Education
http://hdl.handle.net/10211.3/5662
2024-03-28T11:17:50ZThe Urgency of Principal Professional Development and the Implications for Policy and Practice
http://hdl.handle.net/10211.3/213491
The Urgency of Principal Professional Development and the Implications for Policy and Practice
Rodriguez, Suzanne
School principals have a significant impact on student achievement, and the need to adequately prepare and develop them is necessary if districts want to positively impact student achievement outcomes. This case study examined 1) the practices and systems that school districts use to support principal professional development (PD) 2) the alignment of district practices and systems to the California Professional Standards for Educational Leaders (CPSEL) and effective professional development constructs, and 3) principal perceptions of the alignment of received professional development to effective professional development constructs, the CPSEL, and their professional development needs. School district administrators and principals representing the Southern San Joaquin Valley of California participated in this research via interviews and focus groups. The findings indicate a lack of a system of support for principal supervisors. Other findings include that few districts use principal action plans to provide differentiated PD and support to principals, and that differentiated PD was primarily based on district initiatives and school site needs, instead of PD needs as identified directly by principals. The PD and supports provided to principals also primarily focused on instructional leadership and organizational management, two PD areas that most align to principal reported PD needs. Districts are investing in the human capacity of principals by providing principal PD and support. However, there is a lack of leadership development via a systemic framework across districts that provides principal PD and support needed throughout a continuum. Districts need to reexamine their principal supervision structure and utilize the School Administrator System of Support (SASS) suggested by the researcher to intentionally plan for and develop the varied needs of principals throughout their leadership career. The model ensures that principals are not only provided with PD and support based on district initiatives and school needs, but also based on principal identified needs aligned to the CPSEL and effective PD constructs. Consistent with leadership development theory, a systematic approach to principal PD across districts in the state of California, will ensure educational equity and equity in the growth and development of all leaders in the state.
0010-01-01T00:00:00ZStudent Involvement and Student Unions: A Case Study Of Commuter Students at a California State University
http://hdl.handle.net/10211.3/211092
Student Involvement and Student Unions: A Case Study Of Commuter Students at a California State University
Guzman, Juan J.
There is limited research on how different elements of higher education
institutions influence the involvement of commuter students in co-curricular activities in
a positive manner. The purpose of this qualitative case study was to understand how
commuter students decide to become involved in co-curricular activities on campus and
how student unions support their involvement in those activities at a California State
University. This study is grounded in Astin’s Student Involvement Theory (1984), which
states that “students do better in college the more they are involved, both inside and
outside the classroom” (p. 285). An intrinsic case study was the method used to perform
the study, and the two data collection methods utilized were a survey and focus groups.
This study determined that commuter students become involved to network, to
grow personally, and to develop a sense of belonging to the campus. The results also
concluded that the main ways in which student unions can support the involvement of
commuter students in co-curricular activities is by providing commuter friendly services,
having spaces for commuter students to connect with other commuter students, and by
offering a wide range of involvement opportunities. Recommendations are offered
matters relating to program development, professional development, graduation
initiatives, student involvement, and future research.
2019-05-01T00:00:00ZThe Educational Aspirations of Salvadorans in the United States: A Qualitative Study of Barriers to Higher Education Participation and Attainment
http://hdl.handle.net/10211.3/211045
The Educational Aspirations of Salvadorans in the United States: A Qualitative Study of Barriers to Higher Education Participation and Attainment
Guzman, Oscar Alexander
For this study, the researcher sought to gain further insight into the higher
education aspirations of the Salvadoran population living in the United States. Utilizing a
qualitative, narrative inquiry research method, the researcher conducted semi-structured
interviews with 14 participants who are native born from El Salvador and have attended a
two or four-year institutions in the United States, regardless of their legal status, and are
located in urban regions of California. This study analyzed the Salvadoran population
experienced and addressed the influence of these experiences on their pursuit of higher
education degree. This study also addressed the research on Salvadoran higher education
aspirations. The findings contained five pathways to higher education. The five pathways
to higher education were (1) the influence of resettling in a new country on pursuing a
higher education degree, (2) the financial impact on attending and pursuing a higher
education degree, (3) effects of linguistic limitations in higher education, (4) the
influence of support systems in higher education, and (5) discrimination in higher
education. The findings were used to understand how to better support the pipeline of
Salvadorans in higher education. Based on the results, three recommendations were
made. The three recommendations consist of: (1) mentoring programs, (2) diverse
cultural programs, and (3) student alliances.
2019-05-01T00:00:00ZAssessing Information Literacy of Undergraduates at a Point Near Graduation: A Pilot Study
http://hdl.handle.net/10211.3/210908
Assessing Information Literacy of Undergraduates at a Point Near Graduation: A Pilot Study
Foster, Britt
Accreditation is an important process for institutes of higher education, related to
eligibility for federal financial aid, grants, and other federal dollars. The Western
Association of Schools and Colleges Senior Colleges and University Commission
(WSCUC) is the regional accrediting body for California State University, Fresno.
WSCUC requires the assessment of five core competencies at the undergraduate level,
including information literacy (IL). This study outlines a pilot process for assessing IL at
a point near graduation using student artifacts gathered from capstone courses.
Conducted over the course of a year, the WSCUC Information Literacy Assessment
Committee (WSCUC IL Committee) assessed 82 student artifacts from three courses
using the American Association of Colleges and Universities’ Information Literacy
VALUE Rubric. The process and rubric was determined to be an effective method for
evaluating IL proficiency at a point near graduation. The WSCUC IL Committee also
found 84% students demonstrate IL proficiency, and the majority of students demonstrate
IL proficiency across all five subcriteria of the IL VALUE Rubric. The relationship
between IL proficiency scores and other factors related to IL proficiency assessment are
also explored, including IL proficiency and final paper score and IL proficiency and
relationship to participation in an IL instruction session. Final recommendations for the
process of assessing IL at a point near graduation using capstone artifacts are made, as
well as recommendations for connecting this assessment process to IL teaching and
learning.
2018-12-01T00:00:00Z