Browsing by Author "Reilly, Ellen Therese"

Now showing 1 - 4 of 4
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    Ableism in Education: A Case Study of a Student with Multiple Disabilities
    Reilly, Ellen Therese (Virginia Tech, 2015-01-08)
    This phenomenological case study examines the journey of one female with multiple disabilities and how she achieved success in school against difficult odds. It relies on an overview of the disability movement, related legislation from the 1960s to present, and compares the theoretical models of disability. This framework of historical, political, medical, social, and ableist approaches to disability sets the stage for the study which relies on extensive open-ended interviews, a document review, audio recording of an Individual Education Program (IEP) meeting, and a researcher journal to elucidate the role of ableism in education. Data sources for the research included interviews with the student, her family, and her teacher/tutor, as well as a review of her individualized education plans and medical notes. A research journal that draws on the author's 15 years of experience as her interpreter and as a family friend was also used. The research begins with an examination of the disability rights movement which has led to disabled people moving into mainstream society. An explanation of how the effect of ableism in schools impacts students with disabilities is provided. The relevant legislative acts and policies in education are reviewed to explain how they were established to assist students with disabilities to become financially and socially independent after graduation from high school. Finally, this dissertation will introduce ways educators can effectively end an ableist attitude toward students with disabilities in order to assist students with disabilities obtain greater opportunities after graduation from high school.
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    How does taking Algebra 1 by 8th Grade effect Students' High School Science Course-taking Patterns?
    Sikes-Thurston, Erin Patricia (Virginia Tech, 2019-10-31)
    The objective of this study is to examine the impact of students accessing Algebra 1 in the 8th grade on their science course-taking patterns in high school in a large district in the Mid Atlantic of the United States. This is an important question because many studies have shown that Algebra 1 is a "gatekeeper" course (Adelman, 1999, 2006) but there has not been much research around the impact of who has taken Algebra 1 by 8th grade and what science courses they took as a result of having access to that particular course (Xin Ma, 2009). The data will be supplied by the school district of the last two cohorts of graduating seniors who were in the district from the seventh grade on, so the analysis can be conducted on those who were subject to the same opportunities and policies. The demographic information that will be requested are: Free/Reduced Meal students (FRMS) as a proxy for socio-economic status (SES), gender, race, English as a Second Language (ESOL) level, Special Education (SPED), what grade the students took Algebra, and the science classes they took while they were in high school. The research questions will be analyzed using JMP, a statistics program supplied by Virginia Tech to see if there are any significant differences in which groups of students took Algebra 1 by 8th grade and what kinds of science courses they took. The major findings were that more White and Asian students, and higher SES students accessed Algebra 1 by 8th grade and were enrolled in more rigorous science classes in their high school career than their Black, Hispanic, low SES, Special Education or English Language peers. The results of this study could inform large school districts about the impact of Algebra 1 by 8th grade on students' science course-taking patterns and promote conversations about their policies they create about access to critical courses.
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    Principal Leadership in Building a Culture of Disciplinary Literacy
    Whitlock, Paige Elizabeth (Virginia Tech, 2021-01-21)
    This study investigated principal leadership in building a culture of disciplinary literacy. Previous studies investigated and validated the uniqueness of disciplinary literacy (Moje, 2015; Shanahan and Shanahan, 2008; Spires et al., 2018). Case studies on individual schools looked at literacy within the context of a specific school community (Faulkner, 2012; Francois, 2014; Gilrane et al., 2008). These studies, although they touched on teacher and principal leadership, did not focus on leadership at the core of creating a community of literacy. This study focused on the essential actions and dispositions of principals who successfully built and maintained a culture of disciplinary literacy. Eight principals from a large, suburban Northeastern school district were interviewed to ascertain their actions. Open coding with constant comparative analysis yielded common themes, dispositions, and actions of principals. Common leadership themes emerged as principals discussed leading disciplinary literacy: demonstrate why change is needed, recognize that leading literacy requires a plan, link the district priorities to disciplinary literacy, distribute leadership, provide targeted professional development, and utilize established resources. What emerged from this study was that one person alone could not build a culture of literacy within a school. Rather, changing instructional practices to put literacy at the center of learning requires the community to embrace literacy. As school leaders look to improve equitable outcomes for all students, they must look at the variation in instructional practices across the disciplines and ensure that literacy research-based practices are being used across all content areas. Change of this magnitude is a multiyear shift with student learning at the center of all instructional decisions. The complex task of leading instructional change requires a principal to learn about disciplinary literacy. If schools want equitable education for all students, principals must understand and place priority on disciplinary literacy.
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    Secondary School-Based Leaders' Preferred Grading Practices and the Impact of their Preferred Grading Practices on their Respective Schools
    Rolon, Sean Patrick (Virginia Tech, 2023-07-20)
    The practice of grading students based on classroom performance has existed for centuries. Grading practices can look different depending on the division, school, or department. This study looked at lived experiences of school-based leaders around their preferred grading systems, how their preferences changed over time, and the impact their experiences and preferences had on the grading practices in their school building. School-based leaders were of interest because of the indirect impact they can have on teachers' grading practices (Hattie, 2012). Pre-service training around grading practices is minimal, leading educators to default to what they themselves experienced in schools. This can lead to negative outcomes for students as grading systems in use may measure more than just student achievement. The Transcendental Phenomenological methodology was utilized to gather data on school-based leaders' lived experiences. Data were collected through semi-structured interviews with nine school-based leaders from rural, suburban, and urban areas within the Commonwealth of Virginia. This study found that traditional grading practices continued to dominate in public education and that practitioners are rarely provided professional development or knowledge on alternative grading practices. Colleges and universities should create coursework around grading practices for future practitioners and school divisions and schools should provide professional development around research-based grading practices for all practitioners.