Doctoral Symposium 2022 - May12, 2022 4:30 pm CST 122 S. Michigan Ave. Chicago, Illinois - National Louis University
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Doctoral Symposium 2022 May12, 2022 4:30 pm CST 122 S. Michigan Ave. Chicago, Illinois
AGENDA 4:30pm CST | 5:30pm EST
Welcome Remarks
INTRODUCTION Kelli Johnson,
Dean College of Psychology &
Behavioral Sciences
DISSERTATION AWARDS Ryan Bartelmay,
Vice Provost of Faculty Support
KEYNOTE PANEL Facilitated by Eddie Phillips, Provost
JoAnn Kutuskos, ‘21 Ed.D.
Counselor Education and Supervision
Aleli Vazquez Santiago, ‘20 Ed.D.
Educational Leadership
Adelfio Garcia, ‘18 Ed.D.
Teaching and Learning: Reading,
Language and Literacy
Vanessa Goodar, ‘21 Ph.D.
Community Psychology
2AGENDA
Breakout Sessions A-G
SESSION A 5:20-5:40pm CST | 6:20-6:40pm EST
Leveraging the Culturally Responsive
Pedagogy to Inform Professional
Development and Build Collective
Teacher Efficacy
Clinton Alexander,
Educational Leadership
5:45-6:05pm CST | 6:45-7:05pm EST
Utilizing a Holistic Afrocentric
Curriculum Approach to Culturally
Relevant Education for African
American Students: A Program
Evaluation Informing Change
Leadership and Policy Implications
Glennie King,
Educational Leadership
6:10-6:30pm CST | 7:10-7:30pm EST
A Descriptive Case Study of an
Innovative, University-Based Coaching
System for Resident Teachers
Matthew Wester,
Educational Leadership
6:35-7:00 pm CST | 7:35-8:00pm EST
Racially Equitable Teacher Training
and Professional Development
Gerald Macon,
Educational Leadership
3AGENDA
Breakout Sessions A-G
SESSION B 5:20-5:40pm CST | 6:20-6:40pm EST
South Asian Indian Women Facing
Domestic Violence: Giving Voice
Through Their Lived Experiences,
Community, and Provider Perspectives
Arti Persaud,
Community Psychology
5:45-6:05pm CST | 6:45-7:05pm EST
The Relationship Between Languages
and Dreams in Polyglots
Brittany Burkes,
Clinical Psychology
6:10-6:30pm CST | 7:10-7:30pm EST
The Experiences of Married
Mothers in Graduate School:
An Exploratory Study
Maja Jakovljevic,
Clinical Psychology
6:35-7:00pm CST | 7:35-8:00pm EST
An Inaugural, Qualitative Examination
of the Relationships Between People
With Gender Nonconforming
Expression and Social Anxiety
Chrystiana Jones,
Clinical Psychology
4AGENDA
Breakout Sessions A-G
SESSION C 5:20-5:40pm CST | 6:20-6:40pm EST
The Role of Feedback in Developing
21st-Century Learner Attributes in an
SBG Environment
Nina Nusbaum,
Educational Leadership
5:45-6:05pm CST | 6:45-7:05pm EST
Beyond Reading, Writing and Math;
At the Forefront Social and
Emotional Learning
Maureen Deely,
Educational Leadership
6:10-6:30pm CST | 7:10-7:30pm EST
Turning Around Turnaround Efforts
Shalanda Driver,
Educational Leadership
6:35-7:00pm CST | 7:35-8:00pm EST
The Reality of Professional
Development focused on
Classroom Culture
Kenneth Haase,
Educational Leadership
5AGENDA
Breakout Sessions A-G
SESSION D 5:20-5:40pm CST | 6:20-6:40pm EST
The Study of Multi-Tiered
System of Supports (MTSS) in
One Elementary School
Ranya Elhady,
Educational Leadership
5:45-6:05pm CST | 6:45-7:05pm EST
How Teachers Build Relationships
With Students in a Bimodal
Environment
Andrew Salazar,
Educational Leadership
6:10-6:30pm CST | 7:10-7:30pm EST
How Principal Characteristics:
Experience, Leadership Style,
Philosophy and Education Influences
Science Achievement
Patricia Lirio,
Educational Leadership
6:35-7:00pm CST | 7:35-8:00pm EST
American Education and the
Black Girl
Hyacinth Dyer,
Educational Leadership
6AGENDA
Breakout Sessions A-G
SESSION E 5:20-5:40pm CST | 6:20-6:40pm EST
A Program Evaluation of the Impact
of COVID-19 on Teacher Mobility,
Attrition, and Retention
Carla Foord,
Educational Leadership
5:45-6:05pm CST | 6:45-7:05pm EST
The Impact of School-Based Mentorship
Programs for Students with Disabilities
Ranita Brown,
Educational Leadership
6:10-6:30pm CST | 7:10-7:30pm EST
Evaluating a Shared Leadership
Approach to Improving School Culture
and Climate: Lessons From Principal
Supervisors That Inform Change
Leadership and Policy Implications
Tyese Sims,
Educational Leadership
6:35-7:00pm CST | 7:35-8:00pm EST
Figuring It Out: The Self-Efficacy
and Self-Empowerment of Secondary
ELA (English Language Arts) Teachers
of Writing
Alma Vera,
Teaching and Learning: Reading,
Language, and Literacy
7AGENDA
Breakout Sessions A-G
SESSION F 5:20-5:40pm CST | 6:20-6:40pm EST
Palestine, Preschool, and Power:
Palestinian Teacher Narratives Under
Occupation
Nasser Nabhan,
Teaching and Learning: Curriculum,
Advocacy, and Policy
5:45-6:05pm CST | 6:45-7:05pm EST
Learning to Teach Diverse Students:
Awakening, Loving and Surviving
Sonya Parker,
Teaching and Learning: Disability
and Equity in Education
6:10-6:30pm CST | 7:10-7:30pm EST
The Hidden Advantage: Culturally
Responsive Curriculum as a Means
of Building Preservice Teacher
Self-Efficacy
Julie Sidarous,
Teaching and Learning: Curriculum,
Advocacy, and Policy
8AGENDA
Breakout Sessions A-G
SESSION G 5:20-5:40pm CST | 6:20-6:40pm EST
Assessing the Relationship Between
Mandatory Faculty Development for
Online Career College Instructors
and Transformative Learning
Tremayne Simpson,
Higher Educational Leadership
5:45-6:05pm CST | 6:45-7:05pm EST
Special Education Teacher Burnout:
Examining the Role of Educator
Preparation Programs in Prevention
Brittany Straub,
Higher Educational Leadership
6:10-6:30pm CST | 7:10-7:30pm EST
Narratives of Black Female Elementary
School Teachers: Navigating the
Normative Discourse of Whiteness
Thera Tilmon,
Higher Educational Leadership
9VIRTUAL POSTERS
Jessica Ainsworth, A Program Evaluation of the
Educational Leadership Implementation of Multi-Tiered Systems
of Support with First Graders in
English Language Arts at One School
Kenitra Anthony, Perceptions of the Extent to Which Virtual
Educational Leadership Schools Prepare Students for College
Darren Aitchison, Improving School Climate and
Teaching and Learning: Disability Race Relations with Restorative
and Equity in Education Justice in Tandem with Acceptance &
Commitment Therapy and Emotional
Intelligence Training
Shondra Browne, An Evaluation of the Impact of Teacher
Educational Leadership and Student Backgrounds on Students’
Adherence to Classroom Management
Lisel Campbell-Thorpe, How Does Teacher-Implemented
Educational Leadership Social-Emotional Learning (SEL)
Instruction Benefit Teachers?
Toni Carmichael, Narratives of Perseverance by Latina
Teaching and Learning: Women Paving Their Way to Success in
Curriculum, Advocacy, and Policy Science, Technology, Engineering, Art,
and Math (STEAM) Education
Jessica Clark, The Impact of Culturally Responsive
Educational Leadership Teaching on the Achievement of
African American Students
Georgina Cox, The Need for Changing the Spanish
Educational Leadership Curriculum and Instruction in Order
to Improve Student Outcomes
Madeline Cruz, Teachers’ Perception on the Impact
Educational Leadership of Virtual Learning of ELL Students’
Progression in the Primary Grades
10VIRTUAL POSTERS
Kate Cucci, Evaluation of Attitudes, Beliefs, and
Educational Leadership Barriers Associated with Social
Emotional Learning
LaRita Dariso, An Analysis of Methods Middle School
Educational Leadership Teachers Use to Establish and Maintain
Relationships with Students who Struggle
Academically and Behaviorally
Sugeily Dolhon, The Impact of Professional Learning
Educational Leadership Communities on Teacher Efficacy in a
Middle School: A Program Overview
Helen Elayan, The Preparation of Educators to
Educational Leadership Implement an SEL Curriculum
LaWanda Fox, The Experiential Approach to Social
Educational Leadership and Emotional Learning for High School
Students with Cognitive Disabilities
Nathan Guteras, Program Evaluation: A Program Evaluation
Educational Leadership of the Impact of Multi-Tiered System of
Supports (MTSS) and Advancement Via
Individual Determination (AVID) at the
Middle School Level
Farah Henderson, The Impact of Parent and Family
Educational Leadership Engagement on Reading Achievement
of 4th Grade Students in Title I
Elementary Schools
Joshua Karren, A Program Evaluation of the Reasons
Educational Leadership Some Teachers Stay While Others
Leave a School or the Teaching
Profession
11VIRTUAL POSTERS
Elizabeth Kaydanovsky, Impact of Risk Perception and Degree
Clinical Psychology of Relationship on Motivation to
Change Health Behaviors for
Dementia Risk Reduction
Audra Lewis,
Educational Leadership Transformation Through
Competencies
Lanita Lucas, The Impact Of A Formal Mentorship
Educational Leadership Program Through Specialized Wrap
Around Services for Black Girls In
K-12 Education
Tiffany Marcelin, Mathematics & Beyond: The Evaluation
Educational Leadership of Student Proficiency in Mathematics
on National, State, and District
Assessments and the Relation to
Student Success in University
Mathematics Courses
Christine Marquez, The Role of Gamification in Learning
Educational Leadership
Gary McCarthy, What are the Benefits of Teaching SEL
Educational Leadership for Teachers?
Andres Medina, The Impact Workplace
Clinical Psychology Microaggressions Have on Those who
Identify as LGBT
Dinara Metova, The Impact of School Leaders’ Actions
Educational Leadership on Teachers’ and their Practices.
Barbara Munoz, A Proposed Program Evaluation of
Educational Leadership Required Academic Resources a
College Needs to Implement in Order
to Meet the Needs of Students with
Learning Disabilities
12VIRTUAL POSTERS
Bianka Newkirk, The Impact of New Teacher Induction
Educational Leadership on Student Learning
Lori Rath, An Investigation into the Effectiveness
Educational Leadership of High School Models of Instruction for
Exceptional Education Students who
Intend to Receive a Standard Diploma
Domenick Saia, MTSS and Efficient Data Analysis
Educational Leadership
Elizabeth Simpson, A Proposed Program Evaluation of
Educational Leadership the Equitable Practices for STEM
Education to Prepare All Students
for the 21st Century
Danita Smith, Mission Possible: Collaborative
Educational Leadership Practice Promoting Student Success
Ashlee Stanley, The Effects of Covid-19 on the Mental
Educational Leadership Health And Academic Achievement
of Students
Lauren Wright, Navigating Trauma: Utilizing a
Counselor Education Mindfulness Based Intervention
and Supervision Approach
13KEYNOTE PANELISTS Adelfio Garcia has been an educator for over 25 years in Chicago Public Schools and suburban public school districts in Chicagoland. He earned his doctorate in Teaching and Learning: Reading, Language and Literacy from National Louis University in 2018. His dissertation focused on how the teaching and learning in bi-literacy strengthens ties between school and communities. Adelfio is the founder of Biliteracy Solutions, an organization that assists schools to prepare teachers, parents, and administrators to implement bilingual and dual languages programs. Vanessa Goodar is a south side Chicago native determined to reclaim Black wellness and rest through community participation and action research. Vanessa chose to analyze self-identifying Strong Black Women’s barriers to radical self-care action engagement for a deeper understanding of personal battles with secondary infertility, hysterectomy, divorce, mental health stigma and cultural stereotypes of the Strong Black Woman phenomenon. Vanessa is an adjunct professor of Community Psychology at National-Louis University, a special education teacher in Chicago Public Schools and a community self-care specialist. In 2020, Vanessa founded a self-care lab and consultancy, Reclaim Self Care Chicago, and works with organizations, institutions, wellness groups and individuals about the power of radical community self-care centering nature, culture and community prevention, health promotion and wellness. 14
KEYNOTE PANELISTS
JoAnn Kutsukos is a licensed mental health counselor and certified
addiction professional in the state of Florida. JoAnn has been in the field
of mental health since 2009, and she has been in the field of addiction
since 2011. She has held supervisory positions at addiction treatment
centers as a clinical director and she has managed and led treatment
teams. As a clinician, JoAnn was introduced to EMDR and obtained
her certification in 2017. She then obtained her doctoral degree from
National Louis University in November 2021 defending her dissertation
on EMDR as a Complimentary Intervention to treat Addiction and
Comorbid Trauma. Her recent research study was an examination on
EMDR’s efficacy with those afflicted diagnosed with addiction and PTSD.
Aleli Vazquez Santiago earned her doctoral degree in Educational
Leadership from National Louis University in 2020. She has over 18 years
of experience in both public and private education. As such, Aleli values
continued education and has attended the following Harvard Institutes:
Turnaround Leaders, New and Aspiring Leaders, Urban School Leaders,
and Family Engagement in Education. Her educational philosophy is
that every child deserves high-quality education facilitated by a caring
and knowledgeable adult, instructional strategies should accommodate
different learning abilities and meet the needs of individual scholars
academically and emotionally, and education should be engaging,
creative, rigorous, and innovative, providing social-emotional learning
opportunities to students and their families.
15ABSTRACTS: BREAKOUT SESSION PRESENTATIONS Clinton Alexander, Educational Leadership Leveraging the Culturally Responsive Pedagogy to Inform Professional Development and Build Collective Teacher Efficacy In an era of equity and access for all students (Every Student Succeeds Act, 2015), the opportunity gap is steadily growing larger, having a devastating impact on minoritized students. This study performs a qualitative analysis examining how to best equip leaders and teachers to address diverse learners by fostering a culturally responsive pedagogy. The primary question of this study is to what extent does the culturally responsive pedagogy inform professional development opportunities to impact collective teacher efficacy. This program evaluation explores the context, conditions, culture, and competencies (Wagner et al., 2006) of a suburban Chicagoland school district to determine recommendations to increase academic achievement in diverse learning communities. Session A Ranita Brown, Educational Leadership The Impact of School-Based Mentorship Programs for Students with Disabilities School-based mentorship programs can affect the course of students’ academic and personal life trajectories. The purpose of my study is to determine how strong mentoring relationships between adults and children at risk for social and educational failure have been associated with improvements in academic performance, school attendance, and self-image. The context of this inquiry is a private K-12 school. My study demonstrates quantitative data as an example of the development and implementation of school-based mentorship programs. Youth with learning and behavioral disabilities are matched with mentors who have encountered comparative difficulties to support my notion of having more school-based mentorship programs for students with disabilities. My study demonstrates human association based on trust is the paste that ties students’ academic and individual lives and helps them sort out their fates. Session E 16
ABSTRACTS: BREAKOUT SESSION PRESENTATIONS
Brittany Burkes, Clinical Psychology
The Relationship Between Languages and Dreams in Polyglots
According to the United States Census Bureau, the United States alone is
host to around 350 languages. When it comes to investigating languages
in dreams, however, there has only been a limited amount of research.
Prior research on multilingualism has focused exclusively on two
languages, Spanish and English. The purpose of this project is to address
a gap in the literature and expand our understanding of how language
and dream content are linked in people who speak several languages by
conducting research in this area. In addition, the content and language
of dreams are being investigated to see if they may be used to aid in
psychotherapy. This study recruited the assistance of nine polylingual
individuals. The participants were instructed to record their dreams in the
languages in which they occurred for two weeks. After two weeks, the
participants translated their dreams into English in order for them to be
interpreted and analyzed for themes. The findings of this study indicated
that polyglots’ daily life languages, whether their initial or later acquired
languages, were replicated in their dreams. According to the findings,
the frequency of language use appears is more important than when it
was first learnt, when it comes to the occurrences of language in dreams.
The findings of this study indicate that multilingual dreams are capable
of being examined and understood even when the therapist and client
do not speak in the same language.
Session B
17ABSTRACTS: BREAKOUT SESSION PRESENTATIONS Maureen Deely, Educational Leadership Beyond Reading, Writing and Math; At the Forefront Social and Emotional Learning In kindergarten, students begin formalized school without the fundamental social and emotional competencies needed to learn in a group. Young children are not self-managing and have difficulty regulating how they learn in school. Social and emotional learning programs support student SEL skills in schools. In this study, Sky Harbor’s implementation of the Second Step Program was evaluated. An analysis of Unit 3: Emotional Management was conducted to determine if students are using Second Step skills and the impact. Data collection included academic achievement scores, Second Step formative assessment scores, and School-Wide Information Systems (SWIS) data. This study has demonstrated SEL has a positive impact on student achievement. Social and emotional competencies and skills are as essential as reading, writing, and math, if not more. Educators must be immersed in professional development activities that include understanding their SEL competencies, recognizing benchmarks for skills, and designing targeted instruction for students’ needs. Session C Shalanda Driver, Educational Leadership Turning Around Turnaround Efforts This dissertation examines and evaluates the use of school improvement funding, systems, and outcomes within a cohort of turnaround schools in a large Midwestern urban district. Several factors led to the district’s continued failure to meet state achievement expectations. A qualitative inquiry study that analyzed state accountability data, practitioner survey, and interview responses was conducted to determine if research-based improvement elements existed within the schools and acquire practitioners’ perceptions regarding school improvement processes within the district. The research identifies a lack of systems, school and district-wide, stakeholder inclusion, and funding barriers that must be considered to achieve substantial school improvement. Using the author’s experience as a School Improvement Coordinator, specific and concrete examples, and suggestions for improvements to tools, support, and systems to assist in the ongoing work of continuous school improvement are presented. Session C 18
ABSTRACTS: BREAKOUT SESSION PRESENTATIONS
Hyacinth Dyer, Educational Leadership
American Education and the Black Girl
American educators often view the Black girl as aggressive, defiant,
and too challenging to educate, leading to disparities in disciplinary
responses between the Black girl and her peers. This study aims to
examine the experiences of the Black girl in the K-12 system and to
determine effective strategies teachers can use to establish productive
educational relationships with the Black girl. The context of this inquiry
is various states throughout the United States. This study will use a
mixed method research design. Qualitative and quantitative data will
be collected through surveys and interviews of participants. One group
of participants were Black girls who are recent high school graduates.
The other group of participants were teachers who have taught Black
girls. I found a disconnect between the perspective of the Black girls
and the teachers.
Session D
Ranya Elhady, Educational Leadership
The Study of Multi-Tiered System of Supports (MTSS) in
One Elementary School
Multi-Tiered System of Supports (MTSS) is designed to help schools
identify struggling students. The purpose of this study is to determine
the perception of MTSS through the lens of kindergarten through fifth-
grade teachers and teacher leaders who participate in the school-wide
MTSS process. The context of this inquiry is one elementary school in
a large urban district that has implemented MTSS for several years.
I used a mixed methods research design. Teachers need more
support to effectively implement the MTSS process and increase
student achievement.
Session D
19ABSTRACTS: BREAKOUT SESSION PRESENTATIONS Carla Foord, Educational Leadership A Program Evaluation of the Impact of Covid-19 on Teacher Mobility, Attrition, and Retention Teacher mobility, turnover, and attrition have been continuous issues in public education and have only grown with the introduction of Covid-19 into our society. The purpose of this study was to determine how Covid-19 had impacted these issues and to find solutions for retaining teachers in the profession. The context of this study was to determine factors that educators, teachers, administrators, and parents from across the United States believed impacted teacher attrition and to get input from them on what changes were needed to keep teachers in the profession. My study shows via quantitative and qualitative data that teacher attrition was an issue before Covid-19, and with the addition of eLearning and health concerns due to Covid-19, had become even a greater issue. My study on teacher attrition aligned with that of current research and suggested that administrator support, more support for new teachers in the profession, and policy changes were just some of the recommendations from stakeholders that would help solve the issue of teacher attrition. Teacher mobility, turnover, and attrition have been continuous issues in public education and have only grown with the introduction of Covid-19 into our society. The purpose of this study was to determine how Covid-19 had impacted these issues and to find solutions for retaining teachers in the profession. The context of this study was to determine factors that educators, teachers, administrators, and parents from across the United States believed impacted teacher attrition and to get input from them on what changes were needed to keep teachers in the profession. My study shows via quantitative and qualitative data that teacher attrition was an issue before Covid-19, and with the addition of eLearning and health concerns due to Covid-19, had become even a greater issue. My study on teacher attrition aligned with that of current research and suggested that administrator support, more support for new teachers in the profession, and policy changes were just some of the recommendations from stakeholders that would help solve the issue of teacher attrition. Session E 20
ABSTRACTS: BREAKOUT SESSION PRESENTATIONS
Kenneth Haase, Educational Leadership
The Reality of Professional Development focused on
Classroom Culture
Professional development focused on classroom culture is often revered
as an important component for building teachers’ skill sets. This study
examined the current reality of professional development focused on
classroom culture in Orange School District (OSD; a pseudonym). The
participants in this study included administrators and teachers in OSD
at all career stages. These participants participated in focus group
interviews and surveys, respectively. The results of this study revealed that
while professional development focused on classroom culture is revered
as an important component for building teachers’ skill sets, it did not
emerge as a focus in professional development experiences. Through
the implementation of a professional development standards policy, an
increased prioritization of professional development focused on classroom
culture could have a far greater impact on the administrators, the teachers,
and ultimately the students of OSD. Thus, a supportive classroom culture
can be created and sustained and student success can be supported.
Session C
Maja Jakovljevic, Clinical Psychology
The Experiences of Married Mothers in Graduate School:
An Exploratory Study
When faced with external pressures and the balance of multiple life roles,
married mothers in graduate school may feel pressure to live up to the
term “Supermom.” The balance of marriage, motherhood, and graduate
school is not easy. This study aimed to understand how married mothers
in graduate school simultaneously navigate marriage, motherhood, and
school; and to raise awareness to the challenges they may encounter.
This study additionally identified the needs of married mothers in graduate
school and how they think their programs can better serve them.
Session B
21ABSTRACTS: BREAKOUT SESSION PRESENTATIONS Chrystiana Jones, Clinical Psychology An Inaugural, Qualitative Examination of the Relationships Between People With Gender Nonconforming Expression and Social Anxiety This doctoral dissemination concerns research which was conducted that examines the mental issues or risks associated with people identifying with gender-nonconformity. Further, a qualitative study was put into effect by collecting interviews from people identifying as gender nonconforming as well as reviewing related literature and then drawing themes and both analyzing and interpreting the data. A section of the research considers the issues faced by the people with gender nonconforming identification and the mental impact developed on them due to various factors such as rejection from other people, including their family and friends. Another section of the research studies the impact of stigmatization, discrimination, social anxiety, etc., on people with gender non-conformity. The study results are clearly included, which propose that gender nonconformity has a strong relationship with social anxiety, with negative experiences playing the role of mediator. The study also suggests that people with gender- nonconformity face huge problems in the world, which develops a negative impact on their mental health. Finally, a discussion of future research is considered regarding various contexts, including the importance of analyzing different types of problems caused by similar issues. Session B Glennie King, Educational Leadership Utilizing a Holistic Afrocentric Curriculum Approach to Culturally Relevant Education for African American Students: A Program Evaluation Informing Change Leadership and Policy Implications This evaluation study examines the effects of immersing African American students in an educational curriculum that includes them. African American students have received minimal culturally enriched Afrocentric curriculum during their public education. The primary 22
ABSTRACTS: BREAKOUT SESSION PRESENTATIONS
research question of this study is, “To what extent does Chicago Public
Schools (CPS) curriculum implement a holistic Afrocentric approach
of Nguzo Saba principles and culturally relevant education for African
American students”? A focus of CPS is equity, and “prioritizing racial
equity” is one of seven critical aspects of what equity means to CPS.
Education enriched with “Nguzo Saba” will provide a culturally relevant
Afrocentric curriculum to promote racial equity.
Session A
Patricia Lirio, Educational Leadership
How Principal Characteristics: Experience, Leadership Style,
Philosophy and Education Influences Science Achievement
The purpose of this evaluation was to analyze the leadership
characteristics of principals and how the characteristics influence science
achievement. The context of this inquiry was to determine the rationale
leading to science test scores in a school system in the southern United
States scoring below the state average with 55% of the elementary
students below grade level on the end of grade science assessment in
comparison to 36% of the elementary students in the state. I conducted
a mixed-method study to analyze extant science student achievement
data, science teacher surveys, principal surveys, and principal interviews.
The results indicated that principals with a lack of clarity and leadership
in action showed decreased student achievement. The policy guidelines
include the eight action steps to address students’ proficiency in science:
analyze science performance, define instructional practices, establish
clear priorities and parameters in which to act, build instructional
capacity in the principals, establish indicators to monitor, align leadership
behaviors to facilitate the change, and celebrate small wins (Odden,
2016, Kotter, 2012).
Session D
23ABSTRACTS: BREAKOUT SESSION PRESENTATIONS Gerald Macon, Educational Leadership Racially Equitable Teacher Training and Professional Development An examination of teacher training and continuing professional development and the impact on student achievement, teacher retention, and culturally responsive instruction. This study also focuses on the need for robust training and professional development programs in a post Covid-19 pandemic world. Session A Nasser Nabhan, Teaching and Learning: Curriculum, Advocacy, and Policy Palestine, Preschool, and Power: Palestinian Teacher Narratives Under Occupation Palestinians in the West Bank, Gaza, and East Jerusalem have been living under military occupation for over 50 years. While much scholarship has focused on the political facets of the occupation, far less is understood of the lives of Palestinian preschool teachers. The purpose of the research is to explore the narratives of preschool teachers in Palestine: how their lives are affected by the occupation and settler colonialism, the perceived impact of this context on their students, and the strategies they have adopted to guide their students. The study uses narrative research centered on preschool teachers located in different areas of Palestine. Data was collected through semi-structured interviews. The teachers’ narratives revealed the oppressive nature of the occupation, their perseverance in the midst of struggles, aspects of their Palestinian identity, and the importance of play in children’s healing. This research provides an understanding of lived experiences of preschool teachers in Palestine with critical implications for early childhood education and its transformative role in Palestinian liberation. Session F 24
ABSTRACTS: BREAKOUT SESSION PRESENTATIONS
Nina Nusbaum, Educational Leadership
The Role of Feedback in Developing 21st-Century Learner
Attributes in an SBG Environment
The Common Core State Standards (CCSS) present clear academic
expectations; however, research shows that students are still not well
equipped with essential learning, literacy and life skills to succeed in school
and the workplace. It is an uneasy task to prepare students for “lifelong
learning and active citizenship” (Wagner, 2014, p. 14). There is an increasing
need to provide objective, consistent, and meaningful feedback and a
grading policy that focuses on student learning. This dissertation examines
which feedback strategies in a Standards-Based Grading (SBG) environment
from teachers’ perspectives are most effective in cultivating self-directed
learners. The study evaluates the power and efficacy of feedback in
developing the 21st-century learner attributes: thinking, action and life skills.
The research also focuses on identifying a policy that will best support the
district’s SBG practices and language by including the implementation of
feedback guiding principles that address the advancement of students’
ability to self-monitor, self-assess, self-regulate, and self-reflect.
Session C
Sonya Parker, Teaching and Learning: Disability and
Equity in Education
Learning to Teach Diverse Students: Awakening, Loving and Surviving
This dissertation addresses how early career teachers learn about culture
and social class, and teaching and learning, from their diverse students.
It also explores the interplay of teachers’ social identity and their
learning. In addition, collaborative analysis was undertaken bringing in
the viewpoints of four seasoned educators of color, each recent doctoral
graduates in education. In this added layer of analyses, they both
analyzed the initial teachers narratives and compared these to their own
experiences and theories. The importance of teacher reflection, support,
understanding one’s implicit bias and a sense of awakening to structural
inequalities were major themes in the analysis. In addition, the complexity
of identity was addressed.
Session F
25ABSTRACTS: BREAKOUT SESSION PRESENTATIONS Arti Persaud, Community Psychology South Asian Indian Women Facing Domestic Violence: Giving Voice Through Their Lived Experiences, Community, and Provider Perspectives Domestic violence is a social issue with high prevalence rates; nevertheless, there is a lack of awareness and underreporting across the globe (Hurwitz, Gupta, Liu, Silverman, & Raj, 2006; Raj & Silverman, 2002; Vandello & Cohen, 2003;Yoshihara, Bybee, Dabby, & Blazevski, 2010). Several studies show domestic violence is understood and experienced differently within various cultural groups Asay, Defrain, Metzger, & Moyer, 2016; Dasgutpa, Preeti, Sahoo, Biswas, Kumar, and Das, 2015). In this study, a mixed methods approach was used to examine the dynamics involved in South Asian Indian women facing domestic violence in the United States with a three-fold purpose: 1) to examine lived experience of abused South Asian Indian women, 2) to explore the South Asian Indian community views and, 3) to explore provider approaches to working with these women. No previous studies in the extant literature have focused on these three “pillars.” This study offers a comprehensive model to examine the issue. Interviews with nine women revealed their lived experiences as victims of domestic violence, eliciting ten themes to address the first pillar. Themes included perspectives of domestic violence, types of domestic violence suffered and their responses to it, gender roles, views of marriage and relationships by natal family and in- laws, the collectivist culture, coping strategies, help-seeking behaviors, and views of other South Asian Indian domestic violence survivors. Two separate questionnaires provided 84 community and 20 provider perspectives on South Asian Indian women and domestic violence, addressing the second and third pillars. In both questionnaires, reliability analyses of the scales, adapted by the researcher, showed adequate reliability. Other findings of the study included community members’ disagreement with patriarchal constructs, agreement that social support is provided more by friends than family, and encouragement regarding women’s engagement in activities to avoid isolation. There were mixed responses concerning acculturation. Chi Square analyses of community member data revealed multiple statistically significant relationships 26
ABSTRACTS: BREAKOUT SESSION PRESENTATIONS
between 1) marital status, 2) gender, 3) age, and 4) country of birth and
other variables within the study. Provider responses showed agreement
in approaches to working with this population of domestic violence
survivors, which follow national guidelines on domestic violence
advocacy. Provider participants indicated support for culturally specific
interventions. Implications of the study include the need for more
specific domestic violence knowledge and skills among providers to have
optimum service delivery in working with South Asian Indian domestic
violence victims. The findings can also further inform stakeholders on
how to best address domestic violence to support and benefit abused
South Asian Indian women.
Session B
Andrew Salazar, Educational Leadership
How Teachers Build Relationships With Students in a
Bimodal Environment
Teachers nationwide have recently been encouraged to teach on a
bimodal platform forcing them to create lessons and build student
relationships in a way they have not experienced before. The purpose
of my study is to investigate the strategies teachers are using to build
relationships with students in a bimodal environment and compile
a comprehensive list of effective strategies that may be utilized in
professional development for other teachers. The context of this inquiry
is a sixth through eighth grade middle school. My study demonstrates
outcomes supporting the importance of building relationships with
students, best strategies in building relationships, and what is needed
by teachers for continued support in that goal.
Session D
27ABSTRACTS: BREAKOUT SESSION PRESENTATIONS Julie Sidarous, Teaching and Learning: Curriculum, Advocacy, and Policy The Hidden Advantage: Culturally Responsive Curriculum as a Means of Building Preservice Teacher Self-Efficacy This mixed-methods longitudinal study merges Self-Efficacy Theory and Culturally Responsive Teaching to examine the process of self- efficacy development in teacher candidates (residents). The goals of this study are twofold. First, quantitatively, it measures the change (or lack of change) in culturally responsive teacher self-efficacy before and after three terms of a teacher-training curriculum focused on students’ communities, families, and culturally responsive instruction. Additionally, qualitatively, it examines culturally responsive teacher efficacy belief patterns to discover what program factors (i.e., experiences, practice, reflection) result in a change (or lack of change) in residents’ culturally responsive teaching self-efficacy perceptions and dispositions. Results indicate that quantitatively, resident teachers’ self-efficacy scores increased by 60.9% after three terms in the teacher training program as measured by the Culturally Responsive Teaching Self-Efficacy Scale. Qualitatively, residents share their growth in areas including: knowledge of students, responsiveness, self-awareness, relationships, feelings of confidence, and in ability to connect with communities and families. Qualitative findings also explore which program factors impacted residents’ culturally responsive teacher self-efficacy. The implications for teacher education are considered. Session F 28
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Tremayne Simpson, Higher Education Leadership
Assessing the Relationship Between Mandatory Faculty
Development for Online Career College Instructors and
Transformative Learning
Online teaching and learning has become a primary focal point for
higher education administrators. Institutions have focused their strategic
plans to maximize opportunities to grow their campuses, through
distance education. A consistent issue that has surfaced with distance
education initiatives is teacher preparation for online education.
The issue is further compounded in proprietary institutions that may
have limited resources and guidance for structuring effective faculty
development programs. It is beneficial for faculty program developers
to implement adult learning concepts into their courses to improve
the overall training transfer for instructors. Transformative learning
is an adult learning theory that focuses on the transformation that
learners experience when they acquire new information that enables
them to critically reflect on their thinking and change their perspective.
This qualitative research study focuses on the relationship between
mandatory faculty development for proprietary online instructors and
transformative learning. Through extensive data collection, including
surveys and interviews, this study indicates that mandatory faculty
development can produce transformative learning experiences for
proprietary school instructors.
Session G
29ABSTRACTS: BREAKOUT SESSION PRESENTATIONS Tyese Sims, Educational Leadership Evaluating a Shared Leadership Approach to Improving School Culture and Climate: Lessons From Principal Supervisors That Inform Change Leadership and Policy Implications Federal law requires states and school districts to be held accountable for student achievement starting with NCLB (No Child Left Behind), 2002- 2015 and currently, the ESSA Act (Every Student Succeeds), 2015-current (2021). Due to these laws, principals are faced with additional pressures, responsibilities, and are held accountable for the success or failure of their schools. The job tasks are very demanding for one principal to handle. Over half of all principals leave the profession due to burnout within five years (Muir, 2018). This research studied the impact of shared leadership on school culture, climate, and student achievement. A literature review was conducted that researched laws that impacted the principal’s role, pressures that principals encounter, leadership styles that are conducive for the principal’s role, definition of school culture, climate and shared leadership, the components of shared leadership, as well as the advantages and disadvantages of shared leadership. A mixed methods approach was used to collect data. Seven MSGA (Make Schools Great Again) principal supervisors in Prairie View School District were interviewed to gain their perceptual knowledge of the impacts of shared leadership, school culture and climate. The 5Essentials, Illinois School Report, and School Progress Report were publicly available quantitative data sources analyzed as well. All data collected were analyzed using thematic coding to identify trends. Findings revealed there are specific components needed to build shared leadership and that principals need more support in developing shared leadership and establishing a positive school culture and climate to improve student achievement. In order to meet these needs, state and district policies need modifications to their professional development plans for principals. Session E 30
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Brittany Straub, Higher Education Leadership
Special Education Teacher Burnout: Examining the Role of
Educator Preparation Programs in Prevention
Teacher burnout is increasingly problematic, especially for special
education teachers who have a unique set of job responsibilities. Survey
and interview data was used in this phenomenological study to examine
how the educator preparation program (EPP) experience and self-
authorship journey of early career special education teachers impact
their potential to experience burnout. Data findings regarding level
of self-perceived burnout, recollections of being or not being taught
stress management and coping strategies in their EPPs, recollections of
the self-authorship journey, and intentions for remaining in the career
are shared in this dissertation. The essence of this phenomenon can
be summed up as such: individuals are going into special education
because of a passion, but many special education teachers are
experiencing mental health symptoms because of their career and/or
are experiencing some degree of self-perceived burnout. Fortunately,
the results of this study can help EPPs improve pre-service teacher
preparation with the aim of improving rates of mental health distress
and teacher burnout.
Session G
31ABSTRACTS: BREAKOUT SESSION PRESENTATIONS Thera Tilmon, Higher Education Leadership Narratives of Black Female Elementary School Teachers: Navigating the Normative Discourse of Whiteness Stories have long been used to inform, teach, inspire, and motivate. The stories we tell also provide data to explain aspects of the human condition. Stories such as these are the groundwork of this study, which explored the stories of six Black female teachers. Their stories provide the counternarrative of Black Women teachers- and reveal their experiences of success, determination, achievement, and oppression. Black women teachers face many obstacles and barriers as they strive to be productive and successful leaders and educators of Black children. Navigating the dominant narrative of Whiteness and white supremacist culture while also serving Black students can be a challenging task. The Black women in this study prepare every day to battle their own racist demons and answer the calling to teach, making a difference in the lives of Black children. This study found that these Black women teachers create cooperative networks, live and work in validating spaces, live a spiritually connected life, and stay close to a set of strong Black friendships. These components make up a Black teacher’s tool kit for survival. At the heart of this study was also the connection between Black teachers and Black students, stemming from a strong foundation of cultural identity. This is the most significant part of the research as it speaks to the so-called achievement gap and how Black teachers make a difference. It illuminates the idea that Black Teachers matter in the lives of Black children. This study does not compare Black teacher effectiveness with white teacher effectiveness, and it isn’t an indictment of white teachers. It is more about the brilliance and celebration of Black teachers. It is a testimony to responding to the call for teaching, giving back to their community, and validating Black lives, including their own. Session G 32
ABSTRACTS: BREAKOUT SESSION PRESENTATIONS
Alma Vera, Teaching and Learning: Reading, Language,
and Literacy
Figuring It Out: The Self-Efficacy and Self-Empowerment of
Secondary ELA (English Language Arts) Teachers of Writing
Knowing how to write well has been linked to college and career
success and learning to write well is reliant on the effectiveness of highly
prepared teachers of writing. However, secondary ELA (English Language
Arts) teachers of writing report that they were not prepared to teach
writing in their pre-service teacher preparation programs or in-service
professional development. Based on personal experience, I believe that
such educators engage in their own professional learning in the teaching
of writing to meet their students’ needs (grades 9-12). This explanatory
sequential mixed-methods study sought to identify the professional
learning choices made by in-service secondary ELA teachers to grow as
teachers of writing and the rationales that guide these choices. Phase
1 of the study was an online survey (quantitative data) followed by
Phase 2 consisted of focus group interviews (qualitative data) that drew
participants from survey respondents. Analysis of survey data revealed
a wealth of information including teachers’ beliefs on writing, writing
instruction, teacher preparation, and professional learning sources.
Subsequent analysis of focus group data expanded on the survey
findings as participants expressed strong feelings about their students as
writers, writing practices, and their professional learning. This data also
established several important themes, namely, the collaborative nature
of writing, teacher self-reflection, writing instruction, and professional
learning. Implications for future research, policy makers, and practice
are discussed.
Session E
33ABSTRACTS: BREAKOUT SESSION PRESENTATIONS Matthew Wester, Educational Leadership A Descriptive Case Study of an Innovative, University-Based Coaching System for Resident Teachers Over the past two decades, Teacher Residencies (TR) have emerged as an effective model of teacher preparation, aimed at recruiting, preparing, and retaining high-quality teachers for high-need urban and rural schools across the United States. Despite being considered one of “five elements deemed crucial for successful residency programs,” it appears no previous studies have focused specifically on describing or analyzing a coaching system, or system of coaching for residents (Mourlam et al., 2019, p. 401). This study sought to address this gap in the TR literature by providing a detailed account and analysis of an innovative, university-based coaching system for residents. This research employed a descriptive case study approach, utilizing qualitative data collection and analysis. Findings indicate a coaching system with a clear purpose, several distinct coaching-related components, notable strengths, and six areas for future improvement. Session A 34
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