Doctoral Dissertations

Permanent URI for this communityhttps://hdl.handle.net/20.500.12262/1

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Open Access
THE EXPLORATION OF TEACHERS' AND ADMINISTRATORS' PERCEPTIONS REGARDING THE INFLUENCE OF CULTURALLY RELEVANT PEDAGOGY ON MIDDLE SCHOOL AFRICAN AMERICAN MALE STUDENTS' ACHIEVEMENT
Lewis, Monique Shantae
ABSTRACT Monique Lewis, The exploration of teachers’ and administrators’ perceptions regarding the influence of culturally relevant pedagogy for middle school African American male students’ achievement. Doctor of Education (Executive Educational Leadership), May 2019, Houston Baptist University, Houston, Texas Purpose The purpose of this phenomenological study was to explore teachers’ and administrators’ perceptions regarding the influence of Culturally Relevant Pedagogy on the academic achievement of middle school African American males. Four research questions guided the study. The research drawn from Ladson-Billings’ Culturally Responsive Teaching referred to in this study as Culturally Relevant Pedagogy serves as the foundation of this study. Methodology In this phenomenological study, the researcher used a qualitative method research design to explore the impact of culturally relevant pedagogy on middle school African American male students’ achievement. Teachers and administrators completed a demographic survey prepared on a lickert scale and participated in focus group interviews. The participants for this study were middle school teachers and administrators from three urban middle schools. Findings The organization, synthesis, and analysis of points throughout this research study were an essential process in obtaining valuable information that can be used to provide teachers and administrators with assistance close the distance between African American middle school males’ achievement and that of their Caucasian counterparts. Culturally responsive teaching together with data-based decision making is rooted in having essential cultural and lingustical information to provide high quality instruction, intervention, accommodations, effective instructional strategies that produce outcomes that support African American middle school male student achievement. Conclusion This phenomenological narrative research study explored the perceptions of teachers and administrators as they relate to culturally relevant teaching within the African American male middle grade students. The goal of this study was to determine teachers’ perceptions about the family dynamic and instructional practice influence that culturally relevant pedagogy has on African American male students in middle grades. A qualitative approach was taken in this study to allow 16 teacher participants and three African American male Administrator to share their level of understanding and use of culturally relevant pedagogy to improve their students’ achievement. KEY WORDS: African American, Culturally Relevant Pedagogy, Critical Race Theory, Cultural Diversity, Cultural Proficiency
Open Access
AN EXAMINATION OF FACTORS INFLUENCING FIRST-GENERATION LATINX STUDENTS IN SOUTH TEXAS: BASED ON TINTO’S PERSISTENCE THEORY.
Akpo, Evans Igho
This qualitative, phenomenological study examined the lived experiences of first generation Latinx community college students who shared common experiences that have influenced their persistence in the pursuit of educational attainment. It is essential to understand the process of navigating community college for first-generation Latinx students because it is key to their success. Using Tinto's (2002b) persistence theory as a guiding framework and a narrative the investigation, this study was successful in identifying the lived experiences and ways in which the first-generation Latinx students can persist in a particular community college by utilizing resources and a lack of assets to navigate and succeed towards college completion. Data collection included a Likert scaled survey and open-ended questions designed to garner information that provides an understanding of the lived experiences of 51 participants. The research design participants shared their unique expertise and insight into how they conceptualized their college experience as first-generation Latinx. This study indicates that first-generation Latinx community college students are more likely to persist towards college completion if their financial, socioeconomic situation, and support systems are conducive to learning. Findings indicated that through personal persistence and perseverance, first generation Latinx community college students could overcome barriers such as; financial hardship or social and cultural factors that may hinder student progress towards college completion. The study will potentially enable policymakers, schools, and non-governmental organizations to make decisions that would better help first-generation Latinx students to graduate by utilizing the tools provided.
Open Access
Utilizing Intersectionality to Explore the Psychological Effects of Gendered Racism on African American Women in Leadership Across Multiple Career Fields
Holmes, Jasmine
This phenomenological study explored the lived experiences of gendered racism in African American women in leadership positions across multiple career fields. Gendered racism is generally defined as discrimination based on the intersection of race and gender (Lewis et al., 2017). The purpose of this study was to detail the lived experiences and identify the potential psychological effects that surfaced for African American women in leadership based on their double minority status. By identifying the shared experiences of gendered racism in African American women in leadership positions in multiple career fields, this study validated the experiences of this population. Purposive and snowball sampling methods were used to recruit a total of 12 participants that identify as African American, female, in positions of leadership in the academic, legal, medical, and/or mental health fields, and have experienced gendered racism. Data was collected utilizing a semi-structured interview process. Data was analyzed through coding similar responses and identifying themes. Eight themes highlighting psychological deficits and strengths emerged from the data: Transition, Battling Stereotypes, Microaggressions, and Overt Discrimination, Leading with a Purpose, Attack on Authenticity, Undervalued Yet Essential, Emotional Overload, Dismissing the Dismissiveness, and Roll with the Punches. Findings of this study indicate the need for continued research on this population and their unique experiences of discrimination, a review of current anti-discriminatory practices, the need for cultural competency in organizations, and the need for an increase in leadership opportunities for African American women. Keywords: Gendered racism, intersectionality, African American, women, leadership
Open Access
THE IMPACT OF TRANSITIONING FROM A BILINGUAL TO A GENERAL EDUCATION CLASSROOM AND ITS IMPACT ON FOURTH-GRADE STUDENT WRITING
Dudley, Tabitha
Abstract Dudley, Tabitha, The Impact of Transitioning from a Bilingual to a General Education Classroom and Its Impact on Fourth-Grade Student Writing, Doctor of Education (Executive Educational Leadership), May 2022, Houston Baptist University, Houston, Texas. The purpose of the study was to discover the pathways and roadblocks that lead to ELLs' writing abilities in fourth grade after transitioning from a bilingual to a general education classroom. This research compared students' data points in Dual Language classes on state assessments and the writing strategies implemented by Dual Language teachers. This research will bring awareness to English-Speaking only educators regarding the ELL's needs and provide educators with strategies to develop ELL's English writing skills upon transitioning. The participants for this study consisted of nine teachers who taught general education with their English as a Second Language (ESL) certification and bilingual teachers who had a Bilingual Certification. All participants taught or were currently teaching fourth grade writing respectfully. Therefore, this study implemented a random stratified sampling. Of the nine participants, four were asked to participate in a Focus Group. Ten of the 38 Dual Language elementary schools in an urban school district that were eligible for the study were selected because their campuses implemented a 50/50 Dual Language program model for at least three years and Met Standard on the 2019 STAAR. The research findings described the various Dual Language strategies teachers used to support ELLs' writing skills. The researcher used a mixed-method, quasi-experimental design to compare participants' STAAR Writing test scores and the focus groups' responses to identify patterns, trends, and outliers.
Open Access
Spare the Rod, Spoil the Child: Perspectives of Educators who are also Parents of Public-School Children, Regarding Effective Discipline Practices in Urban Elementary Schools in Predominately African American Communities
Whyte, Ada
The purpose of this phenomenological qualitative research study was to analyze the perspectives of educators who are also parents of public-school children regarding the effectiveness of the implementation of punitive, exclusionary and restorative discipline practices within low-income urban elementary schools. The guided protocol questions in this study examined the discipline practices that educators deemed effective in influencing African American students to make better behavioral choices and improve their academic performance. This study explored how punitive, exclusionary and restorative practices are used in two Title 1, elementary schools located in South Texas. The research questions enabled further exploration into what educators who are also parents of children enrolled in public schools understand about current school discipline practices mirroring discipline practices that are enforced at home. This study included individual interviews from eight participants, four from each campus, and one focus group comprised of four individuals, two from each of the selected campus. This study used historical disciplinary and demographic data to highlight the disparities that still affect African American students despite the implementation of restorative practices. Data supported the necessity of understanding current school discipline policies in order to take the appropriate action to modify them. Findings indicated that while using punitive measures could hold students accountable for their behavior, they might also have the opposite effect of what was intended. Findings also revealed that disciplinary procedures as well as the general atmosphere of a school or community may be significantly impacted when punitive and restorative methods are combined
Open Access
INSTRUCTIONAL EQUITY: LEVERAGING UNIVERSAL DESIGN FOR LEARNING TO ADDRESS THE BARRIER OF RACE
Edwards-Hudson, Natalie
The purpose of this study was to examine the perceptions of educators’ views of social justice as they participate in instructional planning and design using the Universal Design for Learning (UDL) framework. The UDL framework, which is focused on removing barriers to learning and offering an equitable learning environment for all, was used as a lens to consider the impact of racial differences in classrooms. The participants in this study were self-identified as educators with UDL experience and who also have a familiarity with social justice issues that impact the education of students due to the barrier of race. This research study included data collection of responses obtained using the Learning to Teach for Social Justice Beliefs Scale (LTSJ-B) developed by the survey team of Boston College Teachers for a New Era Project.
Open Access
The Role of Nonprofits in the Career Development of the Vulnerable and Underserved
Roberts, Patricia
ABSTRACT Roberts, Patricia., The Role of Nonprofits in the Career Development of the Vulnerable and Underserved. Doctor of Education (Executive Educational Leadership), December, 2023, Houston Christian University, Houston, Texas. The purpose of this study was about how nonprofit organizations can provide effective career development programs for the vulnerable and underserved people, resulting in employment and assisting them with being self-sufficient in Houston, Texas, as well as the surrounding geographical region. The study was based on qualitative research data collection tool of an online anonymous survey of SurveyMonkey with Likert scale responses. A total of 26 nonprofit leaders and employees answered questions on the anonymous survey and the results were examined. A recorded Zoom focus group interview was held with five of the leaders who provided more in-depth answers. Participation in the interview was on a voluntary basis. The findings of this study revealed how nonprofit organizations provided career development programs and the effectiveness of these programs through services offered to assist the vulnerable and underserved with employment and self-sufficiency. The implications for nonprofit organizations are to meet the basic needs of clients first before offering services such as career development. Ensure follow-up with clients to measure the level of effectiveness. Explore ways to address the motivation of clients, access training through tools and technology, provide transportation in outlying or remote areas for better access to services and educate employees on services offered by the nonprofit. Evaluate existing programs and services seeking innovative ways post COVID-19. In conclusion, the role of the nonprofit was perceived in this study as effective with room for improvement. Collaborations with other nonprofits about how best to serve the Vulnerable and Underserved especially the homeless would be important. KEY WORDS: Basic Needs, Career Development, Homeless, Job Placement, Skills based training, Under-employed, Underserved, Vulnerable
Open Access
THE FATHER EFFECT: THE IMPACT OF FATHERS IN THE HOUSEHOLD ON THE HIGH SCHOOL ACADEMIC ACHIEVEMENT, SELF-EFFICACY, AND COLLEGE READINESS OF AFRICAN AMERICAN MALES
Gordon, Christopher Sean
The past several decades have seen an increase in the number of children being raised in households without fathers, with a rise in the number of households that identify as single parent as the head of household in the United States. Within these single parent households, a majority are led by a mother. According to Pew Research Center, nearly one out of every four children in America live in households with only one parent. The issue has been particularly evident in the African American community. Studies have found that young adults’ ratings of paternal nurturance and paternal involvement were directly correlated with their positive psychosocial functioning. Paternal acceptance was also found to be a significant predictor of positive self-reported psychological adjustment. In general, research on the impact of the father has shown that parental involvement and presence has an impact on key outcomes, behaviorally, educationally, and beyond. The primary purpose of this research study was to examine whether differences exist in self-efficacy, college/career readiness, and academic achievement between African American male high school students with a father present in the home and those without. To address this, archival data from the National Center of Education Statistics High School Longitudinal Study of 2009, which followed a cohort of over 20,000 ninth graders from 2009 until 2016 via surveys and postsecondary transcripts, was used in this study. A total of 1,107 comprised the sample in the current study. To address the research questions, t-test, Chi-Square, and Mann Whitney U-test analyses were utilized. The results included several statistically significant relationships and/or differences the between students who had biological fathers in the household and those who did not. In addition to students with a biological father in the home demonstrating significantly higher academic performance in all areas, these students also exhibited higher ratings of self-efficacy in some areas. Further, there was a relationship between having a biological father in the home and goals for post-secondary education, plans to enroll in college, and actual enrollment following high school. African American male students who had biological fathers in the household also had more favorable expectations of how far they could go in college and their family ability to afford college. The current findings suggest that there are many positive outcomes that fathers in the household effects. This presents an opportunity for institutions, programs, and policies to raise awareness on the vitalness of fathers for student educational development. A renewed emphasis on paternal involvement from school districts can increase the awareness to aid in child long-term development. The implication can be that students from households without fathers are less likely to perform academically, collegiately, and motivationally as high as students with fathers in the household. Keywords: African American Males, Father Effect, Self-Efficacy, Academic Achievement, College Readiness
Open Access
ADMINISTRATORS’ PERCEPTIONS OF THE IMPLEMENTATION OF RESTORATIVE PRACTICES AT SELECTED URBAN ELEMENTARY SCHOOLS IN SOUTHEAST TEXAS
Charles, Kelli Michelle
ABSTRACT Charles, Kelli., Administrators’ perceptions of the implementation of restorative practices at selected urban elementary schools in Southeast Texas. Doctor of Education (Executive Educational Leadership), May 2019, Houston Baptist University, Houston, Texas. The purpose of this phenomenological qualitative study was to examine the implementation of Restorative Practices in selected elementary schools in southeast Texas. Restorative Practices will generally be defined as a social science that studies how to build social capital and achieve social discipline through participatory learning and decision making (Wachtel, 2016). This study included six school-based administrators who served in the roles of principals, assistant principals and counselors. The research questions allowed for further investigation into Restorative Practices and how students and teachers benefited from the implementation of weekly Community Building Circles. Findings indicated the positive impact circles had on classroom culture, as well as improved teacher-student relationships. This study provides administrators with knowledge about how to implement Restorative Practices in a meaningful and sustained way. KEY WORDS: Restorative Practices, Circles, Restorative justice, Restorative justice in schools, Social emotional learning, Classroom discipline, School discipline, Alternatives to suspension, Zero tolerance policies, School-to-Prison-pipeline, Exclusionary discipline practices, School culture, Classroom culture, Suspension
Open Access
SEE ME: HOW MINORITY HIGH SCHOOL GRADUATES WITH INCARCERATED PARENTS PERCEIVE THEMSELVES AS PUBLIC-SCHOOL STUDENTS
Vasquez, Kylene
There is a fast-growing population of students experiencing trauma. As a result, school leaders need to improve individual and collective awareness as trauma-informed educators who are privy to how different social and emotional stressors impact student identities. Therefore, this qualitative phenomenological study aims to describe how minority high school graduates with incarcerated parents perceived themselves as public-school students in Southeast Texas. Findings revealed the following essence across this subgroup: students concluded that their educators' perception of them impacted their overall educational experience in one primary way—it influenced their perception of decision making. Thus, because children conformed to the idea that whatever educators believe of them is what represented them—an integrated experience—they either were nourished or admonished as students in public school systems. Implications for practice were significant to the dense study, but the direct implications are for educational leaders and other non-profit youth organizations.
Open Access
Relationship of number sense comprehension and attitudes on mathematics achievement and intent to pursue a mathematics-related career
Opollo, Jackson Otieno
The purpose of this correlational study was to investigate the relationship of number sense comprehension and mathematics attitudes on mathematics achievement and intention to pursue a mathematics-related career for final-year high school students in Kenya. The sample for the study comprised of final-year high school students from three schools, including Wasamo Girls Secondary School, Sena Mixed Secondary School and Uozi Mixed Secondary School. Primary data for the study was collected through administration of a Number Sense Test and a two-part survey aimed at gathering data regarding students’ attitudes and desire to pursue math-related career. Secondary data on math achievement was gathered through the average students’ math scores attained for the last three academic years. Correlation, in addition to simple line regression and descriptive statistics, was used to analyze the collected data to establish and determine the relationship among the variables of interest. The results indicated that number sense had a positive and significant relationship on attitude towards mathematics and mathematics achievement. Additionally, the results illustrated a positive and significant relationship between attitudes towards mathematics and mathematics achievement. This implies that students’ number sense and attitudes are positively correlated and, consequently, both are predictors of mathematics performance. However, despite the low performance exhibited by the students in this sample, a majority of them indicated a great desire to pursue math or STEM-related career, highlighting the need and a call for review of math career choices and their related prequalification standards, disciplines and subjects in general. Key Terms: Number Sense, Attitudes Towards Mathematics, Math Achievement, STEM-related career.
Open Access
AFRICAN AMERICAN CHRISTIAN PARENTS’ PERCEPTIONS OF HOW PARENTING STYLES AFFECT CHILDREN’S BEHAVIORS
Putman , Kelli Christine
Putman, Kelli, C., African American Christian Parents’ Perceptions of How Parenting Style Affects Children’s Behavior Doctor of Education: Educational Leadership Houston Baptist University, Houston, Texas. The purpose of this study was to determine African American parents’ perspectives on how a foundation of Christianity and parenting styles affects children’s behavior. It is important to identify parenting styles, the social and emotional, and the religiosity foundation throughout a child’s development; each one can be affected depending on the variations of each factor. In this mixed-method study, the researcher used qualitative and quantitative data. The quantitative data was collected through the instrument titled Smart Survey. The survey consisted of 53 questions. The qualitative data was collected through focus group discussions guided by the researcher and later transcribed through Scribie. The focus group was conducted via Zoom technology. The participants were gathered voluntarily and were recruited through social media from both Facebook and Instagram. Data from the survey, open-ended questions and the focus group were analyzed based on common themes that were derived from participant responses. Based on the data collected from Spiritual Well -being Survey section, the mean identified that the participants agreed with the following: I believe that God loves and cares about me. The survey question that most parents strongly disagreed with creating the highest mean was: I don’t get much personal strength and support from my God. The data from the survey was able to identify the parenting styles that was favorable amongst the African American Christian parents who were surveyed. The data showed that the participants favored Authoritative parenting practices over Permissive parenting practices and Authoritarian parenting practices. The data reveals that African American parents believe that Christianity influences the behaviors of their children. The themes of the open- ended responses provided that Christian influences can cause a positive impact on negative behaviors such as overuse of technology, comparing self-image, secrecy and talking back. When parents lead by example, involve their children in Christian activities, and use Christian influences children are less likely to demonstrate negative behaviors when their parents talk through things, give consequences, and provide rewards.
Open Access
U.S. HIGH SCHOOL NEWCOMERS’ MATHEMATICS EDUCATION: A QUALITATIVE STUDY OF EDUCATORS’ PERSPECTIVES ON AGE-BASED PLACEMENT
Achinanya, Uloma Agada
Grade placement of newcomer immigrants into U.S. High schools continues to challenge many educators. This becomes even more significant when newcomer immigrants come from countries where education systems are different; or in some cases, their educational development is completely disrupted. Also, curriculum analyses have suggested math concepts become more complex and conceptually difficult from one grade level to another. While the traditional age-based placement provides a one-size-fits-all approach for everyone, the implication of this approach is important to understand. Hence, this work examines, explores, and supports the understanding of the impact of newcomer immigrant students’ age-based placement on the current school system, students’ academic outcomes, and their overall well-being in U.S. high schools. The researcher employed a phenomenological qualitative study to analyze data collected from high school math teachers and school administrators through surveys. Among the primary findings highlighted were, language barriers, educational disparities, and insufficient math knowledge as significant hurdles in instructing newcomer students. In conclusion, implementing placement criteria that are more flexible by considering students’ academic backgrounds and English language proficiency levels rather than solely relying on age.
Open Access
BARRIERS TO DUAL CREDIT SUCCESS AND RETENTION
Kimble, Karen
ABSTRACT Kimble, Karen L. Barriers to Dual Credit Success and Retention. Doctor of Education (Executive Educational Leadership), May, 2022, Houston Baptist University, Houston, Texas. Purpose This study aimed to explore the perceptions of former dual credit students and the phenomenon that surrounds the barriers to dual credit success and retention. The participants for this study were purposefully selected from the population of students that were previously enrolled in a dual credit program. Methodology This phenomenological study included the researcher using qualitative methodology; this study allowed participants to share their perceptions and ideas from their personal experiences. A total of 27 participants consented to participate in the study, and most of the participants responded to each question on the survey. All participants completed the survey via the online platform SurveyMonkey. Findings The research questions that were used to guide this study developed the following themes as a result of participants' responses to the online SurveyMonkey, which included: Supports of College, Limited Family Supports, Limited Available Degree Plans, Enrollment Decisions, Small Class Sizes, Financial Savings, Student Achievement, Staff and Faculty, Outside Support Systems, Overall Experience, Program Influence, Altered Perceptions of College, and Academic Preparation. All 14 themes were identified by completion of the survey, and the researcher identified both supports and barriers of the dual credit program based on participants' experiences. Conclusion / Implications The responses from the participants of this study allowed the researcher to identify 14 themes; however, the results of the study connected to students' intrinsic and extrinsic motivation for a means of student success and retention. Although students participating in dual credit programs are considered college ready, this term does not automate student success or retention towards completing an associate’s degree. The researcher hopes the findings of this study serve as an aid in the further development of dual credit programs and available support for both secondary and post-secondary institutions. Keywords: dual credit, barriers, student success, retention, perceptions, challenges, and college readiness
Open Access
Teachers' Perceptions on the Effects of Technology Integration in First through Fifth Grade Core Content Classrooms
Coleman, Affton
Affton Coleman, Teachers’ Perceptions on the Effects of Technology Integration in First Through Fifth Grade Core Content Classrooms. Doctor of Education (Executive Educational Leadership), May 2021, Houston Baptist University, Houston, Texas. The purpose of this study is to examine first through fifth-grade teachers’ beliefs regarding whether technology integration relates to increased student academic performance. This study was created to analyze what the most influential factors are when it comes to using technology in the classroom that could increase student academic performance. This study revealed what encouraged teachers most when integrating technology into their instruction. Things that encouraged teachers gave them the knowledge and understanding to implement technology into a lesson with the proper professional development, infrastructure, and training. In this descriptive study, the researcher used a phenomenological qualitative research methodology. The researcher gained knowledge as the participants shared their feelings and described their perceptions from their own experiences. Approximately 40 current elementary school teacher participants in Texas addressed questions on the survey about these factors. The participants were purposefully selected and placed in categories based on their participation using technology and being a part of a district program called Innovate Academy/Level Up program. The instrumentation of the survey showed the variety of participants who gave their perceptions of how integrating technology affected them in the classroom, how it impacted student academic performance, and what programs, if any, were the cause of students excelling. The data collected came from two different means: (a) survey containing demographic questions and likert-type questions and (b) v responses obtained in focus group interviews using the open-ended questions from the survey, as well as allowing participants to orally expand their thoughts through written responses. Information collected from the participants showed how teachers at this school taught evenly between students learning from the teacher directly and using technology as a tool with the curriculum. The participants showed how technology integration impacted student academic performance. Integrating technology has shown how it can be beneficial in so many ways for educators, administrators, students, parents, and society. As we continue to live in a world of constant change, it is shown that people will always need to be lifelong learners for the betterment of themselves and society. Keywords: Engage2Learn, Innovate Academy, Level Up, Substitution, Augmentation, Modification, Redefinition (SAMR) Model, Technology Integration.
Open Access
TEACHERS’ PERCEPTIONS OF UTILIZING TRAUMA-INFORMED PRACTICES IN THE SCHOOL SETTING AND THEIR IMPACT ON STUDENT BEHAVIORS
Mansfield, Melissa Renee
ABSTRACT Mansfield, Melissa Renee, Teachers’ Perceptions of Utilizing Trauma-Informed Practices in the School Setting and Their Impact on Student Behaviors. Doctor of Education (Executive Leadership in Mental Health and Human Services), March 2024, Houston Christian University, Houston, Texas. The purpose of this study was to explore teachers’ perceptions of utilizing trauma-informed practices in the school setting and their impact on student behaviors. The study also examined teachers’ perceptions on the role of trauma on student performance and the role of professional development in the utilization of trauma-informed practices in the school setting. The significance of the study was rooted in the increase of trauma in youth and the negative impact trauma can have on student behaviors and performance. A phenomenological approach to research was utilized to capture the experiences of teachers as they navigated trauma-informed practices to address the behaviors of students impacted by trauma. Participants were recruited through purposeful selection from current educators at an elementary school located in a suburban area in Texas and recruited via e-mail providing information on the study. Participants in the study participated in three modules of training through Mental Health of America’s training on trauma-informed practices, followed by eight weeks of implementation of trauma-informed practices in the classroom setting. Three theoretical frameworks were the foundation of the study and included SAMHSA’s framework, titled Concept of Trauma and Guidance for a Trauma-Informed Approach, Maslow’s Hierarchy of Needs, and Social Learning Theory developed by Albert Bandura. Research data was collected through interviews and observations and analyzed utilizing the hermeneutic cycle of reading, reflective writing, and interpretation in order to identify emergent themes. The study produced a total of ten main themes: (1) overall effects of trauma, (2) inability to regulate emotions, (3) coping skills, (4) effects on relationships, (5) knowledge base, (6) positive classroom culture, (7) building relationships, (8) teacher awareness, (9) building a teacher toolbox, and (10) developing universal practices. Emergent themes were then discussed in detail to provide insight into teachers’ perceptions on trauma-informed practices.
Open Access
EXECUTIVE LEADERS’ PERCEPTIONS REGARDING TRAINING PROGRAMS AND OPERATIONAL OUTCOMES
Perry, JoAnne W.
Executive leaders’ perceptions regarding training programs and performance outcomes. Doctor of Education (Executive Educational Leadership), May 15, 2021, Houston Baptist University, Houston, Texas. The purpose of this study was to examine executive leaders’ perceptions of training program selections regarding the impact of the training programs on performance outcomes in a local governmental agency in Texas. The significance of the research explores the need to analyze the selected training programs to ensure that the training received by employees is commensurate with organizational goals, objectives, and expectations. When operational goals are not met, there is a negative impact on the organization and customer satisfaction (Richardson, 2014). Outcomes can be viewed as simple or complex where simple outcomes may be observed, and complex outcomes can be multi-faceted in any regard, both are relevant to determine outcomes (Rossi, Lipsey, & Freeman, 2004). In this descriptive study, the researcher used the qualitative research methodology of phenomenology to explore and better understand the perceptions of executive leaders regarding the impact of training programs and operational outcomes. The participants in this study included seven executive team leaders, 10 managers and supervisors, and ten operational level employees. A Likert-scale was used to collect data from the executive leaders and the supervisor/manager participants. Executive team leaders and supervisor/managers participated in focus group interviews. Operational level employee participants were invited to complete a survey. Based on the findings of this study, concepts could be discovered for future implementation. Keywords: executive level leaders, strategic planning, decision-making processes, organizational culture and learning, performance measurement, other potential factors
Open Access
A PHENOMENOLOGICAL NARRATIVE STUDY OF SUCCESSFUL AFRICAN AMERICAN MALES WHO WERE IDENTIFIED AS SPECIAL EDUCATION STUDENTS IN THE K-12 SETTING
King, Roshundria Valee Kishun Jana
ABSTRACT King, Roshundria., A Phenomenological narrative study of successful African American males who were identified as special education students in the K-12 Setting. Doctor of Education (Executive Educational Leadership), May 2018, Houston Baptist University, Houston, Texas. The purpose of this phenomenological narrative was to understand the experiences of successful African American males who were identified as special education students while in the K-12 setting. For this study, successful African American males are defined as those who completed and graduated from a post-secondary institution. All six individuals who participated in the research study were former special education students who received a post-secondary degree. The participants self-identified their own experiences as a special education student. The research questions allowed for further investigation into how special education disabilities’ stereotypes were overcome. Findings indicated that self-motivation is the most dominant components of participants who received a post-secondary degree. Findings also emphasized the importance of the positive impact of mentors and mother figures. This study provides current and former African American males of special education with knowledge about how to overcome the stigma associated with special education disabilities. KEY WORDS: African American Males, Successful, Self-determination, Disproportionate/Overrepresentation, Emotional and Behavior disorder, IDEA, Pedagogy, Post-secondary education, Response to Intervention (RTI)
Open Access
PERCEPTIONS OF ELEMENTARY SCHOOL NURSES REGARDING THEIR ROLE IN MANAGING CHILDREN WITH DIABETES
UDOH, IBORO
Udoh, Iboro. Perceptions of Elementary School Nurses regarding their Role in Managing Children with Diabetes. Doctor of Education (Executive Educational Leadership), May, 2020, Houston Baptist University, Houston, Texas. Purpose An estimated 200,000 children and adolescents under the age of 18 are diagnosed with diabetes. The management of school children with diabetes requires that the school nurse has the expertise, knowledge, and statutory authority to address the health care needs of students in a school setting. The school nurse must also be aware of the treatment options available: weight control, nutrition, physical activity, and medication choices. Guided by the health belief model, the purpose of this study was to describe the perceptions of elementary school nurses regarding their role in managing children with diabetes. Methodology Volunteer school nurses from a suburban Southeast Texas school district provided data for the study. Six school nurses completed face-to-face, in-depth interviews, which were digitally recorded and transcribed for analysis to answer three research questions. Findings Based on the study’s findings, overall, four main themes emerged from the thematic analysis and were used to concentrate on the three research questions: (a) Communication (b) Education (c) Management (d) Perceived Barriers. Findings from this study provided insight into how the school nurses perceive their roles and how they cared for children with diabetes. Conclusions The findings indicate a need for more nurses within school districts to better accommodate students who require care for both acute diseases and chronic diseases such as diabetes. Policy makers and school leaders in Southeast Texas may use findings from this study to improve school nursing in all school districts. Therefore, school leaders must display a sense of urgency to support school nurses by providing professional development, equipping the nurses with essential tools, and hiring more school nurses to reduce the school nurse to student ratio. KEY WORDS: Perceptions, School Nurse, Diabetes, Management, Children
Open Access
TEACHERS’ PERCEPTIONS OF THE IMPLEMENTATION OF THE STEM PROGRAM AT SELECTED ELEMENTARY SCHOOLS IN SOUTHEAST TEXAS
Brewley, Hasani Krystal
Brewley, H.K., Teachers’ Perceptions of the Implementation of the STEM Program at Selected Elementary Schools in Southeast Texas. Doctor of Education (Executive Educational Leadership), May 2020, Houston Baptist University, Houston, Texas. Stakeholders have voiced their concerns about the U.S. public school system. They have made recommendations that the educational system uses a more rigorous curriculum or delivery of instruction to prepare students for future employment. Hence, the STEM Program introduced students to relevant experience with an emphasis on science, technology, engineering, and mathematics (Vasquez, Comer, & Villegas, 2017), while providing students with a rich learning experience they need to excel in STEM careers. However, the integration of a STEM Program can be challenging due to several factors. The purpose of this descriptive study was to gain a knowledgeable insight from a teacher’s perspective on the implementation of the STEM Program. This research will focus on the benefits of implementing a STEM Program. As well as the challenges of implementing the program. The methodology used for this study was a collection of surveys from Twenty-two identified STEM teachers at five non-selective STEM magnet campuses. The survey contained demographic and open-ended questions and was used to address three questions: (a) teachers’ perceptions regarding the implementation of a STEM Program, and (b) teachers' perceptions of motivational factors that influence the implementation of a STEM program. The researcher used open coding and a cluster of meanings to develop an understanding of the data. The findings concluded that although participants had the knowledge to implement STEM into their classroom, about half failed to use the required skills consistently due to external motivation and on-campus emphasis on STEM. KEYWORDS: STEM, Innovative programs, Teacher evaluation, Inquiry-based learning, Project-based learning