2023 Doctoral Capstone Projects

This qualitative study examined the perceptions of K-12 school staff in buildings that have recently performed facility upgrades or renovations in the past five years. The purpose of this study was to get an understanding of staff perceptions related to the impact of school facility improvements on students. The main questions that guided this research were: 1.) What is the perception of staff on facility upgrades/improvements and its impact on student engagement? 2.) What is the perception of staff on facility upgrades/improvements and its impact on student and staff safety? Data collection consisted on surveys and interviews within the Cumberland Valley School District and the Mechanicsburg Area School District, both located in Mechanicsburg, Pennsylvania. These surveys and interviews proved to be invaluable because perceptions were being considered from individuals that work daily in the day-to-day operations of a building, its professional staff, support staff, and administrators. This process allowed those individuals to reflect on their students and themselves in regards to the school districts commitment to facility upgrades and improvements.

School culture has a multitude of definitions and can be perceived differently by every stakeholder group. The value and measure of importance of school culture can vary drastically from building to building and district to district. The purpose of this action research study was to examine the perceptions of school culture as it relates to the Moniteau School District. Results indicated that school culture was perceived in a favorable light, with community members feeling the faculty and staff, as well as administration supported the student population. Additionally, the community provided suggestions for what can be done to improve school culture, if the opportunity would
present itself. Implications of the study were that the district is on target with the extracurricular offerings and the communication methods it employs, which has led to a positive view of the current school culture. Feedback was offered on suggestions for
improvements that could enhance school culture.

The severe shortage of teachers is a critical concern in education today. This project investigates this complex issue by delving into its root causes from diverse angles. The study explores the difficulties that hinder the recruitment and retention of competent educators, impacting the overall educational landscape. Employing a mixed-methods approach, this research employs qualitative and quantitative data to probe the teacher shortage phenomenon. Through an extensive review and analysis of existing literature, the study identifies and examines factors dissuading potential educators from joining the profession and obstructing the continuity of experienced teachers. Factors like low morale, excessive workloads, limited career advancement, inadequate compensation, insufficient professional growth opportunities, and challenging work conditions are thoroughly examined. Policies, institutional practices, and the teacher shortage are examined in the study. By scrutinizing educational policies, licensing requirements, and teacher training programs, the research underscores systemic issues unintentionally deterring capable candidates from pursuing and staying in teaching roles. It also explores effective strategies educational institutions and school districts use to attract and retain quality educators, proposing potential remedies to alleviate the shortage. The study's findings underscore the imperative for an inclusive, collaborative approach to tackle the teacher shortage crisis. It emphasizes the necessity for reforms in recruitment, compensation, professional development, and fostering supportive work environments. In conclusion, this research provides insights into the teacher shortage by examining it through diverse lenses.

Data from initial third-grade diagnostic assessments for the last two years, as well as results of third-grade PSSA tests, indicate that students in the Dover Area School District are demonstrating weaknesses in foundational reading skills. This research is critical at this time not only to provide information to assist in closing learning gaps created by the COVID-19 pandemic, but also given the relationship between a student's level of reading proficiency in third grade and future success. The focus of this action research was to gather qualitative and quantitative data relative to instructional practices in primary classrooms specific to foundational reading skills, teachers' use of assessment to drive instruction, and kindergarten through second grade student performance on triannual diagnostic and benchmark assessments. Data was collected through teacher surveys, direct classroom observations, semi-structured teacher interviews, and diagnostic and benchmark scores for students in kindergarten through second grade during the 2022-23 school year. The results of the research indicate that instructional practices are inconsistent within and among primary classrooms. Additionally, student growth in foundation skills was inconsistent between measures, with some students demonstrating growth but not gaining as expected according to criterion referenced-benchmark scores and national norms. Performance in one measure, ORF, was supported by teachers' reported confidence in teaching the skill and instructional time spent on it. The study concludes with recommendations for increasing consistency of instructional practices and all staff's understanding of effective instructional practices and data analysis.

Educator induction programs are designed to support new educators and educational specialists during their first years of teaching. The research problem this study aimed to
remediate was the challenge of designing an induction program that comprehensively supports educators and educational specialists with different job types. A comprehensive
educator induction program systematically and explicitly teaches new educators workplace systems, routines, and policies, while sharpening the instructional lens of the practitioner. The purpose of this study was 1) to determine if correlations existed between the relationships of educators and mentors and the level of engagement of the educators during induction and 2) to identify the components of comprehensive educator induction programs. A quantitative research approach, through closed surveys, was used to collect data to answer the research questions. Three groups of stakeholders participated in the study: educators and educational specialists, mentors, and intermediate unit educator induction leaders. The data analysis concluded there was no significant evidence to suggest the strength of the relationship between mentee and mentor impacted the engagement of the mentee during induction.

Third grade is regarded as a milestone year. From kindergarten to second grade, students learn to read, but from grades three and beyond students read to learn. This longitudinal
mixed methods research study examines the impact of third-grade reading proficiency (as measured by the Pennsylvania System of School Assessment) on later high school learning outcomes. Specifically, the study tracks three cohorts of third-grade students from 2009, 2010, and 2011, examines the eighth-grade instructional reading level (IRL) of these students five years later, then analyzes the types of courses these students enrolled in three years later as students at Parkland High School in 2017, 2018, and 2019, respectively. The focus is on the number of students enrolled in Advanced Placement and Project Lead the Way courses, both college-level courses considered to be among the most rigorous offered by the Parkland School District in Allentown, Pennsylvania. The quantitative analysis determined there was a strong positive correlation between third-grade reading proficiency level and the enrollment of students in these programs. In addition, Parkland elementary teachers participated in the Progress in International Reading and Literacy Study (PIRLS) to provide qualitative data on Parkland’s early literacy program by examining the specific teaching techniques, strategies, and resources Parkland’s elementary teachers use on a daily or weekly basis. The combined datasets provide a more complete picture of Parkland’s early literacy program and its impact on students throughout their academic career at Parkland School
District.

School-Wide Positive Behavior Interventions and Supports (SWPBIS) is a framework that has been proven to be effective at elementary and secondary schools through ongoing research. The researched middle school educates students grades 6-8 and is located in Western Pennsylvania. The middle school reintroduced their SWPBIS PRIDE program back to its staff and students during the beginning of the 2021-2022 school year after a COVID-19 hiatus. Managing student behaviors was a difficult task post the COVID-19 shutdown. The middle school wanted to provide students and staff with a positive reward system for following expectations versus only relying on punitive practices to address negative student behaviors. This mixed methods research is focused on analyzing staff perceptions in conjunction with out-of-school suspensions (OSS) and SWPBIS data to understand the SWPBIS program's effectiveness and sustainability. The research compared quantitative and qualitative data focused on the 2021-2022 and the 2022-2023 school year. Results indicated that the SWPBIS rewards had no impact on improving students receiving OSS. The SWPBIS program itself did not improve the OSS numbers at the middle school. Finally, the middle school staffs perception of the SWPBIS program improved from year one to year two of implementation. Findings from this action research will be utilized to improve the researched SWPBIS program, as well as other schools who currently implement a SWPBIS program.

The action-research was completed at Northern High School in the Northern York County School District. The focus of the research was on the impacts of Tier 1 supports through the Multi-Tiered System of Supports framework on ninth-grade student academic achievement. Teacher observations were conducted in the core ninth-grade academic classrooms – English, Earth and Space Science, English I, and Algebra I – to observe the Tier 1 instructional academic strategies being used. Additionally, academic performances from those classrooms were gathered in the form of grades to evaluate passing rates. Additionally, grades in the courses for the past three years were gathered and used comparatively with the student grades during the 2022-2023 academic year.

Each year, Colonial Intermediate Unit 20 conducts a large number of at the request of school districts. The current action research plan investigated the impact of providing professional development and collaboration from an occupational therapist in the regular education setting. Regular education teachers in the intervention group received classroom-based occupational therapy consultation visits over five months. Participants in the intervention group and a control group completed pre and post surveys to analyze their own perceptions of self-competency related to addressing occupational therapy concerns in the regular education setting and the teachers’ perceptions of the value of school-based occupational therapy services. The occupational therapist and building principal participated in post-intervention interviews to gather insight on their perceptions regarding the impact of OT services. In addition, referral data was analyzed to determine whether the provision of pre-referral professional development and class wide consultation could impact the number of initial referrals for kindergarten occupational therapy evaluations. Overall, the survey data and interviews provided some support that the provision of pre-referral professional development and class wide consultation can impact the teachers’ perceptions of self-competency related to addressing occupational therapy concerns in
the regular education setting and the value of IU OT services. The results also showed that the intervention was associated with a decrease in referrals for OT evaluations for the teachers in the intervention groups when compared to the prior year.

School leaders are always looking for ways to create welcoming environments for students and staff. The purpose of this study was to determine the impact that mindfulness activities had on teacher perceived stress. This study also examined the causes of the teachers’ stress and supports that can be put in place to help reduce teacher stress. This mixed-methods study used surveys to collect data prior to the study, during the study, and after the completion of the 24 mindfulness activities conducted over an eight-week period. Quantitative and qualitative data was gathered using Likert scale, multiple choice, and an open-ended response. The data was gathered and then analyzed to determine the impact of mindfulness activities on perceived stress. The pre, post, and mindfulness activity data was triangulated to determine the relationship between mindfulness activities and teacher stress. The research questions focused on the causes of teacher perceived stress and the perceived effect that mindfulness activities had on their stress. The last two questions examined if demographics made a difference on teacher perceived stress and the teachers’ perceptions of what impact the mindfulness activities would have if implemented into their classroom. The overall finding was that the mindfulness activities did decrease teacher perceived stress and that the largest stressor for teachers was not having enough time. All teachers in the study believed that the mindfulness activities would have an impact on students in their classroom and demographics did not show a significant difference in the decrease of stress of the participants.

The inconsistent implementation of inclusionary practices creates varied educational experiences for special education students and teachers (general education and special
education). Varied educational experiences leads to requests for different teachers, potential legal concerns related to the implementation of IEPs, and concerns for program
effectiveness. Therefore, this study focused on the inconsistent implementation of inclusionary practices. The goal of the study was to provide recommendations and conclusions that lead to more consistent and fluid experiences for students and teachers across classrooms, grade levels, and content areas. In addition, it is important for the district to collect baseline data in this area as professional development now can focus on areas that have not been part of the professional development plan over the last two years due to the COVID-19 Pandemic. By utilizing an action research study approach, the information gathered was first-hand information from general and special education teachers in order to provide recommendations that will be more easily implemented due to the input of individuals directly working in the field. The implementation of consistent inclusionary practices will increase programmatic fidelity, create a stronger culture of learning and collaboration, and though necessary to under the law to have individualized practices, all students will be able to have access to learning experiences that are rooted in best inclusionary practices.

Parental involvement in schools reaps many benefits for schools and families, yet disenfranchised parents often face barriers to participating fully in their children’s academics and school activities. This study examined the parental engagement practices of one elementary school in the Crawford Central School District. Although Crawford Central School District (CCSD) has implemented several strategies to help low-income students and their families connect to school, parents were still finding it difficult to be fully engaged with the school. Because of this, the research questions focused on parents’ perceptions of barriers that hinder engagement of disenfranchised parents. This action research study utilized a qualitative approach to identify the barriers to parental involvement in a rural school with a high free and reduced lunch percentage and low academic achievement. The researcher employed multiple data collection methods, including an electronic questionnaire, semi-structured interviews, and a focus group. The study revealed several barriers to parent engagement. These barriers include educational barriers, financial constraints, delayed dissemination of information, structural barriers in the community, and the importance of trust in the parent-school relationship. However, despite facing barriers, such as a lack of knowledge on how to participate or clearance related issues, parents demonstrated a genuine interest in being deeply involved.

The Derry Area School District is currently the only school district in Westmoreland County that has both Agriculture and Horticulture CTE programs. The Derry Area School District is a small, rural school district that has seen a declining population in the geographical area, school district, and in the Agriculture and Horticulture CTE programming. The goal of this action research study is to identify factors that can increase new Agriculture and Horticulture CTE student enrollment based on the current district enrollment numbers. The specific design of this study utilized quantitative and qualitative, mixed-methods, research techniques to get feedback from current 8th grade, high school, and post-graduate students regarding the current and previous perceptions of the Agriculture and Horticulture CTE programming currently being offered within the Derry Area School District. Survey results were collected and analyzed in order to make generalized findings which also parallel best-practice recommendations currently being seen in the field of Agriculture and Horticulture CTE education. Findings and recommendations points to a greater emphasis in the development of in-district communication and marketing efforts as well as a higher level of curriculum and instruction integration across the science and elementary grade levels within the school district. These findings and recommendations will hopefully lead to future sustainability and growth in the Agriculture and Horticulture CTE programs within the Derry Area School Disctrict.

Rigorous courses of study provide students with a variety of academic benefits in high school and during their post-secondary careers. Understanding this information requires high schools to provide Advanced Placement (AP) and dual enrollment opportunities for students, and assist with enrolling students in these courses. Although Exeter Township High School offers a total of 37 AP and dual enrollment courses, the percentage of students enrolling in rigorous courses of study is less than the county and state averages. This mixed-methods study examined the perspectives of teachers, counselors, and administrators at Exeter Township High School and Exeter Township School District to gain a better understanding of their views on enrollment opportunities for students in rigorous courses of study, student preparedness for success in rigorous courses, and the impact of District-level decision-making on students enrolling in rigorous courses of study. Through the review of relevant literature, the collection of survey data, and semi-structured interviews, this study was able to make the following conclusions, potentially impacting low enrollment in rigorous courses of study at Exeter Township High School: participants do not share the same views on student inclusion in rigorous courses of study at the high school, the high school does not have a plan to identify and recruit students with AP and dual enrollment potential to enroll in these courses, the District lacks a curricular plan in core content areas, and the District is not providing AP and dual enrollment teachers with meaningful professional development opportunities.

During the 2020-2021 school year, students within Windber Area Elementary School experienced a substantial decrease in student performance levels on the PSSA exams from their counterpart cohort in 2018-2019. The school district made the determination that the most effective manner of approaching combatting the learning loss experienced and having a positive impact on PSSA exam scores during the 2022-2023 school year was through the implementation of a Multi-Tiered System of Support (MTSS) program at Windber Area Elementary School. The purpose of this qualitative research study is to provide conclusions and recommendations that could support future MTSS implementation planning. This
qualitative research study was conducted to respond to three research questions seeking teacher perceptions of the implementation process, strengths and weaknesses during the
implementation process, and the effectiveness of embedded instructional methods. Analysis through the action research process was utilized to identify teacher perceptions during the implementation process. Initial teacher perception of a program is critical to successfully implementing a program and achieving the goal of embedding the program’s strengths within the school’s instructional practices. Data were collected utilizing a consistent survey administered three times to teachers and teacher interviews. The data was analyzed and triangulated to provide the researcher with teacher perceptions as they evolved during the implementation. The results presented conclusions that align with the teacher perceptions being positive regarding the implementation of MTSS as well as the embedding of MTSS related instructional strategies into their classrooms.

The research study was developed to analyze changes in teacher perceptions after participating in professional learning opportunities while implementing the instructional design of the study. The research questions were designed to identify changes in teacher perceptions about learner-centered instruction and meeting student needs by implementing learning progressions. This topic is worthy of research since achievement impacts post-secondary goal attainment and district staff previously verbalized concerns about increased learning gaps. The school district noted a decline in educational growth which led to a shift to individualized learning. The research was meant to help identify key impacts of creating a learner-centered environment on teacher perceptions of the learner-centered environment and meeting various levels of student academic needs for teachers in the Turkeyfoot Elementary School. This action research utilized a mixed methods approach over a one-year period. Quantitative data was collected through teacher surveys utilizing a Likert scale for responses with qualitative data collected through teacher interviews. All data was de­-identified by the co-investigator then coded and sorted by the lead investigator to identify themes and patterns. Surveys were distributed to the study participants; once before implementation, then again after implementation to identify any changes in teacher
perceptions to answer the research questions. The study resulted in identifying key perception changes by the participants including an increased understanding of learner ­centered instruction and teachers noting an increased ability to meet learner needs through the model.

This study was begun to understand the coronavirus pandemic’s impact upon middle school student mental health. Educators had academic measures with which to measure
learning loss; however, there was no test to measure the pandemic’s effect upon student mental health. Through analysis of the Pennsylvania Youth Survey, PAYS, a student self-reporting tool, and guidance counselor interviews, the researcher hypothesized that the coronavirus pandemic’s impact upon student mental health could be ascertained, as well
as a strategy for remediating that impact. The researcher sought to answer what mental health challenges were revealed through PAYS, how those challenges correlated to the
guidance counselors’ observations, what the sources of student mental health challenges were, and how schools and school personnel could confront those challenges. Through a
mixed-methods approach, this study analyzed PAYS data from three middle schools in northern Dauphin County for mental health trends leading up to and during the pandemic.
Through in-depth interviews with the school guidance counselors, this study assessed the conditions students reported, student reporting integrity, the conditions that guidance
counselors observed, and the possible strategies to combat the mental health impact of the pandemic. The researcher concluded that the coronavirus pandemic had a significant
impact upon student mental health, producing anxiety and depression resulting in increased suicidal ideations, and increased instances of self-harm.

The purpose of this action research study analyzed the effect of a ninth-grade transition program on academic achievement and attendance rate of ninth-grade students at
Meadville Area Senior High School. The research study used a mixed-method approach. A pre-survey and post-survey of ninth-grade teachers provided quantitative analysis with
Likert-scale questions about their perceptions and understanding of the program. The survey also provided qualitative analysis with open-ended responses. A survey of an
advisory team provided quantitative analysis with Likert-scale questions about their perceptions of the benefits of the program. The survey used qualitative analysis from
open-ended responses to explain perceptions. Attendance rate, promotions, failures, and NWEA MAP Growth data of ninth-grade students provided quantitative data. The quantitative and qualitative data were analyzed together to determine the effect of the program. The research study analysis showed a minimal effect of a ninth-grade transition
program on attendance rate and academic achievement of ninth-grade students. The research suggests improvements for a ninth-grade transition program, including transition
activities, professional development for staff, and training for students.

The purpose of this study is to continue to work with teacher leaders to design a collaborative professional learning community within the district. The professional learning at the district is currently focused on Reading Apprenticeship as the district is committed to the financial investment that has been made and the strategies work across all content areas. As teachers engage in professional learning opportunities during faculty meetings, it is imperative that the learning is meaningful and that the time in the schedule that is committed to enhancing and enriching student learning is meeting the needs of students. The study is meant to provide the researcher with insight into the thoughts of teachers regarding their perceptions of professional learning communities and to ensure a collective understanding of that community. The researcher aims to use the data collected to enhance the professional learning community of the district and build on what is cu11'ently in place.

This qualitative research explored the influence of turnover in educational supervisory roles on the organizational climate, particularly concerning attrition and retention in educational institutions. Data were obtained from extant data from stay and exit interviews, a screening survey, individual interviews, and a focus group discussion with educational supervisors across diverse educational settings. The results showed that to foster a favorable working atmosphere, educational institutions must prioritize stable leadership and implement effective solutions. To mitigate the negative consequences of supervisory turnover on the organizational climate, a supportive and inclusive organizational climate must be nurtured that would ultimately enhance job satisfaction and retention.

Each year, early intervention programs across Pennsylvania support the transition of thousands of children with special needs into school-age programming through collaborative efforts with school districts. While special education leaders may understand the legal requirements associated with the transition from early intervention into kindergarten, very little is definitively known about the perceptions and priorities of the parents of children with complex special needs during this time. This study utilized a mixed methods approach to examine the priorities of parents of children, who were age-eligible to transition to kindergarten in the fall of 2023 and who were receiving more than one service from the early intervention program in Westmoreland County, Pennsylvania. Data was collected through the administration of the Family Experiences and Involvement in Transition (FEIT) – Modified survey and the Special Education Leader Transition Survey – Kindergarten (SELTS-K) as well as semi-structured interviews. A significant difference between how concerned parents are about their child’s behavior during kindergarten transition and how school leaders perceived parental concern in this area was discovered. Significant differences between participant groups were found in the importance of the following supports: having the early intervention program host a meeting to prepare parents for the child’s transition meeting with the school district, receiving monthly contact from the child’s early intervention teacher, and receiving a home visit from the child’s kindergarten teacher. Notable differences on the topic of kindergarten readiness in children were also detected between participant groups.

Building Administrators and Algebra I teachers in Westmoreland County have worked hard to determine the root causes of students’ historically low achievement scores on the Algebra I Keystone Exam over the past decade. Through intensive data analysis, they have investigated the alignment of their curriculum to Pennsylvania Core State Standards, their instructional practices, and the alignment of their in-class assessments to Eligible Content Items covered on the Algebra I Keystone Exam. Yet one area that has not been intensively investigated is the impact of culturally responsive instructional materials on student achievement scores. This research study focused on building administrator and teacher perceptions of their primary instructional materials used in Algebra I classrooms, as well as the amount of time and money dedicated to support educator professional development to successfully implement those resources in their classrooms. Participants completed perception surveys to share their thoughts about their instructional material, supplemental materials, Open Educational Resources, professional development, and time and funding spent by their district to support teachers. They also completed the Culturally Responsive STEAM Scorecard to evaluate the cultural responsiveness of their primary instructional materials. In addition, the researcher evaluated the presence of Eligible Content Items present on the Algebra I Keystone Exam on primary Algebra I instructional materials used by three case study districts representing Westmoreland County. While there was not a strong correlation between the culturally responsive nature of instructional materials and student achievement scores, there was evidence that shows that the lack of Eligible Content Items present in primary instructional materials negatively impacts student achievement scores.