Browsing by Author "Van der Linden, Courtney Adele"

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    An Historical Analysis of Fiscal Equity in the Commonwealth of Virginia: 2004-2018
    Van der Linden, Courtney Adele (Virginia Tech, 2021-06-22)
    This research examines the horizontal and vertical equity of public school funding in the Commonwealth of Virginia from 2004 to 2018. This study analyzed and measured the horizontal and vertical equity funding allocations across each reporting division in the Commonwealth of Virginia from FY2004 to FY2018 in two-year increments reflective of the final year in each biennium where the local composite index (LCI) is calculated. Data were collected for the 132 reporting divisions in the Commonwealth of Virginia including funding amounts, student counts, categorical counts, and average daily membership. Weights were applied to specific groups within the study (i.e., economically disadvantaged students, special education students, and English language learners) in order to obtain vertical equity measures. The chosen measures of wealth neutrality and fiscal equity were range, restricted range, restricted range ratio, coefficient of variation, the Theil Index, the Pearson Correlation, regression, slope, elasticity, the Gini Coefficient, and the McLoone Index. At fixed intervals reflecting FY2004, 2006, 2008, 2010, 2012, 2014, 2016 and 2018, the measures were used to analyze the selected data points for each district across the Commonwealth of Virginia with both unweighted and weighted values. The information from these analyses will help inform researchers and educational leaders about the current state of equity for divisions across the Commonwealth of Virginia. Furthermore, it will inform stakeholders about whether or not horizontal and vertical fiscal equity measures have increased or decreased in the selected fiscal years for the Commonwealth of Virginia.
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    Perceptions of Middle School Counselors on Adolescent Anxiety Coping Skills Post-Pandemic in One Suburban School Division
    Tait, Kristin Marie (Virginia Tech, 2024-06-21)
    Students and educators around the world faced many challenges when returning to the physical school building and environment after the disruption to our educational systems throughout the height of the COVID-19 pandemic. Educational leaders across the U.S. have expressed concerns over the substantially higher levels of anxiety and chronic absenteeism among adolescents. This study examined middle school adolescents' abilities to use coping skills for managing anxiety in the school environment post-pandemic. Qualitative data were collected from eight middle school counselors through one-on-one semi-structured interviews. Findings indicated an increase in the number of students presenting with symptoms of anxiety and the severity of symptoms. Middle school counselors noted an increase in school refusal and self-harm and indicated that the majority of their direct service time is spent with individual students. In order to better support students with managing anxiety, middle school counselors expressed the need for explicit coping skills instruction and additional mental health staffing in the school buildings.
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    A Study to Investigate How Undergraduate Elementary Degree Teacher Preparation Programs in Virginia are Preparing Preservice Teachers to Engage in Family-School Partnerships
    Smith, Mallory Lynn (Virginia Tech, 2024-09-19)
    The purpose of this study was to investigate how elementary teacher preparation programs (TPPs) in Virginia are preparing undergraduate students to engage with families in developing family-school partnerships. Preservice teachers are completing their TPPs with little to no coursework or field experiences working with families (Epstein and Sheldon, 2023; Patte, 2011; Walker and Dotger, 2012; Zygmunt-Fillwalk, 2011). Previous research suggests beginning teachers are entering the field having had limited opportunities to develop their knowledge, skills, and practices for family engagement. This qualitative study involved one-on-one interviews with nine professors or program coordinators from the undergraduate elementary education teacher preparation program at seven public four-year institutions in Virginia. Interview questions sought the perceptions, coursework, and practices of family engagement that are used to prepare elementary teachers to communicate and establish a welcoming culture for families of their students. Interview data was analyzed through the Data Analysis Spiral process using descriptive coding and theming as primary coding methods. The outcomes of this qualitative study indicated that while professors value family engagement concepts such as school and community partnerships, communicating with families, and culturally responsive work, limited opportunities continue to exist for direct instruction and preservice teacher practice in partnering with families. Implications included suggestions for increased coursework in family engagement with direct instruction and hands-on opportunities for preservice teachers to engage with families, revisions to elementary education program plans of study, and the inclusion of required family engagement coursework for licensure.