The focus of this research study was to better understand the development of a Professional Learning Community (PLC) culture within an urban middle school campus and to analyze if the intervention, intended to develop a campus PLC culture, had any positive or negative impact on student achievement. This mixed-methods research study utilized pre and post surveys and interviews with campus educators to delve into the perceptions of the development of a PLC culture within the middle school campus. Furthermore, student academic performance was explored through the analysis of state academic performance reports.

The first significant finding of this study was that the results of the concurrent method of data analysis affirmed that, potentially because of this intervention during the 2018-2019 academic school year, the middle school of this study did commence the development of a professional learning community culture. The second significant finding was that based on the data analyzed of student performance for the three previous academic years, student achievement did increase academically when accounting all students and all contents. Furthermore, both math and English language arts had the lowest percentage of students not meeting grade level standards since 2016. Finally, the largest subpopulation within the school campus, English Learner students, demonstrated large gains at 23 percentage points over the last three years in the academic performance tier of approaching grade level or above. This increase in academic performance by the students did ultimately lead to the campus performance rating to increase positively, as measured by the state of Texas.

Preservice teachers are faced with many challenges as they enter their first year of teaching. This is particularly true when dealing with future-ready skills, such as technology integration in K-12 classrooms, an area where many higher education or teaching faculty may not feel comfortable or fluent enough to support preservice teachers or to model in their own instruction.

This action research study aimed to understand how faculty develop Technological Pedagogical Content Knowledge (TPACK) in ways that will help them to enhance their instruction and model technology integration for preservice teachers. An online community was created that allowed teacher educators to interact synchronously or asynchronously to collaborate, learn, and practice new technological skills. This community served as a place for teacher educators to play with new technology and to share their ideas and practices with their peers—ideally to begin the process of developing the knowledge and fluency with technology that would allow them to better support teacher education students.

Both qualitative and quantitative data were used to explore faculty’s development of TPACK. A pre-survey, retrospective pre-survey, and post-survey were administered and analyzed. Also, interviews of participants and observations of the online community were used to collect qualitative data.

The results of the study showed an increase in participants’ confidence for selecting technologies to enhance their instruction after they participated in the online community. Also, the participants felt more confident using strategies that combine content, technologies, and teaching approaches in their classrooms or other learning environments.

In Chapter 5, a discussion of the findings was presented, in which several main implications are shared for researchers who might be engaged in similar work. Also, the lessons learned from this action research are explained, as well as the limitations experienced in this study.

This mixed methods study examined instructor introduction videos for use in online learning. This study intended to identify the influence of video production value on student perceptions of student-instructor intent, specifically in the areas of perceived student-instructor communication and student-instructor connection. This study also examined which production style most accurately aligns student perceptions with instructor intent as well as which video production style is preferred by students.

Using a set of production guidelines, an instructor produced two introduction videos; one of low production value, one of high production value. Student participants were surveyed on their perceptions of the instructor as featured in both videos. The instructor was interviewed using similar questions in order to identify instructor intent and compare instructor intent to student perceptions.

Analysis of data showed that there was no statistical difference between video production value in students’ perceived student-instructor connection or student-instructor communication when compared to the instructor’s intent in the same areas. Data analysis also showed that a high production value was more accurate in portraying instructor intent, however a low production value was preferred by students and portrayed the instructor more positively.

With organizations’ rising interest in creativity as one of the most sought out skill sets for graduates, it has become crucial to infuse creativity training in academic programs. This study evaluated freshmen business students’ perceptions about their personal, everyday creativity and examined the influence of infusing creativity training in their freshmen seminar course.

This action research study drew upon the intersection of three creative self-belief theories from management and education psychology literature: Jaussi, et al (2007) Creative Identity Theory; Karwowski (2014) Creative Mindset Theory; and Tierney & Farmer (2002) Creative Self-efficacy Theory. These theories arguably stemmed from Burke (1991) Identity Theory; Dweck (2006) Mindset Theory; and Bandura (1977, 1997) Self-efficacy Theory, respectively. This approach was used to understand what factors influenced students’ perceptions about their personal, everyday creativity.

Freshmen business students participated in the study. A concurrent mixed methods approach was used to gather data from the students. Quantitative data came from a post- and retrospective pre-intervention survey that assessed four constructs: creative identity, creative self-efficacy, growth mindset, and fixed mindset. The data also came from the quantitative section of a post-workshop feedback survey asking to rate the effectiveness of each workshop. Qualitative data were gathered in several ways. Student interviews focused on asking how they defined creativity, shared reasons that motivated or inhibited them to practice creativity, and explained to what extent the workshops influenced them. Additional qualitative data came from student reflection essays and the qualitative section of a post-workshop feedback survey.

Research results suggested students gained an increased understanding in the importance of adopting a growth mindset, designating ‘creative’ as a critical identity and building confidence in their creative endeavors. The students’ interview and reflection essay data were consistent with the survey data. Finally, research results from the study highlighted the benefit of creativity training as a crucial, complementary, and iterative form of study in an academic setting allowing students to know themselves better and to prioritize their creative performances as part of their program learning outcomes.

International schools and international education initiatives are experiencing tremendous growth as the world’s economy continues to globalize. International schools operating outside of the traditional boundaries of state and national contexts have become havens noted for their diverse and multicultural staff, student bodies and school communities. However, the challenges facing international education have only recently begun to be studied independent from their traditional teaching counterparts. International schools, and any study associated with them, require an individual approach for identifying and solving the challenges unique to their context.

“I’m Leaving!” is an action research study which incorporates phenomenological hermeneutics, action research, and a transformational innovation to examine the social structures associated with the decision-making process of the “I’m Leaving!” phenomenon and the administrative action developed in response. Guided by Transformational Leadership Theory (TLT), this study combined the latest action research methodological perspectives with hermeneutic tradition and Professional Learning Community (PLC) theory to provide a deep and unflinching view into the real and lived experiences of the one subject often forgot about in educational research: the teacher. The study results confirm previous study findings that teacher feelings and perceptions of the leadership effectiveness, teacher-leader relationships, and teacher professional growth opportunities were all improved after teachers participated in an action research communities.

Collegiate recovery programs (CRPs) are university-sanctioned initiatives for students in recovery from alcohol and other drug addiction. Given the ever-rising rates of alcohol and opioid use and misuse, a great need exists to understand how to provide support for those who are considering recovery or who choose a recovery lifestyle in college. The purpose of this action research study was to examine peer-to-peer support for students in recovery. The development of two training innovations, Recovery 101 and Recovery Ally, were delivered to health and wellness peer educators called the Well Devil Ambassadors (WDAs) with the goal of equipping them to better support their peers in recovery. Learning objectives for the training were to gain knowledge about addiction and recovery and to enhance positive attitudes toward students in recovery, which could thereby increase self-efficacy and behavior intention to work with their peers in recovery. Mindfulness was included in the trainings to enhance the WDAs’ experience and provide tools for a self-care skillset. Quantitative data included pre, post, and follow-up surveys for the Recovery 101 training. Qualitative data included short-answer questions following Recovery 101 training and in-depth interviews following Recovery Ally training. Findings indicated that the information provided in Recovery 101 built the WDAs’ knowledge on the topics of addiction and recovery; hearing multiple perspectives from students in recovery allowed the WDAs to increase empathy toward students in recovery; and the building of knowledge, empathy, and mindfulness allowed the WDAs to gain self-efficacy and behavior intention when supporting their peers in recovery.

This study examined the influence of perceived transfer of learning on student engagement, completion rates, and attendance hours of high school equivalency (HSE) students within a Wicked Problems Framework. Local research had shown that over 30% of HSE students stopped attending HSE classes prior to completing 40 instructional hours, and many students cited a lack of relevant, “real-world” application, and the need to pursue employment as the two most common reasons that they stopped attending.

To address this issue, an innovation was developed and deployed for one semester at the Rio Salado College Avondale location. The innovation identified the individual career interests of each student in a treatment group, then worked with industry experts in those career fields to develop PowerPoint slides explaining how each HSE math lesson would directly transfer to the student’s career of interest. In addition, hiring managers from each career field that the students expressed interest in visited the class to discuss the need for HSE math skills and to answer any questions about their career and the transferability of what the students were learning.

The treatment groups’ attendance hours, completion rates, and self-reported engagement were examined and compared all other HSE math classes at Rio Salado College that took place during the same semester, as well as compared to the instructor of the innovation’s previous math classes. The results showed that students who participated in the innovation had, on average, over 38 more attendance hours than students who did not receive the innovation during the same semester and over 44 more attendance hours than the instructor’s previous classes at the same location. In addition, students who participated in the innovation reported higher engagement and enjoyment in the class than in similar HSE classes that they had previously taken.

Soft skills encompass a wide variety of skills that are necessary to be successful in school and in the workplace. From time management to goal setting, communication and collaboration, the non-cognitive, or soft skills, are fundamental to academic success However, even with their importance, soft skills are often not explicitly taught. The purpose of this action research study was to explore the impact of teaching soft skills to high school students.

A soft skills curriculum was created using self-efficacy theory which serves as the heart of Bandura’s (1977) Social Learning Theory. Specifically, the soft skills were taught, modeled, and then practiced by the participants. The Soft Skills Training Group (SSTG) consisted of eight sessions and covered five soft skills: communication, collaboration, time management, work ethic, and goal setting. Additional soft skills related to employability were also covered. These consisted of creating a resume, completing a job application, and practicing job interviews.

Both quantitative and qualitative data were collected. Quantitative data included student and teacher Soft Skills Survey results. Qualitative data included student homework assignments and work produced during the intervention. Reflection sheets were completed after each session to serve as a self-assessment of new knowledge and application of the soft skills covered each session. At the conclusion of the SSTG intervention participants were also interviewed to gather qualitative data about their experience in the group.

Results indicate that although high school students had received some training in soft skills, they lacked the motivation to consistently use their knowledge of soft skills in the classroom. As suggested by previous research, soft skills require hands on practice and constructive feedback to increase student use of soft skills on a regular basis.

New teachers quit the profession at high levels, particularly in rural and urban schools. These high rates of turnover create staffing issues, particularly in high-needs areas like math and special education. High levels of stress and dissatisfaction with the profession have been cited as common reasons teachers exit the profession within the first few years. However, positive interventions from the field of positive psychology as well as mindfulness have been used in the workplace and have been found to support increasing wellbeing as well as reducing stress. This study defines workplace wellbeing as a construct of positive emotions, engagement, positive relationships, meaning/purpose, achievement and health within the workplace. In this mixed methods quasi-experimental study, 26 new teachers within a large suburban schools were sorted into experimental (n=13) and a control (n=13) groups. The experimental group was provided with a mindfulness training (in-person or virtually) as well as was asked to journal twice a week about three things that went well during the week, why those things went well, and what impact that had on students. The experimental group was invited to share their journals with their Teacher Induction and Support Program (TISP) coach in-person during their weekly confidential meetings. The control group was asked to write down any three things that occurred over the week (positive, negative, or neutral) and was also invited to share this with their TISP coach. Participants completed journals for the months of November, December, and January. All participants took a workplace wellbeing survey (developed by Peggy Kern and used with permission of Dr. Kern) at October, December, March and June. Additionally, five participants from the control group and five participants from the control group were interviewed about their experiences as new teachers and their experiences using the interventions. Participants in the control group experienced decreases in their workplace wellbeing throughout the year whereas participants in the control group experiences steady or increases to their workplace wellbeing, particularly in the areas of positive emotions, relationships, meaning, and self-efficacy. Participants in the experimental group also reported mindfulness practices increased their confidence and promoted positive emotional regulation that supported a positive classroom, despite challenging student behaviors. While this study uses a small sample size, these findings were confirmed in qualitative data, quantitative data, and are consistent with findings in related literature. While the findings are consistent with findings in related studies utilizing positive interventions and mindfulness within the workplace, these findings run counter to studies on the emotional experiences of teachers which assert that teacher’s (particularly new teachers) experience high levels of negative emotions and stress, particularly during the middle of the year. The findings from this dissertation suggest positive interventions and mindfulness may bolster new teacher’s workplace wellbeing and self-efficacy during the first year.

The purpose of this study was to examine the effectiveness of the community of practice model in providing professional development to improve K-12 teacher’s knowledge, skills, self-efficacy with regard to the implementation of personal learning. The study also examined the extent to which the community created value for individuals and the organization. The study employed two theoretical frameworks: Bandura’s theory of self-efficacy and Wenger’s communities of practice.

The study employed a concurrent mixed methods approach. Eighteen teachers participated in a 9-month blended learning professional development focused on the implementation of personal learning. Participants took pre and post self-efficacy tests. In addition, qualitative data was collected from feedback surveys, online postings, a research journal, and individual interviews.

The teachers demonstrated greater levels of self-efficacy with regard to the implementation of personal learning after their participation in the professional development community. Teachers reported increased confidence with regard to personal learning in the areas of planning, risk-taking, implementation, making modifications for continuous improvement, and sharing their knowledge with others. The teachers also reported learning about themselves, their students and colleagues, as well as gaining knowledge of content related to teaching, and personal learning. Participants reported the development of a variety of skills including design and problem-solving skills, technology skills, and facilitation and PL strategies. They also reported changes in certain dispositions such as flexibility and open-mindedness. The community created value for both the individuals and the organization.