Browsing by Author "Misitzis, Yannos Dimitrios"

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    Cultivating and Sustaining Theater Education Programs in Public Schools: Curricula, Teachers, Community, and Leadership
    Taylor, Tara Hammond (Virginia Tech, 2022-03-25)
    The purpose of this study was to identify the perceptions of theater teachers and arts leaders regarding the necessary components to cultivate and sustain a district theater education program, as well as the indicators of success and quality in theater education programs in public schools. The researcher's hypothesis was that the primary components include: 1) theater learning standards and curricular resources that impact the delivery of meaningful instruction and student assessment (Bennett, 2001; National Endowment for the Arts, 1988); 2) qualified teachers who demonstrate effective pedagogy and practices (Catterall, 2009; National Endowment for the Arts, 1988); 3) Professional Learning Communities (PLCs) and professional development opportunities specific to theater education (Catterall, 2009); and 4) district leadership, representation, and advocacy specific to theater education and teachers (Project Zero, 2001). The research was implemented through a case study in a selected school district that exhibited all components. It was conducted in three phases and included district theater teachers and arts leaders. The essential findings, from the perceptions of theater teachers and arts leaders, confirmed the importance of the four components the researcher identified as necessary to cultivate and sustain theater education programs. The identified components also emerged as the primary indicators of success and quality of district and school theater education programs in public schools. However, the research also showed that indicators of the success of theater education programs do not always lead to quality, and quality does not always lead to success.
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    I'm the Smart Kid: Adult Attitudes and Perceptions about Enrichment and Special Education
    Misitzis, Yannos Dimitrios (Virginia Tech, 2019-05-17)
    Within the educational community, there is a growing shift towards the development of essential skills, emphasizing process-skills over mastery of content. This shift is mirrored in the rapid changes in workplace-related technology, outpacing the creativity and flexibility of current graduates. Makerspaces and related technology education approaches have been increasingly implemented to offer students opportunities for developing these desired skills. Parallel to this effort, students who receive special education services but access the general education curriculum continue to lag behind the general education population in high-stakes testing, graduation-rates, and long-term employment outcomes. Remediation-based services often preclude students receiving services from exposure to technology- or other enrichment-based educational opportunities. The initial phase of this exploratory case study focused on the impacts of a technology-based enrichment club on a small group of special education learners. Through this proof-of-concept study, it became apparent that adult participants across stakeholder groups were showing evidence of transformative learning through their experiences with the club. The follow-up study, therefore, focused on changes in adult perceptions and/or practices resulting from these experiences, as evidenced through the Nerstrom Transformative Learning Model (2014). Following exposure, interviews were conducted with participating cosponsors, school-based educational leaders, and guest presenters from technical fields. These interviews were analyzed for both commonly identified and group-specific themes. Results suggest that experiences with the club challenged various assumptions held by participants, often leading to new perspectives on special education practices and students who receive services. These results suggest that potential shifts are a function of how many established perspective-based obstacles these challenged and reformed assumptions can address. Recommendations for future research include replication, extension beyond a club setting, and further exploration of identified themes, as well as investigating the deeper implications of obstacles to transformative learning.
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    Virginia Middle School Administrators' Perceptions of Culturally Responsive Teaching Practices and their Implications for Instructional Leadership
    Preston, Rachel Davetta (Virginia Tech, 2025-01-03)
    In this qualitative study, the researcher utilizes qualitative methods to contribute to the body of research on culturally responsive teaching practices. The purpose of this study was to identify the perceptions of middle school administrators regarding their leadership in their school's implementation of culturally responsive teaching practices. The researcher examined their lived experiences and understandings of culturally responsive teaching practices and how those experiences have influenced implementation at their school. In this study, the researcher also investigated how administrators' instructional leadership and decision making regarding culturally responsive teaching practices support student achievement. From this study, eight findings and five implications were identified. The findings and implications in this study call for next steps that include creating a common definition of culturally responsive teaching practices specific to the school and students it serves, and professional development focused on the further development of culturally responsive educators. The findings and implications in this study also convey a need for more current research to support the implementation and impact of culturally responsive teaching practices on instructional leadership and student achievement.