2023 Doctoral Capstone Projects

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 research 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 point 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 District.,Doctoral Capstone Committee: Dr. Mary A. Wolf, Dr. Kenneth Bissell.

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.,Doctoral Capstone Committee Members: Dr. David W. Foley, Dr. Andrew J. Pushchak.