Thesis advisor: Ana M. Martínez-Alemán / Bachelor of Science in Nursing degree (BSN) programs need to increase the retention and graduation rates of students of color to create a diverse nursing workforce that meets the needs of the United States. Living and learning communities (LLCs) are an emerging method for residential colleges to improve the experiences and retention of undergraduate students. This dissertation used a critical race theory lens to investigate the impact of a nursing-focused living and learning community on the first-year experiences of women of color. A qualitative comparative case study methodology was appropriate to explore the differences of sense of belonging of women of color in the LLC compared to women of color not enrolled in the LLC. The research questions that guided this study were, How does a nursing living and learning community impact the sense of belonging for first-year women of color who attend a BSN program within a predominantly White institution? and How different is the sense of belonging of the women of color who participated in the nursing-focused LLC compared to the first-year BSN women of color who did not participate in the nursing-focused LLC? Thirteen women of color from a predominantly White BSN program, River Stone University, participated in a survey, journal entries, individual interviews, and focus groups. The findings suggest that the nursing-focused LLC positively impacted the sense of belonging of women of color in the BSN program. The nursing-focused LLC was an institutional counterspace for women of color, which mitigated the adverse effects of the BSN program’s hostile racial climate and competitive culture. The women of color who did not participate in the nursing-focused LLC had a lower sense of belonging and perceived the BSN program to be more racially hostile and unwelcoming. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

abstract: As higher education embraces innovative educational models, support for the faculty members who must carry them out remains a vital ingredient for success. Despite this need, many institutions adopt innovations such as blended learning for all of the benefits afforded, with minimal consideration to meaningfully equip professors teaching these courses. “Faculty Learning Communities” (FLC’s) provide a powerful model of supporting and equipping faculty in their teaching practice. Nevertheless, ongoing and collaborative faculty development was historically unavailable to professors teaching undergraduate blended courses at Lancaster Bible College. Thus, the purpose of this qualitative action research study was to examine the ways that faculty perceived an FLC during the design and facilitation of a blended course. The Community of Inquiry (CoI) framework guided the design and facilitation of the FLC in fall 2018, as well as providing insight into measuring how learning communities formed during the FLC and while participants taught their courses. This FLC model blended learning for participants by occurring four times on campus, with online sessions following each in-person meeting. The faculty developer provided resources and support as faculty collaborated in designing their blended courses for the spring 2019 semester. Faculty perceptions of support were gathered in a focus group at the end of fall semester. During the spring 2019 semester, the faculty developer observed both on-campus and online sessions of the blended courses and led a second focus group about faculty perceptions of effectiveness and support. Qualitative data sets included video recordings of the FLC, focus groups, and class observations, field notes, and screenshots of online environments during the FLC and courses. Findings demonstrated substantial evidence of CoI measures of social presence, cognitive presence, and teaching presence were present in both the FLC and participants’ courses. These results affirmed the CoI framework provided a meaningful platform for faculty development. Additionally, participants perceived the FLC as supportive for their blended teaching practices, making direct mentions of support and indicating belief that broader institutional change be implemented toward this end to enhance faculty development opportunities. Limitations and implications of the study, as well as desired future research were explored. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019

In a professional learning community (PLC), school personnel participate in focused collaboration to improve adult learning and facilitate student achievement. Implementation of a PLC is often haphazard and not evaluated for effectiveness, resulting in poor implementation. This study, a PLC-specific qualitative formative program evaluation, addressed a lack of documented PLC effectiveness at a local urban elementary school in the southern United States. The purpose of this project was to determine how teachers described the functioning of their PLC. The conceptual framework for the study was Hord and Tobia's 6 characteristics of a PLC. The research questions focused on how teachers described their PLC in terms of: supportive and shared leadership; shared beliefs, values, and vision; intentional collective learning; shared practice; physical or structural conditions; and collegial or relational conditions. The qualitative design consisted of semi-structured interviews with 10 teachers. The findings from the typological data analysis revealed that the research school was not functioning as a true PLC, with lack of collegial-relational conditions being a primary concern. Based on the findings, recommendations were made for school personnel to participate in team building exercises, adopt an educational change model to strengthen their PLC, participate in PLC training, and develop a continuous evaluation cycle for their PLC. The recommendations will help the research school more effectively build trust as they improve their PLC. Implications for positive social change include an improved school culture and delivery system of education, which fosters an educational environment more conducive for improved learning for teachers and students.

In a suburban high school, an average of 50% of limited English proficient (LEP) students did not meet the required standard on the 9th grade literature and composition end of course test (EOCT), and an average of 46% of LEP students did not meet the required standard on the American literature and composition EOCT in the years 2008-2011. LEP students were expected to meet the same standards as their native-born peers in order to pass courses and ultimately graduate. Using the professional learning community (PLC) model and the concept of differentiated instruction, the purpose of this qualitative case study was to investigate how 7 regular education English teachers from 2 different schools described the ways they differentiated instruction for LEP students in their regular education classrooms. Data were collected by using open-ended questions, member checking, and reviewing documentary data they related to professional development on differentiation and then analyzed by transcribing and coding for emerging themes. Findings revealed that the participants wanted to have meaningful professional development where differentiated instruction is modeled for them in their content area with the time to implement and collaborate on the effectiveness of the lessons. Results of the project study will be shared at the local schools to encourage teachers to see the benefits of differentiated instruction with LEP students. This study has the potential for social change for English teachers, by revealing how to integrate differentiation, help students increase scores on required standardized tests, and thereby maximize their students' learning potential.

While much is known about the benefits of professional learning communities as supportive structures for teaching teams to work together to increase student learning opportunities, team development requires strong administrators and teacher leaders. The purpose of this study was to explore teacher leaders' perceptions of the strengths and weaknesses of professional learning communities in the middle school setting. With a foundation in constructivist and organizational learning theories, differences in teacher leaders' perceptions were investigated based on gender, number of years teaching at the schools, and number of years on the school leadership team. Within a nonexperimental, quantitative research design, 380 participants were invited and 127 responded to the Professional Learning Communities Assessment-Revised (PLCA-R) survey. A t test for independent samples was used to examine gender differences, and one-way ANOVAs were used to analyze differences in perceptions based on number of years teaching and number of years on the school leadership team. The results revealed no statistically significant differences for any of the variables on any of the PLCA-R domains, but there was a statistically significant difference (p = .013) in the PLCA-R overall scores for years of teaching experience. The information from these overall scores reflects a strong relationship between the number of years teaching, either 6-10 or 11+, and the domains in the survey. Results of this study add to the research on middle school professional learning communities and may contribute to positive social change by providing information on the perceived strengths and weaknesses that exist in professional learning communities.

School districts in a southeastern state have faced the challenge of choosing an effective professional development model that assists teachers in improving student achievement. Some school districts have implemented professional learning communities (PLCs) as a means of addressing teachers' professional development. Guided by the social learning theories of Bandura, Vygotsky, and Wenger, the research questions focused on teachers' perceptions of the use of PLC experiences for making classroom decisions and their value for enhancing teacher learning, teacher collaboration, and student learning. Data for this case study were collected from 7 certified elementary teachers in 1 school who had participated in PLCs for 2 years. Interview data were coded and reviewed for common themes and patterns. The results of this study revealed that teachers perceived there was not enough time for teacher collaboration and teacher learning built into the activities and structure of the current PLC at the study site. The findings from this study were used to create a 3-day training session for local teachers on how to structure and function in a PLC environment. The sessions include training for grade-level chairpersons and professional development sessions for grade-level teams of teachers. The project will give the elementary teachers in this school meaningful opportunities to positively affect their own and students' learning and share learned practices and skills with other teachers in the district. Achieving social change at a larger level is possible as this professional development opportunity with a focus on teacher and student learning can serve as a model for other schools in the district.

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Today, teachers are expected to play a major role in the socialization of their students. Crafting strong classroom communities that incorporate celebration is one technique some teachers have developed to enhance a sense of belonging in their classroom. The purpose of this study was to determine the perceptions of teachers regarding what the practice of celebration accomplishes for the teacher, student, and class in reference to building and maintaining a classroom learning community. This study also examined approaches that teachers found to be the most successful in creating celebrations. A multiple-site study design was used to gather qualitative data at 10 public elementary schools in East Tennessee. Data sources were standardized with open-ended interviews based on an interview guide. For the purposes of this study, celebration included group events and activities used to recognize, demonstrate, or promote significant classroom values, experiences, or occasions. Many commonalities in teachers' perceptions about classroom celebrations emerged such as the enhancement of group solidarity, sense of belonging, and teachers' ability to find joy and meaning in teaching. Further qualitative and quantitative research should be conducted to determine how to best plan and implement celebrations for diverse classroom populations. In addition, a survey to capture ideas more broadly related to successful celebrations for a variety of age groups might be useful to practitioners. A study pertaining to the experience of classroom celebration from the perspective of the student was also recommended as a future area for research.

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