2023 Doctoral Capstone Projects

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.