Educational Methodology, Policy, and Leadership Theses and Dissertations

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Open Access
Bringing Response to Intervention and Professional Development Together
(University of Oregon, 2021-09-13) Earhart, Amy; Alonzo, Julie
This descriptive, exploratory case study examined changes in teacher understanding and practice after completing fourteen online, self-paced professional development modules. The modules included instruction on response to intervention, data-based decision making, and reading instruction from the easyCBM® Data for RTI project. The two-year study included 39 kindergarten through fifth grade teachers and two elementary school reading specialists from a semi-rural school district in the Pacific Northwest. Some participants completed the training twice, returning as repeat participants in the second year. Data were collected via pre- and post-tests of the T-RTI (a test of teacher knowledge and skills related to the implementation of Response to Intervention), focus groups, and repeated surveys made up of open-ended narrative-response questions. Teacher response to the format and content of the lessons was overwhelmingly positive, and they recommended that all school staff complete the professional development to improve instruction and provide common language and understanding of response to intervention in schools. Recommendations for future research include examining the connection between teacher completion of the lessons and student outcomes.
Open Access
Combatting Intolerance, Developing Empathy, and Prioritizing Student Choice Through Young Adult Literature
(University of Oregon, 2024-08-07) Bowden, Amy; Alonzo, Julie
Previous research has established relationships between reading fiction and increased empathy levels, an effect amplified by reading young adult fiction and by feeling transported by, or wholly immersed within, one’s reading. Given the established correlation between increased empathy and decreased intolerance levels, reading fiction may decrease intolerance levels as it increases empathy levels; however, a gap in the research exists. This 10-week mixed methods intervention study examined pre- and post-test data in conjunction with analysis of student artifacts produced in five secondary-level language arts classes. Results provide evidence that reading fiction benefits students by increasing their empathy and decreasing their intolerance. Choice in text selection and reading transportation are shown to increase student engagement and improve learning. These results suggest that teachers should prioritize student choice and transportation for deeper learning in the language arts classroom.
Open Access
Creating Spaces for Deep Conversations around Equity in Synchronous Online Learning Environments: A Case Study
(University of Oregon, 2021-11-23) Schreder, Karen; Alonzo, Julie
Distance education is a new frontier for many rural California schools. In the spring of 2020, a global pandemic caused an immediate transition to online, synchronous learning platforms for the entire state. In discussion-based classrooms, where students build learning from the material, and interaction with each other, the shift posed new challenges to educators and students. This mixed methods action research case study focused on teaching about deep, challenging issues in the area of educational equity using a web-based platform. Focusing on a Northern California University course that is a pre-requisite for teacher candidates, data were collected over the course of two semesters. Forty-eight students were surveyed regarding their experiences taking part in deep discussion around equity issues over a synchronous Zoom platform. Interviews with four instructors and seven student volunteers were conducted to add depth to the survey data. A key finding from this dissertation is that Students of Color were significantly less comfortable discussing issues of race, gender, and equity with their cameras on than were White students. Additional findings pointed to race and gender-based preferences in engagement with the class material. Data indicate that the use of a multi-component pedagogy including anonymous discussion boards, chat posts, and group breakouts is important to reaching all students when engaging an online class in discussions about race, gender, and sexuality.
Open Access
Data-Based Decision Making and the SWIS Facilitator Program: Exploring the Realities of Practice
(University of Oregon, 2024-01-09) Cook, Alan; Alonzo, Julie
Collecting data for the purpose of decision making has become an integral part of the landscape of education in the United States over the past decade. Many educators are swamped with such an overwhelming amount of information that it can be difficult to sort and analyze, leaving them floundering under wave after wave of data. The SWIS facilitator role was created to assist school districts with implementation and sustained use of SWIS applications. The facilitator works with schools initially to meet SWIS program readiness and then shifts to more of a coaching role to improve the use of SWIS for data-based decision making. One of the main goals of this study was to examine the differences between the expectation of the SWIS facilitator role as it is envisioned in the PBIS framework and the reality of the role in the field, specifically as it pertains to issues of equity. This exploratory mixed-methods study sought to answer the following research question: How does the ideal concept of the SWIS facilitator role compare with the realities of the actual role for facilitators working in the field? This research will inform facilitator training practices moving forward.
Open Access
Don’t Pull Yourself up by Your Bootstraps: A Study of One School District’s Success in Latinx Youth Dropout Prevention
(University of Oregon, 2021-09-13) Bertrand, Anahid; Alonzo, Julie
In recent years, the United States has focused attention and resources on increasingthe number of students who graduate from high school, addressing an area of national concern: the large proportion of students who drop out of school prior to earning their diploma. As recently as 2004, more than 15% of high schools in the United States reported more students dropping out than receiving diplomas. Dropout issues are particularly prominent in urban and rural areas with high poverty rates. One reason for prioritizing dropout prevention is the high economic and societal cost associated with dropout. Students who fail to graduate face long-term consequences such as low wages, poor health, unemployment, and incarceration. This mixed methods dissertation uses a case study approach to research a school district located in the Pacific Northwest that has been particularly successful in reducing the number of students who drop out prior to graduation. Four years of district dropout data were used to analyze the trends in dropout reduction across four school years extending from 2015-2019 and an extant data set from the district’s Student Needs Assessment survey was used to determine what differences, if any, there are in the self-reported experiences of Latinx students as compared to students from all other ethnic groups in the school district. In-depth semi-structured interviews, conducted with seven different key personnel from the district were used to gather information about the strategies, approaches, and programs the district was using to achieve their dramatic results. Results underscore the importance of having a shared goal, shared “ownership” of the students, listening to student voice, teaching the process of relationship building, access to and use of holistic data and hiring and supporting staff in efforts to reduce dropout rates. Findings suggest that social capital is the key construct supporting increased student graduation, with academic confidence, familial support, student voice, and options capital all contributing to the establishment of solid relationships that are at the center of the district’s success. Suggestions for future research and implications for practice are discussed.
Open Access
Educator Mindsets and Perceptions of Instructional Technology: Effects from the Year of Emergency Distance Education
(University of Oregon, 2024-08-07) Jurick, Matthew; Alonzo, Julie
The integration of digital technology in public K-12 classrooms has been an evolving topic over the past several decades. As technology services and systems become more ubiquitous in everyday life, their implications for enhancing public education have been increasingly promised with varied results. Up until 2020, the integration of instructional technologies in schools and classrooms has been a gradual, methodical process largely due to teacher apprehensions. When schools closed in 2020 due to the COVID-19 pandemic, this once-gradual process became much more sudden for many schools and teachers. This rapid adoption of technology, whether teachers were ready or not, has led to a polarization of teacher mindsets and perceptions regarding technology. Where some teachers have gotten over their apprehensions and now embrace technology more, others are more resistant in response to the side effects of the rapid implementation. This mixed methods study surveyed 24 middle school teachers with two follow-up qualitative methods (an interview and a focus group). Key findings included an increased familiarity with technology, a desire for ongoing professional learning, and concerns of overdependence of technology by students.
Open Access
Effects of Race Matching on Students' Sense of Belonging and Academic Achievement
(University of Oregon, 2024-01-09) Cochrane, Cherice; Alonzo, Julie
Race matching has positive effects on students’ academic achievement and self-rated sense of belonging. However, when most public-school teachers identify as White, race matching is not always possible at the individual level. The present study extends current research to explore the effects of school-level diversity and race matching. Do the benefits of individualized student-teacher race matching extend to all students when the diversity of a school staff more closely matches the student body? Selected students and staff from elementary and high schools in a large public school in Oregon participated in the study. Utilizing a mixed methods design, quantitative academic achievement data and quantitative sense of belonging data were collected for students in grades 4-5, and qualitative data were collected for staff and 18-year-old students in high school. Statistically significant correlations were found between students’ sense of belonging and oral reading fluency scores, and statistically significant differences existed between Latine and White students’ academic scores. Keywords: race matching, sense of belonging, academic achievement, race, schools
Open Access
Exploring the Impact of Online Team-Initiated Problem Solving Professional Development on Teacher's Perceptions of Efficacy and Problem-Solving Skills
(University of Oregon, 2021-11-23) Daily, Jessica; Alonzo, Julie
Data-based decision making (DBDM) is an integral component of a multi-tiered system of support (MTSS) framework. The data guide critical decisions, such as instructional and intervention strategies, resource allocation, policy development, intensity of supports, and potential disability identification. Using data in a systematic manner via a problem-solving process and aligning solutions and implementation practices are necessary skills for today’s educators; however, training and professional development can be limited and/or resource intensive. One possible solution is to deliver problem-solving PD in an online or eLearning format.This study used a quasi-experimental, pre-test post-test design to explore the impact of the Team-Initiated Problem Solving (TIPS) online professional development on individual teachers’ self-assessment of their problem-solving skills, as well as their beliefs in both their personal teaching efficacy and the collective teaching efficacy of their colleagues within the school. Participants were 30 educators from four elementary schools within three states in the United States. The study included a treatment group (n = 17), all of whom were active team members in Tier 2 problem solving teams within their school site. It also included a comparison group (n = 13) of participants from the same schools who were not part of the problem-solving team. Data were collected via pre- and post-tests of the Teacher Sense of Efficacy Scale – Short Form, the Collective Teacher Efficacy Scale, and the TIPS Team Member Self-Assessment. A qualitative response was also included in the post-test to examine the impact the COVID-19 pandemic may have had on participant responses. Analyses were conducted to explore differences within each group, as well as between groups over time. Overall, there were positive changes in perceptions over time on all measures; however, differences were found to be not significant. Further, the COVID-19 pandemic had a large influence over the participants’ responses; therefore, it is hard to definitively determine that the treatment condition contributed to the shift in perceptions. Recommendations for future research include repeating the study with a larger sample, focusing on Tier 1 problem solving teams, exploring differences between rural and urban settings, and evaluating the influence of coaching supports on outcomes.
Open Access
In My Power, I Empower: Moving Black Youth From Spirit-Murder to Emotional Emancipation
(University of Oregon, 2021-11-23) Mitchell, S. Renee; Alonzo, Julie
The daily realities of racism and structural oppression in the lives of urban Black teens create an ill-fated, normative experience that can forever influence their adolescent development. Other chronic stresses, such as multi-generational poverty, peer victimization, and gentrification have the potential to fertilize additional experiences of trauma, such as sexual and mental abuse, family dysfunction and divorce. These children then become trapped within deeply entrenched ecologies designed to work against them, and then they are blamed by schools and society for their inability to succeed. Thus, the risks, pathologies and complications that arise because of institutional, societal and historical expressions of anti-Blackness tend to become a perpetually unhealed, emotional wound that is inextricably entangled with a Black teen’s sense of self. This critical narrative, phenomenological and ethnographic research study evaluates the efficacy of I Am M.O.R.E. (Making Ourselves Resilient Everyday), a culturally specific, social-emotional and arts-based program. Its approach is to hold up a mirror to anti-Black systems so Black youth can recognize, name, reflect upon and challenge racial oppression as a structural poison, as opposed to an individual’s flaw, and then heal from it – from the inside out. Then, I Am MORE provides the youth with opportunities to lead, facilitate and engage in social-justice actions that serve their community and other youth. This research is intended to test the validity of I Am MORE’s intention to transform the lives of Black youth and unveil their potential by planting “seeds” of critical consciousness, social-justice activism, and arts and creativity within the youth in order to blossom Black joy, radical healing, radical hope and empowered resilience. I Am MORE’s theory of change hypothesis posited for this study is: When Black youth are grounded in their power, they heal their internalized oppression, increase their sense of agency, and then, are inspired to empower others.
Open Access
Journaling for Equity: A Self-Reflective Process of Discovery for Middle School Teachers in Public Charter Montessori Schools
(University of Oregon, 2022-10-04) Moses, Christine; Alonzo, Julie
This dissertation presents the results of an exploratory descriptive case study of the Moses Journaling for Equity Experience, a self-reflective intervention for public charter Montessori middle school teachers. The intervention is designed to elicit a reflective process to slow teachers’ thinking so they can decenter Whiteness and elevate the cultures and voices of their students of color within their pedagogy. The intervention was developed in the winter and spring of 2020, drawing heavily on the author’s experience as an equity consultant as well as the rich literature on ways teachers can nurture a sense of belonging for students of color. The intervention was refined with feedback from experienced Montessori teachers, with a focus on ensuring pedagogical alignment and curricular expectations within the Montessori system. Because this study represents the first time the intervention was implemented, it is most properly viewed as a pilot study. Three middle school Montessori teachers were recruited to participate. They began the intervention in the fall of 2021. The intervention consisted of eight weeks of reading curated articles, reflection questions, the collection of evidence, and the journaling of the reflection questions. A final debrief via Zoom encouraged participants to assess the effectiveness of the intervention. As a pilot study, the goal was to gather information on the overall effectiveness of the intervention, intervention shortcomings and strengths. Data were collected weekly in the form of written responses to questions intended to provoke thought and deep reflection on the part of the teachers. At the end of the intervention, each teacher participated in a semi-structured interview to further explore the ideas shared in their individual weekly reflective writings. Critical Race Theory, White Supremacy Culture Characteristics, and the Concerns Based Adoption Model were all used to frame the analysis and to draw conclusions. Results suggest the intervention is effective at building teacher awareness of the cultural, academic, and social assets students of color bring to the classroom, which is the beginning point for teachers to decenter Whiteness in their classrooms to support student of color belonging.
Open Access
Nuances of Attrition: A Comparison of Factors Influencing Turnover of BIPOC Teachers and their White Peers
(University of Oregon, 2024-01-09) Swartz, Nazia; Alonzo, Julie
This study examines K-12 public school teacher turnover, with a particular focus on teachers of color. Recruiting and retaining well-qualified teaching staff is a challenge in the United States, where annually roughly 16% of teachers either leave the teaching profession entirely or transfer to a different school. This high rate of turnover is of concern given the relationship between a changing teaching workforce and low student learning outcomes. The literature on factors associated with teachers’ decisions to leave the workforce or change schools, along with the impacts on school districts, schools, and students, is synthesized, and the results of a mixed methods study are presented. Sources of data collected for this study include an online survey administered to 120 teachers in the state of Oregon as well as individual interviews with 15 teachers, and 4 focus groups, in which a total of 25 teachers participated. The survey sample includes 36 BIPOC teachers and 84 White teachers. Interview/focus group samples include 16 BIPOC and 9 White teachers. Quantitative findings from Phase 1 include an analysis of variables of interest- School Connectedness, Administrator Supports, Professional Development, Student Processes, Resources and School Diversity by teacher racial groups and intent to leave. When considering all 120 participating teachers in the online survey sample, those who intended to leave the profession reported a significantly less satisfaction with School Connectedness, Professional Development, Student Processes, and Resources. Teachers who had considered leaving their worksite reported a significantly less satisfaction with Administrator Support, and Professional Development. When comparing the experiences of BIPOC teachers with that of White teachers, BIPOC teachers reported a greater satisfaction with Professional Development compared to their White peers; BIPOC teachers who did not intend to leave their worksite also reported a higher satisfaction with Professional Development. Qualitative analysis of focus groups and individual interviews in Phase 2 provided evidence that for BIPOC teachers, race impacted both their experiences in the workplace and their dissatisfaction influencing their desire to leave their worksite or profession. Recommendations for further study, as well as implications for practice are discussed.
Open Access
Principal Leadership Through Pandemic Recovery: The Influence of Leadership, Self-Efficacy, and Experience on Student Rebound
(University of Oregon, 2024-08-07) FERRUA, KOURTNEY; Alonzo, Julie
The goal of this study was to examine the relationship between principal self-efficacy, principal experience, and pandemic rebound rates to better understand the attributes of school principals who are leading schools at different rates of rebounding following the global pandemic in Oregon. In the 2022-2023 school year ODE used the calculation of Average Gap Score Change to compare student achievement results in English language arts from 2018-2019 to the assessments following the pandemic. This study placed principals into performance groups by this state data. For this study, 327 principals serving in schools with poverty rates of 50% or higher within mid-sized school districts were identified using data from the Oregon Department of Education (ODE). All 327 were invited to participate in the study, and 75 principals accepted the invitation. Participants were given a demographic survey and the Principals’ Sense of Efficacy Scale, a tool that measures principals’ beliefs about their leadership using a full-scale score, and three subscales of instructional leadership, moral leadership, and managerial leadership. No statistically significant differences were noted between the performance groups for experience or self-efficacy. These findings reinforce the complexity and dynamic nature of school leadership when studying school administrators and illustrate the need for comprehensive and nuanced approaches to research on leadership and practices. Further research is needed to explore principal leadership in the post-pandemic era of education to identify the characteristics of strong leaders to promote the replication of success.
Open Access
Recovery High School Student Perseverance: Variables Supporting Sustained Enrollment
(University of Oregon, 2024-08-07) Mann, Anthony; Alonzo, Julie
Substance use disorder (SUD) among adolescents has a significant impact on families and communities. It can lead to criminality, poor school performance, chronic use over a lifetime, high risk behaviors, and even premature death. Recovery from SUD is more than physical abstinence from alcohol and other drugs. Mental health and emotional well-being are also central to recovery. Individuals in recovery from SUD can learn to navigate life’s ups and downs without the physical or emotional craving for using mind-altering substances, living self-directed and fulfilling lives. As an ecological model, Recovery Capital (RC) includes an individual’s social networks as well as the financial and physical resources they have available to aid and bolster them in their recovery (Granfield & Cloud, 1999; White & Cloud, 2008). The Recovery Capital Adolescent Model (RCAM) was introduced by Hennessey et al., (2019) who determined higher levels of certain RCAM elements increase the likelihood of students enrolling in a Recovery High School (RHS) after some form of initial treatment (Hennessy & Finch, 2019). Among other recovery-related outcomes, students who attend an RHS are more likely to be abstinent from substance use than their non-RHS peers after 6+ months attendance (Finch et al., 2018). In this mixed-methods study, I sought to explore potential predictors of sustained RHS attendance among students for 6+ months after enrollment, first by identifying variables of interest within the current RCAM construct (Hennessey et al., 2019) and subsequently by introducing novel constructs for consideration as possible sub-components within the RCAM framework. Prior to this study there was a lack of research analyzing variables that might be associated with, or even predict, an RHS student’s attendance for 6+ months after initial enrollment. This study produced evidence of certain RCAM-related constructs having statistically significant association with ongoing RHS attendance. The four predictor variables in this study included Twelve-Step Recovery (TSR) and three novel constructs, including Educator Rapport and Support (ERS), Peer Support Reciprocity (PSR), and engagement in Ongoing Mental Healthcare (OMH). Qualitative data analysis validated and extended quantitative results. Mixed methods data integration produced evidence that RCAM-related constructs produce emotional responses in students that support them as they progress from initial enrollment through graduation. Keywords: adolescent substance use disorder, recovery capital, adolescent recovery capital model, recovery high school, adolescent recovery outcomes
Open Access
Redirection of Latino High School Males: Analyzing the Difference in Perception of Classroom Dynamics and Language Use
(University of Oregon, 2021-11-23) Spitzer, Dayle; Alonzo, Julie
As evidenced by differences in student achievement data, graduation rates and incarceration rates, Latino youth, and males in particular, are finding less success in schools and communities than their white peers. The issue of classroom redirection—to comply with rules, directions or refocus— is of particular concern because the interactions disproportionately result in disciplinary referrals and missed class time. In schools, the redirection interaction is different for each student and teacher, and inherent power dynamics, perceptions of respect and language skills and use play a role. This issue was analyzed through a framework called the Prism Model. The model considers academic development, language, and cognitive development as the frame of the socio-cultural base of individuals. High school Latino males and their teachers from a large suburban district completed parallel surveys in a mixed method design. T-tests were run on quantitative measures to identify differences in group means, indicating statistically significant differences in perceptions. Differences were found between students’ and teachers’ perceptions of respect between teachers and students, both in terms of how that respect is demonstrated and the degree to which students felt respected by their teachers. Statistically significant differences between students and teachers were also found in perspectives of power dynamics and language use. Clustering qualitative data identified key differences between students’ and teachers’ perceptions of how students should interact with their teachers, with Latino males often complying with teacher requests while having limited verbal interactions whereas teachers expected the Latino males to demonstrate more self-advocacy, problem solving, and seeking of clarification.
Open Access
Restorative Practices Coordinators in K-12 Education: An Exploratory Study
(University of Oregon, 2021-09-13) Goodrich, Deanna; Alonzo, Julie
Restorative practices (RP) have been shown to decrease the number of suspensions and expulsions being used in schools and increase positive school climate and culture, thus reducing the negative effects on students’ personal and academic achievement (Losen, 2015; Skiba et al., 2000, 2015). RP is still relatively new in the K-12 setting, however, and the implementation is sporadic and slow. Many districts have created staff roles, such as RP Coordinators, to assist in implementation of practices, yet there is minimal research and guidance on how the role should be utilized within schools. In this mixed methods dissertation, the role of an RP Coordinator in a large urban school district was examined. Findings indicate that how the school district promotes the role to be used in schools is not the current reality. Despite district and school leader investment in implementation (both critical to the fidelity of the RP work), the roles of the RP Coordinators were undefined in the job descriptions provided, leading to unclear understanding of how people in these positions should be utilized day to day in schools. With the large variation in use coupled with low pay, equity concerns have surfaced. Recommendations for the use of RP roles in school are provided to improve practice and guide further research.
Open Access
Student-involved Assessment for Learning Professional Development Case Study
(University of Oregon, 2020-09-24) Beard, Erin; Alonzo, Julie
Prior research has established that when student-involved assessment for learning (SI AfL) processes are used effectively, student achievement outcomes improve, including outcomes for students who have been traditionally underserved. Despite the research base and established professional standards, SI AfL remains difficult to implement because not all teachers have been trained to shift their mental model of classroom assessment from a hierarchical assessment-for-grading paradigm to a contemporary SI AfL paradigm. Furthermore, SI AfL professional development (PD) currently remains separate from PD that prevents underserving students. Outdated mental models and disconnected PD result in teachers not implementing both the letter and spirit of SI AfL. This case study explored how an integrated SI AfL PD experience affected teachers’ classroom assessment mindset, SI AfL knowledge, and understanding of the connections between SI AfL, equity, and trauma informed practices (TIPs). The case study sample included four teachers from a large middle school in southern Oregon. The teachers represented all middle school grade levels (6-8) and multiple subject areas (social studies, science, English, and computer skills). Case study findings suggest that the integrated SI AfL PD experience did contribute to a shift in teachers’ classroom assessment mindset, an increase SI AfL knowledge, and an increase in understanding about the connections between SI AfL, equity, and TIPs. Patterns of evidence from written comments and verbal responses demonstrated that participants’ thinking aligned to the 21st century empowerer model of classroom assessment by the end of the PD experience. Participants were able to show their increased knowledge of SI AfL as well as the connections to equity and TIPs through Likert scale survey responses, written reflection, as well as verbal responses. Furthermore, participants responded favorably to the content, pacing, and modalities of the training. Even though participants were exposed to a considerable amount of research, theory, and integrated topics in a short amount of time, participants reported feeling optimism, validation, agency, as well as motivation. Thus, the integrated SI AfL PD experience provides initial evidence of an efficacious approach to supporting busy classroom teachers in implementing both the letter and spirit of SI AfL.
Open Access
Suicide Prevention at the Intersection of Health Education, Social Emotional Learning, and Mental Health Literacy in Elementary Education
(University of Oregon, 2024-01-09) Hanson, Erin; Alonzo, Julie
The rates of death by suicide and the prevalence of mental health conditions in children and youth are a world-wide crisis. Education and school health promotion have a key role in supporting children, however initiatives and interventions are siloed and provide supports to only a few students. In this qualitative study with quantitative components, I used a sequential exploratory research design in a three-phase process to explore how promoting a universal approach to mental health literacy (MHL) and social emotional learning (SEL) in the context of health education can bridge the suicide prevention gap that exists in elementary education. Phase one included an artifact analysis of state and district-level data addressing health education, SEL, and MHL. In phase two, I presented the findings from my artifact analysis to a district-level team. They were then asked to provide feedback on adaptations to a district revision of CDC’s Elementary School Health Index (SHI) to better support district and school-level goals (CDC, 2017). The data were collected and shared with the participants through a focus group in phase three, where they continued revising in a collaborative format. The process of adapting the SHI provided insight into how educators perceive the constructs in this study. I selected a purposeful sampling of district-level staff to participate in the survey and focus group. District-level staff were chosen based on their expertise and experience with SEL, mental health, health education, and/or intimate knowledge of student needs. All 20 participants held leadership or support positions in the district. Participants were female and four racial/ethnic groups were represented. The findings highlight the multidimensional nature of these topics. There was a general consensus that health education, MHL, and SEL can and should be aligned, but there are many factors to consider along the way to alignment. Participants spoke about professional development, accountability, equity, access, cultural responsiveness, collaboration, responsibility, roles, implementation, systems, and more. Implications for practice and suggestions for future research are discussed.
Open Access
TAG You’re Out! Understanding the Impact of the Termination of a Talented and Gifted Education Program on Families: A Phenomenological Case Study
(University of Oregon, 2024-08-07) Sikora, Brian; Alonzo, Julie
Gifted education programs provide differentiated instruction for advanced students with the goal of challenging students to deepen their learning experience and move them toward their full potential. For many students, however, barriers exist in the system that prevent them from accessing gifted programs. The barriers exist in the referral process, assessment protocols, gifted instruction, as well as larger systemic factors such as state and district funding. The unfunded mandate in gifted education has created the greatest barrier, as many districts are not able to support TAG (talented and gifted) students. In many cases, families and the school districts rely on these programs to provide support when the districts are unable to fund them. However, when budget and funding constraints negatively impact such outside programs, there are very few, if any, options. This study used a phenomenological approach to look closely at the closing of one such outside program. Sharing the narratives of families impacted by the closure provides an important perspective regarding the need for TAG programming available outside of the school district catchment areas. Interviews with both students and families provide insights into what is most important to families regarding the education of their gifted children. Implications for policymakers and educational leaders are discussed, and design considerations for gifted education programs are shared.
Open Access
Teacher Selfies and Parent Portraits: The Relationship Between Teacher Communication and School-Family Partnerships in Low Socio-economic Schools
(University of Oregon, 2022-05-10) Grissom, Suzanne; Alonzo, Julie
Research indicates that school-family partnerships improve student academic achievement, yet forming those partnerships can be challenging in any school. While the importance of those partnerships has been researched and recognized, schools struggle with outreach and implementation, and school-family partnerships continue to be elusive. In schools serving low socio-economic communities, the challenges for implementation of School-Family partnerships are compounded. The additional challenges faced by English Learner (EL) families exacerbate that issue. In this descriptive study, three surveys were conducted at a rural, remote Pre-K to 4th grade elementary school with 35% EL students, 67 Spanish-speaking parents, and 98% low socio-economic status. Teachers were surveyed as well as two parent groups: the parents of EL students, and parents identified as “involved” in either the school’s Parent Teacher Organization or School Site Council. Questions in all three surveys centered around the role of the teacher and teacher communication in school-family partnerships and the role of the school and school leadership. Interviews conducted with EL parents further explored the questions on the survey. The samples were small and thus statistically under-powered for group comparisons. However, responses from English Learner families suggest that they may feel less of a partnership with the school than the other two groups. Some English Learner families felt that there was insufficient communication from the teacher and the school. Interviews conducted with two English Learner parents also provided evidence that they did not feel connected with the school or teacher and they did not feel that they had a partnership with their child’s teacher and the school. Implications for practice are discussed. KEY WORDS: Teacher communication, School-Family partnerships, English learner families, Parent engagement, Parent involvement, School outreach, Low socio-economic schools.
Open Access
Teaching the New Learner: An Investigation of Adult Executive Functioning and Response to Demands
(University of Oregon, 2021-04-29) Bowers, Bethany; Alonzo, Julie
Executive Functioning (EF) is a cognitive skill set that encompasses metacognition and emotional and behavioral regulation. EF skills grow into adulthood but may have lagging development due to a variety of factors. The resulting executive dysfunction may impact behavior, performance, and social interactions. Many of the skills needed to access a typical educational environment require the use of EF for both students and teachers. Targeted interventions can support the growth of these skills in students, leading to improved outcomes in multiple academic and social areas, but these interventions are reliant on teacher skill sets. The purpose of this study was to explore the relationship between teacher EF skills and their perceptions of the demands that are put onto those skills. In response to the COVID-19 pandemic and subsequent closure of school buildings, perceptions of demands related to distance learning were also investigated. A sample of 63 kindergarten and first grade educators from across the Pacific NW region of the United States participated in this study through a one-time online survey. Perceptions of self-efficacy, mindset, and intervention expectations were gathered using the Staff Perceptions and Experiences Survey (SPES) and the SPES for Distance Learning (SPES-DL). Perceptions related to satisfaction, burnout, and traumatic stress were measured using the Professional Quality of Life survey (ProQOL). EF skills of participants were measured through self-report using the Behavior Rating Inventory of Executive Function, Adult Version (BRIEF-A). Correlation analysis and frequency counts were used to explore the relationship between teacher EF skills and their perceptions during in-person and virtual learning. Statistically significant small to moderate correlations were found for teacher EF skills and self-efficacy, as well as quality of life components during distance learning. Correlations between teacher EF skills and perceptions of behavior, knowledge of expectations, or self-efficacy during in-person learning were not statistically significant. When not teaching virtually, the EF delays of K/1 students and the resulting behavioral and social challenges are one of the greatest demands on educators’ skills; my results suggest this might have changed during the COVID-19 pandemic. Suggestions for future research are discussed.