2022 Doctoral Capstone Projects

Research encompassing the characteristics of effective professional development and the influence on supporting educators in delivering high-quality instructional services is more prevalent within the context of school-age and early childhood programs. The Westmoreland Intermediate Unit (WIU), a regional educational service agency that provides preschool Early Intervention (EI) special education services, utilizes professional development as a means by which to support engagement, retention, and development of talent. This non-experimental mixed methods capstone research study investigated the effects of professional development on the perceptions WIU Preschool EI staff as it relates to their job skills. The problem addressed by the research is the ability of the WIU to deliver professional development that satisfies the requirements set forth through state-level initiatives while meeting the needs of Preschool EI staff in a fiscally responsible manner. This supports the WIU’s transition from traditional face-to-face professional development to the increase in asynchronous professional development implemented in part due to the COVID-19 pandemic. This research sought to address the gap in literature specifically focused on key characteristics that positively influence the professional development experiences of the targeted staff. Data was collected through administration of the Early Intervention Professional Development Survey (EIPDS) and semi-structured interviews revealing a satisfactory response to the current professional development offerings. While analysis of survey results did not reveal statistically significant differences when comparing responses by job titles, years of experience, and years employed by the WIU, recommendations are included for the EI program in developing a plan of action along with recommendations for future research.

Over the past 45 years, the supply and demand of the special educator has ebbed and flowed, but in most recent times the shortage of qualified special educators has hit a significant point of crisis across the nation causing challenges for school districts to provide the services mandated by the Individuals with Disabilities Education Act. One mechanism to reduce the special educator shortage is for more high school students to choose special education as a major and future career. This study examined the perspectives of current special education majors and the factors that influenced their decision of major choice and examined the degree special education majors report previous experiences with people with disabilities as the greatest factor in their choice of major. The study further researched the degree past Unified Sports Program (USP) participants choose a major related to special education or related services at a higher rate than other majors. Data was gathered through two surveys administered to two different types of subjects, special education majors and past USP participants. Survey participants responded to Likert scaled statements rating their perception of its influence on their choice of major or future career choice. This study evidenced that prior experience of working with students with disabilities was one of the highest influencing factors when choosing special education as a major. Due to a low response rate, further research is needed to determine the degree of influence USP has on choice of special education as a major.

This mixed-methods study examined the efficacy of a one-to-one (1:1) technology initiative designed to provide every student in Grades K-12 with a PC device in the Wattsburg Area School District. The study also assessed the effectiveness of the related technology professional development. The purpose of this study is to improve the 1:1 technology initiative and ensure that the significant investment of time and resources is producing meaningful results. The research questions for this study focused on the teachers' perception of the effectiveness of instruction with 1:1 technology, how often and to what extent technology is used, the strengths and weaknesses of 1:1 technology, and what professional development is needed to support technology integrated instruction. Quantitative Likert data and qualitative open-ended response data were collected via an online staff survey. The survey design incorporates key findings of the literature review such as the SAMR and TPACK frameworks for technology-integrated instruction. The Quan + qual, convergent parallel study design allows for triangulation of the quantitative and qualitative survey data. Inferential statistics were used to determine if significant differences exist between 1:1 technology use at the K-6 and K-12 levels. The primary finding of the study is that the 1:1 technology initiative has been effective overall at enhancing the learning environments, but that the related professional development was inadequate to yield more effective results. To improve the program, frequent technology professional development must be provided that is differentiated, allows for collaboration time, and focuses on content specific pedagogy.

Historic decreases in teacher preparation program enrollments across the nation and in the Commonwealth of Pennsylvania are resulting in school districts experiencing difficulty in attracting and retaining new teachers. This crisis highlights the importance of a meaningful and effective New Teacher Induction Program (NTIP) to support and retain newly hired professionals in a school district. This mixed methods study examined the NTIP in the Baldwin-Whitehall School District (BWSD) from the perspective of 22 past NTIP participants and 35 former mentor teachers from August 2016 through January 2021. Through the collection of survey data, it has been determined that the current BWSD NTIP is beneficial and helpful to new teachers, but revealed significant room for improvement in areas that are more focused on the individualized needs of the new teacher to make the NTIP more meaningful. Findings also highlighted the importance of a mentor teacher in the development and support of a new teacher during their first year of teaching. The implications of this study resulted in the recommendation of creating a two-year induction program in BWSD that provides another year under the guidance of a mentor teacher, the opportunity to participate in small group sessions addressing learners with special learning needs, and additional peer observation time. Additionally, the research brought to light the need for a mentor teacher training camp to better serve the mentor teachers who support the new teachers in the program.

Across the United States, high school seniors are surveyed during their final year to determine their plans after graduations. Many Jeannette City School District students have three options: to enter the workforce, join the military, or continue on to post-secondary education. Based on these surveys about 25% of the students do not pursue a career or college. As a district, we would like to increase the opportunities for students to engage in employment within the community. By creating partnerships within the local community and providing more appropriate training, our students will be better prepared for employment. The researcher developed three questions to guide the capstone project in preparing the students to enter the workforce. This action research will use quantitative data for this project, such as interviews and rating scales. The researcher interviewed teachers and employers to determine if the students were adequately trained and prepared for future employment.

A central component of special education is the concept of Least Restrictive Environment (LRE), meaning a student’s right to have access to the regular education classroom and curriculum as the starting conversation for placement. The purpose of this study is to examine IEP specially designed instruction implementation and teacher perceptions of their effect on student achievement that results in success in the LRE where high quality educational opportunities exist. This research project looks to answer three questions. What are teachers’ perceptions about student supports outlined in a student’s IEP and how are those supports implemented in their classrooms? What relationship, if any, is there between teacher perceptions/implementation of student supports and student achievement? What movement from regular education classes to more restrictive pullout classes occur over the course of a year and is there any correlation to perception and implementation of student supports? Through a mixed methods approach that collects teacher perception data, qualitative feedback, standardized achievement data, and schedule changes throughout the year, the researcher used the data to find common trends in student achievement and value systems with supports implementation. There is evidence that teachers who show the greatest gains with their students often have similar value systems regarding supports put in place in their classrooms. There are also differences in how various content teachers view supports in their classroom. The results of the study are meant to inform us as educators to try and replicate practices that yield better results.

This research project evaluated the effectiveness of elementary grading practices in the Dover Area School District, focusing on English language arts and math in the first through fifth grades. The study was critical because the district did not have clearly defined elementary grading guidelines, and it was unknown if consistency existed in grading practices. Also, it was not known to what extent grades measured or reflected students' mastery of content. Research questions guided the project. Research question one questioned the effectiveness of grading practices by investigating current knowledge, consistency, and how grading practices measured mastery of content. The goal of the second research question was to determine teachers' perceptions and parents' understanding of grading practices. The third research question determined administrators' and teachers' understanding of standards-based report cards. Mixed methods action research gathered data from teachers' grade books and three surveys. The first research question used data from grade books and a survey, with results minimally supporting effective grading practices. The second research question was answered using survey data and indicated most teachers and parents were confident in their knowledge of grading practices. However, teachers and parents were less confident that grades illustrated students' mastery of skills. The third research question used survey data and indicated that administrators and teachers had a solid understanding of standards-based report cards. The research suggested knowledge of grading practices, but they were inconsistent in several ways, including how they measured and reflected students' mastery of skills and content.

This action research doctoral capstone project investigates the perceptions of a high school staff towards a Tier 1 PBIS framework that was previously implemented into the school. The importance of this action research was to determine the next steps needed within the implementation and progression of the PBIS framework. The research questions posed tried to identify the perceptions of high school staff members, how does the perception of the staff member’s impact recognizing students on a Tier 1 level, and the level of buy-in by the staff. These questions were analyzed by utilizing qualitative and quantitative convergence style of research, which allowed the researcher to triangulate the results for each research question. The methods used to obtain this data were through the Staff Perceptions of Behavior and Discipline (SPBD) Survey, created by Dr. Laura Feuerborn of the University of Washington Tacoma (UWT) and Dr. Ashli Tyre of Seattle University, an interview of staff members, discipline data compiled from the researched high school’s student management system, and PBIS data from the same high school. Results showed three major threads, the first was buy-in by staff members, the second was continued administrative support and communication, and the last was the level, high school, in which the PBIS framework was implemented. This action research created opportunities for the researcher to continue evaluating the PBIS framework implemented, and other avenues to research, such as the student’s perception. Publisher

Speech-Language Pathologists (SLPs) working in schools report struggling to provide high-quality support and services to their students, given their workload and the limited time available during the school day. School administrators, in turn, are challenged to assign caseloads to professionals that ensure students receive the support and services required to obtain a meaningful educational benefit in a fiscally responsible manner. The design of this action research attempts to understand the impact of caseload numbers and workload on the practices and professionals to guide school administrators. This research study focused on school-based speech-language pathologists employed in Westmoreland County, Pennsylvania, public schools. Participants collected caseload data and workload data during designated periods over six months. Participants also completed a survey that analyzed their perceptions of their effectiveness related to specific job responsibilities. To determine which model, a caseload, or a workload model, more accurately predicted a speech-language pathologist's perceived effectiveness, workload data, caseload data, and survey results were compared and analyzed. Data analysis also addressed caseload numbers' impact on specific required and recommended job responsibilities. Findings indicate a lack of relationship between caseload and workload compared to speech language pathologist perceptions of job effectiveness. A relationship was also not found when comparing caseload with the required direct instruction or compliance practices. However, a statistically significant negative correlation was found when comparing caseload and the recommended interprofessional practices and professional development practices.

The purpose of this study was to identify the perceptions of the newly hired special education teachers and paraprofessionals of the Colonial Intermediate Unit 20's (CIU20) onboarding process, engagement with staff, and preparedness as part of the CIU20 community to develop systems and strategies to increase CIU20 retention rates. Special education teachers and paraprofessional retention have been a severe concern for CIU20. A qualitative and quantitative mixed methods approach design was utilized, including a survey and a focus group as the primary data collection methods. Educational literature has identified research-based strategies to promote employee wellness, increase staff engagement, and create a positive work environment to improve teacher and support staff retention. The development and implementation of these research-based strategies will improve employee retention within CIU20. While the survey results were somewhat favorable of the current onboarding process, there are gaps identified based on research based best practices. Ultimately, the findings of this research study resulted positive outcomes and increase of the Group 2 ratings after participating in the study's intervention and justifies the continued use of Check & Connect session with newly hired CIU20 employees. The areas of focus for enhancement to improve retention are: to provide more support by administrators and mentors in the classroom setting, review the induction program, improve upon upfront pieces of training, and continue to enhance the sense of belonging to the CIU20 organization by enhancing opportunities to build communication, collaboration, and trusting relationships across the CIU20 organization and our local school districts.

Resources that strive to increase academic performance for secondary students is a noble endeavor. One such technique may prove beneficial and does not require additional resources. This resource is to increase instructional time within the classroom. The setting of this research project was at a suburban comprehensive technical high school in the lower Bucks County region of Pennsylvania and the participants were incoming 9th grade students. The purpose of this project was to analyze whether increasing algebraic instructional time would have an effect on academic performance. This project was important because it would provide a justification for the allocation of resources, should the outcome indicate a positive correlation between increased instructional time and academic performance. The research questions involved in this project were to analyze increased instructional time and academic performance as well as differentiating academic performance regarding gender and socioeconomic status. The quantitative design of the project relied on a classroom diagnostic test and a teacher-made assessment. The results from the teacher-made assessments did not demonstrate a statistically significant event for any research question. The classroom diagnostic test did reveal a statistically significant event for the initial assessment as well as the initial and mid-year test regarding socioeconomic status and academic performance. The conclusion was that there was no statistically significant difference in academic performance differentiated by gender and that increasing instructional time did not affect academic performance following an increase in instructional time on both final assessments. There was evidence that non-economically disadvantaged students scored statistically higher on the initial and mid-year classroom diagnostic test.

School districts are always exploring different ways to develop programs and activities for students in an attempt to provide opportunities for academic growth and achievement. One area of particular focus has been programs offered during the summer months to try to minimize and/or eliminate the "summer slide" that some student experience with the retention of the concepts and skills that they learned in the previous school year. The purpose of this study was to determine whether or not the implementation of a summer learning program within an elementary school has an impact on the academic growth of students. Comparisons were made between students that did and did not participate in the program, specifically students that have been identified to receive support services through an individualized education plan (IEP) versus those in a regular education setting and students that come from different socioeconomic backgrounds. A mixed-methods approach was utilized as the format for this study. Benchmark assessment data from a three-year period was analyzed as part of the quantitative portion of this action research project. Qualitative data was collected through surveys that were provided to both the families of students that participated in the summer program and the individuals that served as both instructors and assistants in the program during the summer of 2021. Findings from this study will be utilized during the planning for programming that will take place within the school district in subsequent years as part of a continued effort to provide opportunities for students to grow and develop academically.

According to Robert Marzano, author of the archetypal work, "Classroom Instruction That Works", good instruction can take any student and make them better. The Peters Township School District's mission and vision statements align with Marzano's beliefs. However, the current system employed by the District by which students are placed into honors and academic level classes is in conflict with that mission and vision. During the transition from middle school to high school, access to honors classes requires a student's prior teacher's recommendation. Their only option to take an honors class without a recommendation is to file an official appeal to the high school administration and counselors. This current process is creating barriers for many students to experience the higher rigor honors classes and the opportunities of trajectory they create. This study seeks to inspect the current recommendation and placement process as well as to analyze the impact it is having on student outcomes. As a mixed-methods study, it is driven by three research questions that ask for the quantitative data associated with the overall student population final grade outcomes as well as the outcomes for students who appealed to get into each of the courses. It also contains an analysis of the qualitative data associated with teacher's opinions about the course recommendation and placement process. This study shows the current process arbitrarily and unnecessarily limits students and makes recommendations for its modification to better support the mission and vision of the District.

Professional learning communities (PLCs) are in their fifth year of implementation at Avon Grove High School. DuFour et al. (2010) define a professional learning community (PLC) as an “ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve” (p. 11). The purpose of this research is to determine the impact of PLCs on teacher practices and student learning. In order to make this determination, the following research questions were investigated: What are teachers’ perceptions of professional learning communities (PLCs) in terms of the impact on their pedagogical practices? When it comes to the implementation of PLCs within academic content areas, how do the challenges and benefits impact student achievement? What supportive structures, resources, and conditions are most favorable for teacher growth in the implementation of PLCs? A mixed-methods research approach was used to answer the research questions. The Professional Learning Communities Assessment – Revised was administered twice during the school year, semi-structured interviews were conducted with teachers, and student results on the Classroom Diagnostic Tool (CDT) were collected over the last five years. The analysis of this data suggests that teachers feel their pedagogical practices have expanded and improved, student achievement has seen positive gains in two out of three measured content areas, PLC meeting time during the school day has been a necessary condition for success, and resources are available and necessary to help grow and sustain PLCs in the school.