Title
Displaying results 1 - 3 of 3
Subtitle
A Doctoral Capstone Project
Description Long
This mixed methods research study sought to find solutions to teacher absenteeism and the lack of daily substitutes at the Canon-McMillan School District. The ability to fully staff when teacher absences occur a problem for the Canon-McMillan School District. The objectives of this study included: (a) exploring the relationship between staff absences pre- and post-pandemic, (b) exploring the relationship between fill rates of staff absences pre- and post-pandemic, (c) exploring the relationship between levels of satisfaction when serving as a day-to-day substitute teacher at the Canon-McMillan School District.
The results of this study indicated that when comparing pre- and post-pandemic staff absences, the number of staff absences post-pandemic was higher than pre-pandemic. The analysis revealed that fill rates were also higher post-pandemic at a fill rate of79%, while pre-pandemic, the fill rate was 77%. However, when comparing pre- and post- pandemic absences, post-pandemic absences were higher, and fill rates did not appear to rise as much. Ultimately, fill rates were proportional to the number of absences, and the end result was more substitute teachers were available post-pandemic. A Google Form Survey was sent to 288 substitute teachers, of which 72 responded, giving the researcher insight into the satisfaction of substitute teachers, areas of weaknesses, and areas upon which to improve. The responses were analyzed, and the researcher was able to formulate conclusions and provide operational and fiscal recommendations based on their findings.
Author: Mansmann, Joni Beth
Subtitle
A Doctoral Capstone Project
Abstract
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.
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.
Author: Seidenberger, Thomas J.
Associated name (asn): Pennsylvania Western University of Pennsylvania. Department of Education.
Subtitle
A Doctoral Capstone Project
Abstract
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.
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.
Author: Kuhse, Erikka Wilt
Associated name (asn): Pennsylvania Western University of Pennsylvania. Department of Education.