<p> This qualitative interview study explored the campus climate and experiences of 25 undocumented students at a public 4-year university. In addition, the study explored how campus climate shaped how the undocumented students utilized their community cultural wealth (CCW) while in college. Three themes define the findings based on 25 interviews with undocumented students: (1) undocumented students&rsquo; experience with a welcoming campus climate, (2) undocumented students&rsquo; experience with a unwelcoming campus climate, and (3) how campus climate shaped undocumented students&rsquo; utilization of CCW in college. For each of the themes, several subthemes helped to describe the findings. </p><p> Data analysis showed that participants who received academic support from faculty and staff in some departments and programs and from the leaders of the university experienced a welcoming climate and felt that they mattered to the campus and that the institution cared about their academic success. Participants noted the symbolization of the Dream Center at the university and the capture and understanding of how they utilized the six capitals described in the CCW conceptual frame by Tara Yosso.</p><p> These findings will help to expose challenges and struggles that undocumented students experience while trying to obtain a college degree. It is recommended that future research seek knowledge on how to alleviate the struggles that undocumented students experience in college in order to serve them more effectively. It is recommended that such research include undocumented student subgroups other than Latinos to identify the needs of this unique population of students. Furthermore, it is essential that institutions of higher education increase professional development for educators to address the educational needs of undocumented students. By educators participating in professional development, they will be able to develop best practices that will benefit the academic success of undocumented students.</p>

<p> Online learning offers a convenient and popular choice for those needing courses to accommodate busy schedules. These include busy professionals, students with limited or no access to physical training facilities, businesses with diverse and global workforces, and students studying on campus. Online learning has experienced steady growth in both the academia and business worlds in recent years. Despite this steady adoption rate, however, there is a gap in the literature for empirical research to determine common factors of successful online courses. The Framework for Interaction and Cognitive Engagement in Connectivist Learning Contexts (FICECLC) Theory, a modern online-learning theoretical framework, states that the purpose of an online course is to transfer knowledge to the learner via his/her interaction with other learners, the course, and the instructor. This mixed-method study investigated online student course success with respect to student interaction by validating the FICECLC Theory framework by examining the correlation between student social interactions and progress for an online course built on the basis of the FICECLC Theory and an online course not built on the basis of the FICECLC Theory. Descriptive statistics, Mann-Whitney U test and Pearson&rsquo;s Correlation found no statistically-significant difference between the levels of student interaction, correlation of student interactions to success, and student performance levels between the students from the online course built on the basis of the FICECLC Theory and the students from the online course not built on the basis of the FICECLC Theory. Themes from semi-structured interviews found that social interaction in an online course is not a precondition for course success, but an interactive course content and instructor support, when oriented to promoting application based course exercises, are. The interaction between the student, content, and instructor can lead to deep learning if the interactions among them are multi-directional and centered on content-based exercises.</p>

<p> The topic of this phenomenological research concerned parental involvement, especially hindrances to father involvement. The purpose of this study was to identify and understand hindrances to parental involvement at Head Start from the perspective of fathers. The research took place at three Head Start sites, with all sites coming under the auspices of Semcac/Head Start. The methodology and data analysis were based on the method of Moustakas (1994, 2001) and involved interviewing seven Head Start fathers or stepfathers. Regarding hindrances to father involvement, three themes emerged from the interview data. Data indicated that the nature of fathers&rsquo; employment, work schedules, and lack of work influenced involvement. Other themes pertained to family issues, circumstances, and relationship issues as well as father personal beliefs and self-perceptions of fathering. Recommendations for future research included conducting studies on fathers and their involvement with the peers of their Head Start children. Another area requiring more research could be the role that grandparents play at Head Start. As for implications for Head Start personnel, all fathers seemed generally pleased with Head Start in that all fathers felt Head Start was beneficial to their children in their learning experience. However, in keeping with fathers&rsquo; work schedules, Head Start administrators might schedule events at various times during the day and possibly offer more father/child activities during the year. Father support groups or parenting classes at Head Start might be other options for Head Start administrators to consider.</p>

<p> This study examines how the state and federal courts have made decisions regarding public school students&rsquo; Fourth and Fifth Amendment rights in 105 cases during the years 2004 to 2015 when school resource officers were involved. Since the Supreme Court&rsquo;s decision in <i>New Jersey v. T.L.O.</i> (1985), the requirement of only reasonable suspicion, as opposed to the more stringent Constitutional standard of probable cause in school searches and seizures, has resulted in conflicting decisions how school resource officers should work with school officials. This research found that both state and federal courts tend to decide for the school rather than the student in these types of incidents except in cases of egregious violations of students&rsquo; rights and dignity. The number and the nature of court cases suggest the need for improved training and communication among students, school personnel and school resource officers.</p>

<p>In light of the disproportionately small numbers of low-income students who obtain postsecondary degrees, the current study investigated the relationships between various characteristics of disadvantaged students and the level of K ? 12 academic success that positioned them for postsecondary degree completion. After examining the literature related to academic resilience, the author found inconsistent identification of low-income students and low-level benchmarks for academic success. The lack of consistency in identifying low-income and academically successful students undermined the generalizability of the findings to students prepared for postsecondary education. The purpose of the study was to determine (a) the level of cumulative proximal risk exposure associated with postsecondary degree completion; (b) the level of income associated with students who had elevated risk exposures; (c) the level of academic achievement associated with academically successful postsecondary degree completers; and (d) the individual, family, and school characteristics that were related to low-income students? academic success. The quantitative research design used samples from a national pool of 3,563 individuals from the Child Development Supplement of the Panel Study of Income Dynamics. Statistical analyses, involving a combination of logistic regression, multivariate analysis of variance, and discriminate analysis, yielded a number of important findings. First, at a relatively low level of two direct risks, an individual?s odds of postsecondary degree completion became unlikely. Second, the income level associated with elevated risk levels encompassed roughly the lower half of the CDS population. Third, individuals with mathematics achievement at or above the 70th percentile on the Woodcock-Johnson were more likely to obtain postsecondary degrees. Fourth, the most significant and important characteristics associated with persistent academic success for low-income students, across school levels, were increased participation in extracurricular activities and high parental expectations for education. The findings had a number of implications for policy-makers, practitioners, and researchers interested in promoting the long-term academic success of low-income learners.

<p> In the present study, I explore the extent to which college students who take a leadership theory course experience a change in their leader identity. As a secondary area of focus, I also explore if students taking a leadership theory course experience changes in their self-perceptions on constructs such as motivation to lead, leadership self-efficacy, leader developmental efficacy, and attitudes and beliefs about leadership. Research has shown that one&rsquo;s self-concept as a leader or one&rsquo;s &ldquo;leader identity&rdquo; influences the leadership opportunities in which he or she chooses to participate (Day &amp; Harrison, 2007). Studies have also shown that leader self-efficacy can influence a student&rsquo;s desire to engage in leadership activities (Dugan, Garland, Jacoby, &amp; Gasiorski, 2008; McCormick &amp; Tanguma, 2007). Leadership self-efficacy and systemic attitudes and beliefs increased over the course of semester-long leadership theory course; while data did not show changes in one&rsquo;s leader identity, motivation to lead, or leader developmental efficacy over the same period of time. Leadership self-efficacy and developmental self-efficacy combined predicted leader identity to the .08 significance level; however, these results should be interpreted with caution in that they only explained 4% of the variance. There were no differences by gender for pretest and posttest scores of students taking a leadership theory class. In addition, there was not a difference between the experimental and comparison group in part due to a small sample size.</p>

<p> The qualitative case study examines the impact of instructional coaching as it relates to teacher self-efficacy in their writing instruction. Since limited data exists on the writing practices of teachers, the study will examine the self-efficacy of teachers in grades 3-8. The primary research question for the research study is: <i>What is the Perceived Self-efficacy of Teachers Who Receive Discipline-specific Instruction in Writing through One-on-One Instructional Coaching?</i> From a constructivist view, the researcher examined one school district&rsquo;s journey with instructional coaching. The researcher compared the difference in self-efficacy of those teachers who were coached in a one-on-one format versus those who received more traditional means of professional learning. Data collection included teacher interviews, document reviews, and observations. Five themes emerged from both groups. Themes included collaboration and communication, educator accountability, unified focus, relevance to the classroom, and trusting relationships. These themes were related to theories of adult learning, change, and critical reflections. Connections were made between findings and research-based best practices in self-efficacy, instructional coaching, and professional learning. No significant difference was found between the two groups in regards to the five themes. However, there was a significant difference in the amount of detail shared and the specificity of the examples given. Those coached in a one-on-one format shared more explicit critical reflections and rated themselves with higher self-efficacy on the Teaching Writing Self-Efficacy Scale. The implications include those for future professional learning in school districts with instructional coaching support.</p>

<p> According to the Wisconsin Department of Public Instruction (2014), 74 percent of Wisconsin&rsquo;s teachers are women, while only 26 percent of Wisconsin&rsquo;s superintendents are women indicating a significant disparity among the educational ranks. Studies have claimed that women are obtaining their superintendent credentials at the same rate as men, yet in the state of Wisconsin, women account for a mere 22 percent of licensed candidates. Much of the previous literature identifies this problem and rationalizes it with the gender biases that have plagued women for centuries. </p><p> This study went beyond that and focused on women in the 26 percent who have overcome barriers and obstacles to their advancement and how they have managed to balance their work and family. This study was a narrative analysis of the personal and professional histories of female superintendents with children. Using qualitative methods through personal interviews of four women, this study addresses the need for role models for work-family balance for mothers who wish to pursue the superintendency. Probing questions were asked to identify what balance means for these women, how they balance their work and family, and what commonalities these women share in their personal and professional lives that relate to their career trajectories. </p><p> Catherine Hakim&rsquo;s Preference Theory was used to identify how these women characterize themselves as <i>home-centered, adaptive,</i> or <i>work-centered.</i> This theory was then applied to these women using the data obtained through their interviews in order to identify commonalities and themes among them as they relate to work-family balance. </p><p> This study did not dismiss the biases and perceptions of women leaders, but instead focused on how these women navigated these perceptions, and to inherently see the light at the end of the tunnel. This study confirmed that women have a choice in their career decisions, that balance is different for each woman and that stages of career and family play an impactful role in what balance looks like. Finally, this study identifies traits found to be common among the participants that have helped them to find their balance and describe what balance looks like for women superintendents.</p>

<p> The purpose of this quantitative ex post facto study was to determine if mandatory Advanced Placement courses improve reading comprehension scores for students; especially Hispanic students. Not only is a minority student achievement gap prevalent in American education, but also a minority opportunity gap is present for students in Advanced Placement courses. The literature review detailed educational reform in the United States to include the rise and expansion of the Advanced Placement Program via the College Board. The benefits and drawbacks of Advanced Placement were emphasized as well as obstacles minority students face in participating in advanced courses. The results from the archival student reading achievement on the Transitional Colorado Assessment Program between sophomore students in two rural, Colorado high schools exposed two certainties; the achievement gap remains and mandatory Advanced Placement participation does not positively affect reading achievement. In the 2013 and 2014 school years, uncommon p-values were identified rejecting the null hypothesis. The ANOVA test for interaction produced a p-value of .438 pointing to an uncommon result, and the t-test produced p-values of 1.00 and .996 which are higher than the alpha of .05, and thus the null was rejected. There is no significant effect between Advanced Placement participation and increased reading achievement scores. Furthermore, this study confirmed the school that did not mandate Advanced Placement courses outperformed the mandatory Advanced Placement school on the state reading examination. More research on this topic is necessary. Longitudinal studies of these student populations may determine if the results may be generalized to larger populations. Among the most significant findings from this study are the importance of teacher preparation and leadership in identifying, recruiting, and enrolling minority students in to Advanced Placement and honors programs with greater consistency. </p>

<p> This study investigated the following overarching questions: Why do some Americans support religious expression and prayer in public schools while others oppose it? What accounts for the variation in support for school prayer? Previous research on this question indicated that support for religious expression and prayer in public schools varies by geographical regions in the United States, whereas Americans in some regions are more likely to support religious expression and prayer in public schools than those living in other regions. In an effort to explain this regional variation, Feig (1990) developed a model that suggested this regional variation is due to four major factors: demography, political orientation, moral values, and religiousness. Were it not for these factors, he claimed, there would be no regional variation for religious expression and prayer in public schools. Hence, regional variation is due mainly to these four factors. </p><p> Viewed as an exploration of Feig&rsquo;s (1990) model, this study shows that the correlation between region and attitude on religious expression and prayer in public schools is partially due to the factors in Feig&rsquo;s (1990) model. It provided evidentiary support by measuring the strength and direction of the relationship between the four factors and support for religious expression and prayer in public school. It also attempted to ascertain how much variation in support for religious expression and prayer in public schools is accounted for by the factor combination.</p>