This research studied not only the Millennial Generation teachers who have entered the workforce in recent years, but it also compared the perceptions of Black Millennial Generation teachers to those of White Millennial Generation teachers. The intent of this study was to discover whether Black and White Millennial Generation teachers feel prepared to work with diverse groups of students and to reveal additional factors influencing their decisions to remain in education. This study also examined whether there were differences between the perceptions of Black and White Millennial Generation teachers regarding their work/life balance, the amount of support they receive from their administrative team, professional learning opportunities, and other components of their teaching careers. This agenda is relevant because the impact of Millennials on the field of education has only begun to be realized and the percentage of Millennials in the classroom continues to rise. Interviewing six Millennial Generation teachers utilizing a semi-structured interview protocol allowed the researcher to gather data about their perceptions of their ability to work with diverse groups of students and the teaching profession. To make sense of the raw data, a prior-research-driven method was used for data analysis. The Millennial Generation is touted to be the most diverse generation to date. This study found that both Black and White Millennial Generation teachers feel they are able to successfully reach ethnically and socioeconomically diverse groups of students. The subjects for this study reported a high tolerance for and appreciation of ethnic, socioeconomic, and religious diversity.

Thesis advisor: Rebecca J. Lowenhaupt / Background: Examining the underlying social networks of a central office leadership team in a school district focused on accelerated improvement may provide insight into the organizational structures that support or constrain improvement efforts. These networks play a critical role in identifying strategies and practices that will enable district leaders to better support marginalized student populations and strive toward the goal of halving the achievement gap for all students. Purpose and Research Questions: The purpose of this individual research study is to carefully examine and analyze the structure of social relations in a school district under sanction, aiming to answer the following research question: How do social networks between and among district leaders relate to turnaround efforts designed to support marginalized populations? Methods: This study applies social network theory of central office leadership and relationships within a public school district aimed to accelerate improvement and support traditionally marginalized students. The network boundary is limited to central office administrators. In concert with the Dissertation in Practice (DIP), this individual study was designed to be emergent and flexible. Data sources include semi-structured interviews and document review. Findings: This study found that day-to-day, central office administrators in one turnaround district, rely heavily on a high number of external ties. The advice network is highly centralized around two key players which may constrain the exchange of advice or knowledge and ultimately slows or inhibits efforts designed to improve outcomes for marginalized student populations. High personnel turnover and lack of network stability are to be expected in a turnaround district, however, it has a ripple effect on the district’s ability to establish systems and structures that facilitate accelerated improvement for marginalized student populations. Significance. Organizational change is often socially constructed. Understanding which actors have positive influences and positive social relations will ensure that formal and informal network roles are identified and maximized to their full potential. Social network analysis has the potential to provide school districts information regarding the capacity of central office administrators to implement accelerated improvements. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

This multi-faceted study of dual credit programs in Texas was motivated by perceived discrepancies in dual credit data reporting and a lack of comprehensive, statelevel information about dual credit student populations and coursework patterns. Using a P-16 framework, the author explored alignment issues that influence the delivery of dual credit programs and the tracking of dual credit participants in Texas. A review of dual credit partnership agreements between high schools and colleges, an analysis of dual credit course crosswalks, interviews with secondary and postsecondary dual credit coordinators, and a cross-agency analysis of state-level dual credit data provided insight into data and program alignment concerns. These research efforts informed the construction of a database of 2004-2007 Texas public high school graduates who took dual credit courses while in high school. Demographic differences and college outcomes were analyzed for the full cohort and cohort subpopulations. Two ANOVAs were used to explore differences in the number of dual credit courses students took and freshman college GPA by several demographic and outcome variables. Study results showed regional differences in dual credit coursetaking patterns and differences in student populations who took academic dual credit courses, non-academic dual credit courses, and both types of courses. Longitudinal data revealed differences in dual credit coursetaking populations over time, including growth in the number of economically disadvantaged and underrepresented minority students who took advantage of dual credit opportunities. Study findings emphasized the value of improving dual credit data reporting and course alignment practices. Important state-level goals were identified as ensuring: that students have access to rigorous, quality programs; that educators and policy-makers have access to accurate data; and that dual credit partnerships maintain the flexibility to innovate and respond to student needs while preserving program quality and equity. / text

Novice special education teachers often enter their professions with unique perspectives that contribute to the overall educational experience of their students. This research was designed to inform the existing literature revolving around novice special education teachers' experiences, and how they subsequently effect the perceptions and interactions engaged in with students with disabilities from culturally and linguistically diverse backgrounds. Five novice special education teachers who currently serve students with disabilities from culturally and linguistically diverse backgrounds offered their unique perspectives for this research. This research study consisted of individual interviews, two direct classroom observations, and responses to three reflections of recent experiences. The data yielded three main categories: (a) student attributes, (b) establishing rapport, and (c) teacher responsibilities, which included properties and sub-properties. To verify findings rival explanations were sought and triangulation procedures were utilized. Findings of this research are discussed in detail, with implications relating to novice special education teachers, K-12 school administrators, and special education teacher educators being addressed. Methods to address potential limitations to this research are presented, followed by suggestions for future research.

This three-manuscript formatted dissertation interrogated the effectiveness of high-impact educational practices for marginalized students through the use of critical quantitative inquiry. The first empirical manuscript used data from the Wabash National Study of Liberal Arts education to explore the role of race and class on students’ engagement in and effects from high-impact practices. Findings from this manuscript suggest significant differences in academic motivation change over the first year of college when race and class were examined together, while no differences when just class was examined. The second empirical manuscript used data from the National Study of LGBTQ Student Success to examine the intersections of environment and participation in and effect from high-impact practices for lesbian, gay, bisexual, and queer (LGBQ+) students. Findings from this manuscript suggested that students’ perceptions of overall support and their relations with instructors mediated the influence that participation in high-impact practices had on students’ academic development. Finally, the third main manuscript considered the utility of critical quantitative inquiry and ways researchers can combine critical theory into quantitative research.

Thesis advisor: Lauri Johnson / This qualitative case study examined the perceptions of school and district leaders about fostering teacher leadership, specifically to support emergent bilingual and Latinx students in a public school district in the state of Massachusetts. The most recent model of transformational leadership developed from Leithwood’s research in schools (Leithwood & Jantzi, 2000) served as the conceptual framework. Data collection included 13 individual semi-structured interviews with district, building and teacher leaders as well as field notes and document reviews. Findings indicated that school and district leaders perceived they support formal and informal teacher leadership practices for emergent bilingual and Latinx students. Top-down approaches to collaboration and professional development impacted the development of teachers as leaders, creating barriers and challenges in each of three components of transformational leadership (setting direction, developing people, and redesigning the organization). Recommendations include establishing a collective vision for promoting and developing teacher leadership. Future research could be designed to better understand how teacher leadership is enacted to support issues around equity and social justice, and how we might encourage more teacher leadership among marginalized groups. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Science, technology, engineering, and mathematics (STEM) are growing fields in both global job markets and educational spaces. The problem related to this study was the lack of understanding of how gender and ethnicity might relate to differences in the science self-efficacy, outcome expectations, and task interest of students who have participated in STEM intervention programs at the middle school level. The purpose of this quantitative study was to explore the extent to which there were differences between the dependent variables of science self-efficacy, outcome expectations, and task interest in U.S. middle school students based on the independent variables of gender and ethnicity after participating in a citizen science STEM intervention program. Social cognitive career theory was the theoretical framework for the study. This study was a nonexperimental comparative investigation based on survey responses from students who had participated in a water quality, citizen science STEM intervention from 2017-2019. The participating students’ school district has a history of multiple, systemic STEM learning experiences. The results of two-way MANOVA indicated that there were no statistically significant differences in career choice variables between male and female students and between non-Hispanic and Hispanic students after participating in a citizen science intervention program. This study has the potential to help students from underrepresented populations to envision success in their STEM educational and career pathways by seeing other students experience success in those areas. Educators may also be better able to design programs that address the specific needs of underrepresented student populations, which may lead to better student outcomes for those groups.

The purpose of this study was to determine whether administrator preparation programs effectively prepared administrators for work in schools with increasing Aboriginal populations. The study facilitated the reflections of eleven Aboriginal administrators; six non-Aboriginal administrators; and five Aboriginal teachers concerning the preparation of administrators for work in increasingly diverse schools. The reflections explored the specific skills and knowledge necessary for work in schools with high Aboriginal enrollments.<p> Data was collected with the aim of informing praxis. Participants volunteered to take part in focus groups, and where necessary the researcher implemented additional means of collecting data. Volunteers were asked to reflect on (a) The effectiveness of their preparation for administration in schools with high Aboriginal enrollments; (b) the necessity for changes to existing preparation programs; (c) the skills and knowledge necessary for work in increasingly diverse schools; and (d) proposed changes to the preparation of administrators. Research data formed the foundation for ascertaining changes to the preparation of administrators for the sake of education equity.<p> Research findings suggested that administrator preparation programs have not adequately prepared administrators for work in schools with increasing Aboriginal populations. Participants concluded that there was a need for changes to occur in the preparation of administrators. As well, they also identified the specific skills and knowledge, and the personal qualities that were essential for work in increasingly diverse schools. Finally, the research study suggested ways of informing praxis that included examining both the personal and institutional commitments and responsibilities required for changes to occur in the preparation of administrators for education equity. These commitments and responsibilities included undertaking reflective practices on individual cultural frames; and strategic planning with a diverse stakeholders group to ascertain changes to existing programs that would facilitate the inclusion of an education equity focus in the core of administrator preparation.

The purpose of this study was to determine whether administrator preparation programs effectively prepared administrators for work in schools with increasing Aboriginal populations. The study facilitated the reflections of eleven Aboriginal administrators; six non-Aboriginal administrators; and five Aboriginal teachers concerning the preparation of administrators for work in increasingly diverse schools. The reflections explored the specific skills and knowledge necessary for work in schools with high Aboriginal enrollments.<p> Data was collected with the aim of informing praxis. Participants volunteered to take part in focus groups, and where necessary the researcher implemented additional means of collecting data. Volunteers were asked to reflect on (a) The effectiveness of their preparation for administration in schools with high Aboriginal enrollments; (b) the necessity for changes to existing preparation programs; (c) the skills and knowledge necessary for work in increasingly diverse schools; and (d) proposed changes to the preparation of administrators. Research data formed the foundation for ascertaining changes to the preparation of administrators for the sake of education equity.<p> Research findings suggested that administrator preparation programs have not adequately prepared administrators for work in schools with increasing Aboriginal populations. Participants concluded that there was a need for changes to occur in the preparation of administrators. As well, they also identified the specific skills and knowledge, and the personal qualities that were essential for work in increasingly diverse schools. Finally, the research study suggested ways of informing praxis that included examining both the personal and institutional commitments and responsibilities required for changes to occur in the preparation of administrators for education equity. These commitments and responsibilities included undertaking reflective practices on individual cultural frames; and strategic planning with a diverse stakeholders group to ascertain changes to existing programs that would facilitate the inclusion of an education equity focus in the core of administrator preparation.