<p>ABSTRACT DEVELOPING COLLECTIVE TEACHER EFFICACY THROUGH JOB-EMBEDDED PROFESSIONAL DEVELOPMENT IN ELEMENTARY TEACHERS Michele Schluntz, Ed.D. Department of Curriculum and Instruction Northern Illinois University, 2018 Elizabeth Wilkins, Director The purpose of this mixed-method study was to explore the outcomes of a Job-Embedded Professional Development (JEPD) approach on Collective Teacher Efficacy (CTE). Teachers volunteered to participate in one of three literacy teams designed for the study. At the opening of the study, teachers completed the Collective Teacher Efficacy Belief Scale (CTEBS) to determine the level of CTE present prior to engaging in the JEPD sessions. During the three JEPD sessions, teachers engaged in meaningful conversations about situated problems of practice and potential changes to address such concerns. At the conclusion of each JEPD session, teachers completed individual reflection journals documenting their experiences. Upon completion of the final JEPD session, teachers again completed the CTEBS. The study concluded with the completion of one-on-one interviews to provide a deeper understanding to the responses provided through the individual reflection journals. Three major findings were identified in this study. First, it was concluded that a JEPD approach to the professional development of teachers may play a role in influencing CTE. Second, this study supported the Social Cognitive Theory framework of human agency and Triadic Reciprocal Causation. And third, meaningful conversations about situated learning in authentic problems of practice contributed to the development of CTE. As a result of these findings, this study supports a sociocultural approach to the professional development of teachers. Embedded in Vygotsky?s (1978) Socio-cultural Theory, there are five principles that encompass a sociocultural approach to teacher professional development. Teachers in this study experience four out of the five: teacher agency, situational appropriate, dialogical practice, and systemic in view. Utilizing these findings, recommendations for professional development and future research are also discussed.

<p> This qualitative study focused on understanding the process immigrant Latina/o families in the greater Los Angeles area underwent when selecting a charter school for their children. Through narrative interviews, 13 participants shared their perspectives of how and why they chose a charter school, and detailed the factors they considered in their selection process. Through the theoretical framework of cultural community wealth, social and cultural capital, participants answered the research question why and how do immigrant Latina/o parents research and apply to charter schools, and what are the factors they consider in the decision-making process? </p><p> Participants described social networks as connections to charter schools their children attended. They indicated reasons for selecting a charter school included a desire for a better educational opportunity than what they had encountered in the traditional public school environment. They viewed education as a vehicle for upward social mobility and understood the value of a quality education in helping achieve this outcome. Participants described their commitment to their children and families as a driving force behind their selection to actively search a better educational environment, which they found in charter schools. </p><p> The primary factors parents considered when selecting a charter school were the school&rsquo;s proximity and location, the attentiveness of teachers, the support of students&rsquo; learning needs and challenges, a welcoming community, the school&rsquo;s leadership, staff who were able to communicate with parents in their native language as well as an active community of parents who demonstrated interest and involvement in the school.</p><p>

<p> This phenomenological study focused on the lived experiences of modern day polymaths. The constructs of openness to experience, identity, self-directed learning, polymathy or multi-disciplinarily, and intrapersonal functional diversity were used to frame the research. The primary theoretical lens of this study is based on Identity Theory and Social Identity Theory. The inquiry focused on accomplished polymaths with careers spanning both the arts and sciences. The participants&rsquo; narratives provided insights regarding how they became polymaths and what their experiences as polymaths have been like. </p><p> The population for this phenomenological study was found using snowball sampling (also called chain or network sampling). Interviews with thirteen participants were conducted using a modified version of Seidman&rsquo;s (2013) method, focusing on (1) life history, (2) details of the experience of being a polymath, and (3) meaning making of being a polymath. Through applying Moustakas&rsquo; (1994) phenomenological data analysis methods, a total of twelve themes emerged. In addition to the twelve themes, textural and structural descriptions were presented that helped to elucidate the essence of polymathic experiences. </p><p> Seven conclusions were drawn from this research: (1) to be a polymath, one must accept not fitting in the typical box and perhaps even embodying apparent contradictions; polymathy is being intrapersonally diverse, (2) polymaths are exposed broadly, think creatively and strategically, and juggle their many interests and obligations through effective time management, (3) being a polymath can make life richer, but it can also be quite difficult, (4) polymaths are excellent at being creative and solving problems creatively, (5) polymathy develops due to a combination of nature and nurture, and polymathy is maintained in adulthood by a willingness to continue to work to improve oneself through self-directed learning, (6) polymath identity is discovered from not fitting in; polymath identity can be difficult to fully own and to explain to others, (7) family and financial resources impact the emergency of polymathy. A number of recommendations for theory, practice, and research are provided as well. </p><p>

<p> In 2013, Governor Jerry Brown and the State Board of Education signed into law the Local Control Funding Formula in a bold attempt to provide equitable educational opportunities for all. This study sought to analyze the effects of districts' LCAPs to determine what staffing changes have been made at the district level, which programs and services have helped to close the achievement gap, and which methods of stakeholder engagement have supported continuous student improvement. </p><p> The author of this study invited 197 randomly selected district superintendents throughout California to participate in an electronic survey. Thirty-four participants provided answers to questions about staffing and district office responsibilities pertaining to the development of the district's LCAP. Additionally, questions were posed around stakeholder engagement opportunities and program models that have been implemented. Five personal interviews were conducted with superintendents from various regions in California for a more indepth look at LCAP implementation. The LCAPs of the five districts were also reviewed. Overall findings indicate that not all districts have hired personnel to support LCAP development. Moreover, all of the survey respondents and superintendents interviewed use a combination of surveys and meetings to gather stakeholder input. Larger districts provided more opportunities for stakeholder engagement than their smaller counterparts. There has been some success in improved stakeholder engagement through electronic surveys that are delivered directly to personal cell phones. Finally, it is too early to tell which programs or services are proven to be the most effective in meeting the academic needs of California's targeted students.</p><p>

<p> School turnaround refers to the rapid, significant improvement in the academic achievement of persistently low-achieving schools (Peck &amp; Reitzung, 2013). Over the past decade, school turnaround has become the United States&rsquo; response to chronically low-performing and failing schools. The turnaround model has emerged as an effective strategy with potential to lead to expedient results. The research on turnaround is limited, however; in fact, most research is concentrated on numerous case studies and is often focused on descriptions of the models used in school turnaround. The overarching question is <i>what district level leadership, school level leadership, and classroom teacher practices emerge as part of the school turnaround reform process? </i></p><p> Major findings of the study indicate that 1) across all turnaround survey measures, the Data Teams Process, turnaround team support, and use of data as the most helpful elements of turnaround reform; 2) while turnaround team support was considered helpful at all levels within the district, it was also considered an obstacle by turnaround school leaders and turnaround teachers; 3) while the Data Teams Process was considered helpful at all levels within the district, it was also considered an obstacle by turnaround school leaders and turnaround teachers; 4) based on turnaround school leader perceptions, there are differences between turnaround schools and emerging turnaround schools in the area of community relations; (5) based on the turnaround teacher perceptions, there are differences between turnaround schools and emerging turnaround schools in the areas of mindset, climate and culture, effective teachers, and instructional support; and (6) perceptions of collective efficacy differ based on school performance scores which, correspond to turnaround status.</p><p>

<p> With the increasing focus on student achievement, teachers are being scrutinized in their practices. States are mandating that accountability measures be put in place to ensure teachers are providing high quality education to students. With these added pressures along with various other factors, teachers can become overwhelmed and not able to maintain their focus on student achievement. Thus, teachers may begin to burnout and seek other professions. Leaders must take action to rekindle a passion in teachers so they will stay the course in the profession. What makes teachers stay in the profession? Where do high levels of faculty trust contribute to teachers intending to stay in the profession? Does high teacher morale influence teachers to stay in the profession? Where leaders engage in capacity building within their school organization, is there a higher rate of teachers who intend to stay in the profession? </p><p>

<p> Social media has permeated nearly every facet of our modern society. The influence on our culture has been beneficial but challenging. The impact of social media upon the school environment has been tremendous, yet few school districts have created policies describing its acceptable use by employees. Teachers are left feeling uncertain as to where the boundaries exist for their personal and professional use of social media and what can happen when they cross that undefined line. This dissertation examines the court cases that have influenced employment decisions for school employees and defined employees&rsquo; First Amendment right to free speech as it relates to the use of social media. The cases related to students&rsquo; free speech limitations that have influenced teachers&rsquo; cases will be reviewed, as well as current policies as they exist at the national, state, and local levels. The primary purpose of this research is to look for trends among the cases, create guidelines for administrators to use to determine if their employees have engaged in protected speech, and provide a framework for districts to use when creating their own social media policies.</p><p>

<p> Active shooter events in K-12 schools have increased since 1990, and developing response policies to such events is a responsibility of school personnel. A paucity of data regarding options-based response practices existed with no focus on policy processes. The purpose of this qualitative multi-case study was to describe the decision-making processes used in school districts when approving the inclusion of options-based responses to active shooter events in Emergency Operations Plans (EOPs). The research questions addressed processes that shaped the development of options-based responses to active shooter policies in 3 K-12 school districts within the Midwest. The conceptual framework was informed by the theory of policy paradox and the concepts of situational awareness and resilience. Structured interviews were conducted with 12 school personnel and safety professionals involved in 3 high schools; EOPs and state and federal regulations and guidelines were reviewed. An analysis of the interview responses and document reviews using four levels of descriptive coding required a cross-case analytic technique to discover patterns, connections, and themes. Law enforcement and school personnel worked together to create policy and to implement trainings related to options-based response. Results included enhancing situational awareness and empowering teachers and students to become responsible for their safety. These findings can be used to inform and guide school leaders in their efforts to make policy and implementation decisions regarding active shooter policies in EOPs. The potential for social change exists in more school personnel understanding and implementing options-based response policies and making the lives of K-12 students safer.</p><p>

<p> This study examines the causes, effects, and prevention strategies that influence a student&rsquo;s decision to drop out of high school. Three research questions are explored: </p><p> 1. What causes 21st century high school students to drop out of high school? </p><p> 2. Why are current dropout prevention measures not meeting the needs of today&rsquo;s students? </p><p> 3. What patterns emerge in participant responses to the question, &ldquo;Why did you leave high school prior to graduation?&rdquo; </p><p> The researcher collected data from 92 students attending orientation for the adult high school program at a small, rural community college who left school prior to graduation. Ten students were selected and agreed to a one on one interview with the researcher in order to provide a rich context to support their decision to drop out of high school. Data collected included academic background, school experiences, family characteristics, parental investment, disciplinary actions, and attendance patterns throughout the student&rsquo;s school career. The study identified precipitating causes for students to withdraw from school including perceptions of education by the student and family, teen pregnancy, socio-economic characteristics of the family and community, disciplinary actions taken against the student, and the student&rsquo;s need to find full time employment. A 5 x5 Chi Square analysis was done to find the degree of relationship between the basic characteristics of poverty to the causes for dropping out. The results of the analysis were not significant, indicating that living in poverty does not cause students to drop out of high school. The data from the surveys, interviews, and chi square analysis showed that dropping out of high school is not a spontaneous decision, but a result of years of academic struggle, personal and family issues, and the need to provide for basic needs. It is a long process, mired in struggle. The study also revealed a lack of school-related incentives and effective dropout prevention programs to address the issue.</p><p>

<p> There are very few studies on the views of school administrators and state legislators regarding federal government mandates for schools. Bolman and Deal (2015) believed people align themselves to survive and thrive in the political framework where resources are scarce, and the aspects of power and conflict inform decisions (Douglas &amp; Mehra, 2015; Pourrajab &amp; Ghani, 2016). This study focused on the thought processes of both school administrators who implement federal mandates and state legislators who navigate funding for federal mandates. Leaders of the political parties of Missouri and school administrators were interviewed to gain insight into the motivation and political views which drive decision making at the state and local levels. The findings of this investigation indicated opinions varied widely on the nature of federal government involvement in education, and political party affiliation had some influence on the belief systems of the participants interviewed. This affiliation runs deep in today&rsquo;s politics and may be difficult to overcome. Data from the study clearly indicated public school administrators favored funding for preschool education yet did not support charter school expansion. Findings from the study offer more than a few implications for both administrative and legislative practice. Administrative interview data could be used to inform legislative decisions for public schools. Bipartisan conversations among stakeholders may offer common ground on these topics for the benefit of Missouri students.</p><p>