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Using Kimberle Crenshaw's (1990) intersectionality theory as the theoretical framework, this intersectional narrative study focused on how a Black, female school leader in an Alabama Black Belt public school navigated structural constraints to foster Black female student agency (Berry & Cook, 2018; Crenshaw, 1990; Esposito & Evans-Winters, 2022; Vaughn, 2021). This study aimed to understand the strategies used by these leaders to empower their Black female students amidst navigating systemic challenges, such as limited resources, gender inequalities, poverty, unequal educational opportunities, and implicit biases. Relying on various rounds of interviews, observations and open reflective surveys, the participant's story was co-constructed by the researcher and the participant via use of Nasheeda et al.'s (2019) restorying framework. The participant's story revealed how she relied on her own "colorful" personal experiences as a Black girl and woman to inform how she navigates structural constraints to foster Black, female student agency and revealed her impact on people beyond exclusivity to her Black, female students. Some noted practices in her story included the following: culturally responsive social emotional learning, emancipatory pedagogical principles, grant writing and being "the Mama"- a term she used to describe her advocacy role when it comes to her interaction with her students and her colleagues. [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 develop an understanding of how students' Emotional Intelligence (EQ) and Cultural Intelligence (CQ) influence their communication with teachers and peers. This investigation is rooted in Daniel Goleman's Theory of Emotional Intelligence and Christopher Earley's work on Cultural Intelligence. Responses from one-on-one interviews with five teachers were analyzed for qualitative data. The analysis led to eleven emerging themes. The findings indicate that students' EQ and CQ can influence students' communications with peers and teachers. When students possess EQ skills such as naming emotions, recognizing others' emotions, and responding appropriately to those emotions their communication in the classroom with peers and teachers is enhanced. Other skills also help students, such as self-advocacy and vocabulary/language. Students' CQ encompasses both the ability to connect and empathize with others. Students' ability to connect and empathize also influence their classroom communication. Teachers actively develop learners' skills by modeling and providing the students with opportunities to practice their EQ and CQ skills in multiple settings. The current study is expected to contribute to the existing body of literature by providing insight into how EQ and CQ affect the lives of the public-school students and the roles of the public-school teachers. The study may influence future K-12 public school planning by highlighting the need for EQ and CQ skills development for all students. Further research is encouraged in this area to investigate a teacher's role in the successful development of EQ and CQ skills for all 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.]

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.]

There has been extensive research done on varying leadership styles as well as how school leaders employ these styles in order to improve students' academic achievement. However, little literature exists that discusses how leadership style affects a principal or assistant principal's approach to managing student discipline. The purpose of this qualitative research study was to examine how school leaders perceive their leadership style and how their style affects the way they address student discipline in their school buildings. Semi-structured interviews were conducted with 15 principals and assistant principals from an urban, public school district in northern New Jersey who served students in grades four through eight to answer the following research questions: RQ1: How do principals and assistant principals' perceived leadership styles impact their leadership practices and approach to student discipline? RQ2: How are student discipline outcomes affected by the perceived leadership styles of principals and assistant principals? This dissertation shares the thematically coded data gathered through the interviews. Participants discussed demonstrating care for students, staff, and families, even when they did not specifically identify Caring Leadership as their individual style. This caring approach was critical to building positive relationships and determining disciplinary consequences for students that served as alternatives to suspension and other forms of exclusion from schools. This was especially important to the school leaders who participated as they and their staff continue to navigate providing high-quality education to all students in this post-pandemic world. [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.]

Parental involvement in schoolwork has been shown to positively correlate with academic achievement in the classroom. It is widely accepted that parental involvement has a positive effect on student musical learning. Through the past 50 years, music education researchers have been examining how parental involvement affecting their student's musical achievement through student reporting, however there are few studies with parent generated data to examine parent's perspectives on their involvement with their child's instrumental music learning. Many of these studies examine private lessons, specialized music schools, and conservatories. The purpose of this qualitative, inductive study was to explore the lived experiences of parents with children involved in a public-school instrumental music program. Participants were five (N=5) parents who had at least one child active in either a band or orchestra program in the public schools, selected through a purposive sampling process. Data included semi-structured interviews with each participant, with one follow-up interview. An analysis of the interview data revealed the following themes: (a) previously established beliefs and roles, (b) child-informed beliefs and roles, and (c) school-informed beliefs and roles. In addition to these three themes, a revised theoretical model of parent-child interactions in public school instrumental learning is included. [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.]

Principals lack training and understanding of social-emotional learning (SEL) to feel confident in leading SEL initiatives on their school campuses. This study's purpose was to explore elementary school principals' lived experiences in California's Central Valley. A qualitative phenomenological methodology was implemented to achieve this goal. The study included 11 participants from a purposeful, criterion sample in semi-structured individual interviews and one focus group that included six participants. Upon approval from the Northcentral University Institutional Review Board (IRB), I began to conduct interviews and a focus group. Both data collections were gathered, transcribed, sent to each participant for review of the accuracy, and then manually coded to determine the results. The study produced multiple findings derived from one central question and two sub-questions. To explain the results of the findings, the constructivism theory was used. The results showed that there is a broad understanding of what principals' understandings are and none of the participants referenced adult SEL in their understanding. Their understanding was focused on student social-emotional learning. Furthermore, the results showed that relationship skills were identified as the most important social-emotional competency for a school site leader among the participants. Lastly, principals identified more training and support are needed to better understand SEL and support for adults and students on their campus. [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.]

We live in a culture where school systems are accused of being negligent or at fault for any undesired outcome. This can leave school districts and their employees anxious about potential consequences, regardless if the negligent claim is warranted or not. Therefore, there is a need for all educators to understand their responsibilities to provide a safe learning environment, and this may look different from state to state across the United States. The purpose of this study was to analyze how California state courts have interpreted the concept of sovereign immunity and tort claims filed against California public-school districts and their public-school employees related to negligence of supervision on school grounds. This legal research case study design was guided by the following research question: what are the exceptions to sovereign immunity regarding negligence related to the supervision of students as required by California statute? This study analyzed twelve various cases of California public-school districts and employees involving negligence in supervision claims on school grounds after the 1963 California Tort Claims Act was enacted. Based on the issue, rule, application, and conclusion of the twelve cases, eight were ruled in favor of the plaintiff or appellant, and four cases had final court decisions in favor of the defendant or district being sued. Recommendations for further research are to replicate this study to determine how other states interpret negligence of supervision on school property for comparative purposes. Secondly, the research could be expanded to examine the supervision of students while off school premises. [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 lack of achievement in public schools has been a concern globally and has negatively affected the growth of communities and the economy. School principals have a central role in implementing effective instructional practices and creating a positive teaching and learning environment that fosters student achievement. The problem addressed was a lack of instructional leadership in a British territory. The conceptual framework for this research was the instructional leadership model of Hallinger and Murphy, which defines three main dimensions of instructional leadership: (a) defining the school's mission, (b) managing the instructional program, and (c) promoting a positive school learning climate. The research question concerned how school administrators use instructional leadership practices to increase student achievement. Purposive sampling was used to collect data for this basic qualitative research study. The participants were 16 public school educators from a local school district. The data were collected by conducting interviews on Zoom. Data analysis involved a systematic process of coding and thematic analysis. The identified themes were understanding of instructional leadership, common instructional leadership practices, and the challenges of instructional leadership. The findings reinforce that a principal's instructional leadership practices are critical to increase student success, although there remains some ambiguity regarding what constitutes instructional leadership. This study's implications for positive social change include increasing principals' awareness of the best practices for instructional leadership, which they can potentially apply to increase student achievement. Higher student achievement may encourage the growth of communities and the economy. [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.]

Through multiple educational reforms, China has pursued developing well-rounded learners with solid content knowledge, higher-order thinking skills, and the ability to transfer knowledge to real-world problem spaces. The imbalance of learning resources between urban and rural China, however, has caused disadvantages for learners in rural China to gain access to quality educational opportunities necessary for becoming well-rounded learners. Luckily, the quickly growing Internet service coverage in rural China makes educational interventions possible. Online intervention aiming for many qualities of well-rounded learners, such as deeper learning, is particularly promising. The purpose of this study was to investigate the potential of adaptive microlearning to improve deeper learning among public school students in rural areas of China. More specifically, this study investigated whether learners experienced deeper learning while engaging in a prototype adaptive microlearning module (Teaching Cell) to supplement traditional Chinese classroom learning. Teaching Cell adopted the deeper learning principles from Wickersham and McGee's framework (2008). The findings from quantitative data indicated that the Teaching Cell fulfilled many DLPs. For example, evidence supported the active learning principle, the engaged learner principle, the learner ownership principle, and the engaged activities principle. Mixed evidence was also found for the technology-supported principle, the intuitive design principle, and the facilitative teaching practices principle. However, there was a lack of evidence supporting the learner context principle. The findings from qualitative data were generally similar to the ones from quantitative data. The current proof-of-concept study demonstrated the potential that adaptive microlearning, promoting deeper learning, has for improving the educational experience of rural Chinese public school students. While the study was designed in search of a way to help disadvantaged students from rural China, the study can be extended to assist students in urban China, as the government recently banned private companies from offering tutoring services for core subjects. [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.]

Childhood trauma is prevalent among today's students. When educators implement trauma-informed practices in schools, student behaviors and learning typically improve. It is thus important that educators are trained in and have positive attitudes, knowledge, and beliefs toward trauma-informed care. However, high proportions of educators report that they do not receive trauma-informed training, and research regarding the effectiveness of professional development in trauma-informed care is limited. The present study examined whether educators' knowledge, attitudes, and beliefs regarding trauma-informed care differed by grade level of students worked with and previous professional development experiences in trauma-informed care, as well as tested the effectiveness of a professional development program in trauma-informed care. Results revealed significant inverse relationships between grade level of student taught and attitudes related to trauma-informed care, and some specific trauma-informed attitudes were more positive among educators who had engaged in previous professional development. Additionally, overall attitudes and some specific attitudes related to trauma-informed care improved following the professional development program. Practical implication of these results and recommendations for future research are discussed. [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 investigate how the school budgeting process factors into the financial stability of a district, that ultimately impacts academic achievement. Best practices as defined by methods that allow for greater transparency, cost effectiveness, and overall success in the passing of school budgets. School funding is an important facet regarding how resources are ultimately provided within the classroom and indirectly may have a major impact on student learning. Review of the literature has provided a background on the successful implementation of school-based budgeting and factors that lead into budget development. The data techniques implemented were to gather information regarding measurable achievement and financial standing of every possible traditional public school district in New York State. Multiple data tests were conducted to compare test results against the financial condition and the geographical makeup of a district. The quantitative analysis was intended to see what effect the financial condition may have on achievement. The results from the study aimed to connect and make a suggestion towards what goes into the financial affairs of a school district and if any prediction can be made regarding various financial conditions and academic performance. This may help future studies better understand the budgeting process, learn the importance of maximizing financial resources, and reveal any other potential connections to underlying student 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.]

Archived student reading achievement data and teacher perceptions of a one-to-one technology implementation were studied at a small, rural public school in northwest Arkansas. This study looked at data collected prior to and during an unprecedented time in education, the COVID-19 pandemic. The purpose of this study was to determine if a one-to-one computer program impacted student achievement, specifically in reading. This study also utilized teacher survey and interview data to determine whether additional factors can contribute to student reading achievement. Results from the archived student reading achievement data showed the mean growth for student achievement decreased from the 2018-2019 school year to the 2020-2021 school year. During the 2018-2019 school year, Sample School did not have a one-to-one device program. The program was implemented during the 2020-2021 school year. The data shows that from two years prior to implementation to the year of the one-to-one device implementation, student achievement decreased. Results showed a statistically significant difference between school year and reading growth as well as cohort and reading growth, but there was no statistically significant difference when socioeconomic status and gender were taken into consideration. Additionally, the results indicate multiple factors, not just technology, can affect student achievement and COVID-19 is a factor that must be considered when looking at the results of 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.]

Public school districts distribute school policy materials as an efficient method of informing parents and students about their rights and responsibilities. Public schools routinely publish that information to inform parents/guardians and students of expectations within the educational realm. That notification, or School Policy/Code of Conduct/Student Handbook, is used to provide a basis of understanding of the guidelines and rules within the school environment. These materials are often mailed to homes, sent home with students, or available publicly on district websites. That school policy is intended to be a means of reliable communication so that parents and students are aware of and can follow the guidelines and rules. If, however, the document contains difficult text in terms of sentence complexity, document length, or word complexity, it may not be fully understood. This study examined how specific linguistic/language factors impacted accessibility of student policies and how those contributed to disproportionality in discipline for specific groups of students. Findings demonstrated that specific language variables in school policies were able to predict In-School Suspension (ISS) and Out-of-School Suspension (OSS) outcomes across the student groups included in this study. However, those variables were greater predictors of ISS and OSS outcomes for Black students compared to White students. These findings lead to implications for administrators, policymakers, students, and parents particularly because it suggests that language serves as a proxy to racial disproportionality in student discipline. The data indicate that parents of children in public school districts across Texas would benefit from re-designed documents that consider the importance of accessible language. [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 explored the practices that can mitigate a hostile school climate for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth and the barriers that negatively affect implementation of those practices. LGBTQ youth are at higher risk for bullying, harassment, and other characteristics of a harsh learning environment, which can result in negative outcomes, both short- and long-term. Principals of West Virginia public high schools were surveyed to collect data on the frequency at which LGBTQ-supportive practices are implemented in their schools and the barriers, if any, they faced. A total of n = 29 ([x-bar] = 27.6%) participants completed the survey instrument designed to collect data related to the research questions. Data were analyzed to determine which practice(s) LGBTQ youth in schools represented by the sample are most likely to have access to and which practice(s) they are least likely to encounter. Supportive school personnel was the practice most likely to be implemented and a GSA was the practice least likely to be implemented. The barriers reported by principals were most often in the form of stakeholder groups located outside of the school (external). Based on dependent t-tests, no statistically significant difference was observed in the frequency high school principals reported barriers both by type (stakeholder group and logistical component) and location (internal and external). Further research is needed to better understand how the barriers explored in this investigation affect school climate for LGBTQ youth. [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.]