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Social Emotional Learning (SEL) programs and curricula have emerged as a priority in schools over the past three decades, with greater urgency since the COVID-19 pandemic. While SEL programs may show promise in supporting students' social and emotional needs generally, current SEL practices apply color-evasive approaches, leading to White-centered practices and norms that do not acknowledge the identities and needs of students who identify as Black, Indigenous, and People of Color (BIPOC). In response, scholars have called for Culturally Responsive Social Emotional Learning (CRSEL) programs to support students in acknowledging their cultural strengths, recognizing their funds of knowledge, and feeling connected to their learning environment. Although there is a growing body of research on SEL that focuses on conceptualizing social justice, trauma-informed, equity-based, and anti-bias education SEL, more research is needed on teachers' perspectives and how they implement and integrate CRSEL into their classroom settings. The purpose of this study was to explore teachers' perspectives and experiences with CRSEL practices and how they describe the enactment of CRSEL for BIPOC students who attend Title I public schools in California. By centering the research study on the voices of teachers who work in Title I public schools, the study offered critical insights into the implementation of and teachers' commitment to CRSEL. In this phenomenological qualitative study, I interviewed 20 teachers from California Title 1 schools who self-identified as having experience teaching SEL and CRSEL. I asked them about their perspectives and experiences with CRSEL. Across the 20 participants, teachers described their perspectives on CRSEL as a form of building meaningful connections with students and being unable to do SEL without being culturally responsive. They described their enactment of CRSEL as integrating and incorporating students' cultures and personal experiences into the classroom and curriculum materials. Across their perspectives and enactment of CRSEL, teachers described students' responses as a driving force to why and how they implement CRSEL. This dissertation offers implications for research, policy, and practice on SEL enactment in the classroom and teacher preparation. Based on the expressed needs of teacher participants, this study highlighted the importance of school districts adopting and supporting CRSEL curriculum tailored to the intersectionalities, diverse identities, and diverse backgrounds of the students they serve. Moreover, there is a need to provide teachers with resources and ongoing professional development opportunities. This investment that school districts can make will ensure that teachers have the tools and knowledge necessary to create truly inclusive learning environments for all BIPOC 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 problem addressed in this study was that students in upper elementary at four Title I elementary schools did not meet district achievement standards in science for four consecutive years, which could impede their educational and employment futures. Little is known how teachers in these elementary grades taught science content to improve student achievement. The purpose of this basic qualitative study was to explore five upper elementary educators' perspectives of science instruction to improve achievement in Title I elementary schools in a southeastern state. The conceptual framework that grounded this study was a three-dimension concept of science, including scientific and engineering practices, cross-cutting concepts, and disciplinary core ideas. A purposeful sample of one administrator and four elementary teachers, with at least three years in their current positions, participated in semistructured interviews. Interview data were analyzed inductively and coded for themes. Participants revealed that they used contracted resources, collaborative planning, and a variety of teaching methods, instructional materials, and technology tools during instruction to improve student achievement in science, and they incorporated several assessment methods to monitor student progress toward achievement of science standards. A white paper was created based on the study's findings, resulting in three recommendations for elementary educators. Positive social change is possible if science teachers use content area reading strategies and STEM learning and are trained to use literacy assessment knowledge to improve student academic performance, thus, leading to potential postsecondary education and careers in science. [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.]

Researchers have noted that some primary grade teachers do not have the cultural competence to meet transcultural learning goals for primary grade students in diverse schools. This qualitative study explored perspectives of kindergarten through second grade teachers on their cultural competence to meet transcultural learning goals for primary-grade students in diverse schools. Mishra and Metha's 21st century learning model and Vernon's six principles of culturally competent practice were used as the framework for this study. This study addressed two research questions focusing on primary grade teachers' perspectives of their cultural competence to meet the transcultural learning goals for their students and what teachers need to develop their cultural competence to meet the transcultural needs of primary grade students in diverse schools. A basic qualitative study with interviews was conducted with 12 teachers, with a minimum of 3 years of experience, from Title I primary schools in an urban metro city in the southern United States. Data were analyzed, and four themes emerged: (a) resources improve teacher effectiveness in implementing culturally relevant pedagogy; (b) language barriers are addressed when individualized and personalized goals are established in primary classrooms; (c) mentor/coach support and collaboration following professional development enhances teachers' cultural competence; and (d) family participation builds teacher-family relationships through shared experiences. Results from this study contribute to positive social change by supporting the development of cultural competence in K-2 teachers, so they may act as social change agents to meet transcultural learning goals for primary-grade students in diverse schools. [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 research conducted in this study sought to better understand the factors that influence the decisions of teachers to remain in Title I Elementary (K-5) schools. This research is critical to school district retention plans in order to better provide consistent and quality education to students. Through a combination of surveys, interviews, and a focus group, participants at Title I schools provided their perspectives on the factors that led to their decision to remain at a Title I school. Participants in the study had more than three years of experience in education and more than three years of experience at the specific school site. Participant responses provided insight on the reasons that they remained at their school and were assessed to determine commonalities. A phenomenological approach was used to determine commonalities and trends that influence teachers' decisions to remain in Title I schools. Previous empirical literature was reviewed to understand common factors such as; leadership style, work environment, and financial incentives that have already been identified as influencing teacher decisions with regard to retention and this study sought to identify additional factors that are influential to current teachers in low-income Title I schools. The data collected in this study confirmed findings in previous studies and resulted in 5 major findings that teachers identified as influential on their decision to remain at their current Title I school site: mutual trust between teachers and school leadership; a leader's ability to develop teachers; connections between colleagues; shared beliefs and values; and recognition and affirmation from non-teachers in the school community. In addition to the major findings presented, 2 minor findings were identified: state standardized testing impedes teaching and learning, and school grades are an added and undue stress. [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.]

Gifted programs, designed to enhance engagement and rigor for students exhibiting talent or potential beyond their peers in the general education classroom, are not equitably identifying and serving Hispanic/Latino students. This qualitative study explored gifted programming at a Title I elementary school located in a largely Hispanic/Latino community. Very few students received gifted services at the school, despite equity measures in place. Using a framework of educational capital, this study highlighted the cultural capital and community cultural wealth of gifted Hispanic/Latino students and provided suggestions for enhancing programming for this historically underidentified population of learners. Data were collected through semistructured interviews of parents and teachers of students receiving gifted services. Questions were aligned with concepts of capital, and a priori codes were used to analyze participant perspectives. Findings identified embodied cultural capital as the dominant gifted paradigm, but inequitable opportunities to learn hinder students' ability to embody giftedness. Also, the linguistic capital of other cultures has been unrecognized by gifted testing, impacting access for gifted emergent bilingual students. Finally, barriers to success (e.g., low levels of rigor and engagement at the school, lack of opportunity to test for the gifted program, and lack of navigational capital for parents and teachers) threaten the vibrant hopes and dreams parents and teachers have for these students. Findings support the need for increased gifted programming in Title I schools and updated gifted policy to reflect culturally inclusive values. [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 case study was to explore the social-emotional effects of looping in a multiage program at a Title 1 Elementary School with a high population of multilingual learners. The Elementary School was located in a neighborhood within the southeastern portion of the United States of America. The research questions were "How do stakeholders (parents, administrators, and teachers) view the impact of a multiage program using a looping model at a Title 1 school?" and "How do stakeholders view the child's social-emotional skills being affected by looping in the multiage program?" The researcher sent open-ended questionnaires to parents, teachers, and administrators who participated in the program. Fifteen parents, three teachers, and two administrators completed the questionnaires. Other artifacts that were analyzed were attendance reports and discipline reports. The data was analyzed using a thematic approach. The major themes that emerged from the questionnaires were positive parent-teacher relationships, positive student-teacher relationships, growth in social-emotional learning, and increased motivation while in the 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 qualitative single case study aimed to explore how administrative team members perceived their leadership practices and instructional strategies that advance student academic outcomes on annual mathematics and literacy state assessments. Transformational leadership was the conceptual framework for data collection and analysis. Three research questions focused on how elementary administrative team members perceived leadership practices to advance student achievement in mathematics and literacy, their perceptions of the effectiveness of the leadership strategies used, and their perceptions of instructional strategies used to advance student achievement in mathematics and literacy. This single case study included the cases of three elementary school administrative teams consisting of three elementary principals, three assistant principals, and three school improvement specialists. The selection criteria consisted of leadership team members in the three elementary schools serving as study sites that have not made academic progress on the ACT Aspire assessment from the school years 2019, 2021, and 2022. The study revealed that leadership teams exhibited transformational leadership practices. A data review identified that the implemented practices had not increased students' academic achievement in Title 1 elementary schools. The perspectives of the administrative leadership team members provided insight into the significance of instructional strategies and successful leadership practices in raising student academic attainment. Positive social change outcomes can be achieved through identifying intentional methods and practices to increase student achievement when principals are equipped with a deeper understanding of the specific instructional leadership strategies that positively influence 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.]

The purpose of this Action Research study was to investigate and improve the student learning experience by understanding how Grades 4 & 5 educators in a Title 1 suburban-urban school district perceive, comprehend, and apply the CASEL framework for Social Emotional Learning (SEL) to improve learner motivation and academic achievement. Using Action Research, this study sought to explore how a co-constructed professional learning experience design improves educators' self-efficacy implementing the CASEL framework improved the ability to deliver SEL to their learners. Cycle 1 findings showed a lack of time for SEL, professional development, and implementation. Evaluation of the action steps includes qualitative interpretation of educator feedback from the event and descriptive statistical data representing academic achievement from a small number of students at KIND Public Schools (pseudonym) who were the learners of the participants. Findings showed educators' perspectives on Social Emotional Learning (SEL) differed across the district and uncovered a need for comprehensive district-wide professional development on SEL components, terminology, and implementation strategies. Furthermore, they highlighted the importance of establishing routines and learning engagements that seamlessly integrate SEL within the core curriculum to effectively cater to the diverse needs of students and their learning environments. Implications for practice and areas 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.]

This mixed methods action research study was conducted in a Title I, K-12 public charter school with the purpose of exploring teachers' capacities to implement student-centered learning after participating in effective professional development (PD). Participants attended a PD cycle where the staff chose the topic, learning was sustained over a three-month period, and teachers received monthly feedback on classroom observations through personalized coaching. The guiding framework for this study was sociocultural theory because the PD design mirrored student-centered learning where the teacher is seen as a guide alongside the student. In this theory, meaning making is a social experience where perspectives of both the teacher and the student contribute to creating new knowledge. Quantitative data collected included a pre-/post-study survey and classroom observations scored on a rubric, and qualitative data consisted of exit interviews. All data was collected and analyzed concurrently, and a researcher's journal assisted in real-time by providing a space for reflection that was used to determine PD needs, coaching conversations, and interview questions. Quantitative data revealed that the teachers perceived the intervention as slightly boosting their capacity to implement student-centered learning; however, the classroom observations indicated that teachers did not reach levels of proficiency. Through thematic analysis of the qualitative data, six themes emerged, which support the idea that PD can be a transformative experience when it is centered around praxis: (1) collaboration with colleagues, (2) PD gives teachers new ideas, (3) classroom feedback is valuable, (4) teacher reflection, (5) thought partnership, and (6) student choice. The discussion includes limitations and implications for future practice. [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 qualitative case study explored educators' perceptions of implementing trauma-informed practices in a Title I school in Mississippi. With a rising number of trauma-affected students in the United States, there is a parallel increase in educators facing empathy-related stress, leading to elevated burnout rates and attrition from the profession. While literature supports the efficacy of trauma-informed practices in mitigating the impact of trauma on students and staff, implementation challenges can negatively influence educators' perceptions. The study used a purposeful sample of 14 educators from a Title I school in Mississippi. The sample comprised seven general education teachers, two general education teachers/athletic coaches, three support staff, one administrator, and one special education teacher. Data analysis was conducted using NVivo 14 QSR Software. Transcribed interviews were coded using reflexive thematic analysis. The findings in this study revealed key themes: a) the impact of external and internal factors on student learning and behavior, b) the role of relationships and safe environments in reducing negative behaviors, c) the importance of support networks and self-care practice for teachers, d) discrepancies between personal and system-wide support for trauma-informed care results in pockets of practice and, e) the impact of leadership, training, follow-up, and consistency on buy-in. The results revealed several factors influencing educators' perceptions of trauma-informed practices, which offers valuable insights for administrators contemplating implementation. Furthermore, the findings lay the groundwork for future research in implementing trauma-informed practices in schools. [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 districts have been challenged to ensure all students received a high-quality education from highly qualified teachers; therefore, the role of teacher certification and preparedness must be thoroughly investigated. This study examined if there was a statistically significant difference in the interaction between age, gender, ethnicity, and type of TPP based on the sub-factor of the Teachers' Self-Perception Survey: promote student learning, understand learners, teach critical thinking, develop curriculum, assess student learning, and develop professionalism. The population studied consisted of 50 K-5 novice teachers within their first three years of teaching. The Teachers' Self-Perception Survey was employed to determine the teachers' self-perceptions of preparedness. Drawing on the research of Darling-Hammond, a two-way multivariate analysis of variance was used in this study to examine if there was a statistically significant difference in the interaction of the variables mentioned in this study. The study did not find any significance in the types of teacher preparation programs; therefore, both approaches are relevant to teachers being hired. This study found no statistically significant difference in the interaction between the types of teacher preparation programs and gender on the sub-factors (i.e., promote student learning, understand learners, teach critical thinking, develop curriculum, assess student learning, and develop professionalism); however, there was a significant effect for the interaction between the two age groups and teacher preparation programs on the sub-factor promoting student learning and teaching critical thinking skills. [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 Title I elementary school in New York City faced a challenge in supporting students in Grade 3 to Grade 5 who did not meet state proficiency standards in mathematics. The student body of approximately 300 was 80% Black and Brown students, with 40% of students identified as English language learners or students with disabilities. The assistant principal set out to decrease the percentage of students in testing grades who were not proficient in math by 10% by August 2024. The research is grounded in Gholson et al.'s stance on "Black Excellence." Using an improvement science approach, four primary drivers were identified: (a) improving students' familiarity with different strategies for solving math problems, (b) increasing the quality of student discussions in class, (c) instilling confidence in students and developing a positive attitude towards math, and (d) strengthening targeted support in math in testing grades. The primary change idea was to implement the Illustrative Mathematics curriculum that includes problem-solving strategies, instructional routines, and the use of culturally responsive pedagogy during instruction. Teachers engaged in professional learning supported by coaching and mentoring. The assistant principal engaged in structured leadership reflection using Drago-Severson's Pillars of Adult Learning Theory. The study generated four conclusions: (a) teachers need ongoing professional development, (b) it is critical to continue to engage in culturally responsive pedagogy and math professional learning, (c) it was effective to add an additional math period, and (d) it is important to provide adults with leadership roles and for educational leaders to mentor teachers and 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.]

While Black students have experienced significant growth in college enrollment since the passage of the Civil Rights Act of 1964 and Higher Education Act of 1965, they are still less likely than their white counterparts to attend and graduate from a post-secondary institution (Ryan & Bauman, 2016). There have been previous studies on college access programs that aim to combat the challenges contributing to the college access gap for Black students, such as percentage plans, admissions lotteries, and admissions preferences for low socioeconomic students. Although the aim was to promote equality, race-neutral and objective admissions policies perpetuate patterns of power, privilege, and racial inequity by assuming that all educational resources are equal (Bonilla-Silva, 2010). In an effort to address educational disparities, the Florida State University Office of Admissions, Center for Academic Retention and Enhancement (CARE), and Office of Financial Aid joined forces in 2015 to launch the High School Partners Program, a new college access initiative. Students from eight (8) public high schools located in three counties along the eastern and western corridor of Interstate 10 in Florida receive support with college applications and enrollment through the High School Partners Program (Florida State University, 2021). Increasing the percentage of students from underfunded public high schools who applied and were accepted to Florida State University was the objective of the High School Partners Program. All students at participating high schools are eligible for the High School Partners Program, regardless of their financial situation or status as first-generation students, although most of them come from historically underserved backgrounds. The purpose of this study was to explore the role of the High School Partners Program in the college choice process among Black students who enrolled at Florida State University through the general admissions process. This study is supported by research on factors associated with Black students' postsecondary enrollment patterns and chances to improve the pipeline and yield of students from high schools with inadequate resources. Hossler and Gallagher (1987) created a college choice model that outlined three stages (predisposition, search, and choice) that students go through while selecting a college, and this model had an influence on the research framework. The study explored a range of factors that influence students' decision-making through semi-structured interviews. The sample consisted of seven Black students who were enrolled in Fall 2023 and were alumni of a school that was affiliated with the High School Partners Program. According to the study's findings, Black students' enrollment in the predisposition or search stages of the Hossler and Gallagher College Choice Model (1987) was not significantly impacted by the High School Partners Program. Comparable to previous studies, family, college reputation, geographic location, cost, and availability of financial aid shaped Black students' pre-college experiences (Bers & Smith, 1989; Clayton et al., 2023; Comeaux et al., 2020; Sevier, 1992; Weiler, 1994). However, the study indicated that the High School Partners Program played an influential role in the choice stage. Students gave a variety of reasons for choosing to enroll, including scholarship funding, interactions with Black FSU personnel, a different academic and cultural setting from their high schools, household structure, and family member accessibility. The findings also revealed that the High School Partners Program is positively correlated with postsecondary enrollment at FSU for Black student populations that were previously overlooked in the admissions process. These populations include first-generation students who are not eligible for Pell grants and second-generation students who are eligible for Pell grants, who each represent only 9.7% of the university's total FTIC Black student body in Fall 2023 (FSU Office of Institutional Research, 2024).Participants suggested that in order to improve the FSU High School Partners Program, the admissions staff should consider three primary modifications: 1) increase awareness of the High School Partners Program; 2) provide more opportunities to build relationships with FSU representatives; 3) assist in integrating students from partner schools into the FSU community. Further research is imperative to determine the High School Partners Program's viability as an approach to Black student recruitment and to obtain a better understanding of the student populations that stand to benefit the most from involvement. [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 safety measures have become a significant concern in school districts, with efforts ranging from proactive strategies to reactive responses. This abstract delves into the contrasting approaches of proactive and reactive measures and examines their respective impacts on the culture and climate within schools. Proactive safety measures encompass a spectrum of strategies aimed at preventing potential threats before they occur. These may include implementing security protocols, conducting risk assessments, fostering positive school environments, and promoting mental health support systems. These initiatives contribute to a sense of security and well-being among students and staff, fostering a positive school culture characterized by trust, collaboration, and a focus on learning. Surveys and interviews collected qualitative perception data from school board members, teachers, counselors, school resource officers, and administrators to explore school safety measures and their effect on school culture and climate. The result of the research indicates that district stakeholders believe that Improving school safety initiatives is essential for maintaining secure environments within school districts. Consistent and effective communication plays a pivotal role in this process, fostering trust among district stakeholders in both proactive and reactive safety measures. When stakeholders have confidence in the safety protocols in place, it contributes to a positive school climate. Emphasizing proactive safety measures proves to be more advantageous in ensuring the safety of school districts compared to reactive approaches, as it enables schools to anticipate and address potential threats before they escalate. Proactive and reactive school safety measures exert significant influence on the culture and climate within educational settings. While reactive measures are necessary for addressing immediate threats, proactive initiatives play a crucial role in fostering a supportive and inclusive school environment conducive to learning and overall well-being. By striking a balance between these approaches and prioritizing the cultivation of a positive school culture, educational institutions can create safer and more nurturing environments for all stakeholders. [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 descriptive study was to explore how school counselors describe Social Emotional Learning (SEL) strategies and best practices. The research questions focused on understanding licensed school counselors' firsthand experiences with SEL implementation during transactions with students at K-12 Title I schools in the United States and best practices. Sixty-nine school counselors practicing at K-12 Title I schools across the United States participated in this study. Data collection involved 69 open-ended questionnaires and ten semi-structured interviews. Reflexive thematic analysis was used, revealing eight themes: (a) School counselors feel that relationships are key to SEL delivery; (b) School counselors tailor SEL interventions to the school they service; (c) School counselors tailor SEL to fit student needs; (d) School counselors feel confident in leading SEL interventions with students within their schools; (e) School counselors describe SEL as an empirical practice that creates positive outcomes when implemented with students; (f) School counselors call for a school-wide systematic implementation of SEL; (g) School counselors feel that support for SEL is necessary for its success; (h) School counselors seek guidance on best practices for SEL implementation. This study holds practical implications for enhancing SEL practices in K-12 Title I schools in the United States, underscoring the crucial roles of professional development, tailored SEL interventions, school-wide implementation, supportive, collaborative teams, and school counselor leadership. Findings align with the Theory of Reasoned Action (TRA), emphasizing confidence, self-efficacy, and perceived support. [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.]

Students in rural and underresourced school settings often perform poorly due to adversity. This is evident in subcounty schools where challenges such as domestic violence and low socioeconomic status further impact students' academic performance. Researchers have demonstrated that the relationship between students and teachers is instrumental in building resilience and developing social emotional competence. By fostering resilience, teachers can play a crucial role in mitigating these challenges. However, few studies have examined teacher experience in building resilience in students through a qualitative study. Using a generic qualitative descriptive study and grounded in the theory of resilience, semistructured interviews were completed with 12 qualified secondary school teachers with at least one year experience in West Laikipia. Using thematic analysis, the data then revealed key themes: (1) why students need to build resilience; (2) how teachers develop connections with the students; (3) what strategies teachers used; and (4) their need for professional development to support their efforts. Teachers established their relationship with the students through extracurricular activities and offered both parenting and practical support. The mixed day schoolteachers acknowledged the inadequacy of professional development in fostering social emotional competence in their students. Building resilience would bring about positive social change by supporting academic performance, enhancing social-emotional competence and empowering 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.]

Black and Latinx students, along with those in special education programs, are suspended and expelled at rates higher than their peers. Exclusionary discipline can lead to poor academic performance, high dropout rates, and incarceration. Restorative practices (RP) promote a positive school culture, reduce punitive discipline, and build strong relationships. However, more research is needed to understand the relationships among self-efficacy, beliefs, and experiences of Title I elementary educators who implement RP. The study's purpose was to examine teachers' self-efficacy beliefs, beliefs about RP, and experiences related to implementing RP in pre-K to fifth grade in Title I schools in urban settings. Four research questions investigated relationships between teachers' self-efficacy beliefs, beliefs about RP, and experiences in implementing RP in pre-K to fifth-grade classrooms in Title I schools located in urban settings. A non-experimental, cross-sectional, descriptive, explanatory quantitative study was launched with pre-K to fifth-grade educators in Title I schools in urban settings to address the research questions. The study included 222 participants. Data were collected through an online survey consisting of Likert items adapted from surveys with established reliability and validity. Data were analyzed using descriptive statistics, principal component analysis, and Pearson's product-moment correlation. Four significant findings emerged: (a) a strong positive correlation between self-efficacy, beliefs, and RP implementation; (b) a stronger relationship between beliefs and implementation among pre-K through second-grade teachers than third- through fifth-grade teachers; (c) a small correlation between informal behavior and beliefs for third to fifth-grade educators; (d) all elementary teachers would benefit from RP training. [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 research investigated the impact of teacher certification pathways (traditional vs. alternative) on teacher self-efficacy levels; it explicitly focused on elementary teachers in Title I and non-Title I schools. The research context addressed the prevalent issue of teacher shortages in U.S. school districts, which often led to reliance on alternative certification programs to fill teaching positions. The primary instrument for data collection was the Teachers' Sense of Efficacy Scale (TSES), a Likert-type questionnaire consisting of twelve questions assessing self-efficacy in areas such as student engagement, instructional practices, and classroom management. The study sought to provide insights into the quality and effectiveness of alternative certification programs compared to traditional routes. The research findings suggest that while alternatively certified teachers are more likely to be employed in high-risk Title I schools, there was no significant difference in their self-efficacy compared to traditionally certified teachers. This indicates that despite the differences in certification paths and school settings, teachers' overall confidence in their abilities remained consistent. However, there were significant differences in the subscale results for classroom management, with traditionally certified teachers showing higher efficacy in this area. This research can inform policymakers, educators, and stakeholders about the implications of teacher certification pathways on teacher effectiveness and, consequently, student outcomes in Title I and non-Title I schools. [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 nonexperimental quantitative research study was to explore and identify factors affecting the performance of elementary and secondary Title I schools in South Carolina. The study analyzed statistical significant differences in the overall performance of Title I schools over three years and analyzed other factors such as the principal's years at the school and the location of the school in South Carolina. Results showed there was a statistical significant difference in the overall performance in elementary and secondary Title I schools in South Carolina. No statistical significant differences were found in the overall performance in elementary and secondary Title I schools according to the location of the school and the principal's years of experience at the school. Findings from this research provide educational leaders and policymakers with insights on factors that affect student performance in elementary and secondary Title I schools across South Carolina that could help to close the achievement gap. Recommendations for future research include the continuation of analyzing other factors within Title I schools that could help ensure a positive outcome for 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.]

School accountability is a powerful force in education. Today, schools are within the early years of the "Every Student Succeeds Act" ("ESSA") which has introduced a new accountability model to states and districts, in a post-pandemic era in which schools' roles and responsibilities within the larger society have continued to expand, and at the epicenter of complex, and sometimes tumultuous, social and cultural forces. It is within this context that the present study investigates the perceptions of the leaders of 30 Pennsylvania school districts across the continuum of economic disadvantage. It expands on previous research and literature that explored the benefits and challenges of mandated accountability, and that, most recently, has sought to explain how stakeholders understand and make sense of measuring performance. Specifically, this study examines district leaders' perceptions of mandated accountability, the extent to which they value various mandated and unmandated performance measures, and the strategies they use to communicate accountability to their stakeholders. Findings suggest that (1) district leaders' perceptions of accountability are complex and nuanced, (2) that they both believe in the importance of public-facing accountability and, simultaneously, raise concerns about its limitations and potential misrepresentation of schools (especially disadvantaged schools), (3) that they value many of the existing performance measures while also desiring additional, more robust measures, and (4) that individual leaders' approaches to interpreting and communicating accountability measures are not uniform, but are driven by each leader's personal beliefs as well as community interests. [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.]

With over one million emergent bilinguals enrolled in Texas public schools, a call to action and a review of high-stakes online assessment policy for this student population is essential to achieve equity in education. The purpose of this phenomenological study aimed to explore teachers' perceptions of high-stakes online TELPAS testing and digital access for EB students in a Southeast urban Texas Title I school district. The research questions that guided this study explored teachers' instructional preparations, TELPAS' accuracy in measuring English Proficiency, technological resources and digital literacy, and professional development. In this study, 10 bilingual and ESL-certified second through 12th-grade teachers with online TELPAS experience participated. The findings indicated teachers of second language learners embedded sheltered instructional strategies, linguistic accommodations, and blended learning activities into content lessons to align instructional practices with the online TELPAS. However, teachers shared concerns with the accuracy of the speaking and writing domains, technological resources, and digital literacy. Some implications for practice include a focus on quality ongoing cross-curricular sheltered instruction professional development, addressing autoscoring misconceptions, and updating technological resources. [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.]

California Bay Area school districts are experiencing a teacher shortage that threatens to further widen the opportunity gap for schools with the neediest student populations. Financial incentives, administrator support levels, appropriate and consistent professional development, and mentoring are often cited as areas that cause teachers to leave the profession before tenure. This mixed-methods sequential exploratory study sought to answer the research questions regarding perceived strategies and best practices that increase teacher recruitment and retention by district and school site leaders, as well as factors teachers perceive as most significant in their decisions to remain teaching in socioeconomically disadvantaged school sites. A convenience sample of California Bay Area transitional kindergarten (TK)-12th grade level administrators participated in interviews to share their perceptions of strategies and best practices they utilize to recruit, retain, and support novice teachers. Sequentially, a representative sample of 93 TK-12th grade teachers participated in an anonymous online survey about factors that led to their accepting a teaching position in the district, as well as support, professional development, and mentoring they have received. Study findings indicated that teacher recruitment in California Bay Area socioeconomically disadvantaged school districts was heavily affected by the teacher salary offered, a position of interest being available, and the position being in proximity to the teacher's home. Study findings also revealed that administrators were not providing the level of support on-site that was needed by novice teachers. Convergent stakeholder responses to the research questions included: continued increases in salary and benefits as well as providing teachers with more support and mentorship. The study findings yielded a strategic framework that can be used by site and district administrators in socioeconomically disadvantaged school districts that are experiencing challenges with teacher recruitment and retention. Further study is recommended to evaluate the salary schedule for beginning teachers as well as bringing esteem back to the profession as a whole. [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.]

Graduation rates and standardized test scores are common indicators to measure student academic achievement. These indicators have revealed a gap between two socioeconomic cohorts of students in kindergarten through 12th grade. Students attending high-poverty schools have lower academic performance than students attending low-poverty schools. As a result, researchers have sought to understand more about principals' leadership styles and behaviors that correlate to high levels of academic achievement. The purpose of this research was to compare teachers' perceptions of their principals' leadership styles and behaviors in high- and low-poverty schools. The site was a large public school district in Florida. Samples for the study were elementary and middle school instructional personnel. Anchored in Burns' transformational leadership theory, this research used the Multifactor Leadership Questionnaire 5X (MLQ-5X) to gather perceptions of principals' engagement with a transformative style of leadership. In conjunction, Hallinger and Murphy's instructional leadership framework served as the foundation for evaluating principals' instructional management behaviors. The Principal Instructional Management Rating Scale (PIMRS) allowed examination of principals' instructional leadership behaviors. Data came from 493 instructional personnel. Independent samples t-test results showed the perceptions of principals engaging in more of a transformational style of leadership were higher for principals in high-poverty schools. Principals' instructional leadership behaviors were significantly higher for high-poverty schools. These results suggest a need for future research to explore how to increase principals' growth by using a transformational leadership style and instructional leadership behaviors to meet the needs of all students to close the achievement gap. [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 qualitative phenomenological research study used interviews of Title I Secondary School principals regarding their leadership styles and how they get buy-in from their teams. The data collected was analyzed by transcribing the interviews and reading to find common trends in the information. The data collected was compared to each school's performance on standardized tests in Texas to see any commonalities in how the chosen leadership style effects student performance. The achievement gap between economically disadvantaged and non-economically disadvantaged students was compared to the same existing achievement gap in the data of the state of Texas. The study results support the notion that the use of transformational leadership components aligns with best practices of leadership by principals and when utilized, the achievement gap between economically disadvantaged and non-economically disadvantaged students lessens. [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.]

Historically, de jure systemic racism in the United States and the California housing market resulted in a lack of Black family access to housing in affluent neighborhoods, generating a Black-White wealth and income gap still observed today. Even after eliminating much of this outright discrimination, these economic gaps caused de facto segregation of many Black families from affluent and primarily White neighborhoods. This practice is especially prevalent in California, where housing costs are particularly burdensome, and Black families are unlikely to find affordable housing in affluent school districts. Black children are likely to attend Black-White segregated and low-socioeconomic status (SES) school districts. This study, grounded in critical race theory and the education debt model, empirically documents how higher average home prices in California keep Black children out of affluent districts more likely to boast higher standardized test scores. Holding other explanatory factors constant, I use panel data regression first to measure the impact of housing affordability in a district on the degree of Black-White segregation in that district, and in a second regression, the influence of the degree of Black-White segregation on the average sixth-grade-level performance of Black children on math, English, or combined standardized tests. The importance of the empirical-based regression analysis I offer is to document these relationships and the magnitude at which they occur. The goal is to show that local housing policies that explicitly keep less affluent Black households from residing in California school districts are a new form of "Jim Crow Laws" that work to maintain Black-White opportunity gaps. It is reasonable to think of the "not in my backyard" (NIMBY) attitude towards the allowance of affordable housing as serving as a clear form of structural racism. Findings indicated that a lack of affordable housing correlated with a significant increase in Black-White school segregation. Furthermore, as Black-White segregation increased, Black-White achievement disparities in overall and math standardized test scores increased by 2.81 and 4.74 grade levels, respectively. If Black-White segregation decreased by one standard deviation, overall and math achievement gaps fell by 13% and 21%, respectively. Thus, I make the case that the state's lack of housing affordability is a direct contributor to White-Black test score gaps. This finding could further support Reparations Committee activities to use public policy to increase housing affordability and address the equity gaps for Black Californians. [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 warm demander is an educator who provides a loving classroom environment while holding students to high academic standards--a warm demander models culturally specific practices, incorporating elements representative of students' culture through their teaching. Educators adapt instruction to reflect the needs of the students. This qualitative single case study aimed to examine the experiences of K-8 teachers who self-identify as warm demanders in a school within the School District of Philadelphia (SDP). The community that surrounds this public school is underserved. William Glasser's Choice Theory was the theoretical framework for this study to discover if teachers' warm demanding pedagogy is perceived to affect reading growth Participants in the study were 11 elementary teachers who self-identified as warm demanders. Eight participants were interviewed individually. Three participants engaged in a focus group. The transcriptions were validated through member checking. A five-step thematic content approach was used to analyze the collected data with NVivo software. The data analysis yielded four themes: literacy curriculum, support, instruction, and warm demander. Findings from the study prove that warm demanders positively influence student reading growth. Implications include the need for a revised curriculum that has an emphasis on grammar. Culturally relevant text should also be relatable and engaging for students. Practice recommendations included training all teachers in the school district on warm, demanding pedagogy within a series of sessions. Training on adequate preparation for small group intervention was also recommended. Recommendations for future research include a broader study involving several Title 1 schools. Another recommendation was to conduct a qualitative study involving students from K-8 Title 1 schools in order to gain student perspective on teachers who self-identify as warm demanders. [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 dissertation in practice (DiP) is to explore the relationship, if any, between the Mississippi Teacher Corps Graduate School experience and the expressed reasons of some of its teachers to either leave their placement school; teach in another critical-needs school in Mississippi, but not remain long-term; teach in another state; or exit the profession of classroom teaching after completion of the program. This study will only focus on teachers who left their placement school, another critical-needs school in Mississippi, or classroom teaching after 5 years. These five years include the two years while participants were in the MTC program. This DiP has three manuscripts. The first manuscript is an overview of the DiP and a literature review, the second manuscript focuses on the DiP evaluation plan, and the third manuscript is the self-authored leadership statement. The methodology of this study includes an in-depth evaluation tool designed to specifically address the major focus of this DiP. Any final evaluation results will help provide MTC with the knowledge to adjust, modify, or expand its practices to help increase the long-term retention of its teachers in their placement school after completing the 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.]

The need for scientifically literate citizens is an urgent priority, exacerbated by the Covid-19 pandemic of 2020. Despite the importance of scientific literacy, elementary schools across the nation have not made science instruction a priority in their school day. On average, elementary students spend 40% less instructional time in science compared to English Language Arts (ELA) and mathematics. After the pandemic, education systems scrambled to address the learning loss that occurred from leaving our traditional school environment for remote and distance learning. One Maryland school district chose to remediate elementary children reading below grade level, as evidenced by their Acadience Oral Reading Fluency (ORF) scores, by removing them from their science class during the school day to receive Response to Intervention (RtI) literacy services. This mixed-methods study examined how an eight week after-school intervention impacted fifth graders' Next Generation Science Standards (NGSS) science and engineering practices content knowledge and their science attitudes. Elementary science and gifted and talented teachers, along with middle school science teachers and other STEM professionals completed a science experiment and assisted students in completing a science fair project during this intervention. This three-manuscript dissertation discusses the major findings that were identified in the data. Manuscript 1 highlights data collected from a needs assessment completed at a suburban Title 1 elementary school and connects these data to the literature review to understand and explain the problem. Manuscript 2 focuses on the methodology and findings of the after-school intervention. Fifth grade students who participated in the after-school intervention saw an increase in content knowledge by 6.7%. The gains in content knowledge were even more pronounced for special education students, who saw a 13.3% increase, compared with general education students who saw only a 6.7% increase. Students who presented their science fair project at the annual school science fair additionally saw increases in their awareness of a science identity and became more confident in their social skills relevant to group work. Finally, manuscript 3 highlights three recommendations linked to the intervention findings to advance literacy. [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.]

After exiting elementary school, a considerable number of struggling adolescent readers who are not reading on grade level exists, especially in high-poverty schools. For secondary teachers to develop proficient readers, their instructional methods need to prepare students to master skills, such as their ability to read accurately and with fluency, and their ability to understand and gain knowledge from grade-level text. However, secondary teachers are not prepared to handle these instructional tasks. This study focuses on examining the challenges of insufficient college preparation and professional development opportunities in foundational reading skills for middle/junior high school teachers in high-poverty districts. A qualitative phenomenological approach and design were used to conduct one-on-one, semi-structured interviews with 11 secondary teachers to describe their preparations, perceptions, and experiences in incorporating instructional reading strategies and skills to struggling adolescent readers in high-poverty, middle or junior high schools. The conceptual framework for this study was Charlotte Danielson's Framework for Teaching, which included four domains: planning and preparation, classroom environment, instruction, and professional responsibilities. This framework connected to the study by examining teachers' perceptions of their planning and preparation to determine how struggling adolescent readers' needs are met or not met through the classroom environment, instruction, and on-ongoing professional responsibilities of teachers. Five themes emerged from the findings: 1.) lack of prior knowledge of reading foundational skills; 2.) differentiation strategies for their struggling readers with emerging subthemes adapting teacher resources and strategies and modification of assessments; 3.) developing rapport through classroom environment; 4.) meeting diverse students' needs with emerging subthemes: teachers' anticipation of student misconceptions, teachers' reflection of teaching practices, and importance of parental communication; and 5.) teacher collaboration as professional development. This study is beneficial to colleges, universities, and school districts to better equip future and current educators with the necessary tools and resources to meet the needs of struggling adolescent readers. This study places a focus on improving literacy skills of struggling adolescent readers past elementary school in which the achievement gap has widened significantly especially in high-poverty schools. [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 aims to find a correlation between collective teacher efficacy (CTE) and student achievement. Through a quantitative study, the researcher collected data from teachers in high- performing, low socioeconomic elementary schools, specifically those identified as Title I Distinguished Schools in a state in the southeastern region of the United States. Nine schools with 174 participants completed the Collective Efficacy Scale (Goddard et al., 2000) along with two additional demographic questions. The research questions and hypotheses sought to find the level of collective efficacy in the participating schools, to find if a strong relationship or significant correlation existed between CTE and student achievement, and to determine if CTE could be a predictor of student achievement. Through data analysis, the correlation was not statistically significant, and the data collected did not conclude that the level of collective teacher efficacy could predict student achievement. The results demonstrated that all the schools in the study displayed high levels of collective efficacy with similar CTE means. Since all the schools demonstrated high levels of collective efficacy, this study contributed to the literature by showing similar CTE among these schools. Subsequently, the literature supplemented the consideration of contributing factors which support the development of CTE influencing school improvement. Understanding the factors and the results of this study together can be used to replicate in low socioeconomic schools to increase 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.]

The problem that was addressed in this study is the high rate of teacher attrition at a K--8 Title I school in Arizona. The purpose of this basic qualitative study was to explore the perceptions of the teachers who have chosen to remain at this school rather than leave. The theoretical framework of the study was based on Herzog's motivational theory pertaining to the factors that can influence job satisfaction and lead to higher employee retention. The research questions focused on the perceptions of teachers that contribute to their decisions to remain at the study site and what types of support they desire to continue to at the school. The participants were nine teachers who had decided to stay at the study site school after completing at least 1 year of employment. The collected interview data were coded and analyzed for common themes. Key findings include fair compensation, strong relationships with families and students, the autonomy teachers have in educating their students, and the resilience demonstrated by teachers as primary reasons for their retention at a school. These findings provided valuable insight and formed the basis to create professional development for school administrators on the topic of how to better support teachers to increase teacher retention. Addressing teacher attrition is essential for alleviating the ongoing teacher shortages at this local school. Improving the retention rates of teachers will provide stability and enriches the educational environment. The stability of consistent teacher presence enriches the educational environment for all stakeholders. [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 qualitative phenomenological study explores U.S. principals' challenges, successes, and best practices in leading Mandarin Chinese immersion programs in high-need rural schools in a Midwestern state. The study addresses cultural efficiency, increasing student enrollment through principalship preparation, and attracting the interest of parents and students. Purposive and snowball sampling associated with semi-structured interview protocols were used to interview 12 participants (N=12), including 10 females and two males. Participants included two elementary principals, two secondary principals, one administrative assistant, one paraprofessional, three English language arts teachers for Mandarin Chinese immersion program, and three native Mandarin Chinese immersion teachers. Findings reveal three major successes for principals: (1) integrating achievement capacity, parental expectations, and language proficiency; (2) offering students more choices with bilingual talents; and (3) creating a unique multicultural learning community. The study identifies three challenges: (1) resource deficiency, (2) human behavioral issues, and (3) cross-cultural communication barriers. Principals need to strengthen (1) cross-cultural competence, (2) professional knowledge for building multicultural communities, and (3) culturally responsive pedagogy and leadership strategies. Best practices include (1) festival celebrations and cultural activities, (2) teamwork, and (3) community support. Three strategies to promote transformational leadership for communities of practice are (1) community engagement, (2) shared vision, knowledge, and resources, and (3) networking and partnership. Future research should explore the role of principals in creating a leadership framework that enhances stakeholder engagement. A longitudinal study should analyze a decade of student learning data in Mandarin Chinese immersion programs to identify factors correlating with academic performance and well-being. [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 transcendental phenomenological study was to understand how high-stakes assessments shape the teacher efficacy and instructional practices of early career secondary mathematics teachers within Title I schools. With the increasing pressure on school districts to meet accountability standards, early career mathematics teachers may feel uncertain about their ability to implement effective pedagogical practices that lead to student success on high-stakes assessments. This study provides insight to school administrators on how to support early career secondary mathematics teachers as they consider the measures of high-stakes accountability within their instructional practices. The study's findings offer context into the experiences of early career secondary mathematics teachers as it relates to best supporting their instructional practices. Drawing upon the elements of American educational policies that drive the focus of accountability measures, the literature review provides insight to the relationship between high-stakes assessments, early career teacher self-efficacy, and their pedagogical practices utilized for student achievement. The following research questions have guided this study: (1) How do early career secondary mathematics teachers at Title I schools describe their efficacy for teaching under high-stakes assessment accountability policies? (2) In what ways do early career secondary teachers at Title I schools describe their experience being required to teach mathematics courses with high-stakes assessments attached to them? (3) How do early career secondary mathematics teachers describe the instructional practices they utilize while preparing students for high-stakes assessment? Recommendations and suggestions for future research are provided to guide school leaders in assisting teachers in attaining measures of high-stakes accountability while best supporting their pedagogical practices and self-efficacy for the field. [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 the spring of 2020, the United States experienced a nationwide closure of schools, and all educators had to shift their instructional modality from in-person to distance learning without warning. The problem is the COVID-19 pandemic prohibited in-person learning due to state- issued stay-at-home orders. The purpose of this basic qualitative study was to explore participants' descriptions and experiences of their instruction for different learning styles and needs of students with disabilities during the COVID-19 pandemic in Title 1 elementary schools in Massachusetts. A gap exists in the literature regarding the impact of COVID-19 on Title 1 students with moderate disabilities and learning styles in Massachusetts. Fleming's learning styles theory and Adam's educational equity theory served as the theoretical framework for this study and uncovered the influences of instruction and equity on current perceptions. Three research questions guided the current study to reveal special education teachers' perceptions of their instruction of students with moderate disabilities, different learning styles, and their experiences during the COVID-19 pandemic. Fifteen voluntary participants were PreK-8 public elementary special education teachers in Title 1 schools in Massachusetts and worked during the COVID-19 closures. Semi-structured interviews were conducted, and data collection was a combination of field notes, transcripts, and recordings. Data analysis was performed through the NVivo software revealing eight themes. Key factors highlighted a change in the instructional model, various obstacles and challenges special education teachers faced, and the lack of training, support, and resources needed to provide an equitable education and reach different learning styles. These findings indicate the need for targeted and specific training and professional development in special education. [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 qualitative case study explores the perceptions of career teachers who choose to work in high attrition elementary school sites, despite the high teacher turnover and critical teacher shortage. Using the Motivation-Hygiene (Two-Factor) theory, proposed by Frederick Herzberg, Bernard Mausner, and Barbara Block Snyderman in their study The Motivation to Work (1959, 1993), as a theoretical lens, this study looks at the reasons why teachers choose to work in these challenging schools, as opposed to the reasons why other teachers are choosing to leave. Study findings suggest that while extrinsic factors, such as teacher pay, relationships with coworkers and administration, and lack of support can lead to job dissatisfaction, intrinsic factors, such as a passion for the profession, feelings of success with high-risk students, and grit and determination provide the impetus to overcome obstacles and remain in the classroom. [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 the implementation of reform policies and accountability measures on the federal, state, and local levels, the problem of struggling schools and students has lingered in the United States public education system. New York State has recently revised how struggling schools are identified and how they are held accountable for improving students' performance. Included in this revised approach is an emphasis on one non-academic factor--a supportive school environment, which is a strong indicator of the overall wellbeing of school systems and a reliable measure of the quality of interactions among the different elements internal and external to those systems. This a logistic regression analysis of three indicators of supportive school environment from the New York City Department of Education Annual School Survey: classroom behavior, safety, and social emotionality. This study investigated the independent variables as predictive of the binary outcome variable of school in good standing or struggling school. This study adds to prior research by investigating the construct of supportive school environment in New York City public elementary schools. [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.]

Teacher recruitment is a continual challenge facing many rural high-needs schools. The researcher designed this quantitative survey study to explore superintendent and teacher perceptions of the effectiveness of teacher recruitment practices used in High Need/Resource Capacity Rural school districts in New York State and the use of Bolman and Deal's four frames of leadership in the recruitment decision-making process. The researcher developed an electronic survey instrument designed to collect data on superintendent and teacher perceptions regarding the effectiveness of teacher recruitment practices. There are 732 school districts within New York State, and within that total, 153 are categorized as High Need/Resource Capacity Rural districts by the New York State Education Department. A total of 52 superintendents and 161 teachers participated in this study. The results of the survey indicate that teacher recruitment was a concern for nearly all participating superintendents and teachers. Although concern was identified in most areas, a divergence existed among superintendent and teacher perceptions regarding which certification areas posed the most substantial recruitment concerns. There was strong agreement between superintendent and teacher respondents regarding recruitment in the Special Education certification area. Among the 11 financial, six non-financial, and 11 community recruitment practices across all of Bolman and Deal's four frames of leadership included in the survey, there was a continuum of effectiveness based on superintendent and teacher responses. However, in the majority of recruitment practices within this study, no statistically significant differences existed between superintendent and teacher perception regarding the effectiveness of recruitment strategies, and when differences did exist, teachers perceived the strategies to be more effective than superintendents. The results of this study suggest that superintendents should consider a blend of financial, non-financial, and community recruitment practices across all of Bolman and Deal's four frames of leadership to successfully recruit teachers to High Need/Resource Capacity Rural districts in New York State. Additionally, the results identified opportunities for superintendents to develop communication campaigns marketed to potential teaching applicants that highlight the positive relationships within their districts among the school, union, and community as a way to assist in teacher recruitment. Lastly, the results suggest that school administrator certification programs should consider an expanded focus on human resources to better prepare educational leaders to meet the challenges they will face recruiting teachers to fill vacancies within their organizations. [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.]

Consistent usage of classroom management strategies assists in producing desired behaviors that allow for instruction to occur. The problem addressed in this study was the challenge of teacher implementation of classroom management strategies in Title I middle schools. The purpose of this qualitative case study was to identify strategies teachers can use for classroom management in Title I classrooms. A sample of 15 middle school teachers in Title I schools in Central Florida were recruited to participate and data were collected through questionnaires and semistructured interviews. Transcripts were reviewed and analyzed using Braun and Clarke's six step thematic analysis of qualitative research. Behaviorism theory provided the structure for aligning characteristics of effective classroom management strategies through experiences provided by teachers. Data analysis yielded four themes related to Research Question 1, three themes for Research Question 2, and four themes for Research Question 3. The following recommendations occurred as a result of the data analysis: (a) the presence of clear and consistent procedures that support a positive classroom culture, (b) districts provide transformative support for classrooms in Title I schools to assist teachers with unique needs and student behaviors, and (c) schools to establish positive management systems to benefit student and teacher needs. Recommendations for future research were: (a) incorporating the impact of demographic data such as years of experience, race, and gender; (b) phenomenological qualitative study, or other qualitative research designs, to extend upon the collection of classroom management experiences; (c) explore the impact of classroom supports such as specific strategies, parental support, administrative impact; (d) elaborate on the impact of academic achievement and classroom management; and (e) explore the impact of classroom management on the physical and mental health of teachers. Recommendations for research can support future understanding of the topic. [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 single case study design was used to explore college and career readiness (CCR) experiences, perspectives, and standards in one Title I elementary school in Brooklyn, New York. Given that much of the research and practice literature related to CCR focuses on middle and high school, the goal of the study was to better understand how elementary educators in a Title I school can also foster students' college and career readiness. The purpose of this study was to explore how Title I elementary educators understand and support college and career readiness and find areas to improve CCR in elementary school. The questions explored in this study are: (a) How does Title I funding support CCR in elementary education? (b) How does one Title I elementary school in New York City support CCR? (c) What can Title I elementary educators do better to improve college and career readiness? Data was collected from five individual interviews, one focus group interview with five participants, and document analysis using a school-wide observable notes and a checklist related to the six elementary components of CCR counseling by the National Office for School Counselor Advocacy. These findings concluded that elementary educators were unaware of how Title I funds supported CCR at their school. The elementary educators at the research site supported CCR skills by setting high academic expectations and by integrating SEL in academic lesson plans. To improve CCR in Title I elementary education, the findings also concluded that educators wanted more non-academic extracurricular and enrichment activities and programs, and SEL integration into the school's schedule. For this Title I elementary public charter school in NYC, the researcher made four major recommendations: (a) engage elementary educators and other stakeholders in conversations around ways Title I funding is used for CCR, (b) provide Title I elementary educators with professional training around understanding and implementing CCR, (c) implement non-academic enrichment and extracurricular activities and programs around career exploration, and (d) integrate soft-skills in elementary education using elements of SEL and CCR. [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 qualitative interpretive phenomenological study focused on teachers lived experiences teaching remotely online during the COVID-19 pandemic. The problem is that primary school teachers in Jamaica had limited resources and were suddenly pushed into a teaching environment that most were unfamiliar with. The teachers also had limited or no internet access to support online teaching. The findings were significant because it sums up the experiences of primary school teachers teaching online during the COVID-19 pandemic. Data were collected via Zoom and Microsoft Teams virtual interviews using semi-structured questions with a purposeful sample of 15 teachers with varying years of teaching experience. The data were transcribed verbatim and analyzed manually using the van Kaams method to help develop themes and uncover the essence of primary school teacher experiences. Five themes emerged from the semi-structured interview of 15 teachers. They were (a) uncertainty and confusion teaching online, (b) challenging/difficult teaching online, (c) lack of computer and limited or no internet access, (d) stressful overall, and (e) long working hours. Based on this study, there were several recommendations for leaders at the Ministry of Education. Two recommendations were to engage school leaders in conversations that inform digital policies and provide professional development on the effective use of digital devices and virtual instruction. Teachers should also integrate digital learning within the curriculum at least once weekly to familiarize students with the educational platform. [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.]

Teacher turnover is a significant trend and a factor in driving demand for new teachers, in turn creating a teacher shortage. Retaining teachers in the classroom is critical. In this study, the researcher attempted to better understand what motivates educators to teach at Title 1 schools in a West Texas school district. Through interviews and surveys, the researcher analyzed the feedback from teachers to ascertain the relationship between teacher satisfaction at a Title 1 school and their motivation to continue working at a high-needs campus for five years or more by qualitative research methods. Data was collected through interviews, audio recordings, and school and classroom observations. Interviews were about forty-five minutes long, and observations were about 20 minutes long. This method aimed to look for patterns of behaviors from each interview to create new knowledge based on the findings. Similarities arose through the interviews and classroom observations. Findings of student and teacher connections were observed. Teachers repeatedly expressed that they chose to work at challenging schools because it is rewarding, they feel they made a significant impact, and they work to see student success. The teachers expressed how they could relate to the students they work with and feel that the students at Title 1 schools need them most. For some teachers, seeing students grow and learn was the satisfaction. For others, community and a sense of belonging motivated them to stay at Title 1 schools. The self-efficacy of seeing their efforts and students' success was their reason for continuing at their campus. Note: The abstract has the following components: (a) problem statement; (b) research questions; (c) brief information about the sample; (d) brief information about data collection and analysis; (e) brief statement of findings; and (f) implications for practice. [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.]

Although a growing body of research on principal turnover and retention exists in the United States, researchers have conducted very few studies in Canada (Pollock & Hauseman, 2016). Therefore, the purpose of this single embedded case study is to investigate principal turnover and retention in socially vulnerable elementary schools in one large school division in urban Alberta. The final response rate from the "Principal Turnover and Retention Survey" was 51.5% (N = 85). The author also accessed school division data that included 10-years of data on enrollment, student demographics, and principal tenure. The seven findings from both the survey and the organizational data analysis include the following: (a) Less-experienced principals lead smaller, socially vulnerable schools; (b) principals in socially vulnerable schools believe that they do not have the support and resources that they need; (c) working conditions impact job satisfaction for all principals; however, principals in socially vulnerable schools indicate that the workload related to poverty is what impacts their job satisfaction; (d) principals believe that they are not compensated for the work that they do; (e) principals are generally satisfied with serving as school administrators but have difficulty balancing instructional leadership with all the other duties of a principal; (f) principals want to focus on leadership behaviors that predict more positive outcomes for students and schools; and (g) the organizational data show that less-experienced principals lead smaller, socially vulnerable schools with greater student diversity. Understanding that job satisfaction, effectiveness, and self-efficacy are connected, the author made four recommendations: (a) experienced principals must be encouraged to work in the most socially vulnerable schools, (b) that division leaders ensure new leaders are ready for the challenges of working in socially vulnerable schools, (c) that the workload of principals is supported through system-level processes, and (d) that an organizational culture be developed that focuses on collective action; leveraging what the research has stated about effective leadership. [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 exams the use of a weighted 5.0-scale high school grade point average (HS GPA), the South Carolina Uniform Grading Policy Grade Point Average (SC UGP GPA), as the basis for a Multiple Measures placement system in English unique to Florence-Darlington Technical College (FDTC). FDTC's service area lies in the so-called "Corridor of Shame," a collection of K12 school districts along South Carolina's I-95 corridor that, due to low revenues from property values, have been underfunded for decades. Students in this corridor consistently perform lower than other areas of the state, creating an academically challenged environment for local technical colleges. The placement question is complicated by the trend away from traditional developmental education toward corequisite remediation, the growing dissatisfaction with placement exams and growing appreciation for HS GPA as a placement instrument, and the problems of gaining insight from nationally published studies that all use a 4.0-scale HS GPA when the College is importing only a 5.0-scale weighted measure. This mixed-methods study surveys technical college instructors across South Carolina for their opinions on high school student preparation for curriculum-level college English and their insights into placement systems. It also analyzes a five-year long sample comparing students' SC UGP GPA and their outcomes in English 101 to determine a suitable cut score that can serve as a foundation for the College's Multiple Measures placement system. [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.]

Background: The underrepresentation of Black and Latinx students in STEM is highlighted due to structural impediments. Although AP mathematics classes are being introduced as a solution, students from underprivileged schools continue to confront challenges. The study project seeks to investigate the obstacles associated with teaching AP mathematics courses in disadvantaged high schools and to gather perspectives from various stakeholders. Methodology: The study employs qualitative one-on-one interviews and an interpretive research paradigm. The sample comprises mathematics faculty, first-year college students, high school AP math teachers, and one high school student. Thematic analysis is used and ethical considerations are taken into account. Limitations include time and resource constraints, a small sample size, and potential inconsistencies in participant responses. Results and Findings: AP mathematics classes may inspire students to continue STEM in college, yet obstacles such as time constraints and knowledge gaps exist. Students' employment choices are influenced by their own interests and abilities. High school math teachers and college professors highlight algebraic skills as crucial for success in college mathematics, particularly in calculus classes. Discussion: The STEM enrollment problem does not only affect minority students; AP math can be a pathway for all kids. Improving AP math readiness for all students is critical for addressing the STEM professional shortage. It is essential to use extra measures to increase student interest in STEM. Strong foundational algebraic knowledge is required for success in higher education, necessitating stakeholders to focus on improving STEM enrollment and completion 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.]

Declining student engagement has been an ongoing concern for educators, education researchers, school administration, and policymakers for the last 40 years (Axelson & Flick, 2011), with socioeconomically disadvantaged students being the most susceptible to disengagement (Finn, 1993; Jensen, 2013). The discourse surrounding declining student engagement includes exploring effective pedagogy as an intervention and influencing optimal academic development and successful school completion. Innovative pedagogical tools have been studied to provide a more engaging learning experience, evolving from chalkboards to tape recorders, projectors, computers, digital games, and the latest social networking sites (SNSs) (DeCoito & Vacca, 2020), such as Facebook, Twitter, and Instagram. Though the integration of SNSs into the curriculum in secondary education is still being fine-tuned, many educators have adopted them into their teaching strategies because of their growing popularity in society and, more recently, due to the pause in traditional learning caused by the coronavirus pandemic (Cavus et al., 2021; Iivari, 2020). However, concerns about a need for more guidelines on how SNSs should be integrated, their effectiveness, and teachers' preparedness are apparent (Pedler et al., 2020; Van Den Beemt et al., 2020). The study aimed to determine teachers' perceptions of the impact SNSs as pedagogical tools have on student engagement. A secondary purpose was to determine whether teacher perceptions of student engagement when SNSs were used as a pedagogical tool differed based on their years of experience, assignment integration, the type of SNS(s) used, and time spent per week using SNSs for varying assignments. Title 1 high school teachers were surveyed and answered a series of 5-point Likert scale questions rating their level of agreement with statements about SNSs as pedagogical tools and teachers' perception of their impact on different engagement indicators. The sum of the responses determined a total Engagement Indicator (EI) score used for data analysis. Descriptive statistics were used to determine the perceived effect of SNSs on class-specific engagement indicators - attendance and chronic absenteeism, suspension and expulsion, socio-emotional learning, and parent engagement. One-way ANOVA, Kruskal-Wallis, and post-hoc tests were run to determine whether there was a statistically significant difference in teachers' perceptions of using SNSs as pedagogical tools based on their mean EI scores for each independent variable level. These analyses showed that while most teachers in this study (51%) had perceptions below the "Agree" threshold or did not agree that SNSs increase student engagement, a sizeable percentage (49%) of teachers in this study had perceptions at or above the "Agree" threshold or agreed that SNSs positively impacted student engagement. Furthermore, when analyzing individual engagement indicators, parent engagement, attendance and chronic absenteeism, and suspension and expulsion showed that most teachers in this study perceived a positive impact on student engagement when SNSs were used in education. Additionally, the findings suggest that teachers' perceptions were significantly impacted based on their years of experience, the type of SNS used, and the time spent using SNSs in class discussions per week. This study intends to contribute to the body of research on the use of SNSs and their perceived impact on student engagement in Title 1 schools through the lens of 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.]

The purpose of this research was to conduct a generic qualitative study to report how school counselors in Title I schools in the United States described their experiences implementing trauma-informed practices. This study sought to provide prevention and intervention practices provided to students who have experienced trauma as school counselors use an ecological approach to implementing trauma-informed practices. Additionally, this study explored CACREP school counseling program preparation and how competent school counselors felt implementing trauma-informed practices. Twelve semi-structured audio recorded interviews were conducted via Zoom to collect data from school counselors across the United States. All participants recruited graduated from a CACREP accredited institute and were currently working as school counselors in a Title I school. Experience of the school counselors implementing trauma-informed practices ranged from three to twenty-five years. Participants recruited included school counselors who worked in elementary, middle, and high schools throughout the United States. Interviews were transcribed via Zoom and inductive analysis was used to analyze the data. Through inductive analysis, each interview was hand coded by the researcher allowing for themes and subthemes to emerge. The findings of this research revealed five themes that were noted by the participants as significant in their experiences with trauma-informed practices: trauma-informed practices (TIP) identified as useful by school counselors, significance of building the therapeutic relationship, experiencing barriers to providing TIP, most prevalent trauma-informed principles identified as significant by participants, and impact of ecological systems in implementing TIP. Findings of the research also revealed that school counselors use a variety of approaches, including person-centered and solution-focused interventions, daily in their implementation of trauma-informed practices. Additionally, the findings highlighted the need for additional trauma-based training in school counseling preparation programs as participants reported that they did not feel prepared to deliver trauma-informed practices and had to seek out professional development as practitioners. Recommended future research includes researching the experiences of novice school counselors implementing trauma-informed practices, school counselors in specific geographic areas, and school counselors that did not attend a CACREP institution in an effort to inform school counselor trauma preparation. [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 qualitative study using a historical perspective described the lived experiences of seven Black superintendents and 10 Black principals along with their perceptions and understanding of segregation in education. The participants shared the obstacles they encountered while leading districts and schools of poverty. Adaptative Leadership Approach and Transformational Leadership was used as the theoretical lens to obtain the answers to "How do principals in the South describe their understanding of segregation in education? How do superintendents in the South describe their understanding of segregation in education? How do principals describe the challenges within the public school system that existed over the past 50 years? How do superintendents describe the challenges within the public school system that existed over the past 50 years?" This research expounds upon their voices and the significance of the adaptive leadership approach and transformational leadership when gaining insight on segregation, importance of building relationships, and the inequities in education such as: socioeconomic status impact on education received, funding, opportunities, hiring practices, and subtle acts of separation with antiquated mindset. It speaks on how empowering others impacts student achievement and breaks barriers. Although education is still waiting for the equalizer, segregation is hidden in plain sight when listening to their voices. [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.]

Distributed leadership practices were used by principals to engage teacher leaders in instructional leadership responsibilities to create an innovative learning culture in Title I elementary schools. It was not known how teachers described the influence of principal-distributed leadership practices on organizational learning and innovativeness in a high-performing PK-5 Title I school community. Theories of distributed leadership, organizational learning, and innovativeness were used. The purpose of this qualitative descriptive study was to explore how teachers described the influence of principal distributed leadership practices on organizational learning and innovativeness in a high-performing Title I school community. How did teachers describe the influence of principal distributed leadership practices on organizational learning and innovativeness in a high performing Title I elementary school? The sample was 15 teachers from the District of Columbia and four states Arizona (AZ), Georgia (GA), Maryland (MD), and Virginia (VA). Data for this qualitative descriptive study was thematically analyzed using semi-structured interviews, dialogue from two focus groups, and considering secondary data sources to include a demographic survey and field notes. The findings may be instrumental in ensuring principals use distributed leadership practices to promote organizational learning and innovativeness. The results of this study may aid principals in promoting a culture of learning where teacher leadership is intentionally practiced. Additional research is needed to explore the distributed leadership practices of principals on a larger scale. [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 explored school principals' perspectives on optimal leadership practices and their impact on student achievement in Title I schools. Title I schools with high percentages of children from low-income families often face unique challenges, making the study of leadership practices within these institutions especially significant. This research aimed to understand how these administrators perceive their role, identify the leadership practices they deem most effective and analyze the extent of their influence on student academic performance. This phenomenological dissertation delves into the lived experiences of 14 principals leading Title I schools, focusing on their perceptions of best leadership practices and their influence on student achievement. The research utilized an in-depth qualitative approach, employing semi-structured interviews to explore the complex experiences of these educational leaders. This investigation focuses on schools with a higher percentage of students from impoverished homes, often compounded by recent shifts in educational landscapes such as those caused by the COVID-19 pandemic. Preliminary findings suggest that principals' perceptions of best leadership practices encompass many factors, including fostering a positive school culture, promoting collaborative decision-making, and maintaining high expectations for all students. The analysis of the interview data revealed a range of recurring themes encompassing different aspects of leadership in Title I schools. Some of these themes are the significance of building a strong, inclusive school culture; prioritizing teacher professional development; and strategically using resources. The concluding section of this dissertation further provides implications of these findings for school leadership training and educational policy, particularly within the context of Title I schools. It offers recommendations for developing and implementing leadership programs, adjusting policy frameworks to support effective leadership better, and enhancing resources available to principals. The research underscores principals' pivotal role in driving student achievement, especially in Title I schools. It highlights the need for continued research and support in this area. [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 descriptive case study was to describe the perceptions of high school principals and teachers related to how inequitable distribution of federal and state educational funds between low- and high-income schools resulted in disparities in educational outcomes in two low socioeconomic status high schools in the Southeastern United States. Purposive sampling was used to select the study sample based on inclusion and exclusion criteria. The sample comprised two high school principals and 18 teachers from one school district. The data collection instruments were semi-structured individual interviews and a focus group discussion. Data analysis was conducted in anonymity and included creating a memo, reflexivity, coding, comparison analysis, and forming categories and themes. Research questions were designed to learn about the adequacy of principals' and teachers' resources to effectively educate students. Seven themes emerged from data analysis: 1. Lack of funds was associated with a lower quality educational experience. 2. Lack of funds was associated with teachers' seeking creative ways to improve education quality. 3. Lack of funds was associated with lower overall education outcomes. 4. Teacher seminars served as a resource. 5. Professional development and learning communities served as a resource. 6. Teacher training served as a resource. 7. Alternative resources were brought in by the teachers. The findings showed inequitable funding created challenges for teachers to effectively educate students in low-income schools. Recommendations were developed for leaders and practitioners to encourage equitable distribution of federal and state funds, promote educators' professional development, and improve student educational 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.]