Browsing by Author "Boyles, Emily Tolley"
Now showing 1 - 5 of 5
Results Per Page
Sort Options
- Disproportionality in Discipline Referrals for Disruptive Behavior in Grades 3 Through 8: Associations with Race, Gender, and Academic AchievementDowning, Angilee Mills (Virginia Tech, 2022-06-01)Disproportionality in public school exclusionary discipline data has been documented throughout the United States, including the Commonwealth of Virginia. The literature reviewed indicates that Black male students are disproportionately excluded from school and that subjective office discipline referrals are a factor. Within subjective referrals, disruptive behaviors are the primary reasons for the referral of Black male students. The literature has investigated implicit bias as a possible cause and found that Black males were viewed as more aggressive and academically lower achieving than other subgroups. This study sought to investigate disproportionality in referrals for disruptive behavior and the possible relationships among race, gender, and academic achievement for students issued the referrals. Three years of enrollment, discipline, and academic achievement data for students in grades 3 through 8 were obtained from three Title I schools, two elementary schools and a middle school, in a high-poverty school division. A correlational, nonexperimental design was used to address two questions, was there evidence of disproportionality by race/ethnicity and/or gender in office discipline referrals for disruptive behavior? Was there a relationship among race, gender, and academic achievement for students issued those referrals? Two phases of data collection and analysis were involved, with descriptive statistics used for each phase. Results were analyzed and there were four findings: there was evidence of disproportionality by race/ethnicity, there was evidence of disproportionality by gender, there was not consistent evidence of disproportionality by race/ethnicity and gender, and there were no statistically significant relationships among race, gender, and academic achievement for students issued a referral. These findings could help researchers and educators identify and understand disproportionality in referrals for disruptive behaviors and address disproportionality in exclusionary disciplinary practices.
- The Impact of Principals' Instructional Leadership Practices on Student Achievement in Elementary and Middle Title I Schools within a School Division in VirginiaCox, Judy Smith (Virginia Tech, 2022-02-25)Principals of Title I schools have a responsibility to ensure that all students achieve so that they may graduate on time and are career and college ready (Virginia Department of Education [VDOE], 2022b). This research focused on the principals' instructional leadership practices in elementary and middle Title I schools impacting student achievement. The purpose of this qualitative study was to identify principal instructional leadership practices and their perceived impact on student achievement in elementary and middle Title I schools within a school division in Virginia. The research question was, what are the principal instructional leadership practices and their perceived impact on student achievement in elementary and middle Title I schools within a school division in Virginia as reported by principals, assistant principals, instructional coaches, and teachers? A demographic survey of eight teachers was completed, and one-on-one interviews were conducted with two principals, one assistant principal, and two instructional coaches, and focus interviews held with eight teachers. Data on instructional leadership practices and the perceived impact on student achievement in Title I schools in one school division in Virginia were analyzed. Deductive coding was used for this purpose to determine common themes from the data. Eight major findings were discovered including seven principal instructional leadership practices and the most impactful principal instructional leadership practices. Six of the findings pertain to elementary and middle Title I schools, and two of the findings were specific to elementary Title I schools. The research could provide current and future practitioners in elementary and middle Title I schools and school divisions with principal instructional leadership practices to help improve overall student achievement and close achievement gaps amongst student groups. Practitioners can utilize the study to assist with the professional development (PD) of Title I school principals and for developing principal preparation programs. Researchers might use the study for literature research-based strategies on instructional leadership practices and the perceived impact on student achievement in Title I schools. Whether students are learning face-to-face, blended, or virtual, these practices can be utilized by leaders of Title I schools to ensure that students achieve.
- An Investigation into How Education Leaders Supported Teachers to Effectively Teach Online During a Global PandemicBadger, Susan Carol (Virginia Tech, 2022-02-25)This research study focused on middle school teacher perceptions and experiences regarding how education leaders supported them in the transition to online teaching during a global pandemic. The research question was how did education leaders support middle school teachers to effectively teach English, mathematics, science, and social students online during the pandemic. A survey was sent to 90 middle school teachers who taught English, mathematics, science, or social studies in an online learning modality during the Covid-19 pandemic. Fourteen teachers completed the survey and from the survey respondents 6 teachers participated in a 1:1 virtual interview. A data analysis was process was used to analyze the teacher participants' survey and interview responses regarding how education leaders supported them in the transition to online teaching during the pandemic. The survey results showed 73% of the teachers perceived the principal was supportive in the transition while 80% of teachers perceived the grade-level administrators were supportive. In the interview analysis 100% of the teachers believed leaders were supportive. For professional development received, 60% of teachers surveyed and 83% of the interviewees felt they received enough professional development. Teachers expressed the need for additional professional development in the interviews which was 83% while only 60% of teachers surveyed wanted the additional training. Teachers were asked if leadership effectively supported them in teaching online. Eighty percent of teachers surveyed perceived the support provided by leaders was effective for teaching online. Of the interviewees, 100% felt the principal support was effective and 83% felt the grade-level administrator support was effective. Findings suggest that listening to teachers' issues, concerns, and suggestions, being positive, supportive, assisting in parent communication, monitoring poor student attendance, and providing professional development for online teaching were critical for teachers' effectiveness in the transition to online teaching. The findings of this study provided for a better understanding of how education leaders supported teachers during a global crisis. The information obtained can provide a significant contribution for education leaders and teachers in the development of virtual course curriculum and instructional strategies in the K-12 online learning modality.
- Principals' Role in Fostering School-Family Partnerships: Improving the Achievement of Students Living in Poverty within Rural AppalachiaBoyles, Emily Tolley (Virginia Tech, 2020-03-03)Authentic and effective family engagement requires a high commitment from the school principal. This study is a representation of the researcher's effort to better understand how principals can form strong school-family relationships in order to improve overall achievement for economically disadvantaged students living in rural communities. Interview data were examined pertaining to six elementary school principals serving Title I schools within rural Appalachia. Data were analyzed to identify strategies practicing principals and policy makers can use to better strengthen school-family relationships. The findings focus on the principals' role in fostering and improving these relationships. As an educator in a high-poverty school system in rural southwest Virginia, I want to add to the literature research-based strategies for implementing family engagement strategies in elementary schools within rural communities. This research should provide practitioners with effective strategies for reflecting on their own strategies and to build relationships with families to ultimately improve the overall achievement for students experiencing economic distress.
- Twenty-first Century Skills: Preparing High School Graduates for Success Through a Senior ProjectNycum, James Franklin (Virginia Tech, 2022-04-26)Twenty-first century skills are important for secondary students to experience during school. The purpose of this qualitative study was to gauge the perception of senior students regarding their exposure to the Virginia 5C's (5C's) and the 21st century skills through a senior project experience. The central research question was, Did the senior project at a rural high school in Virginia expose students to the 5C's and 21st century skills? According to the Virginia Board of Education, the 5C's (critical thinking, creative thinking, collaboration, communication, and citizenship) are essential for every public high school student to learn. The 5C's have been incorporated into all public high schools in Virginia, beginning with the freshmen class of 2018-2019. Information was gathered to identify improvements that could be made to a senior project at a public secondary school to determine if 21st century skills and the 5C's were exposed. The senior project coursework included an introduction to 21st century skills and the 5C's, resume workshop, interview training, and an actual interview. Seniors worked 30 minutes each day with an instructor that totaled 2 hours for the senior project experience. After completion of the senior project, 22 students voluntarily completed an electronic survey that contained 12 questions. Results were analyzed and four specific findings were evident. Participants agreed that the senior project exposed them to the 21st century skills and the 5C's. Although the researcher could not prove that the students are better prepared for post-graduation because of the senior project, participants agreed to the survey question that the senior project helped better prepare them for post-graduation. Also the participants agreed that they enjoyed the senior project overall. The results of this study could support leaders with implementing a senior project if the desired outcome is for students to gain knowledge of the 5C's and 21st century skills.