2024 Doctoral Capstone Projects

This research investigates the main sources of professional development and support for K-12 principals and assistant principals in Pennsylvania, encompassing various areas of training, including but not limited to SEL and building equitable school communities. The study explores whether school leaders receive specific professional development related to these areas and examines if the training goes beyond defining concepts and developing general awareness.
Using a mixed-methods approach, the research gathered data through a survey and structured interviews. The survey employed Likert scales and multiple-choice questions to collect quantitative data, while interviews provided qualitative insights. Findings reveal significant gaps in several training areas, including SEL and equity, highlighting that current programs often lack depth and practical application.
The study identifies a need for more comprehensive, ongoing, and accessible professional development opportunities. Recommendations include addressing barriers to equitable training, developing sustained training sessions, and implementing practical support systems. By addressing these gaps, school districts can better equip their leaders to meet the diverse needs of their school communities and promote continuous improvement.
This research enhances the understanding of the professional development needs of K-12 principals and assistant principals in Pennsylvania and offers actionable recommendations for improving the effectiveness and equity of professional development opportunities.

School districts today are facing an increased need for mental health support for students. This mixed-methods study analyzed the perceptions of the school climate by both students and teachers in the fifth and sixth grades at Penns Valley Elementary and Intermediate School, using two trauma-informed interventions: therapy dogs and mentoring. The purpose of this study was to determine if therapy dogs and mentoring could positively affect school climate, thereby providing resources for mental health support. Four research questions guided the study. The first two questions focused on the relationship between mentoring and therapy dog interventions and student perceptions of school climate while the third and fourth research questions focused on teacher perceptions of school climate when therapy dog and mentoring interventions were implemented in the classroom. Attendance, threat assessment, risk assessment, office discipline referral, and student survey data were collected to analyze student perceptions of school climate through qualitative and quantitative measures. A survey of teachers participating in the mentoring or therapy dog intervention was used to collect qualitative data on teacher perceptions of school climate. The research study analysis showed a positive relationship between student and teacher perceptions of school climate when the trauma-informed interventions of mentoring and therapy dog were implemented.

Personalized Learning Time (PLT) is a unique academic and social-emotional program that is scheduled for ninety minutes during the school day at Thomas Jefferson High
School (TJHS). PLT was designed to provide students and staff with extra time built into the school day for academic/remedial support in addition to a block of time personalized
to meet the needs of individual students. The purpose of this qualitative action research study was to gather teacher perceptions of the academic/remedial impact PLT had on
improving student achievement in the four core academic areas of social studies, math, science, and English. Two open-ended surveys were provided to teachers in the four core
academic areas during the 2023-2024 school year and the survey questions aligned with the two research questions that guided the course of this study. The impact of PLT used
for academic support and/or remediation on improving student achievement and teacher perceptions of the current format and requirements of PLT and how it is related to student
achievement was analyzed and discussed in detail in this study. The results of the study found that PLT does impact student achievement under certain identified conditions,
however, there is a need to consider future research on the topic to consider the requirements, length of PLT sessions, and how it can best be implemented to improve student achievement.

National, state, and local research has emphasized the importance of student attendance and engagement and the impact of school culture within urban education. The Capstone project focused on identifying educational indicators' systemic and individual outcomes within two urban high school programs. The targeted focus areas included 9th and 10th grades for the key indicators of student attendance, school activities, and on-track career readiness. The School Improvement Staff Survey (Survey) was also offered to teachers in 9th and 10th grades to identify the relationship of staff working directly with students and the response to engaging students toward educational attainment. The purpose of the quantitative study was to investigate the relationships between educational indicators using the readily collected data sources and the results of the Survey. The analysis showed that the indicators of student engagement paired with the school climate Survey positively supported the student outcomes in the three educational indicators. The research reported results that, when coordinated, provide the foundation for sources of information to improve student engagement in the high school experience. The District’s focus on data-driven decision-making has the potential to show improved reporting and outcomes in student and staff engagement in the high school programs. Prioritizing this work within District-supported plans will further validate the measures paired with future interventions and support for students and staff in the high school programs, offering a promising outlook for the future.