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.

The purpose of this mixed methods study is to provide data points that address the accuracy of the screening process for students to be accelerated in mathematics courses prior to entering middle school in the South Fayette Township School District. This screening process is a decision that happens prior to sixth grade but has long-lasting implications related to the courses students can take in high school and their trajectory for college and career goals. Prior to this study, the district had never conducted a review of the process that was internally developed. The three research questions that drove this study led to an evaluation of student data related to the five most recent cohorts of students that had been accelerated (150 students), as well as a review of participant feedback from a mathematics teacher perspective survey in which 17 teachers completed. The outcome of this study indicated that the screening process has shown to be successful for over 90% of the students that had been identified through the screening process. However, there was a recommendation that resulted from both the student data and teacher feedback for the district to consider changing one of the criteria in order to enhance the screening process.

The onset of the Covid-19 global pandemic took the world by surprise in the spring of 2020. As the world rapidly changed and adapted to new health and safety measures, school districts were left to decide how they would pivot instructionally, but also plan for an uncertainty that the pandemic would bring from a financial standpoint. The potential financial liability of the pandemic forced schools to make tough decisions on how to continue into the 2021 year and balance yearly budgets. A newly created Pre-Kindergarten program was launched at the start of the 2019-2020 school year, and was nearly eliminated in order to cut costs for the upcoming school year. In the end the school board agreed to continue the program in the 2020-2021 school year, but the fate of the Pre-Kindergarten classroom and program would continue to be revisited for its effectiveness in preparing students for kindergarten. The purpose of this research study is to examine the effectiveness of the district created pre-kindergarten program by examining the growth of student literacy and mathematics skills. Benchmark assessment data was analyzed throughout the school year for pre-kindergarten students, as was the STAR assessment data for students who had previously attended the pre-kindergarten program and were currently enrolled in kindergarten within the district. Teachers also participated in the study to provide qualitative data regarding the effectiveness of the program in preparing students for kindergarten.

This mixed method action research study explored the benefits peer coaching could provide to further establish a cost-effective professional development opportunity that promotes a collaborative culture among early childhood educators. Serving as a pilot, the study was completed to understand educators' interest in an alternate, interactive professional development option, provide opportunities for educators to collaborate across three different programs, and be exposed to new skills and instructional practices. Three research questions were developed to gain an understanding of educators' perception of peer coaching, perceptions of the other early childhood programs within the educational organization, and changes to their instructional practices after participation. The research design consisted of an electronic collection of quantitative data obtained before and after the intervention, through twenty survey questions. Qualitative data was gathered through six open-ended reflection questions completed by the educators following each of the three completed observations. Through data analysis, the results indicated participation in the study, did alter educators' perceptions of peer coaching and other early childhood programs, and changed instructional practices. Based upon these findings, the peer coaching study was a successful pilot and should be utilized, studied, and analyzed across all three early childhood programs in future research.

With the goal of increasing both student accountability for learning and college readiness skills, many high schools have adopted the collegiate practice of the using final exams. Peters Township High School is one such school whose practice of using final exams has come under scrutiny. Very little research exists on the efficacy of this practice at the secondary level. The purpose of this research was to conduct a case study at Peters Township High School to determine if final exams were a valued practice that provided students with the skills and practice needed to be successful in college and if they were an accurate measure of student learning. The framework for this study was the four research questions focused on discovering teacher perceptions about the purpose of the final exam and its reliability as a measure of student learning, analyzing the historical impact of final exam grades on student grades, and comparing the high school and college experiences. A mixed-methods approach was taken using qualitative and quantitative data from teacher and alumni surveys and analyzed alongside quantitative data on historical final exam grades and final grades. The data revealed that high school and collegiate practices were not aligned and that final exam grades were not an accurate representation of student learning. However, the research showed that when weighted properly and incorporated as part of a comprehensive assessment plan, the use of final exams can improve student retention and capacity to study.

This study explored the secondary principals’ and secondary teachers’ perception of the Walkthrough Observation Tool. A mixed method approach was utilized to collect data. A quantitative data approach was conducted through the use of pre-and post-intervention surveys. The quantitative data allowed for a complete understanding of the participants perception throughout the action research project. A Qualitative data approach was conducted to collect data through pre-and-post interviews. The qualitative data provided interview opportunities to examine if and how a participants perception may have shifted throughout the action research project. Findings indicate that the secondary principals’ and secondary teachers perception of the Walkthrough Observation Tool improves instructional practices. Results indicate that secondary principals and secondary teachers believe that the Walkthrough Observation Tool has enhanced their instructional practices to promote professional growth. A common improvement between the secondary principals’ and the secondary teachers’ was that the Walkthrough Observation Tool may be refined to improve assessments.