption of a school-wide curricular focus.
Leading In Liminality: Implications On Individual And Collective Identity, And Knowledge Creation For School Leaders, David Sorkin, Melodie Wyttenbach, John Reyes, Michael Warner
Leading In Liminality: Implications On Individual And Collective Identity, And Knowledge Creation For School Leaders, David Sorkin, Melodie Wyttenbach, John Reyes, Michael Warner
Journal of Catholic Education
In the spring of 2020, schools of all sectors across all nations were forced to close their doors as COVID-19 rippled through communities. Drawing upon the concept of liminality, which refers to a stage, state, or period of transition (Soderlund & Borg, 2017), this study investigated the intersections of the experience of liminality during the pandemic and functioning for Catholic school leaders. Interviews with urban school leaders were analyzed to understand key characteristics of liminality as experienced by school leaders within organizations. Findings indicate that school leaders responded to the liminal experience by sharpening the focus of work, which simultaneously …