2024 Doctoral Capstone Projects

This study evaluates the effectiveness of block scheduling in mathematics at Palmerton Area Junior High School (PJHS). Implemented in 2018-2019 to address poor student performance, the modified Block Schedule provides students with 90 minutes of daily mathematics instruction. Despite this significant change, no formal evaluation has been conducted until now.
The study aims to answer the following questions: How did the Block Schedule affect student grades during marking periods and at the end of the year? Did it influence the number of students scoring Advanced or Proficient on the Mathematics PSSA? How did math grades compare to other subjects taught traditionally? What was the impact on student discipline and attendance?
Data from PJHS’s student information system, including grades, PSSA scores, attendance, and discipline records, were analyzed. The comparison covers three years of the Traditional Schedule and four years of the Block Schedule, using statistical methods to evaluate the data.
Results indicated improvements in mathematics achievement under the Block Schedule, with higher marking period and year-end grades, and an increased number of students scoring Advanced or Proficient on the Mathematics PSSA. However, no significant changes were observed in discipline referrals or attendance rates.
The study provides insights into the academic benefits of block scheduling in mathematics and offers recommendations for further research.

The purpose of this mixed methods study was to gain insight into teachers’ perceptions related to Professional Learning Communities (PLCs). In addition, the study aimed to show alignment between teachers’ perceptions of the levels of implementation as compared to the administrative team and instructional coaching teams’ perception of implementation. Finally, this research gathered information about resources that were needed to sustain or continue to grow Professional Learning Communities. The results of this study showed that PLCs do have an impact on teaching and learning, and teachers, administrators, and instructional coaches are in alignment about the levels of implementation and needed resources to enhance or sustain PLCs.

Stability in educational leadership plays a crucial role in the success of K-12 public schools. Ensuring the retention of school leaders requires robust support systems that enhance leadership skills and self-efficacy. This research study investigated the effect of individualized leadership coaching on self-efficacy among school leaders, focusing on principals and assistant principals in the Franklin Regional School District. Employing a mixed-methods approach, the study utilized both qualitative and quantitative survey instruments to assess self-efficacy perceptions before and after the coaching intervention. The research encompassed six building-level leaders and analyzed shifts in self-efficacy linked to coaching sessions. The findings revealed modest changes in self-efficacy scores between the pre- and post-coaching assessments. Data triangulation concerning the length of service, frequency of coaching sessions, and coach choice did not significantly influence self-efficacy outcomes. The study examined whether a series of coaching sessions would impact the self-efficacy levels of school leaders: additionally ,it explored which specific self-efficacy domains were affected by coaching. The results were inconclusive, indicating a need for further research. Future studies may benefit from utilizing a more comprehensive self-efficacy measure and extending the duration of coaching interventions. The implications of this research extend to the development of a structured, supportive coaching program within the Franklin Regional School District. Targeted coaching aimed at enhancing skills such as capacity building. ,vision development, and fostering a culture of connectedness is anticipated to yield significant benefits for the district's leadership stability and overall school success.