Theses and Dissertations from UMD
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New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
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Item EXPLORING THE ROLE OF PRINCIPALS AND BIAS IN DISPROPORTIONATE SUSPENSIONS OF BLACK BOYS(2024) Scales, Tangela Contessa; Shetley, Pamela; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation examines the decision-making processes of principals regarding out-of-school suspension of Black boys. Employing a mixed-method approach integrating survey questions and interviews, it delves into the multifaceted layers influencing disciplinary decisions in educational settings. A primary objective is to investigate the potential impact of implicit biases, training, and lived experiences on principals' suspension decision-making. This research sheds light on the underlying factors shaping educational leaders' disciplinary actions through a nuanced exploration of their perspectives and practices. It aims to contribute to more equitable disciplinary policies and practices in schools. Following the COVID-19 pandemic, misbehavior, discipline issues, and suspensions have surged in schools, with 87% of public schools reporting negative impacts on students' socio-emotional development and 84% on behavioral development during the 2021–22 school year. These issues, highlighted by increased classroom disruptions and disrespect towards staff, underscore the need for comprehensive social, emotional, and behavioral support, as NCES Commissioner Peggy G. Carr emphasized. The mixed-methods study found a correlation between disproportionality in disciplinary actions to lower academic achievement and a negative impact on student attendance. Implementing restorative practices was positively associated with student well-being, while alternative discipline approaches showed promise in reducing suspension rates without compromising safety. These findings underscore the importance of holistic disciplinary approaches for fostering equitable, supportive school environments conducive to student success. The findings also underscore the prevalence of disproportionate suspensions of Black boys as a result of principal disciplinary decision-making for a select group of principals in an identified school district. The results from this study illustrate that principals' decision-making for the select sample group of principals in the study is influenced by a combination of implicit biases and professional experiences, emphasizing their pivotal role in disciplinary actions. The results of this study help provide insight into the significance of restorative practices and cultural competency training in mitigating disproportionate suspension. This study explores the interplay between lived experience, training, institutional policies, and sociocultural influences, illuminating the complexities of disciplinary practices in educational settings.Item STUDENT AFFAIRS AND INSTITUTIONAL ADVANCEMENT PARTNERSHIPS AT CATHOLIC COLLEGES AND UNIVERSITIES: A CASE STUDY(2024) Puma, Michael A.; O'Meara, KerryAnn; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Catholic institutions of higher education have continued to operate at a crossroads as challenges to long-term financial sustainability have intensified the need to reduce costs and increase revenue. Institutional personnel must find ways to streamline offerings in academic programs and student services while maintaining a commitment to their distinct Catholic identities. Given the primacy of academics to the educational enterprise, student affairs divisions are particularly vulnerable in an environment aiming to reduce operating expenses. For student affairs, fundraising may serve as an avenue to offset the impact of budget cuts, enhance cocurricular programs, and promote mission-specific strategic initiatives. Conversely, leaders of institutional advancement divisions may expand and diversify their donor base by partnering with student affairs colleagues. Student affairs initiatives may appeal to donors who value contributing directly to student success and well-being. The purpose of this multisite, case study was to understand how Catholic universities create third-space organizational partnerships between their institutional advancement and student affairs divisions. The third space of partnership was defined as “an emerging technical and sociocultural entity distinct from those within the partnership’s home organizations” (Hora & Millar, 2011, p. 16). The research design included 41 semistructured virtual interviews, three virtual focus groups, document analysis, and site visits at three Catholic institutions over a span of 18 months. Interestingly, the findings did not indicate a distinct third space was necessary to create and sustain partnerships between institutional advancement and student affairs divisions. Still, the following organizational practices supported the development of partnerships: presidential and divisional leaders supported the partnerships and were motivated by enlightened self-interest (Hora & Millar, 2011); leaders agreed on clear goals, scope, and objectives; and adequate resources were dedicated to the partnership. There were also similar characteristics of partnerships between the three institutions. Characteristics included the embrace of a mission-informed approach to the partnership; institutional advancement boundary spanners guiding the development of structures and routines governing the partnership; the creation of workflows around annual events; and consensus on how to communicate and use technology across divisions and with prospective donors. Definitions of success and effectiveness of the partnership varied by campus and constituent group. Institutional advancement participants defined success through traditional fundraising metrics such as dollars raised and increasing the number of donors who make annual gifts. Student affairs participants tended to conflate success and effectiveness as they were more focused on operational efficiencies, expanding student programs, and developing connections with alumni and parents. These findings led to the development of a best-practice model to inform future student affairs fundraising partnerships. Suggestions for future research on student affairs fundraising partnerships at both Catholic and nonreligiously affiliated institutions are included in the final chapter.Item The Impact of Leadership Practices on Teacher Retention in Maryland Public Charter and Contract Schools(2023) Carnaghan, Heather Elizabeth; Imig, David; Eubanks, Segun; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Teacher turnover imposes a significant negative impact on the education system as a whole, much to the detriment of student achievement. The Learning Policy Institute (2021) suggests this problem was exacerbated in all school settings by the global Covid-19 pandemic in which growing disparities between children and uncertainty about the future of public education has made the teacher’s role “more untenable than ever before”. Charter and contract schools face heightened challenges in regard to this phenomenon in retaining teachers, producing a high need for leadership practices that positively curb attrition. School leadership has the potential to implement change in response to environmental changes and work conditions, thus it is a critical catalyst for retention change. An extensive review of related research revealed that leadership practices can have a significant impact on populations that Ingersoll (2004) popularized as “movers, leavers, and stayers”, though little research existed specific to Maryland’s public charter and contract schools. The purpose of this study was to determine the leadership practices that Maryland public school teachers and leaders believe positively impact retention of teachers in the state. A survey was completed by 151 educators in which participants ranked the leadership practices they believed had the most positive impact on teacher retention at their schools. Categorical and ordinal responses were analyzed and a t-test was applied to determine significance of the differences between teacher and leader responses. Two focus groups were held to better understand the context of the survey findings. Sessions were transcribed and coded via open/emergent, axial, and selective coding. Two leadership practices were ranked in the top three by the vast majority of almost every generalized group and specialized subgroup: “Nurturing a Positive School Culture'' and “Cultivating Trusting Relationships”. No other practices came close to this level of selection by participants. While teachers and leaders agreed on the two foundational practices that increase retention, there was variance in the contextual answers given by each group regarding why that practice was necessary and how to implement it well. The literature, the teachers, and the leaders all pointed to charter and contract schools being “different”- different workloads, different visions, different challenges. Yet, this study finds that, despite differences in policy and demographics, public charter and contract schools share an essential commonality with traditional public schools; they retain teachers by cultivating trusting relationships and nurturing positive school environments.Item ASSESSING THE VALUE OF THIRD SPACE FOR AFRICAN AMERICAN DOCTORAL STUDENTS IN STEM DEGREE PROGRAMS(2023) Aparakakankanange, Erika; Elby, Andrew; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The study examined how the NSF-funded, Maryland PROMISE AGEP program, theSummer Success Institute, functions as what is known as a third space. Ten African American doctoral students in STEM disciplines shared their perceptions of the benefits of being in a third space. The study hypothesized that SSI operates as a third space, promotes persistence, and combats social isolation in graduate school. The study expands on current work exploring the need for a program like the Maryland PROMISE AGEP’s Summer Success Institute to provide critical mass and its intended outcomes of producing diverse doctoral graduates who pursue faculty positions. This paper includes the works of Oldenburg, Bhabha, Yosso, and Lovitts’ research to frame the role of SSI as a third space. These approaches provide administrators, faculty, students, and institutions with theories that can be applied to efforts highlighting the positive aspects of graduate education and supporting African American graduate student persistence.Item A Review of a High School Transition Mentor Program for Ninth-Grade Students and Its Impact on School Connectedness and Graduation(2022) Lauer, Brandon; Imig, David; McLaughlin, Margaret; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Local, state and national data show that graduation rates for African Americans lagbehind White students. This problem has existed for decades, and African American students may not have the proper support to succeed. Further, research has shown that bonding or school connectedness can lead to better graduation outcomes. One approach that may help to alleviate this problem is to provide a transition mentor program for ninth graders to encourage school connection and bonding. This study aimed to examine an existing transition mentor program in one high school todetermine how it promotes school connectedness. Specifically, this study’s intention was to review key indicators of school bonding shown to influence the retention of African American high school students. The five areas are school involvement, academic motivation, school attachment, teacher support, and peer relations. The study was informed by the research of Chung-do et al. (2015) that measured fivefactors of school bonding and was conducted in collaboration with the high school administration and program lead teacher. The survey was administered by school staff to 367 ninth-grade students, and results were obtained from 88% of the students. Analyses of survey results suggested that the transition mentor program was viewed positively by the students, specifically in areas of peer relations and teacher support. Further, the survey has the potential, with further exploration, to provide a useful tool for evaluating and monitoring the transition mentoring program in the current and future high school settings.Item Preparing School Leaders to Meet the Needs of Students in Poverty(2022) Vecera, Sandra Gail; Anthony, Douglas; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Opportunity gaps for certain student groups are well documented across the United States as well as in the Mid-Atlantic state where this research occurred. According to Miksic (2014), “American public education aspires to provide rich and poor, Black and White, immigrant and native-born, with equal opportunities for success” (para. 1). While all of these identifiers matter greatly, researchers from Stanford University concluded, “It’s the difference in the poverty composition that is most predictive of the achievement gap” (Samuels, 2019, para. 4). As educators, we are challenged by the question, how do we ensure equity in order to eliminate these opportunity and access gaps for students in poverty? According to recent research by the Wallace Foundation, the impact of effective principals is even larger than previously thought. Highly effective administrators have meaningful impacts on student achievement and attendance as well as teacher satisfaction and retention (Grissom et al., 2021). Leithwood et al. (2004) had also found principals to be the second most important school-level contributor, after teachers, to student achievement. Focusing on school-based leadership and principal pipelines can reduce opportunity gaps for students in poverty. One way to ensure high-quality administrators in every school is through a standards-based induction program for new administrators that is grounded in equity. This study focused on an existing Assistant Principal (AP) Induction Program in a medium-sized public school district in a Mid-Atlantic state. The purpose of this sequential mixed-methods study was to (a) explore the district’s new APs’ (defined as those within their first two years in the role) knowledge related to equity according to Professional Standards for Educational Leaders (PSEL) Standard 3: Equity and Cultural Responsiveness and (b) determine new APs’ needs for induction related to providing equitable supports to students and families. The research questions guiding this study were: 1. For which of the elements of Professional Standards for Educational Leaders (PSEL) Standard 3: Equity and Cultural Responsiveness do new APs rate their practice as effective or highly effective? 2. What do new APs perceive as the key administrative practices needed to achieve equity and cultural responsiveness? 3. What barriers or challenges do new APs report that prevent them from meeting or exceeding PSEL Standard 3: Equity and Cultural Responsiveness? New APs completed a baseline knowledge survey as well as participated in individual, structured interviews. Survey responses were summarized and interview transcripts were coded for themes. A document analysis was also conducted in order to triangulate the quantitative and qualitative data. This study found that administrators did not rate their practice as effective or highly effective for PSEL Standard 3 Elements B, D, and F. New APs also identified the key administrative behaviors they needed to achieve educational equity, which were to create a sense of belonging, ensure students have access to resources, and additional supports. Participants also identified the barriers to achieving equity in their practice as systemic decisions and structures, staff mindset, demands of the AP role, and access to resources. Current findings suggest that the school district should consider expanding equity professional learning as part of administrator induction, emphasizing equity at the element level as a part of the induction program, and partnering with other offices and university programs to further enhance administrator induction and training.Item AN INVESTIGATION OF ELEMENTARY PRINCIPALS’ INVOLVEMENT WITH SPECIAL EDUCATION SERVICES AND BARRIERS TO INVOLVEMENT(2021) Wright, Tameka; McLaughlin, Margaret; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Understanding the experiences of elementary principals is important due to the rising number of special education students educated in general education classrooms. The purpose of this qualitative study was to explore elementary principals' involvement in special education, barriers faced implementing special education, and the types of support needed to implement special education. The purposeful sample consisted of ten elementary school principals in a large mid-Atlantic public school. Principals were interviewed in a one-on-one format using Zoom. Semi-structured interviews were conducted by the researcher using an interview guide protocol. Three research questions guided the study: (a) To what extent are elementary principals involved in the special education implementation in their schools, (b) What barriers or challenges do elementary principals experience while implementing special education, and (c) What support do elementary principals need to supervise special education implementation? Using Nvivo to code and analyze the ten interviews, data were categorized into three areas: principal’s special education responsibilities, barriers to effective implementation of special education, principal’s need for additional support, and facilitators of effective implementation of special education. Three cross-cutting themes emerged across all three research questions: navigating students with challenging behaviors, student eligibility and placement, and general education teachers' lack of preparedness. The study results can be useful to district leaders as they develop training designed to help current and future principals increase their level of involvement in special education at their schools, improve their decision-making concerning special education, and ultimately improve behavioral and academic outcomes for students with disabilities.Item An Exploratory Study of Teachers' Perceptions of Administrative Support Influencing Retention in Title I Schools(2020) King, Brian Stephen; McLaughlin, Margaret J; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Title I schools, those with high percentages of students qualifying for Free and Reduced Meals (FARMS), face many challenges in serving their students. Among the most significant challenges these schools face is the likelihood they will be staffed by larger numbers of inexperienced teachers and inexperienced administrators than non-Title I schools (Cardichon et al., 2020; Carver-Thomas & Darling-Hammond, 2017; Machtinger, 2007). This study focused on the teacher experience level equity gap, or TELEG, between Title I and non-Title I schools in Soto County, a school system in a mid-Atlantic state. The researcher created the term TELEG to specify the equity gap being studied, namely, a teacher experience level equity gap. TELEG is calculated by comparing the percentage of inexperienced teachers at a school or group of schools to another school or group of schools. Teacher experience gaps impact student outcomes, district finances, and school culture. TELEG are often compounded by low teacher retention rates in Title I schools. Research indicates that a perceived lack of administrative support is the most predictive factor in teacher retention decisions (Ingersoll, 2011; Darling-Hammond, 2017; Boyd et al., 2011; Burkhauser, 2016; Player, 2012; Thibodeaux, 2015; Pogodzinski, 2012; Ladd, 2011). The qualitative study aimed to investigate inexperienced and experienced teachers' preferences regarding specific support provided by school-based administrators. The study sought to inform a change initiative that could test the theory that improving school-based administrative support for inexperienced teachers at Title I schools could improve those teachers' perceptions of support. The intended outcome is to decrease TELEG in Soto County by improving the retention of inexperienced teachers at Title I schools. Data was collected using focus groups and individual interviews. Analysis of the data sought to answer the study's two research questions: (1) how do inexperienced and experienced teachers describe desired and non-desired administrative support at their Title I school and (2) in what ways, if at all, do inexperienced teachers consider school-based administrator support in their decisions to remain teaching at their Title I school? The study found that inexperienced and experienced teachers desire support that is individualized and provides access to school-based administrators. The study also found that inexperienced teachers consider school-based administrator support in retention decisions to a lesser degree than experienced teachers.Item CULTURAL RESPONSIVENESS IN THE CONTEXT OF A LARGE URBAN SCHOOL DISTRICT: AN ANALYSIS OF MATH & ELA TEACHER PERCEPTIONS OF CULTURALLY RESPONSIVE PRACTICES IN TEACHING LATINA/O ELLs(2019) Beato, Carlos Manuel; Eubanks, Segun; McLaughlin, Margaret; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Latina/o English language learners are not achieving at the same levels as their White and English speaking peers. Research shows that 63% of ELLs, in large part Latina/o, are graduating high school, compared to an 82% overall rate. This study aimed to gather Math and ELA teacher perceptions around teachers’ ability to implement culturally responsive strategies. The researcher sought to answer three questions: (1) How do secondary Math and ELA teachers in District A schools with large populations of Latina/o ELLs perceive their own capacity to serve linguistically diverse students in their classroom? (2) What are the culturally responsive pedagogical practices that secondary Math and ELA teachers say they currently use to support Latina/o ELLs in District A schools with large populations of Latina/o ELLs? (3) What are the gaps that Math and ELA teachers perceive that exist in District A with building teacher capacity in culturally responsive practices in schools that have large populations of Latina/o ELLs? Based on a review of the literature on cultural responsiveness, the researcher distributed a web-based survey on the Qualtrics platform to 133 Math and ELA teachers at six District A high schools. The researcher used 18 statements from the Culturally Responsive Teacher Preparedness Scale [CRTPS] to gauge teachers’ perceptions on their ability to implement culturally responsive strategies. Teachers recorded their levels of agreement with their perceived abilities on each statement on a five point Likert scale ranging from “strongly agree” to “strongly disagree.” Teachers were also invited to participate in a focus group to gather specific examples of culturally responsive practices being implemented. Analysis of the survey indicated that teachers perceive to have the capacity to implement culturally responsive practices. The focus group, however, illustrated a need for deeper understanding of culturally responsive practices and how/when/where to implement them. On this basis, the researcher recommends that District A implement a collection of self-assessment data from all teachers that teach Latina/o ELL students, a curriculum review across major content areas, and the development of a network improvement community that addresses Latina/o ELL needs. Further research is needed in order to determine the influence of culturally responsive practices on academic achievement.Item THE PRINCIPAL’S ROLE AND IMPACT ON TEACHER ATTRITION IN AN URBAN SCHOOL DISTRICT: THE RELATIONSHIP BETWEEN THE VANDERBILT ASSESSMENT OF LEADERSHIP IN EDUCATION (VAL-ED) RATINGS AND TEACHER ATTRITION.(2018) Ashworth, Megan; Richardson, Pat; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The most significant factor that influences student achievement is the quality and commitment of the teachers who are providing rigorous instruction. As efforts to recruit more individuals into the teaching profession have been successful, determining how to keep highly qualified teachers who provide meaningful and effective instruction remains a concern. According to the U.S. Department of Education, teacher attrition is a local, state, and national problem. Principals play a key role in improving the quality of instruction in their schools through their daily instructional leadership behaviors. If teacher attrition across the United States is going to decrease, principals will be one of the key factors to making this a reality. Discovery Education recently developed the Vanderbilt Assessment of Leadership in Education (VAL-ED) tool, which holds the potential to improve academic and social learning for students as well as supporting the teachers who are providing high-quality education. The purpose of this study was to determine whether there is a correlation between learning-centered leadership behaviors (average score measured on the VAL-ED assessment) and the teacher attrition percentages that determine whether teachers remain in a school longer than 5 years. In addition, the researcher wanted to determine whether there was a correlation between the core components of culture of learning and professional behavior as well as connections to external communities and teacher attrition percentages in an urban school district which are both core components within the VAL-ED tool inclusive of the development of a positive school culture which supports teachers. Findings that emerged from the analysis revealed a moderately significant relationship between attrition percentages and overall scores on the VAL-ED assessment and the VAL-ED scores on the core component culture of learning and professional behavior. According to the study, higher overall effectiveness ratings on the VAL-ED tool had moderately significant associations with lower teacher turnover rates, and culture of learning and professional behavior VAL-ED scores had moderately significant associations with lower teacher turnover rates. Last, connections to external communities scores on VAL-ED had associations with lower teacher turnover rates, but the relationship was not significant.