Created by a group of educators in 2009, Edcamps are “free, voluntary, participant-driven” unconferences for educators to informally learn from one another (Carpenter & Linton, 2016, p. 97). Since the first Edcamp in 2010, over 700 Edcamps have been held across the United States and in 25 total countries (Edcamp Foundation, 2016). In spite of the viral, organic growth of Edcamps and the extensive research literature on the need for high-quality teacher professional development (PD), almost no empirical research exists on this model of teacher PD. As a result, education stakeholders have little understanding of the possible value and influence of Edcamps on teachers’ professional practice. The purpose of this qualitative, multiple case study was to explore U.S. public elementary teachers’ perceptions of their Edcamp experiences and how, if at all, their Edcamp experiences influenced their professional practice, specifically in the areas of student instruction, peer collaboration, and teacher leadership. Two semi-structured interviews were conducted with each of the twelve study participants. During the second of these interviews, participants shared and discussed artifacts demonstrating the influence of Edcamps on their professional practice. A total of 68 unique artifacts were collected and examined from among all participants. A thematic analysis (Braun & Clarke, 2006) of the interview data revealed that all twelve teachers perceived that their Edcamp experiences were legitimate, high-quality PD. All teachers also perceived that their Edcamp experiences had influenced their professional practice in at least one of the following areas: student instruction, peer collaboration, and teacher leadership. Teachers spoke of applying the discrete knowledge and skills that they had learned during Edcamp sessions as well as applying the format and beliefs of the Edcamp model of PD itself to their professional practice. Based on teachers’ interview responses, three major factors contributed to whether Edcamps influenced teachers’ professional practice: teachers’ motivations, colleague support, and administrator support. Additionally, all participants stated that teachers should have greater choice and voice in their PD. The findings of this study may inform future studies about Edcamps and, more generally, teacher-driven PD. Recommendations for practice and future research are discussed.

Thesis (Ed.D.)--Boston University.

Assessment as an area of research has a rich history of theories and debates and numerous studies deal with the definitions and different functions of assessment. Recent developments in the assessment field (Sadler, 1989; Black & Wiliam, 1998; Black et al., 2004; Taras, 2005; Fraser, 2016) stress the influence of assessment on learning and show a switch in assessment responsibilities from teacher to students. Although, there is a broad literature on the need for research on language assessment across many parts of the world like the United States of America, Europe, and Australia, there is still very limited research in the Arab world, particularly in Libya. Therefore, this study aims to investigate factors related to teachers' assessment practices in public secondary schools in a Libyan context. It sought to explore teachers' and students' perceptions towards these processes and identify major influences that could have effects on these processes. The research sample consists of 180 male and female students and 50 male and female teachers from 6 secondary public schools in Libya. The different schools in this study were chosen randomly using stratified random sampling. The study addressed various issues that may influence teachers' practices, including teachers' and students' perceptions about the different assessment processes to evaluate students' academic learning. A combination of quantitative and qualitative research methods was utilised to collect data. A closed-ended questionnaire was administered to 50 teachers and a student's questionnaire was distributed to 180 students. In addition, 12 semi-structured interviews and observations were conducted with 12 teachers and 12 semi-structured interviews were also conducted with students. SPSS software was used to analyse the questionnaire responses, while thematic analysis was applied to the qualitative data. The findings revealed that most teachers and students were aware of the significance of assessment practices, including both the traditional test item forms and the new assessment processes. Teachers' comments showed that they were able and willing to implement different practices to evaluate their students' learning performance. However, there were some external factors such as; the accountability for the external exams, the class size and the lack of training that negatively influenced their application of different assessment forms and restricted their capability to introduce new assessment procedures. Furthermore, the instability of the country and the war affected the teachers' decisions towards students' evaluation and assessing with the latter sometimes threatening teachers with guns in order to gain high marks in their poor achievement. Teachers' responses also indicated that they would welcome any further plans that help in introducing any assessment workshops and training sessions in the new assessment processes. The findings of the current study draw attention to the impact of these factors on assessment practices, and further studies are needed to explore these issues in more detail and in different contexts. Additionally, the research findings provide empirical information that can be utilized in improving pedagogy in countries where English is taught as a foreign or second language.

abstract: The present study examined the relations between indices of parental involvement (parental aspirations, expectations, help with schoolwork, home learning and language materials) and children's academic achievement in a sample of 291 kindergarten-2nd grade children. Children's academic achievement was assessed with the Woodcock Johnson and parents reported on expectations, aspirations, help with schoolwork, home learning and language materials. Latent Growth Curve Models were used to test whether there was growth in the parent involvement variables and whether growth in the parent involvement variables predicted growth in academic achievement. The intercept for parental expectations was the only intercept to predict the intercept of academic achievement. Rates of growth in parental expectations, parental help with schoolwork, and home learning materials predicted rates of growth in academic achievement. / Dissertation/Thesis / Ph.D. Educational Psychology 2012

abstract: The positive relationship between self-regulation and student achievement has been repeatedly supported through research. Key considerations that have resulted from prior research include instructor feedback and explicit expectations, student perception of their control of their progress, accurate self-calibration, reflection, goal-setting, age, and methods by which a cycle which integrates all of these can be put in place. While research provides evidence for that fact that it is possible to support student success in several of these areas, many questions are left as to how guided, active self-regulation impacts students perception of their control over their performance, their ability to accurately assess and act upon their strengths and weaknesses, and, ultimately, their overall progress at different developmental stages. This study intended to provide a better understanding of how guidance in the self-regulation strategies of sixth grade science students can impact their attitudes toward learning. Specifically, this study investigated the question, "What is the effect of active reflection, graphing of grades, and goal setting on sixth-grade students' locus of control and ability to self-regulate?" / Dissertation/Thesis / Ed.D. Curriculum and Instruction 2012

<p> The issue of school improvement is complex, and although reform initiatives have emanated from positive intentions for schools, many have been detrimental to school culture. Collaborative school culture has been cited as an essential element of school improvement; thus, a need exists to better understand how principals perceive and shape collaborative school cultures. This study examined leadership approaches and workplace conditions critical to the development of collaborative school cultures. The importance of the principal&rsquo;s role in shaping collaborative culture is often noted in the literature. Using a sequential mixed methods explanatory research approach, the study consisted of two phases that employed quantitative and qualitative measures. Massachusetts&rsquo; principals (1,773) were contacted by email to participate in an on-line survey, with 261 principals completing the survey, resulting in a response rate of 15%. Ten telephone interviews were conducted after survey results were analyzed. The data analysis generated six key findings. Finding #1 showed eight school level factors that contributed to collaborative culture. School level factors included involving teachers in decision-making and providing opportunities to share ideas through dialogue and planning. Finding #2 articulated principals&rsquo; desire to effect change; it emerged because of principals&rsquo; perceptions of collaborative culture in their schools. Finding #3 identified six leadership indicators that have a strong influence on collaborative culture. Indicators ranged from valuing teachers&rsquo; ideas to protecting planning and instructional time. Finding #4 validated the importance of school specific personal leadership qualities and practices. The leadership qualities principals reported most often were empathy and vulnerability, and leadership practices include setting expectations, building relationships, and empowering teachers. Finding #5 established teams, time, and professional development were three organizational factors that contributed to collaborative culture, while Finding #6 identified teacher resistance as an inhibitor to collaborative culture. Overall, these findings demonstrate principals&rsquo; perceptions led to specific practices they believe foster collaborative culture. Recommendations are delineated for principals and higher education institutions. Future research recommendations suggest further study of principals&rsquo; self-awareness, leadership practices, and focus on specific subgroups in relation to collaborative culture. </p><p>

<p> <b>Purpose.</b> The purpose of this qualitative study was to examine the resiliency of African American males who have obtained principal positions in K-12 education. Using open-ended questions, the researcher interviewed 10 African American males to learn from their experiences of obtaining leadership positions. Their experiences of resilience will provide helpful information to those who pursue leadership positions in K-12 education. </p><p> <b>Theoretical Framework.</b> Resilience theory was used as a theoretical framework to study the resiliency of African American males as they defy the statistical odds against them to obtain leadership positions in K-12 education. Resilience theory focuses on the ability to overcome challenges or adapt in the midst of adversity. This theoretical framework was used to highlight the success stories of resilient African American male principals. </p><p> <b>Findings.</b> Commonalities related to each research question are presented in the study. Participants identified the opportunity to network or have a mentor/advisor as an important factor to obtaining leadership positions. Participants also identified their family and church as support systems and sources of encouragement. Faith, strong work ethic, persistence, and the ability to not view challenges as a barrier were factors that led to their success. </p><p> <b>Conclusions.</b> The researcher found common themes or factors that have contributed to the success of the 10 African American male principals. Despite their differences in experiences, years of service, and career paths, all participants identified common factors that were consistent with literature related to resilience theory. Understanding these commonalities is helpful for creating support systems for aspiring African American male leaders in K-12 education. </p><p> <b>Recommendations.</b> The study revealed several findings consistent with literature regarding resilience. In order to increase the presence of African American males in K-12 education, it is important to share stories of resilience. When considering recruiting, promoting, and supporting African American males in leadership, aspiring administrators should seek other African American male mentors or advisors to provide guidance and support as they choose their career path. Organizations should also create opportunities for aspiring administrators to network with current administrators to gain insight to what has helped them succeed. Furthermore, this study should expand beyond school-level administrators to include other leadership positions within education.</p><p>

<p> The purpose of this study was to understand the relative contribution of transformational leadership, student socioeconomic status, and years of principal experience to overall school effectiveness. An additional aim was to understand the correlation between the predictor variables and school effectiveness. The population for the study was teachers in all schools of a central Alabama school district (N = 51). Data were collected through an internet-based, 43-question survey comprised of five demographic questions, the School Effectiveness Index (Hoy &amp; Ferguson, 1985), and 22 questions about transformational leadership from the Nature of School Leadership Questionnaire (Leithwood &amp; Jantzi, 2006). The survey measured teacher perceptions of school effectiveness and the transformational leadership skills of school principals. Multiple linear regression and correlational techniques were used for analysis. Transformational leadership was found as the best predictor of school effectiveness, the socioeconomic status being the next. The variables accounted for 41% of the variance for school effectiveness as measured by teacher perceptions. Findings indicated that a significant relationship existed between transformational leadership and school effectiveness. A negative significant correlation was found between socioeconomic status and school effectiveness. No significant relationship was found between the years of experience as a principal and school effectiveness. Years of principal experience did not make a significant contribution to the model. Teacher level analysis corroborated with the school level analysis (N = 509).</p><p>

<p> A student&rsquo;s race, ethnicity, and socioeconomic status are predictors for their engagement in extracurricular activities, with poor and non-dominant students participating at lower rates (Brown &amp; Evans, 2002; Weininger, Lareau, &amp; Conley, 2015). To better understand the underrepresentation of Latino students in the extracurricular activity program at a predominantly White suburban high school, this mixed-methods study examined how Latino students understood the social context of the school, and how their sense of belonging in the school community influenced their (non)participation in extracurricular clubs. The research questions guiding this study are: (1) What are the experiences of Latino students at Smith HS with extracurricular activities? (2) To what extent do Latino students participate in school-sponsored extracurricular activities, and what are the school and non-school factors affecting their participation in extracurricular activities? (3) How does student participation in extracurricular activities relate to their sense of belonging in the school (or lack thereof)? The study identifies institutional factors as well as social factors that shape student involvement in school-sponsored extracurricular activities, and which also perpetuate the structures that create and reinforce social stratification. The data for this study includes: a questionnaire administered to one grade level (n=351); fourteen individual in-depth interviews and six focus group interviews of Latino students; six months of field observations of school club meetings, and school events; and an archival document review. Survey results confirmed that Latino students participated in extracurriculars at statistically significant lower rates than their peers, and interview data revealed that they reported experiencing a lower sense of belonging than their peers, which they attributed to a school climate where Latino students felt excluded and ignored. Barriers to participation were embedded in a social hierarchy that disadvantaged Latino students, in addition to the institutionalized structure of extracurricular activities itself, which emphasized academic and competitive clubs that do not meet the needs and interests of Latino students, thus, discouraging their participation.</p><p>

<p> Academic administrators play an important role in shaping policies and processes that impact students. As student and faculty demographics in higher education continue to shift, academic administrative ranks need to mirror these changes, yet Latina upper level academic administrators face multiple challenges in moving up the leadership ranks. In order to create change within our educational system, it is important to have an understanding of the experiences of Latinas in upper level academic administration, including the role of culture and gender. </p><p> This qualitative interview study examined the experiences of twenty upper level academic administrators at two and four-year institutions across the United States. Four themes emerged from the study. First, the majority of the participants entered administration by chance but stayed within these ranks due to their desire to be change agents. Second, the participants faced multiple challenges, including ethnicity-base discrimination, sexism, microaggressions and self-doubt. Third, despite the challenges, the women accessed internal and external strategies and skills set such as <i> coraje</i>, an internal drive to continue pushing forward, hard work and <i>mestiza</i> consciousness to continue moving forward in their administration role. Finally, participants provided <i>consejos</i>, words of wisdom, such as going into administration being difficult, but doable and not losing one&rsquo;s authenticity. The study provides recommendations for policy, practice and future research.</p><p>