Dissertations / Theses on the topic 'Educational methods'

The purpose of this study was to develop a methodological approach using secondary data that researchers, faculty, and staff can utilize to assess student course performance and to identify the input and course environment factors that best predict student course success in an undergraduate lecture capture quantitative methods course. Using the Astin and Antonio (2012) Input Environment and Outcome (IEO) Model as a framework, this quantitative study examined both input variables that students bring to a course as well as the course environment factors that students experience in the course. Three secondary data sources were utilized and analyzed using descriptive and multi-variate statistics.

The findings revealed that students with higher levels of student course engagement and academic self-concept were more likely to achieve student course success in this lecture capture quantitative methods course. In addition, prior University GPA along with live-class attendance, discussion board posts, and course quiz and exam scores were the strongest predictors of student course success.

The largest implication from this study was the methodological approach developed to identify factors that predicted student course success. This approach can be used to help faculty identify course-embedded measures for assessment as well as develop Keys for Success to help future students succeed in difficult courses. While this study added significantly to the limited research on lecture capture courses, future research should further explore qualitative aspects of the course, such as motivation and student video-viewing behaviors, as well as additional impacts on physical attendance in lecture capture courses.

America needs a healthy workforce to sustain the country. The scourge of obesity continues to plague Americans despite government initiatives such as the Affordable Care Act and wellness programs in the workplace to combat this epidemic. However, despite initiatives to make America healthy, barriers continued to impede the nation’s health. Lack of awareness and sensitivity to what motivates individual participants versus group participants built formidable barriers to accessing all workplace employees equitably. The purpose of this study was twofold. First, the intent of this study was to explore the relationship between self-efficacy and the impact on participation and engagement when faced with perceived barriers in an eight-week walking challenge. Second, the study sought to explore the relationship between efficacy and the impact on participation and engagement in an eight-week walking challenge between those who participated as a member of a team (collective efficacy) and those who participated individually (self-efficacy). A sequential explanatory mixed-methods research design was used to address the research questions, which entailed a quantitative survey followed by qualitative interviews. The population included 495 benefits-eligible employees representing Brandman University’s full-time faculty and staff from over 25 campuses throughout California, Washington, and Oregon.

The disproportionate nature of special education, notably with African American students, is longstanding and most pronounced in judgmental eligibility categories such as intellectual disability and emotional disturbance. Numerous studies on disproportionality conclude there is not a single causative factor, but point to the multifactorial nature of the issue and the complex interplay among different factors. Research related to the role social factors exhibited in an institution have on special education referral and eligibility determination is more limited. This is important since practices employed during the eligibility process take place within the institution?s social environment and are underpinned by the beliefs and values of those that administer the process. By employing a mixed methods study design, the author examined the following questions: 1) are minority students, particularly African American elementary school students, more likely to be disproportionately represented in special education eligibilities across school districts in the county, and if so which ones; 2) within the referral and eligibility process employed, what criteria are used to determine the eligibility emotional disturbance; and 3) do the commonly held perceptions and practices present within the school district?s culture influence the process and decision-making for eligibility? Quantitative data were obtained from appropriate Illinois State Board of Educations (ISBE) websites and through a Freedom of Information Act request to the State Board of Education for specific data and statistics related to the special education population for 116 elementary school districts in a suburban midwestern county. Data showed 11 school districts demonstrated disproportionality, a risk ratio >3.0, for years 2011-2013. Of these, eight involved the African American student, with six school districts disproportionality centered on emotional disturbance thereby qualifying as potential candidates for Phase 2. Important to note, unlike previous research on disproportionality that examined school districts with predominantly Caucasian or even more diverse student populations, this study?s school district was primarily Hispanic, 94%, with African Americans making up 2% of students. This provided a unique opportunity to study two minority populations. The second phase of the study employed a qualitative approach of in-depth, semi-structured face-to-face interviews of key professionals involved in special education eligibility determination from the selected school district. Findings revealed two broad points related to the social environment of the school district that appeared to impact the referral and eligibility process. First is the strength of administrative leadership vis-a-vis process implementation and second is the sociocultural environment of the district. In this case, leadership was passive when it came to ensuring fidelity to tiered intervention plans, a critical component of the referral process. Basically leadership allowed fidelity and accountability to the intervention process by teachers to be lackluster at best or worst case absent. Consequently, teachers more resistant to engaging in the intervention process tended have higher student referrals. The sociocultural environment of the school district studied is comprised basically of two divergent economic classes, the middle class predominately Caucasian educators/administrators and the student population who are of low to very low economic status and predominately of two racial/ethnic minorities. Comments consistently emerged from interviewees regarding differences seen between the Hispanic and African American students culturally, their perceived value structures, and observable behaviors. A key insight from this research was being a racial/ethnic minority does not per se lead to disproportionate representation in the emotional disturbance eligibility, the dominant culture of the social composition of the student population influences the perceptions and understanding of the educators and professionals who, for the most part, are Caucasian, middle class and more often than not female. Basically, there is an acclimatization of the educators to the culture, behaviors and values of the dominant group against which other racial/ethnic behaviors and values are positioned and judged. The culture, values and behaviors of, in this case, Hispanics students were perceived to be different than that of the African American student and less tolerated. The intent of this researcher was to provide data that advanced the knowledge of how the social environment of a district interplays with its? professionals? belief to shape decision-making and how, in turn, this impacted the issue of overrepresentation of African American students in special education, specifically emotionally disturbed. This study has shown primary contributors to referral and eligibility was poor school leadership over intervention implementation and differences between the social norms and cultural perspectives of the school environment stakeholders and those of African American students. It is critical from both scholarly and applied practice perspectives that an ongoing effort to implement culturally responsive pedagogy within the school environment. Similarly, research focusing on interventions designed to shape teachers? perceptions of student behavior is essential to ensure not only equitable educational opportunities, but also eradicate disproportionality.

As technology continues to change, educators are tasked with the challenge of creating better methods to teach their students and help them learn. In the 21st century classroom, there is often a technology gap between instructors and their techno-savvy student counterparts. The purpose of this study was to utilize Prensky’s assumptions of digital immigrants and digital natives to compare the perceptions between faculty and students regarding the use of iPads in vocational college classrooms. A survey was distributed to students and faculty at seven vocational colleges located in the western United States who have integrated iPads into their course curriculum. Both open-ended and close-ended questions were used to measure the perceptions between faculty and students on how effectively iPads are being used for instructional purposes. This study used a mixed-methods approach to gather data and add to the growing body of literature in this area of education. According to the results of the Mann Whitney U test, there was a statistically significant difference between faculty and student perceptions regarding iPad effectiveness and engagement. Compared to faculty, students believed iPads were more effective and better for engagement purposes in the classroom. Moreover, these conclusions were corroborated with findings from four open-ended questions used in the survey. Results from this study were useful for creating M-learning faculty training topics in vocational colleges that either use or plan to integrate M-learning devices within their institutions.

In pursuance of analyzing attendance at Midwest High School (a pseudonym), the researcher examined the attendance program’s effect on the junior class. The goal of the researched attendance program was to find what worked in the program, what needed to be changed, and how effective was the program. In order to evaluate the program, the researcher used a software system, Pulse, to collect all quantitative data. The data system gave all numerical information covering attendance from the 2015–2016 school year. Qualitative data was used to analyze the students’ reactions and responses to the then-current attendance program. Students who were juniors in the 2015–2016 school year were asked to take a voluntary survey about the attendance program. This data was coded and used to make recommendations regarding changes to be made and essentials already within the program. A focus group was also held and led by a student at Midwest High School. The focus group’s answers were used to elaborate upon the program’s faults and positives. The researcher analyzed both the quantitative and qualitative data and compared answers of the students to find out what were the most popular and least popular aspects of the attendance program, along with how the students perceived the program. Additionally, the rate of attendance was measured and analyzed to validate if the program was working by examining the percentage of students attending school. The data showed the program as working, and many of the students in the survey and focus group liked pieces of the program. Overall, a theme emerged that the program worked, but changes needed to be made. The researcher suggests that incentives be added to the program and contact with parents shift from weekly to a modified grouping of students who are in need of reminders and on a bi-weekly basis.

LIU, FU, Ph.D. Comparisons of Subscoring Methods in Computerized Adaptive Testing: A Simulation Study. (2015) Directed by Dr. Terry A. Ackerman. 187 pp. Given the increasing demands of subscore reports, various subscoring methods and augmentation techniques have been developed aiming to improve the subscore estimates, but few studies have been conducted to systematically compare these methods under the framework of computerized adaptive tests (CAT). This research conducts a simulation study, for the purpose of comparing five subscoring methods on score estimation under variable simulated CAT conditions. Among the five subscoring methods, the IND-UCAT scoring ignores the correlations among subtests, whereas the other four correlation-based scoring methods (SEQ-CAT, PC-MCAT, reSEQ-CAT, and AUG-CAT) capitalize on the correlation information in the scoring procedure. By manipulating the sublengths, the correlation structures, and the item selection algorithms, more comparable, pragmatic, and systematic testing scenarios are created for comparison purposes. Also, to make the best of the sources underlying the assessments, the study proposes a successive scoring procedure according to the structure of the higher-order IRT model, in which the test total score of individual examinees can be calculated after the subscore estimation procedure is conducted. Through the successive scoring procedure, the subscores and the total score of an examinee can be sequentially derived from one test. The results of the study indicate that in the low correlation structure, the original IND-CAT is suggested for subscore estimation considering the ease of implementation in practice, while the suggested total score estimation procedure is not recommended given the large divergences from the true total scores. For the mixed correlation structure with two moderate correlations and one strong correlation, the original SEQ-CAT or the combination of the SEQ-CAT item selection and the PC-MCAT scoring should be considered not only for subscore estimation but also for total score estimation. If the post-hoc estimation procedure is allowed, the original SEQ-CAT and the reSEQ-CAT scoring could be jointly conducted for the best score estimates. In the high correlation structure, the original PC-MCAT and the combination of the PC-MCAT scoring and the SEQ-CAT item selection are suggested for both the subscore estimation and the total score estimation. In terms of the post-hoc score estimation, the reSEQ-CAT scoring in conjunction with the original SEQ-CAT is strongly recommended. If the complexity of the implementation is an issue in practice, the reSEQ-CAT scoring jointly conducted with the original IND-UCAT could be considered for reasonable score estimates. Additionally, to compensate for the constrained use of item pools in PC-MCAT, the PC-MCAT with adaptively sequencing subtests (SEQ-MCAT) is proposed for future investigations. The simplifications of item and/or subtest selection criteria in a simple-structure MCAT, PC-MCAT, and SEQ-MCAT are also pointed out for the convenience of their applications in practice. Last, the limitations of the study are discussed and the directions for future studies are also provided.

In this mixed methods study, the researcher investigated whether or not Missouri school administrators were prepared to meet the creative leadership demands of the 21st century by measuring their creative capacity, creative styles, and their current creative leadership practices. A convenience sample of Missouri K-12 public school administrators and teachers completed the Abbreviated Torrance Test for Adults, the Creativity Styles Questionnaire – Revisited and an original Organizational Creativity Survey; two homogenous small focus groups discussed their experiences regarding creativity and creative leadership within school organizations.

Whereas teachers were statistically significantly more creative than the normed adult population, administrators did not stand out from the normed adult population in this study; the weak sample size and mortality effect suggested that they may have even been less creative than the data suggested. The researcher noted administrator trends toward low risk propensity, high conformity, and a deficit of creative leadership. Findings further suggested that demographic factors and career attributes such as age, gender, school level, job level, job embeddedness, and work experience were not significantly related to creative capacity. Researchers should expand upon these findings with longitudinal mixed-methods studies of larger random samples of administrators. Teachers were a wealthy source of creative performance and leadership while school administrators tended to daily managerial tasks and the political constraints of their positions. The researcher recommends that schools further investigate the creative leadership potential of teacher leaders.

In past studies regarding student retention researchers have focused primarily on the undergraduate student population, but high attrition rates exist in doctoral students. The purposes of the current mixed-methods sequential explanatory study were to examine the relationship between doctoral student personality types and persistence and to explore doctoral students’ perceptions of the impact of personality types on their persistence. Guided by the theoretical framework of retention and educational psychology theories, the current study was used to examine personality types in doctoral students. The overarching research questions were used to determine whether a significant correlation existed between doctoral students’ personality types and their persistence, and to determine how doctoral students’ perceptions of personality types influenced their academic persistence. A mixed methods sequential explanatory study was conducted, using the correlational and multiple case study designs. In the first phase, 47 participants completed the college persistence questionnaire and the 5-factor model. In the second phase, 11 participants were involved in semistructured interviews. The cross-tabulation with associated chi-square, independent samples t test, and analysis of variance were the statistical tests used. The thematic analysis was used to uncover themes from the interviews. Results indicated a statistically significant relationship between neuroticism and persistence. Within-case analysis showed themes of extraversion and conscientiousness. Cross-case analysis themes included cognitive load, finances, faculty, and support. Recommendation for future practice involves implementing courses that introduce the psychological concepts needed to be successful in doctoral programs.

Emergent popularity and student consumer/educational administrator demand for online technology in counselor education is also increasing the need to research its impact and potential effectiveness/ineffectiveness as a pedagogical tool. Research shows that the trend toward online coursework is likely to increase in the future and also that the new trend is moving away from asynchronous text-based delivery toward virtual environments using video and audio (Robey, 2009).

Counselor educator led preparation programs are experiencing more pressure to join the online bandwagon and yet lag behind other professions in utilizing technologies in education (Karper, Robinson, & Casado-Kehoe, 2005). Although some studies have investigated the use of online technology in counselor education, very few studies have explored using virtual simulated clients in counselor education in order to develop counseling skills (Engen, Finken, Luschei, & Kenney, 1994; Hayes, Taub, Robinson, & Sivo, 2003; Karper et al., 2005).

Furthermore, self-efficacy is a critical component of counseling skill development for counselors-in-training (CITs; Levitt & Jacques, 2005). Therefore, the purpose of this mixed-methods dissertation was to investigate whether online learning technology using synchronous, online, video-based, computer-guided, simulated-client microskills drills in real time influenced microskills development for counselors-in-training.

Further, I used Counselingskills on Demand (COD) online virtual client microskills drills within the framework of Bandura's (1977) social cognitive theory that performance is the best indicator of self-efficacy and explored how online microskills drills influence counseling student microskills performance and developmental process.

Qualitative data analysis suggested that participants were comfortable with online learning, found virtual client microskills drills most beneficial while developing a basic understanding of the difference between microskills and how to use them, and less useful once a basic understanding and ability to use the microskills was established. Overall, study results appeared to indicate that online learning technology using synchronous, online, video-based, computer-guided, simulated-client microskills drills in real time may be beneficial, may assist counseling students in the developmental process of increasing cognitive complexity and self-efficacy, could lead to decreased anxiety when doing counseling, and might help develop microskills understanding and basic proficiency.

College student success outcomes have become increasingly significant to many stakeholders as student attrition has proven costly for students, institutions of higher education, and the economy (Foss, Foss, Paynton, & Hahn, 2014; Jobe & Lenio, 2014). Historically, a positive relationship between college students who live on-campus and retention has been found (Astin, 1993; Bronkema & Bowman, 2017; Chickering, 1974; Pike & Kuh, 2005; Schudde, 2011; Soria & Taylor Jr., 2016; Walsh & Robinson Kurpius, 2016). However, commuter students now make up most of the current college student population (Skomsvold, 2014). The purpose of this mixed methods study was to advance the understanding of the commuter student phenomenon within the context of the institution. Quantitative data included first- to second-year retention rates and six-year graduation rates for the three most recent cohorts of commuter and residential students at one Midwest university. The first- to second-year retention rate was 63.21% for commuters and 66.07% for residential students; the six-year graduation rate was 35.07% for commuters and 33.68% for residential students. There were not statistically significant differences in the first- to second-year retention rates or six-year graduation rates of commuter and residential students. Qualitative data were gathered using student focus groups and faculty interviews, including 16 and nine participants respectively. Responses were reviewed through the lens of Strange and Banning's (2015) campus ecology model, and four themes emerged: getting from here to there, the double-edged sword of convenience, independence, and it is who we are. Based on the findings, higher education leaders should continue to observe and assess student groups within the context of their own unique institutions.

School reforms in the 21st century led the educational systems in the United States to raise levels of achievement in order to compete globally with international students. The intention of the No Child Left Behind (NCLB) initiative was to reduce the achievement gap among student subgroups, compared to high achieving students. The School Improvement Grant (SIG) served as a funding resource for underperforming schools to quickly improve academically. Schools underperforming for five consecutive years received mandates from the state and federal governments to select a turnaround model to increase student achievement.

This mixed methods study investigated the implementation of the turnaround model, while improving leadership characteristics, raising student achievement, engaging professional learning communities, and retaining teachers in a Midwestern public high school. A qualitative study was conducted with two focus groups, one with parents and the other with teachers. Both groups were critical with EGJ High School regaining its accreditation status. The themes that emerged were similar across both focus groups and featured theories of educational frameworks needed to increase student results.

A quantitative study was also conducted by surveying parents, teachers, assistant principals, and instructional coaches to analyze their perceptions on the way leadership guided turning around the school. Underperforming schools were always seeking ways for school improvement. The data and results from this study specified support systems required for a successful turnaround school.

This study was a documentation and assessment of Beta Academy Alternative School’s (pseudonym) transition to a newly introduced educational model/ leadership paradigm and examination of student educational outcomes, resulting from the leadership change. As a first year administrator, the researcher undertook the task of transforming an underperforming alternative education program by targeting areas of identified deficiency and/or concern (graduation rates, attendance, and discipline).

In this study, the researcher executed a mixed-method evaluation of the new educational model in an effort to determine contributions to success, potential barriers to change, and the characteristics associated with both, as well as the quantitative analysis that would support or not support the researcher’s hypotheses.

The first goal of the study stated that following the implementation of the new model for alternative education, building discipline referrals would decrease by 10% per semester, as compared to previous referral data. The results indicated a 280% decrease in student referrals, thus illustrating a dramatic and statistically significant decrease.

The second goal indicated that graduation rates would increase or would stay the same, within 2% of previous rates (percentage of total seniors), as compared to the previous year’s results and following implementation of the new educational and leadership paradigms. A z-test for difference in proportion tested a change in graduation rates of less than 1%, thus, supporting the graduation rates goal.

The last goal outlined in the study stated that following the implementation of the new model for alternative education, building attendance would increase by 30% per semester, as determined by ADA hours and compared to previous attendance data. Upon calculation, it was determined that there was an increase in attendance of 36.2% providing statistical support that the increase in attendance was significant, as well as met the outlined goal for attendance improvement.

The qualitative component of the study used responses to a questionnaire analysis to gauge stakeholder involvement and perceptions associated with the new educational model. The feedback was positive and indicated the measured criteria to be impactful and effective in the areas of fidelity, implementation, development, and attainment of desired goals.

College is often considered a time when students grapple with life questions and identity development. Astin, Astin, and Lindholm (2011) define the process of identity development and the search for meaning and purpose as college student spirituality. Research reveals that 80% of college students are seeking purpose and meaning in their lives (Astin et al., 2011; Clydesdale, 2015). One opportunity for students to explore their purpose and define their values is through co-curricular activities, such as leadership development programs (Astin et al., 2011).

The purpose of this mixed methods study was to investigate and explore the relationship between spirituality and leadership development in undergraduate college students who participated in a regional leadership development program. The following research questions guided this study:

1. Is there a relationship between spiritual quest and equanimity and dimensions of social change leadership for students participating in a leadership development program? (QN)

2. To what extent is variation in both spirituality measures and social change leadership measures related to gender, class year, institution type, and institutional religious affiliation? (QN)

3. How do students participating in a leadership development program describe spirituality and leadership? (QL) Phase I data collection surveyed (N=54) undergraduate students in a leadership development program. Multiple concurrent qualitative phases included Phase I students in dyadic and individual interviews (N=5), key informant interviews with staff members who advise leadership programs (N=2), and reflective student questionnaires (N=4).

Quantitative analysis yielded a significant positive relationship between various measures of leadership and spirituality. Neither gender, class year, institution type, nor institutional religious affiliation had a significant impact on students’ leadership or spirituality. Three primary concepts emerged from the qualitative findings: 1) leadership, 2) spirituality, and 3) relationship between leadership and spirituality, supported by detailed sub-concepts. Results of the connected findings between data sources suggested that students participating in a leadership development program identify a positive relationship between leadership and spirituality and seek opportunities to develop both.

The benefit of this study may be to assist student affairs practitioners in developing an understanding of the role of spirituality in leadership development and in implementing leadership programs that incorporate spirituality.

Principals who are able to develop a high level of trust and establish positive relationships with teachers in a given school have greater opportunities to increase student achievement. This study reviewed the leadership factors that can increase or decrease the level of trust between teachers and the principal in rural elementary schools. A mixed methods study allowed for the most thorough review and interpretation of the data. Quantitative data was gathered from surveys regarding trust level and leadership styles. The results from the quantitative data indicated significant differences in faculty trust in the principal and the leadership styles between two principals from the six studied. This provided two schools in which to conduct the qualitative research. Interviews were held with the principal and four teachers at each school. The interviews provided rich data for analysis regarding the factors that enhance or decrease the faculty trust in the principal. Four themes were found to impact the faculty trust: relationships, communication, interpersonal skills, and a direct style of leadership. Of equal value were the development of relationships and possessing good communication skills. Having the potential to greatly influence both relationships and communication was the interpersonal skills of the principal. A principal who used a direct style of leadership and watched too intently for the mistakes teachers make was determined to have a negative impact upon trust. It was demonstrated that trust takes time and consistency to develop, but it may be destroyed easily. All of this was evaluated within the unique environment of the rural elementary school.

Rodriguez, Gabriel R. Bachelor of Science, University of Southwestern Louisiana, Spring 1999; Bachelor of Arts, University of Louisiana at Lafayette, Spring 2005; Master of Education in Educational Leadership, University of Louisiana at Lafayette, Fall 2007; Doctor of Education, University of Louisiana at Lafayette, Spring 2017 Major: Educational Leadership Title of Dissertation: A Mixed Methods Bounded Case Study: Data-driven Decision Making Within Professional Learning Communities for Response to Intervention Dissertation Director: Dr. Dianne F. Olivier Pages in Dissertation: 206; Words in Abstract: 196 ABSTRACT A growing number of schools are implementing PLCs to address school improvement, staff engage with data to identify student needs and determine instructional interventions. This is a starting point for engaging in the iterative process of learning for the teach in order to increase student learning (Hord & Sommers, 2008). The iterative process of data-driven decision making within PLCs may isolate true PLCs into simplified data meetings, while a professional learning community can more accurately be described as a process (Jessie, 2007). The purpose of this study was to examine how data are used within the professional learning community process for Response to Intervention (RTI). Thus, the overarching research question guiding this study is, to what extent do teachers use data-driven decision making in Professional Learning Communities for Response to Intervention? To develop rich descriptions of Data-driven decision making, PLCs, and Response to Intervention, one-on-one face to face interviews were conducted with each school principal in the district. Additionally, focus group interviews with teachers at each school provided rich descriptions related to the three key constructs. Perceptions of Professional Learning Communities were also collected through a quantitative survey method to describe the district?s engagement in PLCs.

The researcher observed, as an educator, administrator, and graduate student, college student’s withdrawal from school due to personal reasons or lack of determination. The study of Emotional and Social Intelligence (ESI) and grit enabled the researcher to learn about the traits or characteristics one must possess to achieve a goal, more specifically earning a college degree. The researcher tested hypotheses for a difference in ESI and grit scores among the studied population and sought the perception of ESI and grit through a mixed-methods study. The researcher measured the ESI and grit among Educational Leadership Specialists and Doctoral students and graduates at a private college in the Midwest. The researcher utilized the Emotional and Social Competence Inventory-University (ESCI-U) and the 12-Item Grit Scale and conducted a t-test for a difference in means analysis. Questionnaires and interviews, authored by the researcher, provided additional insight into student and graduate perception of ESI and grit.

Results from the surveys, questionnaires, and interviews proved to be consistent. The ESCI scores indicated no significant difference between EdD students and graduates. Likewise, grit scores indicated no significant difference between EdD students and graduates. The researcher discovered sub hypotheses of the competencies of ESI and concluded no significant difference between EdD students and graduates. The perceptions of the EdD students and graduates were consistent with the scores on the ESCI-U and grit survey tools. The EdS student and graduate scores were unable to be measured due to an insufficient number of participants. The growth of ESC and grit appeared throughout the literature and the recommendation of a longitude study among college students could provide knowledge on such growth into adulthood. The results of the study signified the purpose for future research at the collegiate level as a tool for professionals in higher education assisting students toward degree completion.

In the early 1990s, the educational system in the U.S. began to change with the advent of publicly-operated charter schools. In recent years, there has been a surge in parents opting for this type of alternative educational setting to meet the needs of their students. This increase in enrollment did not preclude students with disabilities. This research study specifically examined charter school leadership perspectives regarding the inclusion model as it relates to accountability standards, service delivery trends and models, and general education professional development. It is important to measure the efficacy of these elements and their compliance with education law as it relates to students with disabilities. Few studies have been conducted in the area of compliance of programs for students with disabilities in charter schools, and therefore, this study serves as an exploration into these publicly run but misunderstood segments of the educational environment. The major findings of this study report that from the perspective of the charter school administrators, there is compliance with the method used to serve students with disabilities. In terms of the scope of the study, 38 participants completed this study with a 100% completion rate. The service delivery models differ from site to site, but in essence, all operate in good faith to serve their students with disabilities.

Even though a substantial number of international graduate students pursue their education in U.S. higher education institutions, existing policies, regulations and procedures do not clearly define their linguistic and cultural needs. The cultural knowledge or familiarity that students need to function effectively in U.S. classrooms is often overlooked. The purpose of this qualitative study was to explore the cultural challenges that international graduate students experience in classrooms in an American higher education institution and to explore the practice of culturally responsive teaching to accommodate their academic needs. This study specifically focused on implicit cultural components in curriculum and instruction, and the strategies that may assist international graduate students to accomplish their academic goals. There were two groups of participants in this study: The first group of participants was 25 international graduate students, and the second group of participants was three faculty and two administrator members at the public university. The conceptual framework was used as a framework of this study, which has four components: (1) Societal Factors, (2) Student Factors, (3) University Experiences, and (4) Student Outcomes. Findings for the societal factors revealed that linguicism in some form was experienced by all students, but racism and Islamophobia impacted mainly students of color. Additionally, these societal factors impacted interactions in the classroom between international students and native English-speaking American students. The findings for the student factors indicated that international graduate students’ prior academic experience necessitate extra support with the required cultural, historical and current event knowledge, and also with academic English language usage in American classrooms. The major component was the role of English language pragmatics in course materials, assessments and classroom participation. The university experience inputs suggested that embracing culturally responsive methods and creating a bridge between students’ culture and prior knowledge and classroom content can enhance the academic success of both international and domestic students. This dissertation provides recommendations for policies, guidelines, and practices that can support the cultural and linguistic needs of international graduate students.