Executive Leadership (Ed.D)

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12262/3

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Open Access
Educating Students in an Alternative Instructional Setting: An Assessment of Mental Health Consequences
Armstrong, Nay Shaynome
The purpose of this study is to assess the mental health consequences of teaching trauma-exposed students in alternative settings. As school district administrators may provide general or common mental health services for teachers, special attention needs to be given and additional programs and supports provided for teachers who teach trauma-exposed students and are regularly exposed directly or indirectly in one way or another to those same traumas. This study aims to bring greater awareness and deeper appreciation regarding the experiences of teachers who teach trauma-exposed students in alternative instructional settings, in hopes that school districts will incorporate more mental health programs and professional developments tailored to promote positive mental health outcomes for this population of teachers. This phenomenological study uses the interview method to investigate the experiences of a set of teachers who teach students in alternative instructional settings who have experiences with trauma. These alternative instructional settings include places where students reside which may be their homes, hospitals, agencies, or other residential facilities. Purposive sampling was used to select 10 male and female teachers who taught trauma-exposed students in grades K-12 in alternative instructional settings in a large urban school district. Data was collected through 10 semi-structured, open-ended interviews with teachers that examined various aspects of their teaching and work experiences, instructional and work environment, student population, and stressful or traumatic events related to their work. Once transcribed using Microsoft Teams, the responses of the interviews were then analyzed. Findings from this study contribute to bringing awareness to the experiences and needs of this population of teachers and how district and school personnel can work to revise current policies and practices to mitigate mental health consequences and improve their mental health outcomes. KEYWORDS: alternative instructional setting, trauma-exposed students, teachers, students, teacher trauma, student trauma, secondary traumatic stress, administrators, impact, alternative education, jail, mental hospital, domestic violence shelter, sexual violence shelter, drug rehabilitation center, education
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
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
HIGHER EDUCATION LEADERSHIP CHALLENGES: IMPORTANCE OF INSTRUCTIONAL LEADERS UNDERSTANDING AND UTILIZING EMOTIONAL INTELLIGENCE TO CONNECT AND ENHANCE STUDENT ACADEMIC SUCCESS
Diaz, Maria Jose
This qualitative study examined the impact of Emotional Intelligence (EI) attributes in higher education instructional leaders and its implications on student success. Drawing from Goleman's (1995) framework of EI, which includes self-management, self-awareness, social awareness, and relationships, the study investigated how educators utilized these attributes during lectures. The context is an urban public university in Southern Texas focused on undergraduate and graduate instructional leaders. The research uncovered challenges these leaders face in promoting student success through effective EI practices in the classroom. Instructional leaders with high EI are equipped to understand and respond to the needs of their students motivating their students by tapping into their emotions and connecting the material to their interests and aspirations. Additionally, their ability to encourage and create a positive learning environment significantly impacted students' confidence and engagement with the material. The three critical themes highlighted—are motivation for students, encouragement to students, and fostering a positive environment of effective instructional leadership. Analyzing the responses of instructional leaders through open questionnaires and focus group sessions, research gain valuable insights into how EI influenced teaching practices and, ultimately, student academic success.
Open Access
Undergraduate Students’ Perceptions of a First-Year Experience Course and Their Transition to University: A Qualitative Study
Oguchi, Joy C
Students' experiences transitioning from high school to university during their first year are fundamental to their integration and academic progress in higher education; it can determine their success, including completing their degree. This study examined university students' perceptions regarding their experience in a first-year experience (FYE) course to gain an insight into how FYE courses impact first year students’ transition to higher education. Three research questions guided this study. First, how do university students who participated in an FYE course perceive their experience in the course? Secondly, how do university students who participated in an FYE course believe it impacted their transition and integration into university? Finally, which component(s) of the FYE course do university students believe had the highest impact on transition and integration? Schlossberg's transition theory provided a theoretical framework that informed the structure for the study. This study was conducted as a phenomenological qualitative study of nine second-year university students who took a first-year experience course in their first year at the university. Participants were selected through purposive sampling and data were collected through focus groups and semi-structured interviews. The collected data were coded and analyzed to reveal themes and sub-themes and six main themes were revealed, including social connections and friendships, sense of belonging, transition to university, mixed emotions/positive feelings, course components, and peer mentoring and instructor support. The findings revealed that first-year experience courses play a crucial role in first-year students’ transition to university, in fostering a welcoming experience, connections and a sense of belonging, understanding the dynamics of higher education and university expectations, and navigating university resources and policies. In addition, the findings also revealed that components of the course, such as peer mentoring, structured study approaches, and engaging activities, benefit first-year students' transition experiences.
Open Access
Job-Embedded Coaching Experiences and Teacher Self-Efficacy for Integrating Digital Literacy
Dooley, Noreen
This qualitative narrative inquiry research study used the conceptual framework of adult learning theory and Learning Forward's 11 Standards for Professional Learning to examine the impact of job-embedded coaching professional learning practices for increasing educators’ digital literacy skills, as well as how the transfer of these skills and curriculum integration prepares students for necessary technology skills needed in the current and future job markets. Descriptive data was collected from seven teachers at three distinct high school campuses in a southeast Texas school district that employ full-time digital learning coaches. Seven cross-sectional interviews were analyzed to determine if teachers perceive a job-embedded digital learning coach to have an influence on improving their digital literacy skills, as well as their practice of integrating digital literacy skills into their curriculum to improve student learning. The study found that despite instructional coaching practices being in place, crucial components were missing for successful implementation. Results indicated that teachers need awareness of state technology standards, coaches require a structured coaching cycle, growth measurement among educators and students is essential, and a clear leadership vision is necessary for effective coaching.
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
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
THE IMPACT OF EARLY CHILDHOOD EDUCATION ON EMERGENT LITERACY SKILLS IN KINDERGARTEN STUDENTS
Nwaezeapu, Anita
The purpose of this quasi-experimental study was to examine the differences in emergent reading skills in kindergarten between students who attended an early childhood education (ECE) program and those who did not. Additionally, this research study investigated the difference in the emergent literacy skills of emergent bilingual (EB) students and non-emergent bilingual (non-EB) students in kindergarten. The sample utilized in this study were students, including English Learners, who attended kindergarten during the 2022-2023 school year in an urban and suburban charter school in Southeast Texas. This study collected data from the school’s beginning, middle, and end of year district reading screening measures. These reading screening measures evaluate the emergent literacy skills of kindergarten students in letter naming, phonemic awareness, letter sounds, decoding, and word reading. Independent sample t-tests compared the performance of these skills for the group who attended an ECE program and those who did not and EB and non-EB groups. There was a total of 60 participants categorized into 45 in the ECE group, 15 in the non-ECE group, and 27 in the EB group, and 33 in the non-EB group. Analyses revealed significant differences favoring the ECE group over the non-ECE in emergent literacy skills. Notably, no significant differences emerged between the EB and non-EB students, likely due to the high ECE attendance among the groups. The study underscores the significant benefits of ECE in fostering emergent literacy skills. On the contrary, no significant differences were observed between EB and non-EB students, challenging previous research, and suggesting a need for further exploration into specific factors influencing emergent literacy outcomes.
Open Access
LEADERSHIP STYLES, CONFLICT CAUSED BY DYSFUNCTIONS IN ADMINISTRATIVE LEADERSHIP AND THE RELATIONSHIP WITH TEACHER MORALE AND STUDENT ACHIEVEMENT
White, Joyelle
The purpose of this quantitative research study was to determine the relationship between leadership styles, conflict caused by dysfunctions in administrative leadership teams, teacher morale, and student performance on the reading and math sections of the State of Texas Assessment of Academic Readiness (STAAR). A total of 58 elementary school principals and assistant principals from Title I and non-Title I schools in an urban public-school district in Southeast Texas participated in the study. The variables used in this study included leadership styles according to the grid theory, dysfunctional conflict in leadership teams, student achievement, and teacher morale. A quantitative, descriptive and correlational research design was utilized. Participants completed an electronic survey to assess leadership style and conflicts in leadership teams, while archival data was used for teacher morale and student achievement. Results showed team leader as the most prevalent leadership style (89.7%), followed by the country club (5.2%), impoverished (3.4%), and authoritarian (1.7%) styles; no respondents identified as middle of the road. The conflicts in leadership teams that demonstrated the most potential for impacting teams were Inattention to Results and Avoidance of Accountability. A negative correlation was found between inattention to results dysfunction and teacher morale. Additionally, Pearson correlation coefficients ranged from -.13 to .29 for 3rd grade STAAR reading performance and from -.78 to .44 for 3rd grade STAAR math performance across the five dysfunctions. This study helps the understanding of leadership styles and the potential dysfunctions that may cause conflicts within leadership teams. Implications for the ongoing evaluation and self-reflection of school leaders is discussed. Future research should focus on longitudinal studies and a mixed-methods approach to track changes over time. Additionally, research is needed to understand the underlying mechanisms and causal relationships between these variables and other factors influencing student performance.
Open Access
“Pawsitive” touch: Investigating the impact of facility dogs on pediatric patient coping through the lens of child life
Mullin, Tara B
With pediatric healthcare necessitating psychosocial supports to educate and normalize the medical environment for children and families, facility dogs have become an increasingly popular feature of children’s hospitals. While facility dog programs continue to grow through rapid and abundant support of anecdotal data, few bodies of literature have observed the specific scope and practice and psychosocial impact of facility dog interventions on pediatric patients. Being that facility dogs are often paired with Certified Child Life Specialists (CCLS) as their handlers, the researcher gathered insight from 71 CCLSs who completed an online research survey to share their observations and assessments of facility dog impacts. The aim of the mixed-methods study stands to observe the impact of facility dog interventions on pediatric patients’ psychosocial wellness. Moreover, with the incorporation of a phenomenological theory methodology, the study looks at the effectiveness of facility dogs who work alongside their handler—a CCLS—and gain insight from such handlers on their assessments and observations of implications and potential practices. Results reflected positive insight and observations tied to the unique abilities of facility dogs on pediatric patient response and experience. More specifically, participants noted significant observations and assessments reflecting reduced fear and medical stress, along with improved patient compliance, emotional regulation, and engagement with staff with the incorporation of facility dog interventions. Beyond patient coping, facility dogs were also recognized as holding an optimal partnership with CCLSs, along with great potential for staff support and collaboration. The conclusions of the study stem from positive results, carrying into the understanding that facility dogs appear to play a vital role in providing individualized support for pediatric patients and families. In essence, the conclusions of the study reflect abundant potential in ways of expanding facility dog supports for a greater reach and impact among pediatric patients, families, and hospitals, as well.
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
The Literacy Achievement Gap between Male and Female Elementary School Students and Teacher Perceptions on How to Close This Gap
Garner, Taisha D
This grounded theory study explores literacy achievement among male and female elementary school students. It focused on the perceived gap between genders and teachers' perspectives on narrowing this divide. Despite progress in education, educators still face ongoing challenges in literacy achievement disparities, where gender often plays a significant role. Through qualitative inquiry grounded in theoretical sampling and constant comparative analysis, this study sought to uncover the nuanced perceptions of elementary school teachers regarding the literacy achievement gap and strategies for its mitigation. Drawing upon data collected from in-depth interviews with a diverse sample of elementary school teachers, this study elucidated the multifaceted nature of the literacy achievement gap. Themes emerged from the data, showing teachers' diverse views on the factors affecting literacy outcomes in male and female students. These factors encompassed cognitive, socio-cultural, and pedagogical dimensions, highlighting the interconnectedness of individual, classroom, and systemic influences. A key aspect of the findings was teachers' detailed views on effective strategies to bridge the literacy achievement gap. Educators described various instructional approaches, classroom practices, and interventions to meet the diverse needs and learning preferences of male and female students. Moreover, teachers emphasized the importance of fostering a supportive and inclusive learning environment that celebrates diversity, challenges stereotypes, and promotes equitable opportunities for literacy engagement. The study's theoretical implications reached beyond the immediate context, providing insights into the complex relationship among gender, literacy, and education. Based on the voices and experiences of educators in practice, this research aids in developing evidence-based practices and interventions to improve literacy outcomes and promote educational equity. This study sheds light on teacher perceptions and practices. It offers valuable guidance for educators, policymakers, and researchers working to reduce the literacy achievement gap and foster inclusive learning environments in elementary schools.
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
THE LIVED EXPERIENCES OF FIRST-GENERATION FEMALE COLLEGE GRADUATES AS LEADERS IN EDUCATION
Pardue, Christalyn Jenae
This study used a quantitative lens to view qualitative data exploring the perspective of first-generation female graduates whose lived experiences affected their determination to pursue educational achievement. The sampling group included first-generation female TRIO graduates who are educational leaders. Data was collected through an electronic survey using Survey Monkey. The surveys contained multiple-choice questions that ascertained participants’ lived experiences. Four research questions center around the TRIO program and examine how graduate influence intersects with mentorship, financial assistance, and intervention support within the context of career pathways. The findings indicated that educational factors influenced the lived experience of first-generation female leaders working in education. Research noted that understanding the process of education is crucial to the success of first-generation female students; thus, it is necessary that scholars be aware of it. For decades, scholars have been exploring the circumstances leading to the success of first-generation students. Therefore, it is essential to comprehend how first-generation female college graduates manage their lived experience while leading in education. The persistence of first-generation female college graduates can be attributed to their personal grit, leadership skills, and resiliency. This research investigated the elements that contribute to the academic and post-college success of first-generation female TRIO students. Additionally, the study looked deeper into the lives of female students who grew up in a household where neither parent graduated from college and how that can or cannot pose an issue towards academia and their workforce success. This research centered on the mentorship and intervention experiences of first-generation female student leaders and Tinto's theory of student persistence. It underscored the importance of providing support mechanisms, such as mentorship and intervention programs, to facilitate the success of first-generation female students. This study revealed that grit, leadership skills, and resiliency helped determine one's status and that the TRIO program is crucial in shaping first-generation female graduates' leadership styles and perspectives in the education sector. This study's results may be utilized to enhance institutional advising practices and effectively assist first-generation female scholars in graduating and matriculating into the workforce.
Open Access
THE PERCEPTIONS OF THIRD THROUGH FIFTH GRADE TEACHERS ON THE EFFECTIVENESS OF DISTRICT READING INSTRUCTION TRAINING AS IT RELATES TO READING ACHIEVEMENT
Prudhomme, Alexis L
Prudhomme, Alexis, The Perceptions of Third Through Fifth Grade Teachers on the Effectiveness of District Reading Instruction Training as it Relates to Reading. Doctor of Education in Executive Leadership, May 2024, Houston Christian University, Houston, Texas. The purpose of this study was to identify the perceptions of third through fifth grade teachers on the effectiveness of district reading instruction training as it relates to reading achievement. This research was conducted for the following purposes: (a) to explore the perceptions of third through fifth grade teachers on the effectiveness of district reading instruction training and its impact on reading achievement, (b) to identify what professional development is needed to improve reading instruction, (c) to identify the factors other than reading instruction that teachers perceive impacts reading achievement, (d) to assess the impact that campus leadership has on reading achievement and instruction. This study followed a phenomenological research design. The open-ended online survey was sent to third through fifth grade reading teachers to answer questions regarding Fountas and Pinnell’s district training and instructional leadership behavior and support. To analyze the open-ended survey data, the researcher used the inductive thematic analysis approach, allowing the data to determine the themes. Based on participant responses in this study, teachers want continuous professional development and administrators who have a deep understanding of the components of reading. Teachers want supportive administrators. If teachers are provided the right type of training and support, they will be confident in their abilities to teach the components of reading to students, thus impacting reading achievement and leading to student academic success.
Open Access
UNIDENTIFICATION OF THE DYSLEXIC SCHOLAR: EXAMINING TEACHERS’ KNOWLEDGE OF DYSLEXIA IN EFFORTS TO IMPROVE DYSLEXIA REFERRAL AND EVALUATION PRACTICES
St. Julien, Chelsea D
In this study, the researcher used the quantitative descriptive methodology to explore and more clearly describe teachers’ knowledge of dyslexia to improve dyslexia referral and evaluation practices for students on at-risk campuses. The purpose of this quantitative study was to determine what English-language arts teachers who teach kindergarten, first grade, and second grade know about dyslexia to support recognizing students with characteristics of dyslexia in the general education classroom. The participants for this study were purposefully selected from the populations of English-language arts primary teachers who teach kindergarten, first grade, and second grade in a large suburban district in Southeast Texas on four campuses. There were 24 participants in the study. In the first part of the survey, participants completed the demographic questions. In the second part of the survey, the teachers rated their knowledge of dyslexia. The third part of the survey was used to rank the most effective ways teachers can learn about dyslexia in professional development sessions. The researcher used the information obtained from the three-part survey to better understand what educators know about dyslexia. Based on the participants’ responses in the study, teachers want more professional development sessions that provide them with information on dyslexia referral and identification practices. If teachers thoroughly understood the dyslexia identification and referral practices, this would improve teachers’ pedagogical practices, it would support improving dyslexia identification efforts, and improve educational outcomes for students with dyslexia.
Open Access
LIFTING AS WE CLIMB: LIVED EXPERIENCES OF HIGH SCHOOL PRINCIPALS WHO IMPACT BLACK MALE STUDENT ACHIEVEMENT
Riley, Courtney S
Riley, Courtney, Lifting as we climb: lived experiences of high school principals Who impact black male student achievement. Doctor of Education (Educational Leadership), April 2024, Houston Christian University. The purpose of this study is to examine principals’ perceptions of the necessary components to ensuring Black males matriculate to college through their college-going culture in high schools, and how principals and school leaders can identify common practices on campus and focus on ways to develop readiness and achievement. The study used a narrative approach to conduct semi structured interviews to discuss experiences of principals of schools with a significant population of Black males. The study found that principals should ensure that families are involved in the post-secondary access process, early exposure to post-secondary programs and community role models will contribute to Black Males accessing college at a higher rate.
Open Access
EXPLORING THE CHALLENGES FACED BY PARENTS OF CHILDREN WITH ASD IN RURAL NIGERIAN COMMUNITIES: A MULTIDIMENSIONAL ANALYSIS OF SUPPORT SYSTEMS AND INTERVENTION
AKANDE, OLUWATOSIN OMOGBONJUBOLA
The study examined the difficulties encountered by parents of children with ASD in rural communities in Nigeria. The lack of sufficient healthcare facilities and proficient practitioners in rural locations hinders the availability of early intervention services. The cultural beliefs and misconceptions surrounding ASD exacerbate stigma, discrimination, and social isolation experienced by diagnosed children and their families. This study investigated the accessibility and effectiveness of community-based support systems in rural areas, such as informal networks and local organizations. Additionally, the study investigated parents' perspectives regarding enhancing support structures and treatments specifically designed for the rural Nigerian setting. The study was a qualitative study using a narrative approach. The study included five parents, each with a child diagnosed with ASD and who resides in rural Nigerian communities. Interview and focus group questions that were framed served as the method of data collection. A thematic coding process was used for the analysis and the software employed was the MAXQDA software. The study findings indicated that parents of children diagnosed with ASD in rural areas of Nigeria face various challenges. These challenges include financial constraints, cultural barriers, lack of awareness and knowledge, psychological trauma, social rejection (stigmatization), limited educational resources, insufficient availability of specialists and rehabilitation facilities, and inadequate support and expertise. The study also found that parents believe that improving support systems and interventions in rural Nigeria can be achieved through the provision of facilities, development of comprehensive programs, establishment of direct partnerships, involvement of non-governmental organizations (NGOs), provision of trained educators, and community interventions. It has been suggested that there should be an increase in the establishment of formal networks in rural Nigerian communities for children with ASD. Enhancing outcomes for parents necessitates the implementation of community awareness, early intervention efforts, and counseling assistance for families. It implies that providing parents with information and intervention choices for autism might help alleviate the difficulties associated with managing the condition.
Open Access
THE INDIVIDUALIZED EDUCATIONAL PROGRAM PROCESS THROUGH THE LENS OF PARENTS OF SPECIAL EDUCATION STUDENTS
Tillman Jr, Glenn Darnell
ABSTRACT Tillman Jr., Glenn., “The individualized educational program process through the lens of parents of special education students.” Doctoral Dissertation, Houston Christian University, May 2024 The world is full of parents of special education students who do not know how to support their children through the individualized educational program (IEP) process. The Individuals with Disabilities Education Act was designed to create a shared decision-making process whereas parental involvement is at the forefront of the IEP process. This quantitative study sought the perspective of parents of special education students regarding their comprehension of the IEP process in public schools in the United States. Past research explained it is imperative to focus on skills and resources for parents of special education students to adequately support their children. The variables were the perceptions parents of special education students have about the IEP process. Parents use their high or low self-efficacy skills in preparing their child for adulthood. The study’s research questions were designed to assist parents with the IEP process. The online survey was given between September 2023 and December 2023 to gather feedback from parents of special education students about their past experiences. A total of 46 qualified participants participated in the survey. The key finding is parents of special education students do not know how to support their child in the educational learning environment. Parent/guardian viewpoints consisted of the obstacles faced and strengths of the IEP process. Parents and guardians spoke on what made their child successful and what barriers they faced when working toward a successful IEP. The answers in the survey reflected the overall satisfaction of the Individualized Educational Plan. The experiences and processes have been proven to work when all parties of the IEP Team work together. KEYWORDS: Special education, Individualized Education Plan (IEP), parental support, IDEA, IEP, team members, transition, English language learners, parent culture, and parental self-efficacy