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
More information is available at Theses and Dissertations at University of Maryland Libraries.
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Item AN EXAMINATION OF PATTERNS IN EDUCATOR’S DEMOGRAPHICS AND FACTORS IN THE DISCIPLINE DECISION- MAKING PROCESS THAT LEAD TO AN OFFICE DISCIPLINE REFERRAL(2022) McNeil, Brodell Jeremy; McLaughlin, Margaret J; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The likelihood of a student being issued an office discipline referral for subjective offenses increases when students enter middle school, particularly for minority students (Theriot and Dupper, 2015). The problem investigated for this dissertation was the disproportionality of office discipline referrals issued to Black males in 6th grade and the discipline decisions made by classroom teachers in a large, suburban school district. The purpose of this mixed methods study was to explore factors related to ODRs using existing system data followed by exploratory focus groups of selected sixth grade classroom teachers to better understand their decision-making processes for subjective behaviors identified as disrespect, disruption, or insubordination. Discipline data were collected from two middle schools designated as disproportionate by Maryland State Department of Education in Mid Atlantic Public School System and four focus groups comprised of 6th grade classroom teachers from the two identified schools. Findings from this study revealed that Black males in 6th grade received 59% of all subjective office discipline referrals issued to 6th grade students between 2016-2020 in both schools. Additionally, the study investigated classroom teachers’ perceptions of the discipline decision making process. All classroom teachers participating in focus groups reported that relationships are critical to improving discipline outcomes, the structures in schools to support discipline decisions must be uniform and consistently implemented, and that teachers must have opportunities to authentically improve their classroom management skills. This study affirms that Black males in 6th grade continue to experience subjective discipline at rates greater than their peers, how classroom teachers perceive student behaviors differs based on student race and gender, and how the discipline decisions made by classroom teachers relies on their perceptions of student behavior and what the teacher deems to be disrespect, disruption, or insubordination.Item The Culture Beyond the Content: Does an “Overcoming Testimony” Empower Effective Urban Mathematics Teachers to Reach their Students?(2021) Smith, John Franklin; Wiseman, Donna L; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)“Do effective mathematics teachers with under-performing classes in urban settings possess cultural characteristics making them more effective than others?” This study evaluates the personal histories and beliefs of twelve qualifying middle school mathematics teachers to determine the role experiences and beliefs play in how teachers transform challenging classes into relatively high achievers. Effective is defined as recommended by their principals, coupled with demonstrated growth through public data of the state’s PARCC* assessment. Urban is defined as schools having close proximity to a major U.S. city, comprised of over 80% minority student populations and over 60% FARMS** recipients. Based on the literature and anecdotal evidence, a conceptual framework called the “overcoming testimony”- missionary zeal, community bonding, legacy, activist ideology and guardian angel - was designed to evaluate interview data. An interview protocol was administered and the interviews were videotaped and transcribed for further study. The impact of the teachers’ personal histories on their current practices was assessed using a coding system as the transcripts were evaluated. The results showed strong alignment with Fives and Buehl’s (2012) findings whereby beliefs “filter, frame and guide” decision-making. Beliefs and experiences filtered pedagogical choices and methods. The “overcoming testimony” elements framed their resiliency and commitment to their students’ welfare. Views on culture and content guided the teachers toward creating learning environments that promoted achievement. The data demonstrated an emerging community-bonding dynamic between African-American teachers and their Hispanic students. The results indicate effective teachers may succeed in part due to negative experiences they endured as students. I argue that based on the prevalence of beliefs and experiences evident in the interviews, these perspectives serve as a cultural lens enabling teachers to effectively engage grade-level mathematics students to demonstrate proficiency on state assessments. Without this lens, content mastery alone could be insufficient to the task.”*The Partnership for Assessment of Readiness for College and Careers **Free and Reduced MealsItem EFFECTIVE INSTRUCTIONAL PRACTICES THAT ENGAGE THE AFRICAN AMERICAN MALE IN MIDDLE SCHOOL SCIENCE(2018) Elam-Respass, Treesa; Fabian, Ellen; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Culturally-relevant instruction in middle school science engages and inspires the African American male to consider careers in science, technology, engineering, and/or mathematics (STEM). With the exponential value and growth of STEM career options, African American males benefit from the integration of and exposure to cultural language and customs within their science learning. The purpose of the study was to explore the instructional strategies teachers use in middle science classes to engage students, particularly African American males. The study pursued teachers’ perspectives about best instructional practices facilitated in middle school that primarily address culturally-relevant science content. Data for this study was collected and analyzed via responses from an online survey using Qualtrics. The results of the study confirm that the values and needs of African American males are marginally considered during middle school science instructional planning. The teachers report weekly student-teacher discussion techniques as the most commonly implemented practice for student engagement. Whereas, the survey participants also reported that the reading strategy was more infrequently implemented. With respect to the culturally relevant instruction, the survey participants postulate that the introduction of cultural elements proffer more interesting, valuable, and relatable lessons in middle school science. However, the teacher responses demonstrate minimal to no inclusion of culturally relevant instruction Lastly, teachers can benefit from learning about culturally relevant practices and the multicultural framework.Item Not your terrorist: Case studies examining the intersectional identities and aspirations of Arab American Muslim middle school boys(2017) Shafey, Dina; Turner, Jennifer D.; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Arab Muslim boys living in the United States have experienced varying levels of public scrutiny since 9/11 and prior to. Public perceptions of these experiences are centered on media-driven representations; often inaccurate depictions of the nuanced lives of these boys. While Arab Muslims have lived in the United States more than a century, their lived experiences, particularly experiences while in school are missing. This research study examined how Arab American Muslim Middle School boys perceived their intersecting identities while navigating instances of bias. To address this, one overarching research questions guided this study: “How do key intersecting social classifications race, gender, culture, and religion, impact Arab American middle school boys’ ethnic identity perceptions?” To further explicate on these nuances four sub-questions were addressed, including: “How do these boys define success and achievement in relation to schooling?”; “How have middle school Arab American boys experienced cultural bias/or how have they perceived cultural bias?”; To what extent do Arab American boys seek out resources (community family, religion), through their social networks?” and “How have they navigated schooling as framed by these experiences of cultural bias?” Using an Intersectional Identities Theoretical Framework (Crenshaw, 1989; Phelan, 1991; Collins, 2009), this study explored the multifaceted nature of identity perception, namely the boys’ experiences with power relationships resulting from these identifiers. Four themes surfaced including how they operationalized power and oppression across identity categories namely, Religion, Culture, Gender and Race. To delve into these questions and to represent the experiences of each boy with detail, a qualitative case study design (Bodgen & Biklen 2003; Erickson & Shultz, 1992; Merriam, 1998; Yin, 2006) was used to analyze and produce rice and detailed narratives. This study will promote discussion about the very nature of the lived experiences of Arab Muslim boys growing up in the United States. It will also serve as a platform for administrators and policy makers in the daily decisions, for example curriculum decisions, impacting this scrutinized population.Item An Investigation of Middle Grade Mathematics and Language Arts Teachers’ Knowledge and Beliefs of Student Learning Objectives(2017) Miller, Zipporah Miller; McLaughlin, Margaret; Norris, John; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Teacher evaluations in most school districts, until recently, have served as an exercise in compliance rather than a means to identify the strengths and weaknesses of each teacher in order to provide appropriate support to improve professional practice and increase student learning. Current federal legislation has stimulated districts to rethink their evaluation systems. In Saint Lawrence School District (SLSD) we discovered a misalignment between middle grade student performance in mathematics and reading and teacher ratings in those schools. Although over 50% of the students failed to meet standards in mathematics and reading, the majority of teachers were rated as highly effective. The SLSD recently adopted a new evaluation system that includes multiple measures to indicate teacher strengths and weaknesses and identify the support needed. Student Learning Objectives (SLOs) are a major component of the new system, added to measure the individual teacher’s contribution to student learning. This study investigated middle grade mathematics and language arts teachers’ knowledge and understanding of the intent and processes associated with the implementation of the Student Learning Objectives; the extent to which teachers report that student data from the SLO process have changed their instructional practices; and teacher perceptions regarding the value of SLOs in improving student learning and their own professional growth. Of the 315 middle school teachers invited to participate in the study, 232 teachers from the 19 comprehensive middle schools in SLSD submitted an anonymous electronic survey. The study incorporated exploratory design and used descriptive statistics, graphic presentations, and significant tests to examine patterns, behaviors, and viewpoints of those teachers. The results indicate that participants understand the intent and process of SLOs, but perceive no noticeable changes in teacher practice as a result of SLO implementation. Although most teachers agree that professional development needs should be based on the needs of students, over 50% disagree with the SLO process as a means to improve their teaching. Teachers with fewer years at their current school reported they had a greater belief in the use of student data to improve instruction than their counterparts with over four years at their school.Item Principal Effectiveness: Middle School Leaders' Perceptions Of Principal Practices To Improve Middle School Reading Achievement(2016) Brady, Kathleen; McLaughlin, Margaret J; Norris, John; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)ABSTRACT Title of Document: PRINCIPAL EFFECTIVENESS: MIDDLE SCHOOL LEADERS’ PERCEPTIONS OF PRINCIPAL PRACTICES TO IMPROVE MIDDLE SCHOOL READING ACHIEVEMENT Kathleen R. Brady, Doctor of Education, 2016 Directed By: Dr. John Norris, Department of Education The purpose of this exploratory and descriptive study was to examine school leaders’ perceptions of leadership practices that contribute to principal effectiveness in improving reading achievement in middle schools in a large public school district. The data was gathered through the use of a Web-based survey that was emailed to 97 school based leaders including 20 principals, 40 assistant principals, 17 reading department chairpersons, and 20 professional development lead teachers in middle schools with grade 6-8 and 7-8 configurations. Data were collected and analyzed in order to make inferences about principal practices at middle school. The findings of this study indicated few differences between middle school principals’, assistant principals’, reading department chairpersons’, and professional development lead teachers’ perceptions of principal leadership practices that are most important to and have the greatest impact on student reading achievement success. Furthermore, the findings indicated that participants’ three top ranked resources needed to increase the effectiveness of principals in order to improve reading achievement at middle schools include implementing a collaborative planning protocol to support literacy instruction, adding a reading coach to the middle school staff, and providing professional development activities focused on literacy instruction across the content areas. The results were used to make recommendations that may contribute to middle school principal effectiveness.Item An analysis of certain attitudes of selected elementary and junior high school teachers(1951) Lovelace, Neil Richard; Digital Repository at the University of Maryland; University of Maryland (College Park, Md)Item Reform-Oriented Collaborative Inquiry as a Pedagogy for Student Teaching in Middle School(2015) DeMink-Carthew, Jessica Jane; Valli, Linda; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Specialized middle level teacher education programs are purported to be a potential lever for middle level education reform. Preparing teachers to enact reform-oriented visions of teaching, in the context of uneven, if not stalled, middle level education reform presents a formidable challenge as student teachers attempt to challenge the status quo. Yet, despite a growing body of literature on specialized middle level teacher education, the critical student teaching year remains under-researched. This dissertation thus proposes and investigates Reform-Oriented Collaborative Inquiry (ROCI) as a pedagogy for supporting reform-oriented student teaching in middle school. Employing a nested design, this dissertation uses two qualitative studies to explore ROCI from a variety of perspectives. The first study describes how four student teachers and one teacher educator used ROCI to create a student-driven social action project that was reform-oriented and responsive to their field placement school. An analysis of middle school student feedback regarding the social action project is also provided. The second study investigates the challenges and benefits experienced by the group as they attempted to innovate using ROCI as well as the insights they developed regarding what it takes to participate in middle level education reform. The challenges discussed include a disconnect between College of Education and field placement visions of teaching, being "just an intern," cultivating student engagement in "new" teaching approaches, time, and collaboration. The benefits of participation in ROCI include its successful support of reform-oriented innovation, increased understanding and confidence in reform-oriented teaching practices, relationships with students, and new insights for the teacher educator. Student teacher insights indicate that participating in middle level education reform requires collaboration with multiple stakeholders, strategic communication, flexibility and patience. Findings point to several implications for teacher education. These include the development of teacher education curricula that prepare preservice teachers for reform-oriented student teaching as well as the potential for ROCI to serve as a framework for building capacity in reform-oriented teaching in partnership schools as well as through induction. The challenges faced also underscore the need to address the multiple political, structural, and financial challenges that make investing in school-university partnership work difficult.Item Teacher Leaders' Perceptions of Distributed Leadership Practice in Middle Schools(2013) Williams, Arthur; Parham, Carol S; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)ABSTRACT Title of Document: TEACHER LEADERS' PERCEPTIONS OF DISTRIBUTED LEADERSHIP PRACTICES IN MIDDLE SCHOOLS Arthur Williams, Doctor of Education, 2013 Directed By: Dr. Carol Sheffey Parham, Department of Counseling, Higher Education, and Special Education The primary purpose of this case study was to examine teacher leaders' perception of distributed leadership practices in two exemplary middle schools. Eight teacher leaders were selected to participate in this study. Qualitative data were gathered via one-on-one interviews and a review of artifacts from four teacher leaders at each school. The data were coded, categorized and clustered to produce themes. The research questions were addressed and descriptions were developed for each case. Findings indicate that there are several dimensions of distributed leadership that shape teacher leaders' practice. This study concluded with recommendations that center on the reconceptualization of teacher leadership practice, district and school based supports. Implication for practice and areas for future research was explored.Item A Study of the Relationship Between Professional Development Evaluation and Middle School Mathematics Achievement(2013) Agnant Rogers, Myriam; Parham, Carol S; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)ABSTRACT Title of Dissertation: A STUDY OF THE RELATIONSHIP BETWEEN PROFESSIONAL DEVELOPMENT EVALUATION AND MIDDLE SCHOOL MATHEMATICS ACHIEVEMENT Myriam Agnant Rogers, Doctor of Education, 2013 Dissertation directed by: Dr. Carol S. Parham, Professor of Practice Department of Education Leadership, Counseling, Higher Education, and Special Education As a result of poor student performance, professional development has emerged as a key strategy for improving instruction and achievement. In times of reduced resources and increased accountability, schools must evaluate their efforts in order to make sound decisions about policy and practice. This mixed method study was designed to investigate professional development evaluation practices and whether a relationship exists between professional development evaluation and math achievement in two groups of middle schools in one county school district. One group of middle schools met state standards in mathematics and the other group of schools did not meet state standards. The study sought to assess the perceptions of middle school principals, staff development teachers, and district level staff development instructional specialists/directors regarding the five levels of professional development evaluation: participant reactions, participant learning, organization support and change, participants' use of new knowledge and skills, and impact on student learning outcomes. According to Guskey (2002), the levels of evaluation are sequential and hierarchical and in order to increase the chance for successful impact on student achievement, all levels must be carefully considered in planning professional development experiences for teachers. These data were gathered through the use of a survey and focus group interviews . A survey instrument was designed to solicit perceptions of the levels of professional development evaluation in schools. There was no statistically significant difference between principals and staff development teachers in the schools that met state standards in mathematics and those who did not. The researcher conducted a one way analysis of variance of differences between the perceptions of professional development evaluation practices of principals, staff development teachers, and instructional specialists/directors in both met and non-met schools. Focus groups were held with principals, staff development teachers, and staff development instructional specialists/directors to identify the types and levels of professional development evaluation across middle schools. This study has training, policy and practice implications for middle school principals and staff development teachers as they implement professional development evaluation efforts aimed at improving middle school mathematics. It is expected that this research will assist school systems in their school improvement efforts.