This study investigated the effects of self-monitoring on the homework completion and accuracy rates of four, fourth-grade students with disabilities in an inclusive general education classroom. A multiple baseline across subjects design was utilized to examine four dependent variables: completion of spelling homework, accuracy of spelling homework, completion of math homework, accuracy of math homework. Data were collected and analyzed during baseline, three phases of intervention, and maintenance. Throughout baseline and all phases, participants followed typical classroom procedures, brought their homework to school each day and gave it to the general education teacher. During Phase I of the intervention, participants self-monitored with a daily sheet at home and on the computer at school in the morning using KidTools (Fitzgerald & Koury, 2003); a student friendly, self-monitoring program. They also participated in brief daily conferences to review their self-monitoring sheets with the investigator, their special education teacher. Phase II followed the same steps except conferencing was reduced to two days a week, which were randomly selected by the researcher and Phase III conferencing was one random day a week. Maintenance data were taken over a two-to-three week period subsequent to the end of the intervention. Results of this study demonstrated self-monitoring substantially improved spelling and math homework completion and accuracy rates of students with disabilities in an inclusive, general education classroom. On average, completion and accuracy rates were highest over baseline in Phase III. Self-monitoring led to higher percentages of completion and accuracy during each phase of the intervention compared to baseline, group percentages also rose slightly during maintenance. Therefore, results suggest self-monitoring leads to short-term maintenance in spelling and math homework completion and accuracy. This study adds to the existing literature by investigating the effects of self-monitoring of homework for students with disabilities included in general education classrooms. Future research should consider selecting participants with other demographic characteristics, using peers for conferencing instead of the teacher, and the use of self-monitoring with other academic subjects (e.g., science, history). Additionally, future research could investigate the effects of each of the two self-monitoring components used alone, with or without the conferencing.

Academically failing schools are under scrutiny from government education administrators, policymakers, and the general public, due to chronic inabilities to lower dropout rates and to educate students who can pass high-stakes graduation assessments. States’ efforts to adhere to the No Child Left Behind (NCLB) Act have led to the development of accountability systems to determine adequate yearly progress (AYP) and to assign schools grades, as well as wholesale reassessment of current educational programs, which are often replaced with more rigorous curricula. Among curricular programs that have been sought as reform measures for academically failing schools is the International Baccalaureate Program (IBP). The IBP’s exacting curriculum has attracted many schools to adopt it as an alternative course of study for advanced students, as well as a rigorous option to build academic capacity among students who have failed to make AYP. This case study examined teachers’ perceptions of the effect the International Baccalaureate Diploma Programme (IBDP) had on the culture of an academically underperforming high school in Valdosta, Georgia. Teacher volunteers from within the IBDP, in addition to teachers who taught standard classes, participated in a series of three semistructured interviews over 1.5 years, during which time the school made its initial application to the International Baccalaureate Organisation and subsequently began implementing the program with the school’s first cohort of students. Additionally, documents relating to the IB application process were examined, and observations of the IBDP teachers with students in their classrooms were conducted. Data analysis utilized the frameworks of educational criticism and narrative analysis. Teachers within the IBDP reported feelings of increased self-efficacy resulting from their work with both students and community stakeholders. Participant teachers in both IB courses and other programs described an overall improvement in the school’s culture.

The purpose of this study was threefold: (a) to describe the impact the SLS courses had on the retention and success rates of students who were taking developmental English courses at FSCJ-Kent Campus, (b) to explain how students taking developmental English felt the SLS courses impacted them, and (c) to find out what elements of the SLS program were most and least valued by students. In order to understand how the SLS program impacted students in the developmental English program at FSCJ-Kent Campus, I conducted a mixed methods case study using FSCJ–Kent Campus as the research site. The case study included a quantitative stage, during which I examined archival data from fall 2008 to summer 2010 to determine the impact of the SLS program on student success and retention, and a qualitative stage, during which I conducted a survey and two focus groups to get an understanding of participants’ perspectives. The evidence that the SLS program affected the success and retention rates of students in the developmental English classes at FSCJ-Kent Campus was not conclusive. However, students reported that the program was extremely beneficial to them and provided insight into why they thought the program contributed to their success. The study was significant because I was able to get a deeper understanding of students’ perspectives and provide a framework for understanding those perspectives. I concluded that the SLS program was a mechanism to transition and integrate students into the institution. This study may affect the way leaders in educational institutions approach developmental English, the SLS program, and all other developmental programs.

This study seeks to understand the effects and levels of impact that a university student’s intercultural communication competence, social media usage, and self-esteem have on the students’ attitudes towards diversity, equity, and inclusion (DEI) efforts implemented by institutions of higher education. By studying these three independent variables, this research seeks to improve the understanding of the university students’ attitudes on DEI efforts for leaders and change agents in higher education, providing an inspiration for leaders, administrators, and change agents of higher education to continue collaborating to innovate methods and avenues towards creating a diverse, equitable, and inclusive campus climate, as well as focusing on the roles that intercultural communication competence, social media usage, and self-esteem play in this construction of DEI programming. The researcher administered a questionnaire to 351 undergraduate, graduate, and professional students from the University of the Pacific Stockton, Sacramento, and San Francisco campuses using various scales examining campus DEI climate, intercultural communication competency levels, self-esteem, and university-specific and general social media usage. The data from the surveys were analyzed to determine how the independent variables influence the students’ attitudes towards the DEI efforts being implemented by their university. The results indicate that self-esteem (SE) (r= 0.30) and students’ satisfaction with the university’s DEI-related social media campaigns and content (SSPDEI) (r= 0.38) are strongly correlated with the students’ attitudes towards the university’s commitment to DEI. Although intercultural communication competence (ICC) (r= 0.20) and how students use university- affiliated social media (USEPSM) (r= 0.21) offer levels of influence on the students’ attitudes towards the university’s commitment to DEI, they lag behind the levels shown by SE and SSPDEI. The results indicate that the students’ satisfaction with the university’s DEI-related social media campaigns and content (SSPDEI) (r= 0.35) provides a significant correlation with the students’ feelings towards diversity, equity, and inclusion on the campus (DEISF). Although ICC (r= 0.20), SE (r= 0.20), and USEPSM (r= 0.19) offer levels of influence on the DEISF, they lag behind the level shown by SSPDEI. The results also indicate that the student’s satisfaction with the university’s DEI-related social media campaigns and content (SSPDEI) (r= 0.28) and self-esteem (SE) (r= 0.23) provide the greatest influence on evidence-based DEI (DEIEV), which includes the student’s feelings and beliefs about the university’s commitment to non- discrimination and respect of each student’s individual qualities and demographics. Although ICC (r= 0.19) and USEPSM (0.16) offer levels of influence on DEIEV, they lag behind the level shown by SSPDEI and SE. Intercultural Communication Competency, Self Esteem, and Social Media Usage all have a significant positive relationship with a student’s attitude towards the DEI efforts being implemented by their university. A regression analysis found that the variables of self-esteem and intercultural communication competency have a strong predicting effect on any variances that are seen in the students’ attitudes toward the university’s commitment to DEI. The students’ use of social media may provide enough positive effect on the student’s attitudes towards the university’s efforts and actions related to DEI, however, the focus should then be placed on student satisfaction with the overall strategy and implementation. The multiple linear regression analysis also provides further support that the variables of social media usage, intercultural communication competence, and self-esteem are significant in moving forward the work in creating a campus climate centered on DEI.

The purpose of this study was to evaluate the effectiveness of a family-centered parenting program for culturally diverse high-risk families using science-based curricula and evaluation tools. Despite the evidence supporting the effectiveness of parenting education, there are still limitations to the current body of knowledge. Research has been conducted primarily with middle-class European American mothers. Less is known about parenting education with culturally and economically diverse families. In addition, much of the additional research targeted well-functioning families. High-risk families are less likely to participate in parenting programs and research studies. Most programs do not use evidence-based curricula or conduct evaluations using valid reliable measures. Last, most programs work solely with the parent and do not have a family-centered approach. Including children suggests the entire family learns together and has a better opportunity to build family cohesion. This study utilized a science-based curricula parenting program for at-risk families. The sample population included 31% Caucasian, 2% Hispanic, 66% Native American, and 1% of other races combined. Quantitative data reflected that overall parenting scores increased in both target and control groups based on the scores from pretest to posttest with a t score of 0.459 for the target group and 0.346 for the control group. Overall, the program was successful, and the applied dissertation effectively met each of the 6 outcomes. Nonprofit organizations should review the findings of this applied dissertation to develop more programs that incorporate science-based curricula to address the parenting needs of those who are high risk.

This applied study was designed to explore the opinions and perceptions of classroom teachers and school administrators toward substitute teachers in an urban religious school located in the mid-Atlantic United States. The researcher also investigated how these opinions and perceptions impacted the school’s culture and students’ learning abilities. The theoretical framework of the study was based on the social cognitive theory, which is based on the reciprocal causality that a strong sense of collective efficacy enhances teachers’ selfefficacy beliefs, whereas weak collective efficacy beliefs undermine teachers’ sense of efficacy and vice versa. Self-efficacy and collective efficacy shape the normative school environment in which teachers work and students can perform. Three research questions guided the present study: How do opinions or perceptions of substitute teachers from classroom teachers, school administrators, and district personnel affect the substitute teaching process and student learning continuity? What methods of collaboration and strategies can classroom teachers, school administrators, and district personnel use to enhance substitute teachers’ efficacy? How could the professional development of substitute teachers improve instruction? This study used a qualitative approach that involved surveys and interviews as instruments to collect data. The study sample consisted of available regular classroom teachers, substitute teachers, and administrators from the research site. Traditional methods were used to analyze and synthesize the collected data. The validity of the findings was ensured through member checking, peer review, and triangulation. Findings revealed that the leadership at the target institution has a philosophy and practice of integrated and comprehensive services both for substitute teachers and regular staff in the school system. Therefore, the general opinions and perceptions of the school administrators, classroom teachers, and substitute teachers about substitute teaching remain positive. That means substitute teachers are fully integrated into the target school system. Relationships between permanent staff members and substitutes also remain positive in that institution. The productive teaching and learning process takes place when substitute teachers are in charge of the classrooms and their contributions positively impact the students continuing learning. These outcomes may contribute to the improvement of the views and practices of education policy makers, school leaders, classroom teachers, curriculum department, support staff, students, parents, community members, and school partners about substitute teachers and integrate their value into the school system toward the learning continuity of students.

This study constructs themes and propositions about the experiences of youth participants in the fall 2013 Food Landscapes program at the Neighborhood Resource Center in Richmond, Virginia. During the program, youth participated in cooking-based volunteerism with adults with disabilities and created short videos about their experiences. In this study, I analyzed pre- and post-program participant interviews, twice-weekly program observations, and facilitator reflections to understand how Food Landscapes affected youths’ conception of community engagement and communication strategies. This case study offers insight into how youth experience after-school programming of this design. Based on my findings, youth develop and rely upon a sense of togetherness in out-of-school programs. Togetherness as a bridge to commitment strengthens participation. Individually, youth need to form personal connections to and/or empathy with the content areas of the program in order to derive meaning, critically reflect, and problem solve. Furthermore, the youth articulated their perceptions of the community and the program by developing, organizing, and voicing their ideas of cooking/food, volunteering, and art making. By sharing research about the experiences of youth in after-school programming, organizations and educators can better construct, facilitate, and sustain youth participation and engagement.

Constituting a proposal for a book talk associated with the scholarly title Foreign-Born American Patriots: Sixteen Volunteer Leaders of the Revolutionary War, the presenter of this session (and author of the book) will introduce the scholarly work to participants for the purpose of highlighting research based in contribution, rather than interpretation. The author will detail the means by which the investigation of human experience and work product, storylines/patterns, and social cause may provide the context for creative scholarly works. The author will also reveal the unique contribution of Foreign Born American Patriots to historical and Southern Studies discourse, the book serving, up through the date of this proposal, as the only collective work regarding those foreigners who helped the newly formed United States defeat the British Army (many battles fought in the Southern States).

This study was designed to examine the benefits of positive school climate and to measure the perceptions of school climate for intermediate grades in a Northeast Tennessee School district. An online school climate survey was used to collect responses from participants in intermediate grades and focused on the 3 major components of school climate: school engagement, school environment, and school safety. Data were collected for 2 consecutive years in 2016-2017 and 2017-2018. Response totals included 1,955 student responses, 116 teacher responses, and 210 parent responses that were analyzed and used for this study. Of the student totals, some students that were in 5th grade in 2016-2017 may have completed the survey again as 6th graders in 2017-2018. Findings indicated that there were no significant difference in the perceptions of students, parents, and teachers in school climate over a 2-year span for this district. Research indicates there are multiple benefits to a positive school climate, including higher academic achievement, lower chronic absenteeism, and a decrease in discipline referrals.

In the midst of honing my craft as an educator, this ethnographic narrative was done for the purposes of taking an introspective look at the many moving parts of becoming an effective educator as well as developing an ethnographic view of the students who will pass through my classroom during my tenure as an educator. This ethnographic narrative examines my individual background, the educational spaces within which I find myself, communities I serve, and the students I was given the privilege of building relationships with within the classroom. This project serves as an in-depth analysis of the implicit biases one might hold as a teacher and a vehicle for continual introspection on my part as an effective and culturally-aware educator.