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An interpretative phenomenological analysis (IPA) investigates how individuals make meaning of their social and personal environments. The primary questions that guide the exploration of the principals' perspectives for this study include "How do Title 1 elementary school principals describe their leadership experiences in relation to student mental health challenges?", "How do these experiences shape their perceptions of youth mental health within their schools?", and "How do Title 1 elementary school principals understand the impact of external factors on their ability to address youth mental health challenges?". According to Rousmaniere (2013, pp. 19-55), the principal has the most complex role in American public schools. The principal serves as the building manager, the administrative director of state educational policy, the defender of bureaucratic stability, and an advocate for educational transformation. Yet, like a factory foreman or a mid-level executive in an office building, a school principal is an administrator who is in charge of running the building on a day-to-day basis rather than making big policy choices. Standing between the district and the classroom, principals are described as "the assistants of authority" whose power is derived from others and who are responsible for implementing managerial decisions but have limited opportunities to influence those decisions. Therefore, this interpretive phenomenological analysis (IPA) explored the lived experiences and personal accounts of elementary school principals while offering principals a safe space to share their perspectives and the effects of mental health issues in their schools. For this IPA study, data triangulation was used as a method of data gathering. Multiple sources were applied by the researcher, including validation from respondents, the researcher's stance, and memoing. These sources assisted in capturing principals' narratives of their experiences and provided unique perspectives that educational research has overlooked (Helal, 2016). This study also aimed to explore how the theoretical underpinnings of IPA support this study and how this research may serve as a guide for schools and districts to more effectively support and retain the large number of students who require additional support with mental health challenges. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation examined educational inequities exacerbated by disparities in technology and internet access in Title I schools. The global influence of information communication technologies on educational delivery, especially during the COVID-19 pandemic, has highlighted critical issues in technology access. The shift to remote learning underscored existing inequalities, particularly affecting students from low-income backgrounds. This study aimed to determine how disparities in technology access impact educational outcomes in Title I schools. Serving many economically disadvantaged students, these schools faced challenges and opportunities during the pandemic. While online learning enabled continued education, it also increased existing disparities in technology access, potentially widening the social learning gap. Students often lack the necessary devices and reliable internet connectivity, posing significant barriers to their educational attainment. This study employed a quantitative approach, guided by the Socioeconomic Status Theory and Digital Divide Theory, to assess technology access among Title I students, its correlation with academic achievement, and barriers to equitable online learning. Data were collected through structured surveys from parents and students across diverse Title I schools nationwide. Statistical analyses explored relationships and patterns within the data. The findings of the study show that household income can affect Title 1 learners' access to prerequisite technologies and the Internet, which are essential for online learning. Moreover, online learning, as currently implemented, can aggravate educational inequalities among Title 1 learners due to limited access to prerequisite technologies. However, Title 1 schools are playing a fundamental role in providing the necessary educational resources and assistance to facilitate Title 1 learners' online learning experience, thus playing a significant role in addressing potential educational gaps. The findings aim to inform policymakers, educators, and stakeholders on strategies to address technology-related disparities, fostering more inclusive educational practices. By addressing these challenges, the dissertation advocates for greater support and resources to ensure equal opportunities for all students, regardless of socioeconomic background, in the digital age. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The shortage of teachers in Title I schools undermines educational equity and quality in underserved communities, necessitating concerted efforts from educators, policymakers, and local communities. The purpose of this qualitative phenomenological study was to explore the lived experiences of Title I teachers regarding job stress and its meaning on their decisions to remain in the profession and within Title I environments. Grounded in Lazarus and Folkman's transactional theory of stress and coping and Bakker and Demerouti's job demands-resources model, the study explored how perceived job stress shapes teachers' commitment to their roles. An interpretative phenomenological analysis was employed to analyze data from interviews with 10 Title I teachers. The thematic analysis identified 10 themes highlighting the importance of consistent feedback, recognition, and professional development as fundamental elements for fostering a positive and nurturing work environment. The findings indicated that focusing on teacher well-being, addressing systemic challenges, and fostering a supportive culture could enhance teacher retention and improve student outcomes in disadvantaged areas. The implications for positive social change include the potential for educational leaders to develop targeted strategies to support Title I teachers, aligning with broader educational equity and quality goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study aims to determine if the educational approach of educator Marva Collins was counter-hegemonic through a critical race theory (CRT) lens. This is a study in contemporary history using autobiographical and archival materials and in-depth interviews to explore the relationship between her educational approach and that used by the traditional educational system. No other study has asked: Was Marva Collins' educational approach counter-hegemonic? Only two scholarly studies are available on the topic of Collins' work. Thus, this study contributes to our academic knowledge about a figure much discussed in the popular press but not frequently studied by academics. The study's findings reveal that Marva Collins' educational approach was counter-hegemonic. While she utilized some traditional teaching methods, she opposed the general hegemonic devaluing of Black students. Collins disproved the assumption that Black children were not as bright as White children. She did so by teaching from a strength-based approach. Collins believed that Black children were capable of excelling despite their race, low household income, and living in underserved communities. Based on the results of this study, recommendations to counter-hegemonic educators include, regardless of ethnicity, teachers must teach from a strength-based approach instead of a deficit-based one, teachers must build trusting relationships with children first, cultivate children's social-emotional as well as academic skills, using testing as an informal assessment tool to gauge student growth, determine where they need support, and use the data to inform instruction, and regardless of ethnicity, teachers must practice culturally responsive teaching (CRT) to connect what children of color are learning, their cultures, and life experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of my study is to examine the attitudes that underserved students have towards chronic absenteeism and how it relates to academic outcomes and achievement. Hillcrest Academy North defines academic achievement as outcomes that indicate the extent to which a student has achieved their learning goals and is measured by assessment given throughout the school year. As school administrators and policy makers we want underserved students who are chronically absent from school to improve their everyday attendance as a first step to improving academic and social-emotional outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In this study, I will explore some of the root causes behind middle school students' failure to attend class. Data shows that students are labeled chronically absent when they miss more than 10% of a school year, regardless of the absences- expelled, unexcused, or suspended. According to the U.S. Department of Education, about seven million students were labeled chronically absent in the 2015-16 school year, equating to roughly one out of every six students across the United States being absent for 15 or more days. The problem exists nationwide; however, it is more prominent in urban areas with low socioeconomic statuses or where Blacks reside with low socioeconomic groups (Sosu et al., 2021). Large school districts face higher chronic absenteeism rates due to other challenges or adverse childhood experiences (ACEs), such as low parental involvement, gun violence, and high teacher turnover rates. Along with these issues, the students impacted often come to schools where quality education is lacking and school culture suffers. Suppose the issues causing chronic absenteeism are not corrected. In that case, adverse short- and long-term outcomes, such as academic failure, dropping out of school, long-term health issues, unemployment, and exposure to the juvenile justice system (Davis, 2019), will continue to impede the students' ability to want to attend school regularly. Thus leaving an impression on the communities in which students live. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

College students previously in the foster care system are facing a lifelong achievement gap when looking at college retention and completion rates (Salazar, 2013). These college students uniquely face a myriad of challenges including an absence of social capital to help guide them through the bureaucracy of college, low socioeconomic status that can lead to food insecurity, unstable housing, and lack of reliable transportation, little academic readiness for the rigor of college coursework, and ongoing emotional trauma from their youth. These challenges affect their ability to persist from one semester to another and contribute to low completion rates of former foster youth nationwide. A lack of a college degrees impacts college students previously in the foster care system's academic future and their ability to have financial independence moving forward into adulthood. Salazar's (2013) comparison study on college graduates previously in the foster care system compared to their general counterparts, they found that college degrees bring a higher level of satisfaction and quality of life, including higher income potential, higher job satisfaction and quality of life, and "substantially lower rates of reliance on public welfare programs" (p. 139). Life attributes like income, housing, the need for public assistance, and mental health are generally found to be positively related to educational attainment (Okpych, 2012; Salazar, 2013). The Community Cultural Wealth theory advances an idea of cultural capital that acknowledges that a lack of said capital leaves members of society, often people of color or those from lower socio-economic backgrounds, at a disadvantage that extends to both education and their future lives (Yosso, 2005). Yosso challenges the deficit-based view of cultural and social capital and instead looks at the intrinsic strengths marginalized communities bring. In its place, Yosso identifies six forms of capital that underserved populations possess that "most often go unacknowledged or unrecognized" (Yosso, 2005, p. 70) by society and the educational system. This study sought to understand the perceptions and experiences of college students previously in the foster care system at a local state college while acknowledging the strengths and resilience these students bring with them to college. With the knowledge and understanding of the college experience and fostering a sense of belonging, institutions can make changes that increase persistence and completion rates improving the college experience of these students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A discrepancy in high school graduation rates for low socioeconomic students has been a historical trend. Despite evidence that reduced high school completion rates limit these students' career options and earning potential, state and national data consistently show a higher failure-to-graduate rate for them despite government interventions to reduce it. Studies have investigated various contributing causes for the gap in completion rates, but few studies have focused on schools that have filled that gap. The purpose of this study was to explore stakeholders' perspectives on motivational support in schools that have successfully created graduation equality for economically disadvantaged students and analyze documents that support those practices. The conceptual framework was based on the theory of instruction and the theory of motivation to explore motivational factors that influence low socioeconomic students. Interviews were conducted with 10 teachers in high schools with lower failure-to-graduate rates for low socioeconomic students to examine their perspectives on motivational influences and administrative support required to maintain educational equality for these students. Pre-existing stakeholder reviews and relevant documents were also analyzed to triangulate data and determine common themes. Stakeholder perspectives provided evidence that administrator support of teachers and student encouragement from educators and communities positively impact student success. The findings can be used for positive social change to develop best practices for other high schools to decrease the completion gap for disadvantaged students, thereby increasing students' contributions to their communities after graduation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation, titled "Families, Culture, Community: Expanding Understanding of What Catalyzes Student Success in a Pre-College Upward Bound Program," investigates the critical factors influencing student success in the Upward Bound program through a funds of knowledge framework (Moll et al., 1992; Rios-Aguilar & Kiyama, 2012). The study addresses three central research questions: (1) What conceptions of students and models of interventions are embedded in the national Upward Bound program requirements? (2) In what way, if at all, do students see and experience funds of knowledge within the Upward Bound program, and are they connected to linguistic, social, and cultural capital? (3) What are the students' purposes in participating in Upward Bound, and do they change over time? The main objectives of this research are to explore the experiences and narratives of Upward Bound students and their families, with the ultimate goal of enhancing high school success and college access for lower-income, first-generation college-bound students. This study also aims to broaden academic literature and contribute to the sharing of practices among pre-college programs and institutions. To achieve these objectives, a mixed-methods approach was employed, including academic data collection from schools and districts, annual student surveys, semi-structured yearly interviews, participant observation, and analysis of student-produced work and feedback. Key findings reveal that a continuum of funds of knowledge influences students' success, with students prioritizing advocacy and viewing Upward Bound as a Latino family. The study demonstrates that empowering students by tapping into their funds of knowledge can drive change beyond traditional metrics set by the Department of Education. While Upward Bound may seem unsuccessful when evaluated on a large scale, this perception is due to a misalignment between the Department of Education's definition of success and the program's impact on students' postsecondary aspirations. In conclusion, this research underscores the need for a more nuanced understanding of student success in pre-college programs. It advocates for culturally responsive educational practices that encompass broader socio-cultural factors, thereby enhancing our understanding of what catalyzes student success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

One in four teachers have left the profession due to the global pandemic causing a national shortage of quality teachers in science and math subjects. The problem that this qualitative case study investigated was a shortage of quality science and math teachers for underrepresented high school students. The gap in the literature was identified to be the absence of the different perspectives of science and math subject teachers on the problem of quality teacher shortages and the implications on the academic performance of underrepresented high school students in science and math subjects. The purpose of this qualitative case study was to explore teacher perceptions on the shortage of quality science and math teachers and the academic performance of underrepresented high school students. The theoretical framework for this study stemmed from both the structuration and transformational leadership theories. The research question guiding the study focused on the perceptions of science and math subject teachers concerning the shortage of quality teachers and the academic performance of underrepresented high school students in science and math subjects. Fifteen science and math teachers were recruited. Data was analyzed from questionnaires and interviews. Study findings found that the shortage of quality science and math teachers affects the academic performance of underrepresented high school students. As a result, recommendations include ensuring that underrepresented high school students have access to quality science and math teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This action research study examined the current attendance protocol at a Title I school in the southeastern region of the United States. Data were collected from three sources: survey, interviews, and a focus group. The collected data were analyzed using NVivo 14 software, resulting in six themes--two for each of the three questions for analysis. Two themes emerged regarding the impact of the protocol: (a) parental awareness and responsibility and (b) protocol influence. Regarding the effectiveness of the current protocol, two themes emerged: (a) staff communication and (b) implementation. Two final themes emerged in regard to recommendations for the current protocol: (a) community support and (b) accountability. The themes identified through the data analysis process were used to make three recommendations for practice: increase communication with families regarding attendance; establish a systematic, individualized process for attendance monitoring; and increase community awareness of the importance of attendance. Chapter 5 contains an executive summary with a concise outline of this action research study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teachers, administrators, counselors and other school staff may experience secondary traumatic stress (STS), also known as compassion fatigue (CF), stemming from their work with students impacted by trauma. However, there is limited research to describe the effect of these experiences on adults in schools. This qualitative, phenomenological study explored the lived experiences of STS and CF among 10 elementary school teachers in two distinct educational settings in California and Virginia. The study had four objectives: 1) to explore how teachers in Title 1 schools describe their experiences working with students impacted by trauma; 2) to describe teachers' experiences with using coping strategies and self-care practices; 3) to identify supports that help teachers address the needs of students impacted by trauma; and 4) to identify supports teachers need to manage their well-being. Coding and thematic analysis of interview data yielded four main themes. First, teachers are emotionally invested in their students. Second, teachers' job satisfaction is closely linked to their capacity to meet their students' needs. Third, teachers' relationships with stakeholders seem to influence their perception of receiving support. Lastly, teachers use a variety of protective factors to manage their emotional and psychological well-being. Implications for practice in educational communities include recommendations for teachers: to prioritize self-care and seek support as necessary; and for school and district leaders: to prioritize adult wellness and provide equitable access to trauma training and resources. Recommendations for future research are also provided. Mitigating teachers' vulnerability to STS and CF and prioritizing teacher well-being should be an urgency for schools and districts, as this has a domino effect on children, schools, and the wider community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this quantitative correlational study was to examine if, and to what extent, there was a statistically significant correlation between the ethical leadership of school principals and teachers' trust in leader components--cognitive trust and affective trust--in Title I schools in California. The study's theoretical foundation was based on social exchange theory and the constructs of ethical leadership and trust in leader. The two research questions that guided the study were: (a) Is there a statistically significant correlation between the ethical leadership of school principals and teachers' cognitive trust in Title I schools? (b) Is there a statistically significant correlation between the ethical leadership of school principals and teachers' affective trust in Title I schools? A convenience sample of 108 teachers was derived from one Title I school district in California. The participants were recruited through email, and they used an online survey platform to complete the informed consent, demographic questionnaire, Ethical Leadership Questionnaire, and Trust in Leader survey. Pearson's product-moment correlation determined the strength of bivariate associations between ethical leadership and cognitive trust and ethical leadership and affective trust. The results revealed statistically significant positive correlations between ethical leadership and cognitive trust (r = 0.85, p < 0.001) and between ethical leadership and affective trust (r = 0.84, p < 0.001). The results have implications for principals, district leaders, and teachers that can help improve principal-teacher relationships and possibly increase teacher retention in Title I schools with high teacher turnover rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Education researchers and the US Department of Education interpret chronic absentee data as supporting a causal relationship between absenteeism and negative outcomes later in life (Frydenlund, 2022; Berkowitz et al., 2017; Hopson & Lee, 2011; Thapa et al., 2013). As school absence rates continue to reflect disparities among students of color and students who are economically disadvantaged (Kearney et al., 2022), the response to absences are often based on deficit-based assumptions that are supported by compulsory attendance laws: students are not where they are required to be (Frydenlund, 2022). This study addressed three research questions focused on investigating how leaders develop perceptions of the chronically absent and practices for attendance intervention (RQ1), how site leader describe their practices towards chronically absent youth (RQ2), and the role that site leaders believe they place in creating a sense of belonging and self-determination among chronically absent youth (RQ3). This is a qualitative study that involved semi-structured interviews with 17 site leaders from a central coast school district in California with an intentional attendance intervention system, community partnerships, and significant resources allocated for supporting positive attendance. Key findings include: (1) organizational culture is critical to creating conditions that humanize students or perpetuate enclosures and judgments on students and families who do not comply with institutional expectations, (2) deficit-based perceptions of chronically absent students guide leaders to focus on outcomes and changes in behavior as they assess the effectiveness of their practices and interventions, (3) brain-based, culturally responsive perceptions of chronically absent students guide leaders to humanize their students and to focus on repairing relationships between the family and the school, (4) leaders who have experienced the impact of not belonging prioritized and defended the importance of belonging, especially for the chronically absent student, (5) leaders who have not had the opportunity to experience being marginalized viewed belonging as another educational initiative that could be addressed through systemic programming and good intentions. The findings of this study reveal the influence of leaders' positionalities and perceptions on their practice and the areas of opportunities to focus on well-being and the survivance of marginalized learning community members. The findings of this study offer recommendations for creating conditions that support a brain-based, culturally responsive approach to supporting students who are identified as chronically absent. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

School counselors serve students' academic, career, and social/emotional needs through a comprehensive school counseling program, and center their work on concepts of equity, advocacy, social justice, and systemic change, to remove barriers and increase opportunities for all PK-12 students. Charter schools are also unique public school settings as they offer flexibility, innovation, and autonomy to staff to create individualized experiences for their students. Held in common by these two educational services is the commitment to serving the needs of historically marginalized populations (Black, Indigenous, People of Color [BIPOC] and those from low socioeconomic backgrounds) and the opportunity to advocate for more socially just access to quality education (American School Counselor Association [ASCA], 2022; National Alliance for Public Charter Schools [NAPCS], n.d.). However limited literature exists on how school counselors advocate for social justice within charter school educational settings. The purpose of this study was to explore the lived experiences of school counselors advocating for social justice in urban PK-12 charter schools. This study utilized a critical phenomenological methodology and semi-structured interviews with school counselors (N = 11) working in urban PK-12 charter schools serving historically marginalized populations. This study resulted in five themes: (a) responding to a complex setting; (b) experiences reflect identity; (c) breathing life into social justice advocacy; (d) enhanced sense of community; and (e) adverse emotional toll. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Advocates for marginalized students have worked to understand the equity implications of public policy and its application on educational performance gaps. This study investigated equity policies in a southern California community college intervention program: the Extended Opportunity Programs and Services (EOPS). EOPS is an equity program created to provide equal educational access for financially and educationally disadvantaged (i.e., marginalized) students. Since 1969, EOPS students have outperformed their non-EOPS peers, proving the program to be successful; however, due to strict admissions policies that dictate requirements of enrollment status, financial disadvantage, and educational disadvantage, not all marginalized students are eligible for EOPS. Moreover, non-EOPS marginalized students are consistently at the bottom of the performance gap. This quantitative study used archived data for success indicators (i.e., course completion, persistence, graduation, and transfer) from 2017 to 2019 to explore ways to close the educational performance gap. Through the lens of three equity-based frameworks--equity as equality, equity versus equality, and opportunity pluralism--this study critically investigated equity policies in the EOPS program and their influence on the performance gaps of marginalized students. In addition, the Reid equity versus equality conceptual framework added another perspective on investigating structural barriers in equity policies. The particular barrier selected to focus on in this study is the full-time unit enrollment requirement that, for some, impedes access to support services offered for success in the Southern California Community College District (SCCCD). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Solid and resilient democracies rest upon an informed citizenry capable of critiquing societal issues and reimagining alternative scenarios. Traditional school-based civic and social justice education, however, often falls short of addressing the diverse needs of today's youth, often relying on instructionist pedagogies focused on factual knowledge and standardized assessments related to government and electoral issues. On one side of the civic education spectrum, approaches rooted in the Critical Pedagogy movements of the 1970s reemerge, claiming an education rooted in a structured critique of today's social dilemmas. On another side of the spectrum, emerging scholarship -- often called "new civics" -- emphasizes the importance of additional skills, literacies, and dispositions for youth to engage with complex social issues and envision potential solutions critically. Speculative and utopian pedagogies, two of such new approaches to civic and social justice learning, invite students to elaborate diverse and even multiversal scenarios as alternatives to current situations of oppression and inequality. But to what extent are such imagination-driven pedagogies solid and robust to promote learning based on a well-thought critique of modern society? One of the central questions this dissertation sought to answer is how educators working under a speculative civics' paradigm might reconcile criticality and imagination in their programs. How might we design mechanisms and processes in a learning environment that are imaginative enough to go beyond the constraints of reality while sufficiently grounded on the vicissitudes of one's lived experience? To answer these questions, this dissertation adopted a Design-based Research Approach (DBR) in which a civic imagination workshop was designed and refined in consecutive iterations. For this task, adolescents of two marginalized groups were recruited in two distinct countries: the United States (where participants were recruited in the city of Santa Ana, California) and Brazil (where participants were recruited in Rocinha, a favela in the heart of Rio de Janeiro). After four iterations -- described in this study as thick design narratives -- this study found several building blocks and design principles for promoting critical civic imagination and civic identity: 1) decoding and recoding, 2) back-and-forth design, and 3) civic storytelling. The study also identified critical dark patterns -- undesired and unplanned processes that might emerge among the youth participating in civic imagination workshops. Finally, this dissertation ends with a discussion about the implication of the findings for designing interventions under a new civics' paradigm, especially those seeking to blend harsh critique of social dilemmas and speculative thought about potential worlds that are creative, imaginative, and attainable. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem addressed in this study is the high dropout and poor graduation rates among at-risk students attending Title I high schools in Virginia. The purpose of this causal comparative study was to (a) assess current levels of school connectedness, achievement focus, student persistence, grades, and attendance of at-risk high school students in a Title I high school in Virginia, (b) examine the extent to which students who participate in the STA[superscript 2]Rs Mentorship program significantly increase on these measures, and (c) determine if those students who participate are significantly different on post measures than those who did not participate. Twenty-five students participated in the intervention group, and 23 students participated in the control group. Intervention group participants were assigned a mentor and met with them once a week for 12 weeks. Measures of all variables of interest were collected prior to and after the intervention period. A mixed MANOVA was computed. A significant main effect for Time followed by dependent t-tests revealed significant increases from pre- to post-intervention for all but attendance. A significant main effect for Group followed by independent t-tests revealed significant differences between the intervention and control groups on all variables except attendance, with the intervention group reporting significantly higher gains. The findings align with existing researchers suggesting that targeted mentoring interventions can lead to positive outcomes related to student connectedness, student persistence and achievement focus and is consistent with the theoretical expectations that mentoring interventions can bring about changes in specific domains. Wider implementation of intentional mentorship strategies is recommended across Title I high schools. Ongoing monitoring and evaluation of best practices related to mentoring and other dropout prevention strategies should be conducted to determine additional ways to address students' needs outside of the mentorship relationship within a school setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Underrepresented students struggle with academic and engagement behaviors in online learning. This study aimed to explore the perceived educational needs of underrepresented high school students during online learning. The conceptual framework created for this study utilized two different frameworks, combining the students' perceived educational needs with their suggestions for educators to support their perceived needs, allowing the findings to be based solely on the student's perspective. A qualitative single case study methodology and design were used to explore this problem in online education for underrepresented students, which aligned with the research questions. The population represented all underrepresented high school students from a Title I public high school with no special learning needs, making a bounded population. Data were collected from the sample population consisting of 15 students from the senior class who were at least 18 years old in a single round of structured in-depth interviews and five (chosen from the interview set by convenience sampling) for a single round semi-structured focus group. Integrative thematic data analysis was inductively conducted to identify emerging trends and patterns representing the main themes. Stage 1 was value coding. Stage 2 was descriptive coding. Stage 3 was in vivo coding. The coding was related to this study's research questions to make connections that led to discoveries and findings. These findings build on existing evidence by combining their perspectives of physical, social, and emotional needs to create their ideas of academic engagement and success. Four main themes emerged: technology needs, learning environment, social and emotional learning, and academic content. The findings expand the existing body of knowledge by reporting the student's perspective and yielding documentation that can be utilized when funding programs for marginalized students, developing online curricula, or creating effective lessons for underrepresented students' educational needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This critical historical narrative sought to understand how secondary and postsecondary educators can best engage community partners in providing access to a college education--and the opportunities associated with it--for students who have been systemically excluded. Based on extensive archival research and 21 oral history interviews with Upward Bound students and staff in the MIT Science Day Camp and the MIT-Wellesley Upward Bound program from 1966 through the mid-1970s, as well as with those who added to the national perspective, this study examined the original anti-poverty, community action framework of the Upward Bound program. The sensitizing concepts of race and class offered a lens for examining MIT and Wellesley College as racialized organizations, underscoring the deeply rooted, systemic racism and deficit ideology against "the poor" that was in place at all levels of educational institutions--and still exists today. Findings indicated that the first Upward Bound programs did indeed reflect the community action principles that were part of the original federal proposal and that host institutions, such as MIT and Wellesley College, engaged deeply with the community surrounding the MIT campus. While the findings are based on how one urban Upward Bound program operated and built community, with the "maximum feasible participation" of the racially diverse and low-income students and families in the neighborhood adjacent to their campus, they are more broadly emblematic of how programs were run locally, revealing a counter-narrative to what was expected and required at the federal level. The findings are a testament to the parents, families, program staff, teachers, group leaders, tutor-counselors, and especially the students themselves, who worked to increase opportunities for access to a college education for local students, while creating the shared community and family that was, and still is, the MIT-Wellesley Upward Bound program. Lessons learned from the rich stories shared by the oral history narrators, enhanced by compelling archival details, led to several important recommendations for practice, policy, and future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this quantitative comparative study was to examine if gender and participation in a STEM curriculum have separate and/or interacting statistically significant effects on academic achievement of 8th grade middle school students attending Arizona Title I middle schools. The theoretical foundation was cognitive learning theory, which focused on identifying information processing techniques that contribute to the most efficient and effective learning. The research question asked if gender and participation in a STEM curriculum have separate and/or interacting significant effects on overall academic achievement. In this study, data was analyzed using a two-way ANOVA. There were no statistically significant interaction effects between gender, STEM status and/or academic achievement. The study showed F = 2.936, p = 0.089, [partial eta-squared] = 0.018. for end of year academic achievement scores for females and males. The study showed F = 0.063, p = 0.802, [partial eta-squared] = 0.000 for end of year scores for STEM and non-STEM students. The study showed, F = 0.584, p = 0.446, partial [partial eta-squared] = 0.004 for interaction effect between gender, participation in STEM curriculum, and overall academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The proposed work focused on the development and feasibility of a project aiming to introduce college readiness skills to youth who were in the foster care system in order to increase their perception of self-efficacy in an educational setting. With this increase in self-efficacy, foster youth who are generally disadvantaged when attaining and completing a college degree can have the skills necessary to combat this barrier. The project involved the development of contents of the program and the procedures performed at Bamboo Sunrise Foster Care Agency, where this Capstone project was carried out. Participants in the program consisted of three adolescent females who lived with a foster family represented by Bamboo Sunrise. The outcome of this project focused on the quality and feasibility of the program at Bamboo Sunrise, which was determined through utilization of a quality improvement feedback questionnaire that foster youth participants and staff at Bamboo Sunrise provided input on. Results from participant and staff feedback suggested that although parts of the program, mainly the arts and crafts activities, novel coping strategies, and skills targeted were enjoyable and beneficial for participants, much of the content could be simplified and made more generalizable for those with more difficulty with understanding the more complex concepts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This quantitative, nonexperimental study used Bronfenbrenner's process-person-context-time (PPCT) model to determine if mathematics scores of underprivileged, minority third- and fourth-grade students attending an inner-city school in a Central Oklahoma school district differed between their traditional 2018-2019 school year and post-lockdown 2020-2021 school year. In March 2020, the nationwide response to the COVID-19 global pandemic was to close all schools, disrupting the educational process for students, which may have caused significant learning loss, particularly in elementary mathematics. Analysis of the test results revealed a statistically significant difference in state test mathematics scores for both grades between the years studied. According to the t-test results, on average, the 2018-2019 (n = 73) and 2020-2021 (n = 84) third-grade students' math performance was significantly lower than their math performance before the pandemic forced students into a home-based, online learning environment, t(138.822) = 2.557, p = 0.006, d = 0.415. For 2018-2019 (n = 70) and 2020-2021 (n = 79), fourth-grade students' math performance after returning to school was significantly lower than their pre-pandemic math performance, t(147) = 2.536, p = 0.006, d =0.416. To compare differences between the two independent subject groups, the conclusion of the additional nonparametric Mann-Whitney U test (p = 0.0035) was consistent with the results from the t test. Future researchers can use the demonstrated significant loss of mathematical aptitude testing results as the starting point for future qualitative research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The present study describes the adaptation and open trial of The Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Adolescents (UP-A; Ehrenreich-May et al., 2018) adapted as a group-based intervention in a Chicago Public High School among predominantly low-income Black and Latine adolescents experiencing elevated depression symptoms (i.e., "Healthy Minds, Happy Lives program," HMHL). This study utilized qualitative and quantitative analyses to evaluate: (1) the systematic adaptation process that aimed to balance fidelity (to the original UP-A intervention) and flexibility (e.g., the school-based group delivery, and community partner engagement) (2) the initial feasibility and acceptability of the HMHL intervention by analyzing salient themes from focus groups and (3) pre- to post-intervention changes in symptoms, in order to inform intervention refinement and methodological considerations for a pilot clinical trial. Our adaptation process utilized the Framework for Reporting Adaptations and Modifications to Evidence-based Interventions and relied on the engagement of key school-staff partners (N=8) and student-trial participants with elevated depression symptoms (N=16). Focus group content was coded and thematically analyzed. Outcome trends were evaluated using reliable change indices. Preliminary findings were promising, such that participants attended an average of seven out of eight HMHL sessions. Retention was excellent with 100% of participants completing the program. Additionally, a majority of trial participants demonstrated a clinically meaningful reduction in depression symptoms and increased emotional state awareness following the intervention. Overall, HMHL may be a feasible and acceptable intervention for increasing access to care for youth who may otherwise not have the opportunity for evidence-based services. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Career and technical education (CTE) prepares disadvantaged students for employment or secondary education. The problem addressed by this study was that many African American high school students are not enrolling in CTE despite efforts to prioritize historically underserved students. A qualitative exploratory case study was used to address this problem. The purpose of this study was to explore why many African American high school students are not enrolling in CTE. A sample of 13 participants, consisting of teachers, counselors, and a principal from two high schools and a career center, participated in the study. The theoretical framework for this study was based on community cultural wealth theory. The two research questions that guided this study were: what prevents many African American high school students from enrolling in CTE, and how can teachers, counselors, and principals increase African American high school students' CTE enrollment? The findings included five themes related to the experiences of African American students in the educational system: environmental and social barriers affect African American high school students' CTE enrollment; CTE academic requirements lack equity; African American students are often detained, suspended, or expelled from learning settings; positive school culture; and the need for intercultural diversity training for school staff. Findings indicated that the education system in the United States is based on Eurocentric ideology, and the unconsciously biased behavior of school staff and other students could obstruct African American students' learning experiences and can cause psychological barriers leading to oppositional defiant disorder (ODD) and depression. Recommendations for practice include addressing social and cultural barriers with empathy and understanding, reforming school discipline practices to reduce racial inequalities, and implementing racial identity education and cross-cultural diversity training for new and existing staff. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem of the study involved the pandemic exasperating the learning conditions for students of economic disadvantage and teacher turnover rates. Before the pandemic, educators of students of economic disadvantage worked in conditions that did not offer them the same experiences as educators in schools with fewer low-socioeconomic status. During the pandemic, some teachers with high percentages of low-income students lacked the opportunity to reach and communicate with students due to these students' lack of access to the internet, landline telephones in their homes, or parents who were unavailable to help students during the school day. The purpose of this study was to explore the lived experiences of Texas elementary educators who taught during the pandemic, seeking to ensure the academic growth of students of economic disadvantage. The study was conducted using a phenomenological research design to answer: (a) What experiences did Texas educators have teaching students of economic disadvantage during the COVID-19 pandemic? (b) Have Texas educators reconciled the challenges of delivering curriculum during the pandemic with the need to ensure their economically disadvantaged students' academic growth? Nine elementary educators, including five teachers, two counselors, and two administrators, working with economically disadvantaged students during the pandemic participated in interviews with the researcher. The interviews lasted between 30 and 60 minutes. The participants provided rich, in-depth descriptions of themselves as part of conveying data to describe working with economically disadvantaged students in Texas as elementary educators during the phenomenon of the pandemic. Data were coded over multiple rounds that included open and axial coding, which led to the five themes: (a) learning loss, (b) eliminating assumptions, (c) access to technology, (d) equity and access, and (e) turnover post-COVID. Therefore, a critical implication for education is the pre-established pandemic disaster plan, which will involve policymakers providing funding and personnel to support educators and prevent the type of untenable conditions the participants described in this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this quantitative study was to examine the impact of the COVID-19 pandemic on students from disadvantaged communities in South Florida who were significantly affected by the sudden switch to online learning resulting from the COVID-19 pandemic. This study explored the academic year Spring 2020 through Spring 2021. This study utilized a quantitative design utilizing previously collected historical data. The population targeted was African American students. Purposive sampling ensured that the study sample included a detailed account of varying demographics related to employment status, household income, and education level. A sample size of 288 participants was used. Data were analyzed using the analysis of variance (ANOVA) approach. The independent t-test results of the Florida State Assessment (FSA) Level 3 math percentages indicated a significant mean difference between 2017-2019 and 2020-2021. The period of 2020-2021 resulted in a significant decrease in the math FSA, on average, by 6.96% (ß = -6.960, t = -6.190, p < 0.001). The importance of the study findings was that they present the impact of the COVID-19 pandemic on the academic achievement of economically disadvantaged students during the 2020-2021 school year. The results may assist school leaders in preparing for future pandemics, especially among Florida schools. The limitation of this study was that the secondary data sources used are unreliable as primary points of evidence. Future studies should be conducted using both primary and secondary sources to enhance the reliability and authenticity of the study findings in Florida and across the United States. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative, single case study was to identify leadership practices and processes that contributed to the success of a single High Needs, Title 1 elementary school that has experienced acknowledged superior academic success, particularly for its minoritized and low socioeconomically disadvantaged students, as indicated by the school's success on the State of Texas Assessment of Academic Readiness (STAAR) tests. The study sought to explore the principal's and teachers' conception of leadership for success and to examine what effective practices and processes were employed at a high-needs, high-performing campus that accounted for its success. The study applied the culturally responsive school leadership (CRSL) framework to analyze the practices employed at the school. Results of the study, from interviews with the principal and a focus group of three teachers, indicated that not only did they apply the principles of the CRSL framework, which employed the critical self awareness, culturally responsive curricula and teacher preparation in a culturally responsive and inclusive school environment which engaged parents and students in community contexts, but they also enhanced their effectiveness through the provision of additional resources for teachers and students, with a heavy reliance on data to guide academic decisions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In this study, I examine the perspectives of Pre-K-to-12 public school teachers who work or have worked with students experiencing homelessness, focusing on if and how homelessness influences students' social capital, and in turn, if and how social capital impacts their school readiness and subsequent academic achievement. For this study's theoretical framework, I define social capital as the resources that can lead to the development and accumulation of human capital. By focusing on teachers' perspectives on the influence of social capital on students facing homelessness, this study strives to address a gap in the literature on how social capital influences the educational experiences of students with housing instability. In this qualitative study, I conducted 45-90-minute semi-structured interviews with 11 Pre-K-to-12 public school teachers in the Northeastern United States. Each participant taught students experiencing homelessness within the past five years. For data analysis, I employed the coding processes of Saldana, including first-cycle, second-cycle, axial, and theoretical coding. Through coding and analysis, I developed themes to answer two research questions. For the first research question on participants' perspectives on the role of social capital in the school readiness and academic achievement of their students experiencing homelessness, the findings' themes included: a) impact of family/caregiver on social capital, (b) impact of the experience of homelessness on social capital, and (c) impact of variation in school resources on social capital. For the second research question, I identified four themes around how schools and classrooms can foster the social capital of their students experiencing homelessness, including: (a) expanding external resources to enhance social capital for students experiencing homelessness, (b) building structures to support the social capital of students experiencing homelessness, (c) engaging teachers' voices in supporting the social capital of students experiencing homelessness, and (d) developing students' self-advocacy and networking skills. Implications for theory and practice are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study investigated perspectives on extracurriculars by immigrant, non-immigrant Latinx, and non-immigrant Black parents of high school students, as well as potential barriers, if any, to their children's ability to participate in extracurriculars. Drawing upon previous research that demonstrates the positive impact of extracurricular participation for students and the gaps in participation rates by immigrant, Latinx, and Black students, my study focused on parents' awareness of the benefits of extracurriculars, their source of information regarding extracurricular opportunities at their children's school, any potential challenges with allowing their children to participate in extracurriculars, and potential remedies they believe may allow for greater participation in extracurriculars for their children. My research design consisted of open-ended, semi-structured interview questions conducted with immigrant, non-immigrant Latinx, and non-immigrant Black parents of high school students. Once the data was collected and analyzed, I identified an overarching theme that schools must be more explicit and intentional in their engagement of parents, and thereby, students in regards to extracurricular participation, including its value for student success and increasing the participation rates of marginalized students. Additionally, while all parents interviewed identified barriers to extracurricular participation, such as time, transportation, cost, and safety, only the immigrant families in this study were unable to circumnavigate the barriers. The findings added to previous research from the perspective of students and teachers and aligned with the Authentic Development framework which views extracurriculars as a space to demonstrate authentic care, connect learning to social and democratic life as well as personal interests, develop social capital, and challenge hierarchical systems of oppression. Implications for further research are also discussed, as well as recommendations for school-based practitioners to improve access to and awareness of extracurricular opportunities at school sites. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study is to examine how and to what extent an afterschool program for marginalized youth assists in developing workforce readiness skills through a critical positive youth development (CPYD) framework that considers the social contexts of youth. There is little research on afterschool programs that prepare youth for the workforce, even less on such programs serving marginalized youth and the role that their social contexts play in programming. Because of this, we are limited in our understanding of whether and how these programs work to prepare this population for the workforce while also providing them with the support they need to navigate the obstacles they will face as a result of their socio-economic status. A qualitative case study design that employed CPYD, a twenty-first century skills learning framework, and performance pedagogy was used to explore the Winners Initiative of New Jersey, Young Professionals Academy (YPA), an afterschool program that serves primarily marginalized youth. The study sought to understand how this program operates from the perspective of program participants, past and present, and stakeholders via the collection of program artifacts, interviews, focus groups, and in "real-time" through observations. The sample included a total of twelve student participants and three adult staff and volunteers. The following research questions guided this study: (1) What is the pedagogy and curriculum of the program? (1a) Does the program pedagogy and curriculum promote workforce skill development in its participants? If so, how? (2) Does the program pedagogy and curriculum align with CPYD? If so, how? (2a) In what ways does this alignment with CPYD help develop students while considering their social contexts? The findings from this study suggests that (1) workforce skills were developed through the program's performance-based pedagogy and curriculum, namely, improvisation activities, (2) the core elements of the CPYD framework, such as supportive relationships and empowering roles, were intrinsic to the program's pedagogy and curriculum, and (3) the program used elements of CPYD to address issues related to segregation, resource disparities, and stereotypes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The opportunity gap between Black and Brown students and their White counterparts in math performance is present in our middle school math classrooms. This opportunity gap creates an urgent need for educators to prepare middle school math teachers with the knowledge, skills, and dispositions needed to build the math content and math identity of marginalized students. In 2020 schools across our nations closed because of the COVID-19 pandemic. The pandemic impacted our students of color; states, districts, schools, and classrooms sought to find ways to counteract the impact the pandemic had on our educational institutions and marginalized students in mathematics. In response to the impact of the pandemic on our marginalized students, a team of 34 content developers and advisors designed "A Pathway to Equitable Math Instruction" to be used as a toolkit to assist teachers in planning math curricula and reflect on anti-racist math practices. The toolkit is based on research suggesting that culturally responsive practices are necessary for the academic development of marginalized students. This mixed method program evaluation aimed to determine the impact "A Pathway to Equitable Math Instruction" had on students' academic performance and math identity. The qualitative data confirmed that all participants did not implement the program with complete fidelity as teachers described the challenges in attempting to fully implement the program. Quantitatively, an ANCOVA yielded results that showed math performance scores did not show a significant difference in treatment (students in 2022-2023 receiving the program) and comparison groups (students in 2021-2022 not receiving the program). The ANCOVA also yielded no significant difference in program effect on students' math identity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Preschool children are expelled from early childhood education programs up to three times the expulsion rate of elementary and secondary students, and researchers have expressed concerns about this trend. The purpose of this qualitative study was to explore educators' perspectives on behavioral supports to address preschool students' challenging behaviors in place of exclusionary discipline in Tribal Head Start (TSH) programs. The social support pyramid and ecology systems theory were combined to provide the conceptual framework for this study. The research question was designed to gain THS educators' perspectives on behavioral supports that address children's challenging behaviors in place of exclusionary discipline practices. Data were collected using semistructured interviews that followed an interview protocol with 12 THS educators (six administrators, six lead teachers) who met the criteria to participate. Data were collected, transcribed, and analyzed using open, axial, and a priori coding to identify emerging categories and themes. Five themes emerged to answer the research question about behavioral supports that THS educators use in place of exclusionary discipline: Educators (a) build positive relationships with children and families, (b) create supportive environments, (c) provide intensive individualized interventions, (d) collaborate with teachers and staff, and (e) mentor/coach other educators. Findings contribute to positive social change by identifying appropriate behavioral supports that can be used in place of exclusionary discipline by educators. Policy makers can use findings for decision making benefitting all children with behavioral issues served in preschool programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This case study explores ways that socio-cultural and environmental factors influence the technological experiences of marginalized, underrepresented youth at an urban summer learning program, which supports Science, Technology, Engineering, and Mathematics (STEM) and environmental sustainability education. The study specifically explores the socio-cultural and environmental aspects of students' experience with digital literacy/ information communication technology (computer based and mobile technologies), and the pedagogical practices applied by educators (teachers, family members, and peers) that influence the students' experiences with digital learning over the period of eight weeks. The principal focus is on eight middle school students ranging from nine to twelve years of age who reside in an urban environment with their parents/caregivers. In efforts to better understand the experiences of the students, the focus is shared (but not centered) on the parents/caregivers, educators, and volunteer community members who contribute to the students' perception and use of technology. A major finding of the study is that community-embedded resources, what have been referred to in the literature as funds of knowledge or community cultural wealth, can play a positive role in shaping students' experiences with technology, especially when students, parents, and educators use those resources to create culturally relevant learning experiences that contribute to building technocapital. In general, the findings address beliefs and contextual ecological factors that contribute to the appearance and activation of social and cultural capital in the technological practices of marginalized youth. The accounts of youth and parent perspectives uniquely display the ways the funds of knowledge and community cultural wealth act as social and cultural capital. The participant stories present how the networks of the participants' parents and community contribute to social connectivity and the awareness of civic participation in both the exosystem and mesosystem of their lives. Overall, the findings present an evidence-based contribution to further support the need to understand and advocate for funding and the development of policy to address: (1) racial/ethnic and socioeconomic differences in education; (2) the positive processes by which cultural resources in the communities of marginalized youth are converted into social and educational advantages; and (3) increasing knowledge and utility of the various forms of capital embedded in moderate-to-low income, non-majority communities that play a positive role in youths' motivation to utilize ICT and develop digital literacy skills that increase productivity and achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this phenomenological study was to describe the lived experiences of K12 teachers addressing the unique needs of Black and marginalized twice-exceptional students in the United States. At this stage in the research, Black and marginalized twice-exceptional (2e) students are minority students that are gifted students that have a disability. The theory guiding this study was the teacher expectancy theory. This study was a transcendental phenomenological study. The study took place in the United States. Pseudonyms were used to protect the identities of the participants. The central research question asked, what are the lived experiences of teachers addressing the unique needs of Black and marginalized 2e students? Lesson plans, individual interviews, and observations were used to collect data. These data collections helped me understand the teachers' lived experiences. The data was analyzed by coding to find the emerging themes from the participant's responses. Also, triangulation and data reduction were used to analyze the data. The research revealed that teachers were unsure of how to support 2e students, lacked training and support, remained optimistic, and obstacles to success. It was recommended for future studies that researchers describe the lived experiences of Native American 2e students and female 2e students, that each state creates policies to support 2e students, and administration becomes trained in how to support 2e students so they could train their teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Educational equity programs have been created to provide opportunities and resources for upward social mobility to low-SES individuals and students, students of color, historically marginalized students, and first-generation college students. This research study focused on educational equity programs recognized as the federally funded TRIO Programs. Specifically, the research is centered on the TRIO/Upward Bound Math & Science (TRIO/UBMS) Program created in 1990 with the goal to increase access into and retention of low-income/first-generation college students in STEM fields. The researcher used five research questions to frame a semi-structured interview and utilized a narrative inquiry approach to explore the strategies, practices, services, and resources facilitated by the TRIO/UBMS. The semi-structured interviews provided an opportunity to discuss with program alumni and their parents how program services provided opportunities and privileges otherwise not available to low-SES students, students of color, historically marginalized students, and first-generation college students to consider, pursue, and complete post-secondary education. In the United States, the working-class continues to grow and with it comes the increase in the school-age population. However, the growth in the working-class population is not reflected in the rate of students from working-class families enrolling in or completing undergraduate degrees (Boliver, 2011; Field & Morgan-Klein, 2016). As research continues to show that a family's socioeconomic status is still one of the best predictors of overall success (Field & Morgan-Klein, 2016). Research continues to demonstrate that a family's socioeconomic standing not only predicts economic prosperity and social status, but it also is the best predictor of who experiences the highest levels of academic success. Consequently, students from low-SES families, students of color, historically marginalized students, and first-generation college students are likely to experience difficulties accessing and succeeding in post-secondary education. Therefore, it was imperative to use Yosso's (2005) Community Cultural Wealth (CCW) theoretical framework to study how low-SES students, students of color, historically marginalized students, and first-generation college students utilized their acquired skills and knowledge to navigate the educational landscape and improve their odds of succeeding in various aspects of their life. A narrative inquiry approach and CCW theoretical framework provided a vehicle to study the motivating factors in the pursue of a post-secondary education amongst different social classes, and the impact educational equity programs have on this population of students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Sense of belonging is of vital importance to children's success in schools. School environments play an important role in socializing students toward education and educational attainment. Feeling a sense of belonging at school is linked to higher levels of student emotional and physical well-being and better academic performance and achievement. School belonging plays a critical role in how students see themselves and their futures. Within K-12 education, educational leaders are unaware of how their personal leadership styles enhance or detract from a sense of belonging among all students in their community. This study aims to measure the leadership style and characteristics that best promote a sense of belonging. Methods: Building leaders were interviewed about how they establish a positive climate and culture that promotes a sense of belonging. Responses were then triangulated with building school improvement plans and Panorama Education Survey data. The project team found that shared leadership (also known as distributive leadership), communication, and integrating social-emotional learning with equity work has the greatest impact on belonging. School leaders that had these three criteria had higher percentages of staff and students report a strong sense of belonging. The project team's first recommendation is to develop distributive leaders. School districts should mandate that leaders are trained in distributive leadership. Building leaders should develop various committees to spread leadership throughout the school. The second recommendation is to value relational leaders. State and district evaluation systems should include standards on relational leaders. The final recommendation is to integrate social emotional learning and equity work. District leaders must adopt the policy that everyone matters or no one matters. Leaders must place value on the most marginalized groups feeling a sense of belonging which then created a greater collective sense of belonging. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Despite more historically underrepresented students pursuing STEM degrees, their likelihood of remaining in STEM fields has been stalled compared with their White peers. It has been argued that developing inclusive programming and environment can significantly impact the retention and persistence of underrepresented undergraduate STEM students in STEM courses. According to the literature, students' self-conceptualization and development of their disciplinary identities are connected to their interest, perseverance, and success in STEM post-secondary environments. However, there is a paucity of scholarship on using critical educational techniques that combine marginalized students' STEM cultural knowledge and applicability. Thus, this qualitative action research study examined the effects of a decolonized STEM curriculum on marginalized students' intersectional identities, perspectives, and experiences in a STEM learning environment at a Midwestern university. This study investigated culturally based instruction that promotes the knowledge of marginalized students neglected in academic settings, which may serve as a resource for STEM educators. I utilized a critical-asset lens to highlight academic and psychological factors that challenge our understanding of race and culture's influence on underrepresented students' attitudes, perceptions, and science identity development while teaching from decolonized STEM curriculum. Thirteen first-year underrepresented STEM students took part in a decolonized curriculum primarily focused on the students' understandings of STEM through activities, observations, interviews, assessments, reflections, and evaluations over seven weeks. Through reflection and analysis, the findings that impact STEM students' experiences, which include (a) connection to oneself to culture and STEM, (b) the need for role models who represent diversity in STEM fields, and (c) the development of tools that assist students in developing resiliency and acquiring leverage within STEM learning communities. These findings show the necessity for decolonized STEM curriculum as a starting point for STEM educators to engage students in STEM to activate their knowledge (e.g., science identity development) as a consequence of this study. Furthermore, these findings indicate that this study reveals a fundamental necessity to combine culture and knowledge in the curriculum to authentically enable students to participate in STEM. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

School choice is a tool used to fight inequality and is important to consider how students are assigned to schools. The essays in this dissertation study mechanisms designed to improve and understand students' attendance at schools. Chapter 1 examines the inequality caused by the COVID-19 pandemic with respect to schools switching to a hybrid option. During the pandemic, school districts adopt hybrid schedules to continue the education of the students while maintaining social distance. In a hybrid schedule, students in the same classroom are usually divided into two groups, and students only in the same group can physically attend class together two days a week. School districts do not take the preferences of the students/parents over the days they would like to come to school into account during this procedure. In this paper, we propose a solution that divides students into groups based on their preferences. Our solution respects the number of classrooms initially reserved for each grade and enables possible efficiency gains by swapping classrooms across grades. Moreover, when there are two alternative schedules provided for students, our solution is immune to preference manipulations. In Chapter 2 we analyze the application of a reserve system to the Boston Mechanism. School choice enables disadvantaged students to have access to better schools and is an important tool in the fight against inequality. A reserve system sets aside a predetermined number of seats for under-represented groups. In this paper, we analyze the application of a reserve system under the Boston Mechanism. The Boston Mechanism is widely used by school districts in the US because it maximizes the number of students who receive their reported first choice. We show how the current inclusion of reserve systems to the Boston Mechanism by school districts, such as Charlotte-Mecklenburg, can negatively impact students. We propose a modified mechanism that respects reservations while eliminating waste. Moreover, it Pareto improves upon the current applications of reserve systems under the Boston Mechanism and is not outperformed in terms of incentives. In chapter 3 we develop a new methodology to estimate a student's true preference order. The estimation of student preferences from revealed choices typically uses a student's reported rank-order list. However, a student who chooses to not report a rank-order list of schools has revealed information about her beliefs of acceptance over her preferences but is often not included in current estimation strategies. In this paper, we adopt the bounds approach, introduced by Lu (2022), to estimate student preferences and compare it to the commonly used exploded logit model. We present simulation evidence that suggests the bounds approach has a smaller bias in the estimators while increasing the number of students in the data. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Sense of belonging is of vital importance to children's success in schools. School environments play an important role in socializing students toward education and educational attainment. Feeling a sense of belonging at school is linked to higher levels of student emotional and physical well-being and better academic performance and achievement. School belonging plays a critical role in how students see themselves and their futures. Within K-12 education, educational leaders are unaware of how their personal leadership styles enhance or detract from a sense of belonging among all students in their community. This study aims to measure the leadership style and characteristics that best promote a sense of belonging. Methods: Building leaders were interviewed about how they establish a positive climate and culture that promotes a sense of belonging. Responses were then triangulated with building school improvement plans and Panorama Education Survey data. The project team found that shared leadership (also known as distributive leadership), communication, and integrating social-emotional learning with equity work has the greatest impact on belonging. School leaders that had these three criteria had higher percentages of staff and students report a strong sense of belonging. The project team's first recommendation is to develop distributive leaders. School districts should mandate that leaders are trained in distributive leadership. Building leaders should develop various committees to spread leadership throughout the school. The second recommendation is to value relational leaders. State and district evaluation systems should include standards on relational leaders. The final recommendation is to integrate social emotional learning and equity work. District leaders must adopt the policy that everyone matters or no one matters. Leaders must place value on the most marginalized groups feeling a sense of belonging which then created a greater collective sense of belonging. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A comprehensive high school located in Southern California exhibited a suspension rate of 11.1%, placing it second among high schools within their district during the 2018-2019 academic year. According to the California School Dashboard (2019), students who were African American, Hispanic, English learners, homeless, had disabilities, and were socially or economically disadvantaged received most of the suspensions at the high school during the 2018-2019 school year. Exclusionary interventions cause students to miss crucial instruction time, which leads to low academic performance and increased behavior problems. Due to the increasing number of suspensions in 2019, the high school administration team sought to create the Wellness Center, a hub for restorative practice interventions. This project aimed to assess the effectiveness of the Wellness Center, specifically looking at suspension rates and the students' sense of belonging. The California Dashboard data corroborated the Wellness Center's objective, showing a decrease in suspension rates from the period preceding the Wellness Center's inception to 3 years after its establishment. Additionally, the Panorama Survey was analyzed to measure students' sense of belonging, and results suggested that students who participated in the Wellness Center had an increase in their sense of belonging, as predicted. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This phenomenological study investigated the impact of culturally proficient leadership behaviors on culturally diverse school populations and sought to identify culturally responsive practices used by culturally proficient school leaders. The research was conducted in a suburban Title I school district in California with a diverse student population. Qualitative methods were used to collect data from school leaders who had participated in cultural proficiency professional development.The findings revealed that culturally proficient leadership behaviors positively impacted culturally diverse school populations, and culturally responsive practices included building relationships, understanding cultural differences, and being intentional in communication and decision-making. Characteristics shared by culturally-responsive leaders serving culturally diverse populations included being adaptable, empathetic, and committed to equity and inclusion. Participating in cultural proficiency professional development helped school leaders develop a better understanding of cultural responsiveness and how to apply it in their leadership practices. The study's findings highlight the importance of implementing culturally proficient leadership practices in diverse school settings and offer valuable insights into the challenges and opportunities associated with cultural proficiency development. The study contributes to the educational community's understanding of culturally responsive and effective leadership practices. The study calls attention to the crucial need for school leaders to build cultural proficiency within themselves and their staff and implement culturally responsive practices to meet the needs of diverse student populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Sense of belonging is of vital importance to children's success in schools. School environments play an important role in socializing students toward education and educational attainment. Feeling a sense of belonging at school is linked to higher levels of student emotional and physical well-being and better academic performance and achievement. School belonging plays a critical role in how students see themselves and their futures. Within K-12 education, educational leaders are unaware of how their personal leadership styles enhance or detract from a sense of belonging among all students in their community. This study aims to measure the leadership style and characteristics that best promote a sense of belonging. Methods: Building leaders were interviewed about how they establish a positive climate and culture that promotes a sense of belonging. Responses were then triangulated with building school improvement plans and Panorama Education Survey data. The project team found that shared leadership (also known as distributive leadership), communication, and integrating social-emotional learning with equity work has the greatest impact on belonging. School leaders that had these three criteria had higher percentages of staff and students report a strong sense of belonging. The project team's first recommendation is to develop distributive leaders. School districts should mandate that leaders are trained in distributive leadership. Building leaders should develop various committees to spread leadership throughout the school. The second recommendation is to value relational leaders. State and district evaluation systems should include standards on relational leaders. The final recommendation is to integrate social emotional learning and equity work. District leaders must adopt the policy that everyone matters or no one matters. Leaders must place value on the most marginalized groups feeling a sense of belonging which then created a greater collective sense of belonging. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Rural, economically disadvantaged students in Southern Appalachia experienced numerous situations that could negatively affect them socially, emotionally, behaviorally, and academically. Educators who routinely worked with rural, economically disadvantaged students should understand the difficulties these students experienced, as well as employ beneficial instructional strategies aimed at positively impacting their academic success. The purpose of this quantitative non-experimental correlational study was to determine the perceptions of teachers located in the Appalachian region of northeastern Tennessee regarding their preservice teacher preparation programs and their beliefs about how adequately prepared they were to teach ED students in such a way as to positively affect those students' educational outcomes. For this research study, I surveyed educators in a small, rural, economically disadvantaged Southern Appalachian school district to understand their perceptions of their teacher preparation programs and how well prepared the educators felt to teach rural, economically disadvantaged students. Educators that participated were grouped by teacher preparation program degree type (bachelor's, master's, alternative) and years of experience in education (0-10 years, 11-20 years, 21-30 years, 31+ years). From the survey results, it was determined that educators with fewer years of experience in the field of education felt most prepared to teach rural, economically disadvantaged students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The focus on equity and inclusion in the Civil Rights Movement in the 1960s led to the creation of Upward Bound (UB). The core mission of UB is to prepare high school students with the academic and social skills necessary to enroll in post-secondary education and beyond. However, there is a lack of empirical studies on how the growth of students' social and emotional skills is supported within UB programs. Using a qualitative phenomenological study, I critically examined how implementing the principles of social and emotional learning (SEL) influenced the academic success and degree completion of underrepresented students in the UB program. As perceived through the lens of UB program alumni who were currently in leadership positions (leading their own lives), I empirically documented how SEL in Upward Bound programs impacted UB alumni's academic, social and emotional development, and leadership success. Eight former Upward Bound alumni of Upward Bound programs located at one of three institutions of higher learning in the south-central United States, participated in my data collection process. My participants verbally consented to participate in a 30--45-minute interview that consisted of 13 semi-structured interview questions. I collected data through phone calls, emails, video conferencing, and face-to face interviews. My key findings indicated that faculty support, role models, programming, and opportunities to develop social and emotional skills were salient. Consistent with other studies, I also found self-management skills, flexibility skills, and conscious awareness of emotions contributed to the participants' social and emotional development. The conclusion of my study indicated that my participants developed a self-authored life which they constructed through lived experiences and participation in the Upward Bound program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study utilizes qualitative narrative inquiry methods to explore the cultural experiences in higher education of rural students from poor and working-class backgrounds. These explorations occurred through individually interviewing seven rural, poor and working-class student participants, conducting focus group interviews with all participants, and reading through journal entries written by each participant, all centered around their journeys to and through college. Drawing upon cumulative disadvantage theory and definitions of and theory around culture across psychology, sociology, and anthropology, this study engaged a cumulative disadvantage, culture-based framework -- "intertwining cultural flexibility", "cultural integration", and "cultural capital and wealth" -- to explicate the higher education experiences of students who held the dual and compounding identities of being both rural and poor or working-class. Through doing so, this study addresses: 1) how rural, poor and working-class students culturally experience -- both uniquely and collectively -- higher education; 2) how, if at all, rural, poor and working-class students transition into and navigate higher education institutional cultures; and 3) how, if at all, such cultural experiences, transitions, and navigations play a role in those students' higher education attainment. This study's findings included two components. First, a narrative was written about each student's experience coming from their rural, poor and working-class family and community into and through higher education. These narratives offered unique stories about the students' personal experiences in higher education, including their academic, co-curricular, social, and professional experiences. Second, paradigmatic analysis was conducted, highlighting shared themes across the narratives. Through explicating the narratives and themes through a cumulative disadvantage, culture-based framework, this study suggests that: 1) rural, poor and working-class students hold two disadvantaged identities and background factors of being both rural and poor or working-class, which are minoritized and marginalized by higher education institutions; 2) as students with these dual rural and poor and working-class identities and background factors experience, transition into, and navigate higher education, they traverse campus cultural contexts that feel different from and at odds with their rural, poor and working-class upbringings; 2) the cultural experiences for rural, poor and working-class students in college are complex, as these students engage in cultural flexibility and cultural integration, while also gaining cultural capital and utilizing cultural wealth; 3) such cultural processes can play a role in higher education attainment for rural, poor and working-class students, given that they utilize various cultural tools to find success in higher education all the way to completion of their degrees. This study concludes with implications for theory, research, and practice and policy. In particular, this study contributes to cumulative disadvantage and cultural theory, as well as future research ideas around how to study rural, poor and working-class students in higher education and the cultural experiences of other minoritized and marginalized student populations. Regarding practice and policy, I note the importance of higher education practitioners and policymakers recognizing and valuing rurality and social class, communicating higher education norms and processes to rural students from poor and working-class backgrounds, continuing outreach and support programs for rural, poor and working-class students, creating and fostering community for this population, and acknowledging the compounding and cumulative nature of rurality, social class, and additional social identities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

From an educational equity perspective, all students need to have appropriate learning opportunities that are close to their own cultural contexts (e.g., families and communities). Based on the transformative social-emotional learning (SEL) framework, the mixed-methods study explored how culturally relevant reading experiences can be longitudinally linked with underserved students' social-emotional and academic development. Specifically, this study explored changes in underserved students' prosocial self-efficacy and reading skills across multiple years of involvement with a culturally relevant reading program at Freedom Schools. The multicultural reading program at Freedom Schools is rooted in culturally relevant pedagogy and SEL to empower racially-minoritized students to make a difference. The purpose of the six-week summer camp is to help underserved students maintain their reading skills during the out-of-school summer period. To explore possible sustainable learning outcomes from experiences at Freedom Schools, this study focused on targeted participants who participated in the Freedom Schools camp for at least two years (i.e., returning students in 2016 through 2019). The purpose of the study was to investigate students' prosocial self-efficacy and reading skill outcomes over time. From the four years of annual data from Freedom Schools participants, I identified data with parental consent for a total of 50 returning students. For the quantitative analysis, I investigated returning students' individual change patterns in prosocial self-efficacy (n = 38) and reading skills (n = 22). To support the results from the individual change patterns, I also analyzed 16 interviews from eight returning students; each student participated in two interviews that were collected during different summer years of Freedom Schools. According to the descriptive results of this study, within the summer program period (i.e., during the six-week), returning participants at Freedom Schools showed descriptive positive changes in their prosocial self-efficacy in their first camp (67.7%) and their second camp (57.6%); however, between the first and second camps, their prosocial self-efficacy changes varied across individuals. The majority of returning participants showed descriptive positive reading changes. For example, returning students descriptively increased or maintained reading skill levels in their first camp (at least 85% of participants in all reading subfactors) and in their second camp (at least 80% of participants in all reading subfactors). The summer program aimed to prevent summer reading loss of underserved students, so maintained reading scores were marked as positive outcomes within the summer camp period. More than 60% of returning participants had descriptive increases in reading skills between the first and second summer camps. There were no noticeable general change patterns between the prosocial self-efficacy and reading skills. Due to the complex change patterns of students' prosocial self-efficacy across the multiple years, there were no general patterns to explain the relationship between prosocial self-efficacy and reading skills of returning participants. Through the interview analysis, I found that all interviewees had positive views on their summer learning experiences; students commented that their teacher and peers were supportive and respectful in the classroom, and the multicultural books in the camp were interesting to them. The learning and instructional contexts of Freedom Schools align with the transformative SEL approach. In this study, students' interviews aligned with the theoretical ideas of transformative SEL that using culturally relevant education may support students' positive cultural identities and successful academic achievement in racially minoritized students. The findings contribute to our understanding of students' transformative SEL experiences in Freedom Schools contexts. This approach highlights the importance of equity-based SEL implementation for underserved students. The findings of this study also shed light on the impact of Freedom Schools on students' potential learning outcomes across multiple years, from a developmental perspective. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Exclusionary discipline like a Discipline Alternative Education Program (DAEP) has not decreased student discipline referrals. Instead, economically disadvantaged students are often disproportionally assigned exclusionary discipline consequences, and often the impact of these consequences are overlooked (Anderson & Ritter, 2017; Moore et al., 2020; Skiba, 2014). The need to respond to student discipline referrals with consequences that do not exclude students is becoming a more evident issue. This descriptive study explored administrators' perceptions regarding the use of exclusionary discipline, the available discipline strategies, and known outcomes for economically disadvantaged students. The literature highlighted in this study included an overview and history of policies leading to the use of DAEPs, the argument that there is a lack of evidence that exclusionary discipline curtails discipline incidents, the argument that there is a lack of awareness regarding its influence on economically disadvantaged students, and finally, the implications addressing the adverse effects on students. The researcher held semi-structured interviews with five participants from school districts in the El Paso area. The researcher applied McMillan and Chavis' sense of community theory (1986) to connect the findings to the four elements shared in their theory: "membership, influence, reinforcement: integration and fulfillment of needs, and shared emotional connection" (p. 9). The findings highlight that the lack of discipline strategies impedes schools from supporting economically disadvantaged students recommended for an exclusionary discipline consequence. Participants shared that students are often "thrown away" into a DAEP classroom without the proper skills to rebuild relationships and rejoin their school community. The administrators also shared that with the current strategies, the number of discipline incidents was not decreasing. The findings also reveal that school administrators do not feel that exclusionary discipline is helping students return to their traditional classrooms and not return to DAEP. School administrators shared equity issues they have seen that impacted student outcomes. The information discovered encourages school districts to implement more restorative and rehabilitative practices for discretionary discipline reasons. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Though researchers have demonstrated that adaptive practice software is an effective tool to use with primary grade students, they have not fully established the impact blended eLearning tools have on upper elementary students in a suburban school setting. The problem facing one southeastern state district was that their schools had selected different approaches to address declining reading scores, but the district had no systematic analysis of the chosen blended eLearning tools to determine an improvement in reading growth scores among all students. The purpose of this comparative quantitative project study was to determine the influence different blended eLearning tools, Reading Plus and IXL, had on Tennessee Comprehensive Assessment Program (TCAP) TNReady English Language Arts scores of Title I fourth grade students. Siemens's connectivism provided the theoretical framework for this study. Archival data from a southeastern school district were used to examine the influence Reading Plus, IXL, and a control group had on fourth grade TCAP TNReady reading scores. The convenience and purposeful sampling included 143 fourth grade students from three Title I schools. Analysis of a one-way ANCOVA indicated that Reading Plus had greater influence on reading scores of fourth grade students. A policy recommendation paper was created as a tool to guide stakeholders in making informed decisions about selecting adaptive software tools based on evidence-based practices. The results may add to the knowledge in the field of educational technology and may be used by elementary administrators, instructional coaches, and upper elementary teachers when selecting blended learning programs to support their literacy curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A Head Start program in Southeast Georgia, teachers were struggling to provide appropriate services to students with special needs (SWSN) in inclusive settings. The purpose of this study was to explore Head Start teacher descriptions of their roles and the barriers that inhibit implementation of inclusive education for SWSN. McKenzie and Zascavage's model of inclusion formed the conceptual framework that guided this study. The research questions for this study addressed teacher descriptions of their roles and the barriers that inhibit the implementation of inclusive teaching strategies. A basic qualitative design was used to capture the insights of 12 purposefully selected Head Start inclusion teachers through semi structured interviews. Themes were identified through open coding. The trustworthiness of the study was established through member checking, rich and detailed descriptions, and researcher reflexivity. The findings revealed that Head Start teachers are challenged in the role of teaching SWSN, and they need time and resource support to prioritize learning needs of this special population and additional training to improve instructional strategies. This study has implications for positive social change through the identification of strategies to overcome the challenges faced by Head Start teachers in inclusive classrooms and the identification of resources and training needs to improve the quality of services provided by Head Start teachers for the benefit of SWSN. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]