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Doctor of Philosophy / Curriculum and Instruction Programs / Socorro G. Herrera / This quasi-experimental study was designed to measure the effects of a research-based intervention on fourth and fifth grade culturally and linguistically diverse students' vocabulary development. Through the extensive review of literature on vocabulary instruction and second language acquisition, a substantive theoretical framework titled the IBA Framework was developed. The IBA Framework incorporates characteristics of effective vocabulary instruction by accessing students' background knowledge, connecting unknown vocabulary words to known knowledge, ensuring opportunities for meaningful use of the vocabulary words, providing multiple exposures, and focusing on higher-level word knowledge. The IBA Framework also addresses second language acquisition by incorporating the linguistic, academic, cognitive, and sociocultural processes of the prism model. The IBA Intervention, derived from the IBA Framework, examined the affect of targeted vocabulary strategies on the overall vocabulary development of Culturally and Linguistically Diverse (CLD) students. Quantitative and qualitative methodologies were utilized for data collection and analysis. Quantitatively, the affect of the IBA Intervention was measured by the Measurement of Academic Progress (MAP) assessment and the Ecobehavioral System for the Contextual Recording of Interactional Bilingual Environments (ESCRIBE). MAP assessment scores were used to measure the overall literacy achievement of CLD students. Analysis of the data indicated that the treatment group made greater gains than the control group. ESCRIBE was used to measure students' overall engagement. The affect of the IBA Intervention was measured by combining the results of three student variables: language initiating/responding behaviors, oral responses, and activity-related responses. The overall engagement scores indicated that CLD students who received the IBA Intervention had higher levels of engagement than the control group. Qualitatively, the affect of the IBA Intervention on students' vocabulary retention was investigated using student documents, participant observation, and informal interviews. The emic perspective that emerged from the data suggested that students in the intervention group demonstrated their vocabulary retention by building vocabulary knowledge, clarifying vocabulary knowledge, extending vocabulary knowledge, and using vocabulary knowledge across settings. Exemplars from each of these categories were provided as evidence of the CLD students' attainment of a deeper level of permanent vocabulary knowledge.

abstract: The purpose of this study was to gain a better understanding of how collaborative language learning activities affected student perceptions of their engagement and language self-efficacy in a communicative, flipped language learning classroom in higher education. The new online platforms accompanying many textbooks now allow students to prepare for classes ahead of time, allowing instructors to use more class time for student engagement in actual language practices. However, there has been little investigation of the effects of this communicative, flipped classroom model on students’ learning processes and outcomes. This mixed methods action research study revealed that the introduction of varied collaborative language learning activities had a positive impact on students’ self-efficacy and engagement as well as provides implications that will be of value to language educators interested in enhancing their use of the communicative, flipped classroom model. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019

abstract: Promoting student engagement is a critical performance indicator for undergraduate success and is, therefore, a priority for academic institutions as they seek to improve teaching and learning practices (Meyer, 2014). Educators need to improve their instructional pedagogy by developing unique methods for engaging students with educational opportunities. Instructors who facilitate courses online face an even greater challenge in engaging students. A virtual learning community is a potential solution for improving online engagement. This mixed methods action research dissertation explores the implementation of an online learning community and how it influences the engagement of students in distance learning environments. The primary research question guiding this inquiry is: How and to what extent does the implementation of an online learning community influence undergraduate student engagement in online courses? A sequential triangulation design was used to analyze data collected from surveys and responses collected from study participants during a synchronous online focus group. The analysis of the results of the study provide interesting insight into the online engagement of students. Key findings from the study are: 1) the inclusion of diverse perspectives is important for students and they value having opportunities to share their knowledge with peers; 2) an online learning community is beneficial for student engagement and this type of model is one they would participate in the future; 3) students experience a disconnect with peers when engagement opportunities in online discussion platforms feel insincere. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019

As an art educator, I found student art lacking in meaning and students lacking personal engagement. I sought a way to engage students in more meaningful art-making in the classroom by exploring family heritage and personal spaces. This case study searched the family heritage and personal spaces of students in a junior high art class to engage students and find deeper meaning and context for student art-making. The research was informed through an arts-based inquiry with a/r/tographic influence. It was a qualitative inquiry, mining the familiar for development of a curriculum rich in context and personal significance for students. This inquiry examined the influences of family through art-making and research into the visual culture of student homes and heritage. We curated our personal spaces and made art that reflected our findings, keeping reflexive journals of our experiences, and exhibiting our art in a culmination of our research. The results were meaningful content in student art as well as more enthusiastic engagement in the art making process. This experience gleaned more than just student art rich in meaning, but in a deeper understanding of one another in our classroom.

Teachers are seeking effective teaching strategies to support an array of student learning needs. The arts hold the potential to transform the learning experience for students; however, the use of art integration is limited and unknown to many educators. The purpose of this qualitative case study was to interview and observe 8 elementary school teachers who were identified by the school administration as successfully having integrated art into the curricula, defined by teaching with and through the arts across all content areas. The intent of this study was to explore the participants' perceptions about the use of art integration in the classroom, effective practices for integrating art into the curricula, and the way art integration supports student learning and provides focus for student learning. Constructivist theory and the theory of multiple intelligence served as conceptual frameworks for this study by relating to the need for students to build learning from social engagement and experience, and to learn from different perspectives which can be facilitated through arts integration. Data collected from the 8 teacher participant pool through 8 interviews and 4 classroom observations were analyzed with open coding followed by axial coding to determine emergent themes. Results suggest that art integration enriches the entire learning experience. Teachers used art to make the curriculum visible to students. Students interacted with the curriculum through art making, and finally demonstrated understanding in an art form. Teachers credited the use of art integration for higher levels of learning due to increased student engagement through hands on activities, real life connections, document-based inquiry, and collaborative learning. The findings of this study suggest the expanded use of art integration may lead to social change in the classroom that will improve student learning.

School leaders at an urban public high school implemented the Check and Connect (C&C) program to improve student engagement outcomes for at-risk students in 2010-2011. No formal program evaluation of C&C had been conducted in the 2012-2013, 2013-2014, and 2014-2015 school years to show whether the program was effective. The purpose of this study was to investigate the relationship between successful school completion and participation in the C&C program. A quantitative, quasi-experimental program evaluation was conducted to determine whether C&C's student-related variables including cohort, gender, ethnicity, socioeconomic status, and truancy predicted students' successful school completion. Archival data of students eligible for graduation (N = 668) were analyzed using chi square tests and logistic regression. Results showed that the model, including C&C participation and all student-related variables, was significant in explaining the variance for successful school completion. Follow-up analyses revealed that C&C participation for the 2013 graduation cohort only, females, and low truancy students were significantly more likely to complete school, suggesting a need for further investigation of the program's implementation strategy. An evaluation report was developed with recommendations to evaluate C&C for implementation fidelity and to consider the use of observable indicators to recruit students for C&C participation who may require targeted or intensive interventions for successful school completion. This endeavor may contribute to positive social change by informing stakeholders of C&C's effectiveness, helping leaders make future decisions about how to approach program implementation and evaluation, and increasing successful school completion.

The aim of this study is to examine the effects of school-to-work programs on cognitive engagement from the students’ perspective. The study was guided by the question: “How do students perceive their cognitive engagement in learning when participating in school-to-work transition programs”? Using a case study methodology, data were collected from ten students at a rural high school using semi-structured interviews, and were analyzed using the constant comparative method. The results show an increase in cognitive engagement and the motivation to graduate as a result of participation in the school-to-work program. This increase in cognitive engagement is attributed to the students’ career preparedness, and the hands-on practical experiences gained from the program. By studying the students’ perception of their own engagement we gain a better understanding of the contributing factors that lead to increased cognitive engagement and motivation levels.

This study examined the impact of student choice on students who had not enjoyed their previous physical education experiences. The research question was: does student choice have an impact on the experiences of grade 10 students who have not enjoyed their previous physical education experiences?<p> Literature on lifelong physical activity, problems with Canadian health and society, engaging disengaged students, and student choice were all examined in the second chapter. Literature specific to physical education was also examined; this included discussions on programmatic challenges, student motivation, and student choice. The promotion of lifelong physical activity is the major goal of many physical education curricula. Researchers have shown that students who enjoy their physical education classes are more likely to be active later in life. Currently many students do not enjoy their physical education programs. Allowing students the opportunity to choose what sports and activities they will be involved in within their physical education class has been shown to have a positive impact on student motivation and enjoyment. Absent from the body of literature is an examination of the role that choice in physical education plays in increasing motivation and enjoyment for students who have not enjoyed their previous physical education experiences.<p> The study sought to learn about the experiences of students who have not enjoyed their previous physical education classes and what impacts they felt it may have on promoting lifelong physical activity adherence. Through purposeful sampling the study focused on the experiences of four students who were identified through a pre-study field investigation survey. Participants volunteered to take part in a one-on-one semi-structured interview with the researcher. The interviews provided a wealth of information on five themes. The themes that were most strongly represented in the interviews were: intrinsic motivation, self-determination, climate, engagement, and perceptions. The participants of the study were intrinsically motivated, felt a sense of self-determination, enjoyed the climate of their class, and were engaged in their learning. The participants also noted that their perceptions of physical activity had changed. Ultimately, the study showed that choice could have a profoundly positive impact on physical education experiences for students who have not previously enjoyed physical education.

The aim of this study is to examine the effects of school-to-work programs on cognitive engagement from the students’ perspective. The study was guided by the question: “How do students perceive their cognitive engagement in learning when participating in school-to-work transition programs”? Using a case study methodology, data were collected from ten students at a rural high school using semi-structured interviews, and were analyzed using the constant comparative method. The results show an increase in cognitive engagement and the motivation to graduate as a result of participation in the school-to-work program. This increase in cognitive engagement is attributed to the students’ career preparedness, and the hands-on practical experiences gained from the program. By studying the students’ perception of their own engagement we gain a better understanding of the contributing factors that lead to increased cognitive engagement and motivation levels.