Electronic Theses and Dissertations
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Browsing Electronic Theses and Dissertations by Department "Educational Leadership"
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Item A DESCRIPTIVE ANALYSIS OF DISCIPLINARY CONSEQUENCE ASSIGNMENTS AND THE ACADEMIC ACHIEVEMENT OF TEXAS GRADE 3 THROUGH 8 STUDENTS IN SPECIAL EDUCATION OVER TIME: A STATEWIDE ANALYSISBenson, Jamie Heintz; Slate, Dr. John R.Purpose The purpose of this journal-ready dissertation was to examine the relationship of exclusionary discipline consequences assigned to Texas Grade 3 through 8 students enrolled in special education and their academic achievement during the 2012-2013 through the 2015-2016 school year. In addition, the relationship of exclusionary discipline assignments on the reading and mathematics achievement of students enrolled in special education over a 4-year period was examined. In the first investigation, the numbers and percentages of Texas Grade 3 through 8 students enrolled in special education who received a discipline consequence was examined. In the second study, the relationship of Disciplinary Alternative Education Program placement with the reading achievement of students enrolled in special education was investigated over a 4-year time period. Finally, in the third investigation, the relationship of Disciplinary Alternative Education Program placement with the mathematics achievement of students enrolled in special education was investigated over a 4-year time period Method In this investigation, a descriptive approach (Creswell, 2009) was used in which four years of Texas statewide data across six grade levels were analyzed. Archival data regarding Grade 3 through Grade 8 students who were enrolled in special education were analyzed here. Findings Results were fairly consistent across all four school years, across all six grade levels, and across all three articles in this journal-ready dissertation. For each exclusionary discipline assignment investigated, the percentage of students who were in special education and received exclusionary discipline assignments decreased across over the four years investigated, where the number of assignments received by students increased. Students who were in special education and received between 1-30 days in a Disciplinary Alternative Education Program placement had better STAAR Reading and Mathematics performance than students who received between 31-60 days and more than 60 days in a Disciplinary Alternative Education Program placement. Results discussed herein were consistent with the existing literature regarding the frequency and duration of disciplinary assignments received by students in special education and the influence of exclusionary discipline assignments on reading and mathematics performance.Item A Legacy of Financial Inequities: A Historical Black College and University Stakeholders Response to Funding Strategies(2022-05-01T05:00:00.000Z) VanDyke, Kathleen G; Montelongo, Ricardo; Billings, Meredith S; Sampson, SamuelWhile there has been disinvestment into higher education, there is also a significant disparity in state investment for certain types of public institutions, specifically for less-resourced institutions such as HBCUs. There is not much literature that examines the relationship of formula funding or state appropriations on institutional outcomes at public Historically Black Colleges and Universities in Texas. Using a critical race theory and outcome equity lens will help provide a historical context of continued inadequate funding for Historically Black Colleges and Universities. The funding disparities and insufficient funding mechanisms have not met the demands of low-income and underserved students that HBCUs serve. This qualitative case study's primary purpose is to understand the current state funding strategies impact on a specific HBCU from its institutional and community leaders. In addition to understanding the institutional leader’s perspective, the study will interview participants that work directly with the students that the HBCU serves. The Texas higher education system is underfunded; however, the current funding strategies are calculated on the base period and weighted credit hours do not equitably distribute available state funds and explain funding disparities. Serving larger diverse populations will require equitable levels of financial support.Item A Phenomenological Study: Experiences of Black Women Leading as Assistant Principals During the Racial Turmoil of 2020(2024-05) Robinson, Olivia Grace; Combs, Julie P; Martinez-Garcia, Cynthia; Resilla, Clare ADuring Spring of 2020, the COVID-19 pandemic collided with the murder of George Floyd which created a racial divide throughout the United States. This point in time brought feelings of fear, frustration, and exhaustion throughout the country. Though the United States had experienced riots and protest in past decades, 2020 was different. Due to the emotional, physical, and psychological effects related to the pandemic as well as the continued murdering of Black and Brown people, school leaders were faced with an array of challenges that impacted the communities they served. The purpose of this dissertation was to understand the lived experiences of Black women who served as assistant principals during the racial turmoil of 2020. A phenomenological method of research facilitated the collection of the lived experiences of five Black women serving as assistant principals in several school districts in Southeast Texas to describe the common meaning of their experiences following the racial turmoil of 2020. One-on-one interviews were used throughout the entire duration of the study to collect data from participants who had experienced the phenomenon and then a composite description of the experiences of the individuals was developed. The results of this study of Black women leading schools during the racial turmoil of 2020 included an identification of five themes: “being on edge,” “there really wasn’t a plan,” “it was more about COVID,” “look, I’m just trying to make it through,” and “being the representation at the table.” Each theme was created using the participants words. The women who participated in this study vocalized their initial emotions surrounding the murder of George Floyd were that of sadness, shock, and confusion. The year 2020 brought a lot of challenges for the women in this study but they were able to use their resilience to move through this difficult time. This study revealed that Black women mostly struggled with the balancing of emotions, balancing of work and life, and supporting their staff. Furthermore, this study revealed recommendations that stakeholders should consider when supporting and retaining Black school leaders during crisis or turmoil such as addressing racial concerns, providing resources, and including Black leaders in decision making.Item A Qualitative Vision of a Quantitative World: The Perceptions of Board Certified Behavior Analysts and Their Contributions to Texas Public Schools(2022-12-01T08:00:00.000Z) Babino, Misti; Combs, Julie P; Vargo, Kristina K; Martinez-Garcia, CynthiaTo evaluate student discipline in the state of Texas, leaders often rely on quantitative data, primarily the documentation of exclusionary consequences (Texas Education Agency, 2021). There are few professionals trained in the principles of behavior working in public education, therefore, an understanding of their perceptions and experiences could prove beneficial to the field (Syed, n.d.). To capture this narrative, a phenomenological study was conducted to gain insight from six behavior analysts employed in the Texas public school system. Data were synthesized into 10 themes; five themes described the culture of Texas public education including a culture of reactivity, a culture of burnout, a culture of ignorance, a culture of neediness, and a culture of limitations. Four additional themes captured the self-proclaimed identities of behavior analysts working in Texas public schools burnout, valueless, powerless, and hopefulness. The last theme covered behavior analysts’ experiences and challenges balancing multiple governing expectations. Viewing data through the lens of radical behaviorism helped to identify systemic concerns rooted in the reactive approach to behavior change still reflected in Texas public schools. The diffusion of innovation theory was used to better understand hurdles in innovation and barriers to momentum that currently impact the effectiveness and acceptance of behavior analytic practices in public education. Based on the data, recommendations for behavior analysts included consideration of employment in districts where their behavior analytic credentials were acknowledged and supported and where ethical and competent behavior analytic practices were iv promoted. In addition, behavior analysts were encouraged to bring awareness to the field of education by discussing their potential contributions to change socially relevant behaviors in K-12. Both district leaders and policy makers were encouraged to contribute to the dissemination of behavioral knowledge by hiring highly qualified staff, providing quality behavioral trainings, developing procedural and policy-based accountability protocols, and increasing fiscal support for behavioral staff, programs, and incentives.Item A STUDY OF COMMUNITY COLLEGE DISTRICT COREQUISITE WRITING COURSE MODELS IN THE SOUTHWEST(2023-05-01T07:00:00.000Z) Alpaugh, Mary Elizabeth; Saxon, David P; Lane, Forrest C; Silvestre, Gabriela JCommunity colleges have transitioned from traditional developmental course sequences to accelerated corequisite remediation models to provide students with an expedited pathway to college-level courses. This study was designed to compare the mean percentage of passes for participants enrolled in 4 and 6-contact hour corequisite English courses. This study also examined students enrolled in a top-level developmental English course (ENG091) and its role in preparing students to succeed in ENG101. This nonexperimental, quantitative study was based on a secondary data analysis. Large-scale data across 10 colleges were obtained from the Maricopa County Community College District (MCCCD) institutional research database, Chi-squared tests (χ2) were also conducted to examine first-year composition course success rates for students enrolled in (a) a 4-contact hour corequisite English course and (b) a 6-contact hour corequisite English course and to examine first-year composition course success rates for students enrolled in (a) a top tier developmental English course (ENG091) and (b) corequisite English courses. The study indicated that increased corequisite contact hours did not lead to higher success rates in a first-year composition course (ENG101). The results also found no significant difference in the successful completion of ENG101 between students enrolled in a corequisite English course and those who registered for a top-tier developmental English course (ENG091) unless a grade of W was excluded from the analysis. These findings suggest that corequisites with fewer contact hours may be a better course option for some underprepared students. Withdrawal rates across all remediation platforms continue to be a consistent problem across institutions of higher learning and one worthy of further investigation.Item A STUDY OF FACULTY AND STUDENTS' PERCEIVED USE OF GOOD PRACTICES INSIDE AND OUTSIDE OF DEVELOPMENTAL MATHEMATICS CLASSROOMS(2020-05-01T05:00:00.000Z) Nabors, Amy G; Zientek, Linda RIn this dissertation, which is written in a journal-ready format, results from three separate but related studies are reported. In the first study the extent to which developmental mathematics faculty (both full-time and adjunct) perceived they used the Seven Principles of Good Practice in Undergraduate Education was explored. Comparisons of median and boxplots indicated that most developmental mathematics faculty reported using most of the principles often or very often, but variability existed on several items. Active Learning items were the least implemented. In the second study comparisons were made between developmental mathematics faculty and their students at one community college on their reported use of the Seven Principles. Patterns observed in the confidence intervals indicated (a) consistent behaviors among students across classes and (b) incongruence among students and their teachers on most items. In the last study, the principle of Student-Faculty Contact was explored by examining how the use of electronic communication influenced the development of student-faculty relationships through the responses of students from one community college. Results indicated that (a) student initiated conversations were correlated to students’ Predicted Outcome Value, (b) instructor immediacy behaviors and students’ reasons for communicating were correlated, and (c) students’ reasons for communication was the largest predictor for students’ Predicted Outcome Value. Personal/Social, Clarification, Efficiency Reasons and Immediacy explained 33.9% of the variance in students’ Predicted Outcome Value. The β weight and structure coefficient suggested Personal/Social reasons was a possible suppressor.Item A Survey of Elementary Teachers' Language Ideologies and their Perceptions of Biliteracy(2019-11-11) Merchan, Rolando A.; Combs, Julie P.Some U.S. educators hold language ideologies that favor the English language over other languages, while, at the same time, equating fluency in other languages as problematic. This ideology potentially affects how teachers instruct in both monolingual and bilingual classrooms in U.S. schools. This study addressed language ideologies among select teachers in south-central Texas. Examining teacher ideologies might enlighten school and district administrators on how to improve their efforts to offer effective bilingual and multilingual education options in their schools. The purpose of this study was to explore elementary teachers' language ideologies and perceptions of biliteracy and their understanding of the types of supports needed to develop student biliteracy in the classroom. Quantitative and qualitative data were collected by administering a version of the Beliefs About Language Survey (Fitzsimmons-Doolan, 2011) and five semi-structured interviews. Using a mixed-methods approach, I explored the perceptions of explored the language ideologies of 172 Grade 3 teachers at one of the Educational Service Centers in Texas. The results of this study revealed the prevalence of four different language ideologies. The four ideologies were: (a) Americans Should Value Multilingualism; (b) Using English Language Ensures Success in the United States; (c) Speaking Multiple Languages Creates Social Conflict; and (d) Language Use is Situational. The results suggested that most of the participants agreed with the ideological statement Americans Should Value Multilingualism, and somewhat disagreed to Using English Language Ensures Success in the United States. However, when studying teachers' responses to interview questions, my analysis revealed that the enacted practices were more aligned with subtractive bilingual viewpoints. The results of this study add to research regarding teachers' ideologies in elementary classrooms and explore perceived structures of support needed to foster biliteracy developmentItem Academic performance: A retrospective investigation of study skills and LASSI performance(2016-08-09) Jordan, John D.; Combs, Julie P.; Skidmore, Susana T.Students are entering college and the workforce lacking skills critical to their success. This gap places a burden on higher education institutions to mitigate this problem. As such, programs designed specifically to enhance students’ academic strategies are important. The purpose of this journal-ready dissertation was to provide needed insight into the relationship between study skills programs and academic performance indicators (APIs) distinguished by common at-risk factors. In the first study, a retrospective predictive research design was followed using archival data (2003-2008) from one regional university. Study skills program participation was examined in relation to APIs, controlling for gender and ethnicity. Criterion sampling was used to identify the study skills group (n = 714) and a comparison group (n = 714). Descriptive statistics revealed statistically significant differences in APIs, with women outperforming men and Hispanic women outperforming all other gender and ethnic combinations. A series of regressions indicated statistically significant predictive relationships between the number of sessions completed and APIs, but not program participation and APIs. In the second study, Learning and Study Strategies Inventory (LASSI) scale performance (e.g., Anxiety, Motivation, Self Testing) was examined in relationship to short-term and long-term APIs of students who completed a study skills workshop series, controlling for gender and ethnicity. Criterion sampling was used to select a subset of students (n = 450). A series of regressions resulted in only one statistically significant API (i.e., first-semester GPA; p < .001). In particular, the Anxiety and Motivation scales were statistically significantly related to GPA (p < .001), and resulted in an average increase of .03 and .05, respectively, per unit increase on each scale. For the third study, by means of a Latent Profile Analysis, three subgroups were identified using study skills workshop series participants’ (n = 450) LASSI scale performance, with each group possessing correspondingly higher scores in all 10 scales. To determine what relationship, if any, existed between these subgroups and APIs, a series of regressions were conducted. Only one API was identified as statistically significant (first-semester GPA, p < .001), thereby calling into question the long-term relationship between LASSI scores and academic performance.Item Adult Learners' Experiences of Stigma in Developmental Reading Courses(2022-08-01T05:00:00.000Z) Harding, Kayla Gardner; Lane, Forrest C; Saxon, David P; Montelongo, RicardoIn this study, I explore college students’ perception of their experiences in developmental reading courses, whether they feel stigma, and if said stigma discourages them from engaging in behaviors that promote retention and lead to completion. I hope the research reveals how feelings of stigma relate to help-seeking behavior among college students who are enrolled in developmental reading classes. Furthermore, conclusions in this study should suggest actions institutions, faculty, and practitioners can take to further retention among struggling college readers who experience stigma.Item ADULT LEARNERS’ EXPERIENCES AND PERCEPTIONS OF BARRIERS IN ONLINE COMMUNITY COLLEGE COURSES(2023-05-02T04:00:00.000Z) Fandey, Leyla; Holzweiss, Peggy P; Montelongo, Ricardo; Price, Debra PIn this study, I examined adult learners’ experiences and perceptions of barriers to interactions and engagement in online community college courses. Adult learners' enrollment in online courses in postsecondary institutions continues to grow due to the flexibility and convenience they offer to learners who often have to juggle multiple responsibilities. However, the increase in enrollment does not translate to course completion. Several studies have explored adult learners’ success in online courses, but most of these studies have focused on adult learners in online courses at 4-year institutions. Therefore, this study focused on adult learners in online community college courses to address this gap in literature. A qualitative study involving interviews with 15 learners who were 24 years of age or older was conducted to determine (a) how adult learners in online community college courses described their interactions with the instructor, their peers, and content, (b) how adult learners in online community college courses described their engagement with the instructor, their peers, and content, and (c) what barriers adult learners in online community college courses perceived as related to their online interactions and engagement. Participants’ responses to the interview questions revealed three central themes related to learners’ experiences and their perceived barriers to interactions and engagement in their online courses: instructor practices, connection to others, and self-regulated behavior. These central themes were used to make recommendations for practice and future studies related to adult learners in online courses.Item Advanced Degree Attainment as a Function of Race/Ethnicity in Texas Postsecondary Institutions Over Time: A Multiyear, Statewide Investigation(2020-10-19) Hamrick, Tama S; Slate, John RABSTRACT Hamrick, Tama S., Advanced degree attainment as a function of race/ethnicity in Texas postsecondary institutions over time: A multiyear, statewide investigation. Doctor of Education (Higher Educational Leadership), December 2020, Sam Houston State University, Huntsville, Texas. Purpose The overall purpose of this journal-ready dissertation was to ascertain the extent to which progress occurred during the State of Texas’ Closing the Gaps by 2015 and the 60x30TX education initiatives. In particular, the purpose of this dissertation was to determine the degree to which changes were present in the numbers and percentages of advanced degrees awarded by public, 4-year postsecondary institutions in the State of Texas as a function of race/ethnicity. More specifically, the numbers and percentages of master’s, doctoral, and professional degrees awarded to White, Hispanic, and Black students from the 1999-2000 academic year through the 2018-2019 academic year were examined to determine whether statistically significant changes had occurred in the number of master’s, doctoral, and professional degrees awarded to the aforementioned racial/ethnic groups. Additionally, the purpose of this dissertation was to ascertain the extent to which trends were present in advanced degree attainment by White, Hispanic, and Black students from Texas public, 4-year postsecondary institutions from the 1999-2000 through the 2018-2019 academic years. Method The research design used herein was causal comparative in nature. Archival data were obtained from the Texas Higher Education Coordinating Board’s Interactive Accountability website. The study involved downloading information on academic v years, race/ethnicity, and the numbers and percentages of master’s degrees, doctoral degrees, and professional degrees awarded. Findings White students were awarded the highest numbers and percentages of master’s degrees, doctoral degrees, and professional degrees from 1999-2000 through 2018-2019. Regarding master’s degrees, White students were awarded 20% fewer master’s degrees in 2018-2019 than in 1999-2000. The percentages of Master’s degrees awarded to Hispanic and Black students increased by 11.30% and 7.58%, respectively. In reference to doctoral degree attainment between 1999-2000 and 2018-2019, White students were awarded the highest numbers and percentages, followed by Hispanic students, and then Black students. Between 1999-2000 and 2018-2019, the percentage of doctoral degrees awarded to Hispanic students and to Black students increased by 11.07% and 9.39%, respectively. Concerning professional degrees, White students were awarded the highest numbers and percentages from 1999-2000 through 2018-2019. Hispanic students were awarded 13.65% more professional degrees in 2018-2019 than in 1999-2000.Item African American Male Administrators and their Perceptions of the Freshman Transition Experience for African American Males: A Collective Case Study(2021-03-10) Fraga, Kenneth; Combs, Julie PPurpose Despite the difficulties students encounter during the freshman transition, the phenomenon remains an understudied topic in education. The purpose of this collective case study was to gain an understanding of the Grade 8 to Grade 9 transition experience for African American male students in one suburban school district. Furthermore, this research sought to determine what programs and procedures could be put in place to aide African American males in their transition to high school. It is important to understand how African American males are impacted by the freshman transition because the statistical data indicates that they are the group most likely to drop out of school and are doing so at disturbing rates. Additionally, African American males are the sub population most adversely impacted by the economic conditions associated with not having a high school diploma. As such, Critical Race Theory served as the conceptual framework of this study. Method Four African American male administrators participated in this collective case study and data were collected using face-to-face interviews conducted in person and via Zoom. In an effort to add African American male administrators’ voices to the literature, In Vivo coding was utilized. Therefore, an important stakeholder group has been added to the freshman transition literature. To triangulate the data gathered from the participants, data were also gathered from school counselors. The counselors who completed an online questionnaire were employed at schools where a participant/administrator worked. Findings The participants identified positive adult relationships and connectedness as vital to their own successes during the freshman transition. In regard to programs and procedures that would benefit contemporary African American male students during the freshman transition, three themes emerged from the data. The participants believed that establishing a mentor program would benefit African American male students during the freshman transition. They also believed that training and connectedness were important factors for the success of African American male students.Item African American Women and the College Presidency: Leadership Pedagogy Through a Social Justice Lens(2023-05) Clayton, Jamila Cherise; Eaton, Paul W; Foster, Laurette; Silvestre, Gabriela JAfrican American women college presidential leadership is more than bureaucratic or technical leadership styles, or a set of skills or traits. African American women college president’s leadership is pedagogical, meaning it is rooted in teaching and learning. The purpose of this research investigation is to amplify the role that African American women educators have played historically and contemporaneously as social activists and pedagogues on college campuses and how these historical experiences influence the social justice leadership approaches and resiliency of present-day African American women college presidents. Eight African American women college presidents participated in this qualitative case study and data was collected through pre-interview surveys, semi-structured interviews, and reviewing one multimedia source from each participant where they made written or verbal statements addressing social justice, equity, or inclusion. The data collected from this study were analyzed and interpreted through the theoretical frameworks of Black womanist pedagogy and endarkened feminist epistemology. Combined, these two theoretical frameworks provided evidence of the conceptual framework of Black Womanist Leadership Pedagogy. Results of this study revealed that African American women college presidents employ a social justice and equity framework to their leadership approaches by keeping a daily commitment to social justice work, leading and designing programs with a social justice and equity mindset, providing consistent communication and messaging about social justice and equity to university constituents, and by being intentional with incorporating diversity, equity, inclusion, and belonging into their campus culture. Through learning about the social justice leadership practices of African American women college presidents, this study fills a gap in educational leadership literature by providing research on the social justice leadership practices specifically enacted in higher education.Item An examination of a Developmental Mathematics Sequence at a Community College in Kansas(2019-11-08) Chandler, Bethany A.; Skidmore, Susan T.; Zientek, LInda RThe purpose of this study was to investigate the relationship between the number of developmental mathematics courses students are required to take with respect to students’ performance in college algebra, persistence rates, and degree completion at Butler Community College in Kansas. Also, examined was the extent to which age, gender, and ethnicity differentiated performance in college algebra, persistence rates, and degree completion for students taking developmental mathematics. A non-experimental, quantitative, retrospective, descriptive study was used. Participants were identified using archival data from Fall 2010 through Summer 2013. The criterion used to identify participants included first-time, full-time, degree seeking students, enrolled in at least one developmental mathematics course in the Fall 2010 semester. A total of six research questions were used. Two research questions were constructed to determine if there was a statistically significant difference between students’ entry developmental mathematics course and student performance in college algebra. The Welch was used to analyze the mean difference in college algebra grades and students’ entry-level developmental mathematics course, and age, gender, and ethnicity. An additional four research question were constructed to assess the relationship between entry-level developmental mathematics course enrollment, and persistence, degree completion, and demographic characteristics. Chi-squared test of independence were used to examine the relationships between the variables for the third through sixth research questions. The findings indicated students grades in college algebra could not be differentiated by students’ placement in any particular level of developmental mathematics. Furthermore, students’ grades in college algebra could not be differentiated by age, gender, or ethnicity based on students entry-level developmental mathematics course. Chi-squared results indicated there was not a statistically significant relationship between levels of developmental mathematics and student persistence for the first year. Additionally, on the whole, there were not statistically significant differences between persistence and age, gender, and ethnicity based on entry-level developmental mathematic course. Finally, there was no relationship between completion of a degree or certificate and entry-level developmental mathematics course or by age, gender, and ethnicity by entry-level developmental mathematics course in terms of completionItem An Examination of Student Outcomes in a Developmental Education Learning Community for English Language Learners at a Community College in the PacificHazzard, Andrea S.D.; Skidmore, Susan T.; Bustamante, Rebecca M.; Martirosyan, NaraLearning communities (LCs) restructure discrete courses into linked courses to promote connections between students, faculty, and course content. LCs are cited as a best practice in developmental education (DE) and a high-impact practice in higher education. With an increasing number of English language learners (ELLs) attending community colleges and over 50% of community college students placing into DE, the use of LCs for ELLs who place into DE appears to be an appropriate pedagogical approach. However, there are a limited number of LC studies which focus primarily on the academic success of DE ELLs. The purpose of this nonexperimental quantitative study was to utilize a longitudinal explanatory design to investigate the outcomes of ELLs in a DE LC at a community college in the Pacific. Utilizing Tinto’s theoretical framework for student departure, this study investigated to what extent ELLs who placed into a DE LC experienced more positive outcomes than comparable students enrolled in discrete courses. This quantitative study utilized institutional archival data to examine the persistence, retention, and academic achievement of the LC as compared to non-LC students. In terms of the results, the LC students’ average retention and academic achievement were higher than the non-LC students’. Conversely, the non-LC students’ average persistence was higher than the LC students’. However, the outcome differences between the LC and non-LC groups were not statistically significant. Demographic differences between the LC and non-LC groups which may account for the lack of statistically significant findings are discussed. Also discussed is the extent to which the LC students’ performance was higher than it might have been had the students been enrolled in discrete courses. When compared to the findings from other LC studies within the literature, the findings from this LC study appear to be favorable. Overall, this study showed tentatively positive results for utilizing LCs as a pedagogical approach for DE ELLs, many of whom enter college academically underprepared and fail to persist to graduation. Implications and directions for future research are discussed. Although more research is needed, LCs appear to be a promising approach for promoting the academic success of DE ELLs.Item AN EXAMINATION OF STUDENT WRITTEN COMMUNICATION AND CRITICAL THINKING SKILLS AT ONE TEXAS PUBLIC UNIVERSITYRoberts, Jeffery L; Lane, ForrestThe three studies within this journal-ready dissertation examined student written communication and critical thinking skills at one public university in southeast Texas. Studies 1 and 2 examined differences in student written communication and critical thinking skills as a function of demographic characteristics (i.e., gender, race, first-generation status, socioeconomic status). These characteristics represent factors that can indicate students may be at-risk academically. Both studies employ social capital theory, which posits that group membership can influence student success. Study 3 examined the efficacy of an undergraduate critical thinking course in improving student critical thinking skills by determining what pre-to-post gains students made within the course. Study 1 used secondary data, derived from a locally developed writing rubric, from 1,285 juniors and seniors from the 2015, 2016, and 2017 academic years. Studies 2 and 3 used secondary student critical thinking data gathered from the Texas Assessment of Critical Thinking Skills (TACTS) test that was administered within undergraduate critical thinking courses. For Study 2 (n = 863), post-test data from the 2016 and 2017 academic years were used for analysis. For Study 3 (n = 2,551), pre-to-post test data for the 2012, 2013, 2014, 2015, 2016, and 2017 academic years were used for analysis. Multiple regression analyses were employed to examine differences in student written communication and critical thinking scores by student race, gender, socioeconomic status, and first generation for Studies 1 and 2. These models were both predictive of student written communication and critical thinking ability; however, the pooled R2 values for both models were indicative of trivial effect sizes for both studies. The regression analysis for Study 1 further revealed that the written communication scores for Black students and for male students were statistically significantly lower than that of the comparison group. For Study 2, the regression analysis revealed that scores for Black students, Hispanic students, and students who were first-generation were statistically significantly lower than that of the comparison group. Finally, for Study 3, dependent samples t-tests revealed that students made statistically significant pre-to-post critical thinking gains for each of the examined years; however, the size of these gains were much lower for the 2016 and 2017 academic years in comparison to the other years examined within that study.Item An Examination of the Differences in Doctoral Students' Levels of Life Stress, Burnout, and Resilience by Program Phase(2018-04-10) Parker, Mitchell L.; Combs, Julie P.; Skidmore, SusanThe purpose of this study was to determine the extent of differences among life stressors, burnout, and resilience for educational leadership doctoral students based on program phase. This study was intended to provide information to assist students who are in various phases (first, second, and third phases) of their doctoral program. There is a dearth in academic literature about the combined concepts of doctoral students, life stressors, burnout, and resilience. Life stressors, burnout, and resilience have been examined within the literature with some frequency; however, doctoral student burnout has not been examined, specifically in relation to differences in levels of life stressors, levels of burnout, and levels of resilience. Doctoral education is rife with academic stress (Ali & Kohun, 2006; Jones, 2013; Lovitts, 2005), financial pressures (Callender & Jackson, 2005; Ehrenberg et al., 2007; Hira et al., 2000), social challenges (Ali & Kohn, 2006; Lovitts, 2001; Ross, Niebling, & Heckert, 1999), and family obligations (Boes, Ullery, & Cobia,1999; Lipschutz, 1993; Lovitts, 2001; Middleton, 2001; Smith, Maroney, Nelson, Abel, & Abel, 2006). Doctoral students are prime candidates for experiencing life stressors and burnout. Participants for this study were comprised of EdD doctoral students studying educational leadership with an emphasis in either higher educational leadership and/or K-12 leadership at a university in Southeast Texas. The findings indicated that a majority of students in this study had low levels of the negative components of experienced life stress, and the two negative components of burnout through exhaustion and cynicism. When examining positive innate qualities of professional efficacy and resilience, the largest percentage of students in this study have a medium level of previously stated positive aspects.Item Approaches to Executive Decision-Making at Public Institutions Experiencing Financial Instability in Texas(2021-07-14) Walling, Max L; Holzweiss, PeggyHigher education institutions of all types are experiencing increased challenges related to acquiring financial resources to support educational initiatives. Executive leaders, particularly during periods of instability and crisis, are required to make decisions related to highly complex challenges that have the potential to influence the long-term sustainability and viability of the institution they serve. Based on historical data, existing challenges, the operational and financial disruptions created by the COVID-19 global pandemic, and projections of enrollment shortfalls beginning in 2025, institutional leaders will be required to navigate increasingly complex environments and make difficult choices amidst a collection of less-than-ideal options. The purpose of this study was to explore, through a qualitative phenomenological design, the decision-making processes of executive-level administrators (i.e., presidents, chief financial officers, chief academic officers) during periods of institutional financial instability in the state of Texas. Data was collected through individual interviews with 13 participants from public, 4-year institutions in Texas. Five themes emerged from the data, highlighting the influence of ecological systems, organizational complexity, consensus building, institutional mission, and market factors on executive’s decision-making processes. In order to better navigate periods of complex financial instability and improve decision quality, leaders are encouraged to enhance their awareness and management of environmental influences, purposefully manage relationships with key internal and external institutional stakeholders, develop reliable methods of quantitative and qualitative information gathering, increase the number of stakeholders involved in decision-making, solidify their institution’s resource allocation strategy, build buy in and consensus around assessment metrics, and unambiguously align institutional initiatives with the mission.Item Assessment of Leadership Traits Required for the Intercollegiate Athletic Director Position(2016-11-07) Paitson, David A.; Fuller, Matt B.; Moore, George W.; Zapalac, Ryan K.; Zhang, James J.The purpose of this study was to a) examine leadership traits of effective Athletic Directors and b) determine the differences and similarities between NCAA Division I, II,III, and NAIA University Presidents’ and Athletic Directors’ assessments of the methods of leadership required for the position of Director of Intercollegiate Athletics, with particular regards to Autocratic, Democratic, Positive Feedback, Training and Instruction, Social Support, and Situational Consideration Behaviors, which are concepts drawn from Zhang et al.’s (1997) Revised Leadership Scale for Sports (RLSS), an instrument specifically designed to measure research on sports-specific leadership behavior. A purposive sampling design was implemented. Fourteen participants with extensive experience in NCAA Division I, II, III, and NAIA intercollegiate athletics were recruited to secure expert insight. Participants included four University Presidents and four Athletic Directors, one each from NCAA Division I, II, III, and NAIA institutions. Remaining participants included two Conference Commissioners, two Head Coaches, and two Senior Athletic Administrators, all from NCAA Division I institutions. Semistructured interviews were implemented (Krueger & Casey, 2000). A listing of traits required for the Athletic Director role were collected through an inductive approach. Answers to series of follow-up questions provided the in-depth details of each behavior mentioned in the initial response. A series of structured questions—with each intended to be representative of each of the six RLSS constructs to confirm the construct validity for the current research—were implemented utilizing a deductive approach. A classical content analysis was applied to address the research question. A holistic coding approach was taken in reviewing the participants’ initial descriptions to identify types of traits associated with the Athletic Director role. A descriptive open-coding process was utilized to carefully code the data line-by-line to capture the overall meaning intended. A constant comparison analysis was conducted to systematically condense data into codes and then to develop themes. As a result, the following themes emerged as the leadership traits required for the intercollegiate Athletic Director position: (a) communicator, (b) driven, (c) personable, (d) poised, (e) principled, (f) self-aware, (g) skilled, and (h) visionary. Recommendations for future research and practical implications are offered.Item At-Risk High School Graduates and Their Post-Graduation Experiences: A Phenomenological Study(2022-05-01T05:00:00.000Z) Pohl, Candace M 1974-; Holzweiss, Peggy P; Combs, Julie P; Borg, Susan KThe purpose of this phenomenological study was to explore the experiences and perspectives of students who were identified as at-risk during high school and have transitioned into emergent adulthood. Sources of data included responses from eight participants, selected via purposeful sampling, through a semi-structured interview. This in-depth study revealed challenges and barriers the participants experienced during high school and post-graduation. Three major themes emerged from the study: attitude, influential relationships, and environment. All participants considered dropping out of high school due to similar factors such as negative peer influences, family challenges, mental health, substance abuse, and an overall poor school environment. For all participants, transferring to the at-risk alternative high school made a positive difference and allowed them to graduate high school. Findings from this study provide recommendations for supporting students who are at-risk during high school and as they transition into emergent adulthood. Opportunities for future research include expanding the demographics of the participants as well as examining the significance of peer relationships at an alternative high school.