Theses and Dissertations from UMD
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Item SKYRISE: BLACK GIRLS ‘ARCHITEXTING’ YOUTHTOPIAS(2023) Young, Alexis Morgan; Brown, Tara M; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation illustrates the utility of Black girls’ imaginations in liberatory projects, particularly in the (re)imagining of education. As this biophysical world continues to reveal the insidiousness of current systems of power, now, more than ever, people are exploring the (im)possibilities of abolition. Central to the project of abolition is imagining otherwise ways of being and living; thus, those committed to actualizing liberated futures for Black girls must make sure their voices are amplified in world-making projects. This project examines a six-week extracurricular program, Astronomy Club, that serves as homeplace (hooks, 1990) for six preadolescent Black girls. During the program, Black girls engaged in architexture, the hybrid approach of melding principles of architecture and literature to document their speculations of a youthtopian future. Grounded in Black Feminist Futurity (Campt, 2017), Black Quantum Futurism (Phillips, 2015); Black Critical Theory (Dumas & ross, 2016); the overarching question of this qualitative study asks: In a literacy program designed for and with them, how do Black girls ‘architext’ their imaginations of Black girl-centered educational futures? Data sources include interviews video-recorded observations of program sessions and multimodal program artifacts, analyzed through a grammar of Black futurity as modeled in Campt’s (2017) Listening to Images. Study findings indicate that when the Black girls in this study dream of freer educational futures, they: (1) dream in the dark, (2) dream in community, and (3) dream of a world full of justice. Furthermore, they provided directives for constructing youthtopian learning environments and described them as sites that: (1) center Black life and Black girlhood in the curriculum, (2) tend to their identities and socioemotional positions, and (3) nourish their body, mind, and soul. This study adds to the continued project of creating a new world for and documenting the revolutionary ideologies of Black girls. This dissertation is an invitation to improve the educational conditions of Black girls through their analyses of present schools and their fantasies for schools they desire in the future.Item A Qualitative Analysis of Middle School Administrators' Perceptions of Cyberbullying(2018) Moore, Danielle Hart; Timmons-Brown, Stephanie; McLaughlin, Margaret J; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)ABSTRACT Title of Document: A QUALITATIVE ANALYSIS OF MIDDLE SCHOOL ADMINISTRATORS’ PERCEPTIONS OF CYBERBULLYING Danielle Moore, Doctor of Education, 2018 Directed by: Dr. Stephanie Timmons-Brown, College of Education With the increase in students’ use of technology—and subsequently social media, email, and texting—schools have seen a marked increase in instances of cyberbullying. The aim of this study was to explore six middle schools’ implementation of a district cyberbullying policy in one school system. Each of the six schools had documented incidents of cyberbullying in the most recent schools years. The researcher collected data, through one-on-one interviews with principals and administrative designees who managed student cyberbullying incidents, in order to address the following research questions: (1) How do administrators approach and process cyberbullying incidents? (2) What are administrators’ perceptions of how cyberbullying impacts the learning environment? (3) What strategies have middle school administrators employed to reduce cyberbullying incidents? The participants noted that cyberbullying negatively affected the learning environment for schools, created unsafe spaces that impeded student learning, and monopolized the time of administrators. Most notably, the results indicate that although schools address incidents of cyberbullying with the district policy in mind, they do not always document or report the incidents to district leaders, as the policy requires. As a result, the district may be unknowingly underreporting cyberbullying incidents to the state. Based on these findings, the researcher recommended that the school district consider streamlining the process by which school administrators document cyberbullying investigations and results, strengthen efforts to educate parents about how to monitor their students’ social media use, and provide middle schools with research-based prevention programs to support their efforts to address cyberbullying.Item A Qualitative Analysis Of Middle School Principal Retention In An Urban School District(2018) Cyrus, Barry S.; Imig, David; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The issue of principal retention remains a challenge for many school districts across the United States. Several studies have revealed alarming statistics regarding principal turnover and attrition and the negative effects these issues have on schools (Browne-Ferrigno & Johnson-Fusarelli, 2005; Clark et al., 2009; Partlow & Ridenour, 2008; Stoelinga et al., 2008; Walker & Qian, 2006; Whittal, 2002). Data show that the annual financial burden principal replacement places on these school districts is enormous (School Leaders Network, 2014); not to mention the tremendous effect that principal turnover has on school operations. Consistent school leadership is essential to the successful operation of schools. Evidence indicates that principals are the most importance catalysts for change in the school building—they spark academic success among students, improve working conditions, and encourage teacher retention (Beteille et al., 2012; Burkhauser, 2015; Johnson, 2006; Leithwood et al., 2006; McIver et al., 2009). This qualitative study examined the unique sociocultural, pedagogical, and personal factors that influence middle school principals’ decision to remain within a given school. Data were gathered from interviews with ten middle school principals with an average of 7.1 years in their position at the time of the study and a range of 2-14 years of experience as school leaders. Their tenure in the principalship far exceeded that of many middle school principals today. The study revealed that the participants’ decision to remain in their positions at the same schools for a prolonged period was influenced by several factors, including the socio-economic, racial, and ethnic composition of the student bodies; positive relationships with students, parents, and direct supervisors. Contrary to findings in other studies, the principals who participated in this inquiry truly enjoyed working with traditionally underserved populations. Additionally, most respondents viewed their work through an altruistic lens; genuinely valued their relationships with students, parents, and teachers; and approached each day with the perspective that each of these groups deserved the very best that the principals had to offer. Moreover, the participants consciously viewed students and their parents as a unit, and saw the family unit as a valuable stakeholder in the school building.Item The Best Friendships of Shy/Withdrawn Middle Schoolers(2017) King, Shakeena Jasmine; Rubin, Kenneth H; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Social withdrawal during childhood and adolescence tends to be associated with many outcome such as peer difficulties, and internalizing problems (see Rubin, Coplan, & Bowker 2009). Given the buffering effects of friendship, researchers have also suggested that friendship may help mitigate the negative outcomes socially withdrawn individuals experience throughout their life (e.g. Bukowski, Laursen, & Hoza, 2010) Research pertaining to social withdrawal and friendship quality tends to be rich in nature; however, more research is needed examining socially withdrawn children’s friendship quality and quantity during the middle school years and beyond. Given that friendships tend to have an impact on one’s social development, and peers become increasingly important during adolescence (see Brown & Larson, 2009 for a review), it is important to study friendship quality and quantity beyond the elementary school years. The purpose of this study was to investigate the quality and quantity of friendships among socially withdrawn 6th and 8th graders. Specifically the following study was use to examine whether differences in friendship quality and quantity exist between socially withdrawn 6th graders and 8th graders, to investigate how socially withdrawn children’s mutual best friendships function during middle school years compared to those of typical children, to discover possible gender differences in friendship quality that may occur for socially withdrawn young adolescents, to expand the literature on social withdrawal and its possible association with friendship quantity and quality during early adolescence. The mutual best friendships of shy/withdrawn and control children were examined for prevalence, stability and friendship quality. Through peer nominations of shy/withdrawn and aggressive behaviors that were reported on the Extended Class Play (Rubin et al., 2006), the Shy/Withdrawn and Control groups for the 6th and 8th grade sample were identified from a sample of 6th graders and 8th graders. The Shy/Withdrawn group consisted of 72 8th graders and 152 6th graders and the Control group consisted of 85 8th graders and 158 6th graders. After identifying the groups, the best friend dyads visited the lab and completed several questionnaires such as the The Network of Relationships Inventory (NRI; Furman & Buhrmester, 1985). Consistent with Rubin and colleagues’ (2006) study, findings revealed that shy/withdrawn children were just as likely as control children to have mutual best friendships in both the 6th grade and 8th grade. Furthermore, 6th graders, compared to 8th graders, were more likely to report having a mutual best friend. In terms of the characteristics of the target groups’ best friendships, using the aggression, shy/withdrawn, and peer rejection/victimization ECP factors, no significant group differences were found among the 6th grade sample. Only in the 8th grade sample, shy/withdrawn best friends were significantly more likely to be shy/withdrawn and experience peer rejection and victimization. However, no significant group differences between shy/withdrawn and control young adolescents were found in terms of friendship quality on the NRI. Only significant age differences were found in the NRI in which 8th graders as a whole, compared to the 6th graders, were more likely to rate their friendship quality higher. Furthermore, no significant gender differences in terms of best friendships were found in the 6th grade and 8th grade. Future research involving longitudinal samples on how socially withdrawn adolescents form best friendships is encouraged in order to identify the possible trends and factors associated with forming best friendships and their friendship quality from childhood to adolescence. It may be possible that because early adolescence is a developmental period when peer relationships play a more important role in one’s life, young adolescents, regardless of whether or not they are withdrawn, actively form friendships with others in order to fulfill the need to fit in and form relationships with others. Furthermore, for future studies, researchers should investigate the best friendships of socially withdrawn children and young adolescents based on their motivations for withdrawal since socially withdrawn behavior is not exclusive to only shyness and possible differences in friendship prevalence and stability may exist between these different motivations of social withdrawal.Item "Natural Enemies" or Intentional Allies? Teachers' & Parents' Perspectives on Middle School Boys of Color(2016) Lowe, Shasha Yolande; MacDonald, Victoria-María; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study examined the perspectives and “shared knowledge” of parents and teachers of boys of color. The following overarching research question guided this study: “What do parents and teachers want each other to know about their middle school son or student of color regarding academics, engagement, and behavior?” Additionally, it explored the challenges and opportunities for shared knowledge and understanding of their (respective) son’s’ or students’ academics and engagement. The methodology was qualitative in nature and the intent in conducting this case study was to describe, interpret, and explain the “shared knowledge” between these stakeholders at a predominantly minority middle school. A sample of seven parents and seven teachers from one school in a mid-Atlantic state participated in interviews and focus groups. Results indicated that parents and teachers of boys of color viewed each other as “intentional allies.” Results further showed that parents and teachers were aware of the challenges faced by boys of color in and out of school. That awareness was reflected in strategies that both groups employed to support, prepare, and protect their son/students. Lastly, the study found that teachers received no formal training in building parent-teacher partnerships, but gathered experimental knowledge on how to build those relationships. These findings have implications for teacher education programs, schools, parents, and teachers.Item THE EASE PROGRAM: THE DEVELOPMENT OF A DISTRESS TOLERANCE INTERVENTION FOR MIDDLE SCHOOL ADOLESCENTS(2012) La Touche-Howard, Sylvette Antonia; Daughters, Stacey B.; Public and Community Health; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Although many middle school adolescents consider the middle school grades to be an exhilarating time of momentous change in their lives, others struggle not only with academic challenges but also with the inability to handle negative emotional states. Middle school adolescents often seek ways to cope with the distress they experience. Evidence indicates that adolescents are rarely adequately equipped with the necessary skills to deal with these stressful situations. Moreover, studies indicate that their distress tolerance, defined as the ability to persist in goal directed activity while experiencing emotional distress, is associated with increased risk behavior. Given preliminary evidence that low distress tolerance is associated with risky health behavior amongst adolescents, the overall goal of this study was to develop an adolescent appropriate intervention for improving distress tolerance skills, drawing on techniques from Dialectical Behavior therapy, with four main objectives: (1) to enable adolescents to understand the relationship between their emotions and behavior; (2) to educate adolescents on how to identify and label their emotions; (3) to teach skills to adolescents that will enable them to cope with their difficult emotions; and (4) to provide adolescents with skills that will enable them to avoid engaging in later risk behavior. To aide in the development of this intervention, a multi-method approach was employed using focus groups (n=20), in depth interviews (n=15) and a 3 round Delphi method (n=12). Results from this study were used to develop, modify and finalize a distress tolerance intervention (EASE- Empowering Adolescents to deal with Stress and Emotions) for middle school adolescents.Item IDENTITY DEVELOPMENT OF MIDDLE SCHOOL STUDENTS AS LEARNERS OF SCIENCE AT AN INFORMAL SCIENCE EDUCATION CAMP(2011) Riedinger, Kelly Anne; McGinnis, J. Randy; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Education researchers and practitioners are increasingly recognizing the need for learning in informal settings to complement formal science learning (Bybee, 2001; Falk, 2001). Informal science education may be critical in meeting the goals of reform and in keeping students and the public informed of advances in science. As such, greater attention has been given to learning in informal science settings. A growing body of research examines how groups engage in learning conversations to make meaning from content and exhibits in these settings. The National Research Council (2009) speculated that individual and group identity might be shaped and reinforced during such learning conversations. The central research question guiding the study was: What is the role of conversation in influencing science learner identity development during an informal science education camp? Identity in this study was defined as becoming and being recognized as a certain type of person (Gee, 2001). This study focused particularly on discursive identity, defined as individual traits recognized through discourse with other individuals (Gee, 2005; 2011). The study used an exploratory case study. Data collection included videotaped observations, researcher field notes, interviews and participants' reflective journal entries. Each source of data was examined for the conversation that it generated. I used qualitative methods to analyze the data including discourse analysis and the constant comparison method for emergent themes. From the findings of this study, I theorized that the learning conversations played a role in developing participants' identities as learners of science. Participants used language in the following ways: to make sense of science content, to position themselves, to align their discourse and practices with science, to communicate with others which resulted in engagement, to re-negotiate power, and to see others in new ways. The findings of this research support and extend the research literature on identity, learning conversations in informal science education environments and science camp programs. Implications from this study include recommendations for the design of science camps to support identity development as learners of science for participants.Item AN INVESTIGATION OF INCLUSIONARY PRACTICES BY GENERAL EDUCATION TEACHERS IN MIDDLE SCHOOL CLASSROOMS(2011) Massingill, Charmaine Shawntel; McLaughlin, Margaret J.; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study investigated teacher-reported inclusionary practices and strategies in general education classrooms grades 6, 7, and 8. Students with disabilities are being educated in the general education classroom for varying amounts of time during the school day by classroom teachers with varying amounts of experience with special education practices. The study included a web-based survey of approximately 100 randomly selected teachers who were teaching Language Arts, Math, Science, Social Studies, or any combination of those academic subjects during May 2010. The survey asked teachers what inclusionary practices and strategies they were using and which of these inclusionary practices and strategies they considered to be effective. The survey also asked teachers to select the inclusionary practices and strategies they are not currently using, but would like to use in the future. Survey results indicated curriculum modifications were the inclusionary practice used most frequently and lead and support was the collaborative strategy used most frequently. Teachers considered modifying curriculum the most effective inclusionary practice and skill grouping the most effective collaborative strategy. When asked to select the inclusionary practice and strategy not currently used, but that they would like to use in the future, the largest response was none.Item Parent Involvement in Middle School: Cultivating Comprehensive and Inclusive Programs of Partnership(2011) Hutchins, Darcy; Croninger, Robert; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to investigate how middle schools can cultivate comprehensive and inclusive parent involvement programs. More specifically, this study explored the role of district- and school-level leadership on the implementation of one district's parent involvement policy. Using micro and macro perspectives of policy implementation and Epstein's Six Types of Involvement framework of comprehensive parent involvement, this study highlighted promising parent involvement practices implemented by eight middle schools within one mid-Atlantic school district and illuminated the need for further investigation of secondary-level partnership program development and policy implementation. Data collection relied on case study methodology to investigate one district's implementation of middle school parent involvement policy. Data were triangulated from documents, district- and school-level interviews, and observations to explore how middle schools work with parents and how district administrators support school-level policy implementation. The document analysis portion of this study included the district's parent involvement policy, the eight participating schools' improvement plans, and the schools' report cards which reports test scores, demographics, and Adequate Yearly Progress (AYP) status. The interview portion consisted of in-depth, semi-structured interviews with seven district leaders, eight middle school principals, 14 assistant principals, and 14 parents. The observation portion of this study included parent involvement workshops and school improvement team meetings. Results of this study indicate that principal leadership has a strong influence over the extent to which schools create a welcoming climate and implement activities to work with all parents, particularly families deemed "under-served." Principals' relationships with other school-level colleagues and district administrators impact their participation in capacity building opportunities. This study also indicates that further investigation is necessary to inform policy, research, and practice in regards to middle school parent involvement.Item EXAMINING THE RELATION BETWEEN STUDENT EXPECTANCY-VALUE MOTIVATION, ACHIEVEMENT IN MIDDLE-SCHOOL PHYSICAL EDUCATION, AND AFTER-SCHOOL PHYSICAL ACTIVITY PARTICIPATION(2009) Zhu, Xihe; Chen, Ang; Kinesiology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The expectancy-value theory (Eccles et al., 1983) explains that student motivation is primarily determined by one's expectancy-beliefs, task values, and perception of the task, and that these factors directly influence student achievements and behavior choices. Based on the expectancy-value theory, the purpose of this study sought to unravel the relation among middle-school students' expectancy-value motivation, achievement in physical education, and after-school physical activity participation. Participants consisted of 854 sixth, seventh, and eighth grade students in 13 schools from a large metropolitan school district. Students' expectancy-value motivation was measured using the expectancy-value questionnaire; achievements in physical education was measuring using pre-posttest on psychomotor skill (including badminton striking and basketball dribbling skills) and fitness knowledge; after-school physical activity participation data were collected using three-day Physical Activity Recall. Data were analyzed both quantitatively using inferential statistics and structural equation modeling, and qualitatively using open coding approach. The results of the study suggested that middle-school students' expectancy beliefs and task values were relatively high (~4 on a 5-point scale) and their psychomotor skill (i.e., badminton striking skill) and fitness knowledge significantly improved in physical education over the academic year. Further analyses using structural equation modeling revealed that students' expectancy beliefs significantly predicted their psychomotor achievement, which in turn predicted their after-school physical activity participation. The model explained about 14.6% of variance in psychomotor achievement and 3.3% in students' after-school physical activity participation. Cost is a critical component in the expectancy-value theory. All three dimensions of cost conceptualized by Eccles et al. (1983) were identified in the data. Students' cost conceptions were found associated with task values, not with expectancy beliefs and achievements. Despite the cost, most of the students expressed high willingness to attend physical education for motivational purposes and health benefits from physical activities. The findings of this study imply that students tend to have high expectancy-value motivation in physical education. The motivation is likely to have small but significant predication of psychomotor skill improvement; which, in turn, related with after-school physical activity participation.