Teaching, Learning, Policy & Leadership Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2759
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Item An Examination of Parental Engagement During the Middle School Years(2015) Jackson, Sheila Michelle; McLaughlin, Margaret J.; Timmons-Brown, Stephanie; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this quantitative study was to explore the previously unexamined phenomenon of middle school parental engagement in a large urban/suburban/rural school district of 209 schools in the mid-Atlantic region of the United States. Across 22 middle schools serving grades six-eight, this study collected and examined perceptions of the three key adult stakeholder groups – administrators, teachers, and parents – most actively involved in middle school parental engagement as described within the theoretical framework of academic socialization. Their reports of observable parental engagement activities were used to document how district stakeholders operationalize behaviors that represent the five actionable constructs and three themes of academic socialization to determine how the district “fares” in employing academic socialization as a middle school parent engagement strategy. The study also applied quantitative descriptive analysis through a one-way ANOVA to determine the significance of observable variations in actionable constructs between the perspectives of the three stakeholder groups. Finally, the study illuminated, through regression modeling, when confounding factors/independent variables such as race, income, school size, administrator and teacher experience, parents’ educational background, etc., impacted operationalization of academic socialization behaviors for middle school parent and family engagement. Rejecting the null hypothesis, the study found that the three stakeholder groups had statistically significant differences in perceptions of their implementation of activities aligned to academic socialization. This study ultimately illuminated ways in which these adult stakeholder groups share similar and varied perceptions about their engagement actions that support the achievement and maturation of middle school students. Significantly, this study provided key findings that illuminated areas that can be systemically addressed to transform middle school parent engagement practices through applied academic socialization theory into consistent and effective collaborative efforts between the home and school. The process of operationalizing academic socialization was outlined in terms that any school or district can follow to improve programs and practices of middle school parental engagement to serve in the best interests of students during this period of great transition for both child/adolescent growth and development and adult navigation of systems to provide support for students in this unique stage of growth and maturation.Item AN EMERGING GROUNDED THEORY OF FACULTY HIRING PROCESSES IN UNIONIZED COMPREHENSIVE UNIVERSITIES(2015) Lounder, Andrew; O'Meara, KerryAnn; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)ABSTRACT Title of dissertation: AN EMERGING GROUNDED THEORY OF FACULTY HIRING PROCESSES IN UNIONIZED COMPREHENSIVE UNIVERSITIES Andrew D. Lounder, Doctor of Philosophy, 2015 Dissertation directed by: Professor KerryAnn O'Meara Department of Counseling, Higher Education, and Special Education Growth in part-time faculty workforces in U.S. higher education since 1970 has been remarkable. Part-time faculty growth as a percentage of the whole has occurred most rapidly in comprehensive universities in recent years and carries with it important implications for student instruction. Comprehensive universities are of critical importance to the realization of higher levels of educational attainment by underserved and nontraditional college populations. The purpose of this study is to understand instructional faculty hiring processes in comprehensive universities. The study is derived from an application of grounded theory research methods within and across three university settings. Analysis shows administrators at all levels of the organizational chart (i.e., department chair, dean, and provost) follow a cycle of activities that results in both direct and indirect (or systemic), outcomes in faculty hiring. First, they scan the environments in which they are situated for possible risks to their work including faculty hiring. Second, they perceive risks, including risks of opportunity, from their own viewpoints. Third, and of central importance, they assert decision role changes in response to the risks they perceive. That is, they take action. Finally, they establish ownership of new decision responsibility. A visual model depicting the grounded theory is shared. Findings position faculty hiring as an outcome of rule following decisions and risk response rather than rational choice. Part-time faculty hiring is found to function as an organizational release valve, which circumvents role tension of the sort experienced among department, college, and university administrators in full-time faculty hiring. Implications for university-level faculty hiring policy and practice, as well as for future research, are discussed. One conclusion is that university decision makers should be more strategic about faculty hiring by aligning the process with desired outcomes.