2021 Doctoral Capstone Projects

This study focuses on an evaluation on teacher perception of the effectiveness of Positive Behavior Intervention and Support (PBIS) implementation in a K-8 urban setting. Research also examines student academic progress and behavior, teacher perceptions on the effectiveness of PBIS implementation and school climate. This study utilized teacher perceptions and open-ended responses to obtain quantitative and qualitative data. Quantitative data was obtained from Likert survey questions on PBIS impact on student behavior and discipline, PBIS implementation and teacher perception and PBIS implementation impact on school culture and climate. Qualitative data was obtained from open-ended survey questions on teacher perception of the current implementation of PBIS in our school. Survey data was used to learn how teacher attitudes and perceptions impacted the overall effectiveness of our PBIS system. Data will be used to determine needs to successfully implement our PBIS program and to determine improvements for our future implementation. The data analysis from the teacher perception survey indicated that overall, the teachers feel that the PBIS implementation has been effective. However, teacher’s express concerns for implementing PBIS in a remote/hybrid setting. In addition, the teachers wanted to enhance the reward incentives, so they reflected the interest of all grade levels to maintain and sustain student motivation and engagement in the classroom.

This study explored the causes of teacher stress, teachers' perceived stress, and the self­care teachers and staff at the elementary level are taking to minimize their stress levels. In addition, the study looked at the impact of an 8-week mindfulness intervention to assist in alleviating stress. This study looked at the impact of distance learning due to the Coronavirus pandemic, and some of the obstacles teachers must overcome to keep themselves mentally healthy. A mixed-methods research approach was selected for this action research study because the data that was collected and analyzed within the research was both quantitative and qualitative data. Findings indicate a relationship with the amount of time teachers implement mindfulness activities and their corresponding stress levels. Correlational analysis also suggests relationships between teacher demographics and perceived stress levels. Recommendations for future research include further investigation with the duration of the intervention as well as completing the research during a school year that does not include distance-learning.

The purpose of this research study was to gain insight into the perceptions and the degree to which preservice teachers implement relationship-building strategies to foster positive teacher-student relationships within a distance learning environment. The research focused on creating a supportive classroom environment to facilitate student success, encourage a positive rapport and a sense of belonging, and develop the ability of preservice teachers to engage students during distance learning. The participants in this action research study were preservice teachers assigned to an urban elementary school setting during their student teaching placement. The action research study implemented a mixed-methods approach to gather data using interviews, observations, and journal reflections. The intervention engaged the study participants as a community of learners to identify strategies for building positive teacher-student relationships and to determine how the strategies could be integrated into the distance learning classroom environment. This research study provided compelling evidence to support the notion that focused instruction on relationship-building strategies improves the confidence and ability of preservice teachers to develop and maintain positive relationships within a distance learning classroom environment.

As our society moves toward enriching every individual, educators need to drive each student to excel in the college/career ready world. Schools are forced to mimic today's business model that strives to be the most efficient and effective as possible, while staying budget friendly. Schools have to comply with this model as prices are soaring for responsibilities such as, facilities, healthcare and salaries. The purpose of this capstone is to determine whether the traditional (academic) curriculum or transitional (functional) curriculum is the best educational direction for the life skills student and program. Considering special education costs are on the rise, districts must make quality educational data driven decisions. To ensure this, the study researched what items are key components to a transitional life skills school to work program. Most importantly, to find out if there are improved employment outcomes due to effective transition programming. Also, what data can teachers and staff provide that can improve the life skills curriculum. Forty-one administrators and high school staff participated in the questionnaire aimed at what direction the curriculum should move toward and focus on in the next few years. The data collection reveals that the participants' strongly believed that a transitional curriculum is more effective for high school life skills students in gaining skill sets than an academic curriculum. Additionally, the study indicated that an academic curriculum is important for the foundation of necessities of an education, however, a functional curriculum aids in future employability.

As academic diversity and individual student needs in the classroom continue to increase, instructors must value or utilize local benchmark testing results to drive, alter, and facilitate successful instruction, student learning, and student growth in real time with immediate and constructive results. The purpose of this study was to explore building instructor buy-in to local benchmark testing, define the preexisting resistance to using benchmark testing to cultivate data driven instruction, and develop recommendations for programmatic changes to current practices. A qualitative method approach, with a small quantitative data component, using surveys and interviews and including classroom instructors and educational leaders, was used for this action research study. Analysis of data collected indicated buy-in to district initiatives requires the involvement of district stakeholders. Creating a 'want to' culture must be facilitated through establishing instructor ownership and trust through encouraging instructor contribution, creating teacher leadership, and nourishing educator responsibility. High-quality and on-going professional development is needed to develop value and understand the process and purpose of each initiative. Eliminating root causes or resistances to the use of benchmark testing must occur by increasing the value of the exam through professional development and time allotted to growing the instructors' knowledge of the testing and data analysis processes along with developing an understanding of aligning test results to curriculum standards and classroom lessons. Finally, student value of benchmark testing must be established through creating time for teacher-student conferencing with an emphasis of facilitating student-generated goals for individual growth, improvement, and success.

This capstone project is focused on what impact the use of technology-based formative assessment has on student achievement in an alternative education school. This study analyzed student assessment scores prior to providing teachers with instruction on how to use technology to effectively give student formative assessments. After the teachers were provided with the knowledge to use a formative assessment application, the teachers were asked to implement the formative assessment process in their daily instruction. Surveys were also issued to teacher before training was provided to them, as well as after a period of time in which they were able to implement the instructional strategy in their classrooms. Classroom assessments were delivered at the end of the period in which teachers began using formative assessments. Afterward, student assessment scores were analyzed to identify whether the use of this instructional strategy had an effect on student achievement.

The purpose of this action research study was to analyze the teachers’ perspective of 10 characteristics of inquiry-based learning. The review of literature framed inquiry based learning aligned to the past professional development sessions in Parkland School District. The literature indicated that inquiry-based learning varied on level of inquiry and type of inquiry. Furthermore, it also showed that inquiry-based learning was influenced by teacher self-efficacy. The 10 characteristics of inquiry-based learning created a constant variable for all models of inquiry with a focus on student choice and student voice throughout. The perspectives of inquiry-based learning were measured through teacher surveys, classroom observations, and teacher interviews. The global Covid-19 pandemic impacted this study by providing a unique learning environment for educators. More specifically, this unique environment combines both face to face and online learning in a hybrid model. The new environment allowed for a comparison of inquiry based learning in both face to face and online learning environments. Additionally, it opened many questions about equity for all students. This study used a mixed research design to pull demographic data of the learning environments and looked for trends based on equity for all students. The fiscal implications of Parkland’s initiative to improve inquiry-based learning was outlined based on past and potential future professional development sessions. The findings of the research included evidence on the instructional impacts of the 10 characteristics of inquiry. Finally, future research in this area should continue to examine student voice, choice and equity with regards to inquiry-based learning.

Duquesne City School District has been identified as a seriously financially struggling school district by the Pennsylvania Department of Education (PDE). Duquesne City had the 9- l 2th graders transition to other local school districts to receive their education with the district paying the tuition bill to the receiving school districts for those students. This decision to make the move was made by PDE and had the 9-12th graders placed in the two local school districts in 2007. However, the school district was unable to recover financially to some extent and subsequently in 2012 placed the 7th and 8th graders in the same school districts that the 9-l 2th graders attended because, at that time, it was less expensive to pay tuition than to operate a middle school. The purpose of this research is to gain an understanding from the parents/guardians, the teachers and staff as well as the community members what it would take to have a strong academic programming, what resources the students needed as well as how the community and school district can work together to support the return of the 7th and 8th graders. The research was based on survey questions and interviews. The results of the research provided support for the return of the 7th and 8th graders as well as specific suggestions on how to make the academic programming stronger, what resources were needed and how the school district and community could collaborate to support the students.

Professional learning is a term used to describe the learning opportunities and experiences that are offered to the faculty and staff of a school district. Professional learning is different from professional development. In previous years, the school district offered professional development to the staff. These experiences did not typically involve active engagement or allow the staff to determine what they may or may not need to improve their own practices. Professional learning is designed to offer faculty and staff a voice and a choice, allowing them the power to guide their own professional growth. This mixed-method research study utilized action research to gain a better understanding of the perceptions of the administration, professional staff, and support staff regarding the effectiveness of the current professional learning model. Three research questions were designed to guide the research. Surveys, interviews, and exit tickets were used as data to determine the effectiveness of the model and to gain a better understanding of the perceptions of those who participate in professional learning. The data was analyzed by identifying trends that occurred through each data instrument. Triangulation of the different data points helped to dete1mine the validity of the results. Final conclusions support the continuation of the current professional learning model, as the overall perception is that the model supports the growth and learning of the faculty and staff. Recommendations for improvement and future research were also determined so that the professional learning model can continue to be effective and meaningful for the administration, faculty, and staff of the school district.

With the growing need to address a more holistic approach to child development, social and emotional learning has emerged as a leading support to improve students' overall success. Still, schools and districts are challenged with finding ways to integrate social and emotional learning, and teachers are left to implement these supports and strategies with little resources. This research study focused on the teachers' confidence and understanding of social and emotional learning supports and resources and their impact on best practices and increased student engagement and motivation. Qualitative data was collected through a pre-and post-reflection questionnaire, interviews, and classroom observations. The data gathered evaluated the teachers' experiences, training, understandings, and classroom practices that increase awareness of social and emotional learning. Data Analysis showed a direct correlation between an increase in teachers' perception and implementation of core social and emotional competencies and strategies with an increase in teacher collaboration, shared focus, and professional development. Further research studies are recommended to outline the effects of social and emotional learning on student academic achievement and the impact outside the researcher's focus on middle school students.