Schedule of Events
Graduate School of Education Research Symposium
Thursday, May 1, 2025
5:00 pm - 6:30 pm
Soiland Gym
Students in the Graduate School of Education's Master of Teacher Leadership program will present their Education Improvement Plans in a poster session format. This event serves as the formal showcase of their graduate work, highlighting innovative approaches to improving educational practices and policies. Attendees will have the opportunity to explore a range of projects focused on real-world challenges in education and engage with future leaders dedicated to making a difference.
Student Abstracts
Sustaining Teachers: Addressing Teacher Burnout and Retention
Current research and available data indicate that teacher burnout is growing concern in the U.S. education system, particularly in Title 1 schools where socioeconomic disparities and resource limitations exacerbate working conditions. This Educational Improvement Plan (EIP) addresses the critical issue of teacher burnout and its consequences on teacher retention. The significance of this EIP focuses on sustaining a stable, supported, and effective teaching workforce, which is essential to ensuring educational equity and student success. This EIP argues that systemic solutions must address burnout's root causes. The plan includes reviewing the existing literature on teacher retention and submitting a school-wide improvement plan grounded in organizational change theory. The theoretical basis of this EIP draws on Kotter's Eight-Step Change Model. This model guides the phased roll-out of wellness activities, professional development support, and workload management interventions designed to reduce burnout and improve teacher retention. While not yet initiated, these interventions are hoped to establish a culture of caring, collaboration, and sustainability within the school and serve as a model for district-wide adoption. The potential results of this EIP are a school environment where teacher well-being is a priority, resulting in improved retention rates, decreased burnout levels, and a more stable learning environment for students. The outcomes of this research have potential implications for educational leaders, policymakers, and researchers seeking to develop systemic solutions for teacher retention and educational equity.
Student(s):
Justin Abellera
Faculty Mentor:
Dr. Brandy Yee
Thinking Globally: Implementing Effective Social Studies Curriculum to Improve Student Engagement
Introduction: This project was undertaken due to a lack of clarity with my school vision statement that graduates will be "globally competent." The global component of the vision statement is important to navigating college and career in the 21st century, but it is not clear what it means, or how it is achieved. Therefore, I set out to examine current academic research about social studies curriculum and the process through which new curriculum is adopted at my school.
Purpose Statement: The goal of the project was to examine the process by which a new social studies curriculum could be adopted at my school, one that is engaging for students and helps them achieve global competency. The project provides a detailed plan as to how to implement a new social studies curriculum seamlessly within the organizational context. The primary goal of this project is to think of ways to improve social stuides instruction at my school, and to think of how an effective curriculum can prepare students for college and career in an increasingly global society.
Methods/Creative Process: After initially identifying the problem of practice, I examined current research literature on social studies curriculum. I used the research to develop a proposal as to how to improve social studies curriculum at my school. I wrote a detailed plan of how to implement the plan within my organizational context, taking into consideration the overall vision for change, how to communicate the change, how to monitor progress, and steps for further improvement.
Purpose Statement: The goal of the project was to examine the process by which a new social studies curriculum could be adopted at my school, one that is engaging for students and helps them achieve global competency. The project provides a detailed plan as to how to implement a new social studies curriculum seamlessly within the organizational context. The primary goal of this project is to think of ways to improve social stuides instruction at my school, and to think of how an effective curriculum can prepare students for college and career in an increasingly global society.
Methods/Creative Process: After initially identifying the problem of practice, I examined current research literature on social studies curriculum. I used the research to develop a proposal as to how to improve social studies curriculum at my school. I wrote a detailed plan of how to implement the plan within my organizational context, taking into consideration the overall vision for change, how to communicate the change, how to monitor progress, and steps for further improvement.
Student(s):
Jonathan Alami
Faculty Mentor:
Dr. Terri Leon
Examining Culturally Responsive Teaching: Implications for Student Outcomes and Teacher Self-Efficacy
As classrooms across the United States become more diverse, educators face challenges in adapting their teaching practices to reflect students’ cultural identities. Culturally responsive teaching (CRT) has become a significant approach to meet students’ diverse backgrounds, experiences, and learning needs. The purpose of this teaching approach is to provide students with an education that promotes inclusivity in order to enhance their opportunities to reach success. This Education Improvement Plan (EIP) examines the impact CRT has on student success and their cultural competency, while determining teachers’ self-efficacy in implementing CRT strategies. Complex issues impacting our world today such as increasing classroom diversity, changes in political leadership, and discussions about equity and inclusion have brought increased attention to the need for change in education. Using a pragmatist approach, the relationship between CRT and student achievement and teacher self-efficacy is explored. This investigation is supported through Kotter’s Eight Stage Process for Change and Deming’s Continuous Improvement Model, both of which provide a lens for understanding the changes required to include CRT in classrooms today. The intention of this EIP is to find solutions that will strengthen teachers’ confidence in their ability to implement CRT, ultimately leading to a more equitable educational experience for children. The findings of this EIP highlight the importance of professional development needed to improve CRT practices in our educational classrooms, a space where children feel valued and empowered to succeed.
Student(s):
Paulina Aldrete
Faculty Mentor:
Dr. Brandy Yee
Building a Positive School Culture at the Middle School Level
The adolescent period of development experienced by middle school students creates unique challenges, not only for the students themselves but also for their teachers, including adjusting to different schedules, working with multiple teachers in diverse subject areas, and a wide variety of emotions and behaviors typical of adolescence. Oftentimes, building meaningful connections with other school community members is neglected. The goal of this educational improvement plan (EIP) is to create a positive and sustainable school culture at the middle school level through building stronger and more meaningful relationships between school members, establishing a strong community and implementing restorative practices. The EIP will use Dezsca and Ingol’s Change Path Model and Beckhard Harriss’ Change-Management Process in order to enact a productive change, addressing potential challenges, such as staff resistance. As many school districts highlight the importance of social-emotional connections and gravitate towards fostering positive and inclusive environments, the research in this plan explores how positive school culture can impact all members of a school community, including whether or not school culture can impact students’ academic output. The intent of this plan is to provide middle school staff with clear steps in order to create an inclusive school environment that fosters a sustainable, positive school culture through various means. The EIP may lead to further implications in research for how positive school culture can impact other various members of a school community, such as staff retention or parental support.
Student(s):
Emily Arndt
Faculty Mentor:
Dr. Brandy Yee
Combating Middle School Absenteeism
My research focused on combating middle school absenteeism by building meaningful relationships with students. The project's goal was to identify students who are absent frequently, build a relationship with these students and their families, and create a safe place so they want to be at school. Most of my in-class practices focused on building meaningful relationships with my students and making the transition from absent days to school easier on them academically. I used the school's attendance portal, student questionnaires, and parent connection platform information to gather data. Through my research, I found that there are a lot of cultural factors that are tied to my site's absenteeism. Not only were students missing school for illness, but students were also missing school to travel out of the state and country around school breaks, which increased the absentee percentage. One of my favorite discoveries in this research was finding out that 60 percent of the students and their families do not have conversations about attendance, and therefore it is something that is not important to them. In continuing to combat absenteeism, I would like to value attendance at the beginning of the year, make it an important factor for success in my classroom, and share this research with my site so we can make great attendance a school-wide expectation.
Student(s):
Alyssa Ayala
Faculty Mentor:
Dr. Kelly Maloney
Effective Feedback in the Classroom
Feedback is an essential part of the learning process, and the lack of effective feedback strategies in the classroom is the problem of practice that is addressed throughout this proposal. Although teachers are giving standard oral feedback, students often do not understand and are unable to implement changes effectively. Teachers may notice this effect as they continue to repeat instructions without students gradually displaying signs of self-efficacy. This is where the change inspiration is derived, from teachers in classrooms. The framework for such a change is described through the use of the Change Path Model, which emphasizes extensive communication with the relevant stakeholders throughout the process. To address effective approaches, peer and self-assessment based feedback strategies are discussed as the most appropriate solutions that are most likely to build feedback literacy skills in students. Change monitoring should take place with emphasis on both quantitative and qualitative data. Successful change would be marked by the consistent increase in assessment scores paired with increased student confidence in understanding feedback. Steady increases in this data would eliminate the possibility of increased scores due to ranging levels of difficulty within the curriculum rather than the strategies being implemented. Overall, this proposal highlights the necessity of implementing structured feedback strategies to foster a classroom environment where students can effectively interpret and apply feedback, ultimately promoting long-term academic growth and self-efficacy.
Student(s):
Ashley Bright
Faculty Mentor:
Dr. Chrissandra Creer
Enhancing Focus, Resilience, & Emotional Well-Being in Classrooms Through Mindfulness & Meditation
Today’s students face an unprecedented range of emotional and psychological challenges, exacerbated by the demands of an ever-evolving world. While traditional social-emotional learning (SEL) programs provide essential support, they often lack strategies for fostering emotional resilience and self-regulation. This Education Improvement Plan (EIP) proposes integrating mindfulness and meditation into the SEL curriculum to enhance students’ well-being and equip them with lifelong coping mechanisms. Grounded in educational theories such as Gardner’s Theory of Multiple Intelligences, Montessori’s holistic approach, and Maslow’s Hierarchy of Needs, this study explores the impact of mindfulness and meditation practices on student focus, emotional regulation, and overall well-being. Using a pragmatic mixed-methods research paradigm, it synthesizes empirical research, classroom observations, and stakeholder perspectives to evaluate the effectiveness of mindfulness interventions. Findings demonstrate these practices enhance concentration, reduce disruptive behaviors, strengthen student-teacher relationships, and contribute to a more productive learning environment. To guide implementation, the study applies Duck’s Five Stage Change Curve, offering a structured framework for incorporating mindfulness into classroom routines. It outlines key steps for institutional adoption, including professional development for educators, curriculum enhancements, and long-term assessment measures. Ultimately, this study highlights the necessity of embedding mindfulness and meditation within the SEL curriculum to cultivate emotionally resilient students, fostering both academic success and essential life skills in an increasingly complex world.
Student(s):
Carly Brown
Faculty Mentor:
Dr. Brandy Yee
Calm Down Spaces: Support for Social-Emotional Needs in Elementary Classrooms
Social-emotional learning is a topic that is increasingly becoming a focus of conversation in education, especially due to the lasting effects of the COVID-19 pandemic on students. Educators must use strategies to address the range of student behaviors that they may see in the classroom. Focusing on elementary-aged students, with an emphasis on students in kindergarten, this Education Improvement Plan (EIP) examines the benefits of calm down spaces as a tool to meet student’s social-emotional needs. The research presented in this EIP demonstrates several benefits of calm down spaces – a designated space where students use tools, such as fidget toys and timers, and calming strategies, such as deep breathing. These benefits include helping students learn to self-regulate their emotions and have associations with increased academic achievement and managing classroom behavior. This EIP is guided by the pragmatic paradigm, which includes a mixed methodology approach. The theoretical framework of David Cooperrider’s Appreciative Inquiry change model drives this EIP by highlighting the positive attributes of calm down spaces to demonstrate to educators the advantages of creating their own calm down space, if they do not have one already. This will hopefully lead to further conversations, not only among collaborating educators, but also, at the district level, about how educators can be supported in implementing calm down spaces to meet their student’s increasing social-emotional needs. Several key stakeholders are considered in this EIP including students – who will positively benefit from the implementation of such spaces – educators, and school districts.
Student(s):
Erica Brown
Faculty Mentor:
Dr. Brandy Yee
Navigating ADHD in Independent Study
Students with Attention Deficit Hyperactivity Disorder (ADHD) face distinct challenges in the Independent Study learning model, which requires significant self-regulation and focus. Unlike structured classrooms, independent environments place the responsibility for organization, time management, and task initiation solely on the student, exacerbating the difficulties posed by ADHD, such as maintaining focus, impulsivity, and executive function struggles. These challenges magnify the gap in academic achievement for students with ADHD in the Independent Study learning model. Relevant research and available data indicate a direct link between ADHD and lower academic performance, making it essential to develop targeted interventions to improve outcomes. This Educational Improvement Plan (EIP) aims to explore interventions that support ADHD students in independent settings, with the goal of fostering improved academic and behavioral results. This investigation is grounded in Dezca and Ignols’ Change Path model, providing a theoretical foundation to guide the development of a practical plan to address this problem of practice. These new approaches will be designed to address behavioral and academic challenges while involving key stakeholders - educators, parents, and administrators - in supporting neurodiverse students. The findings of this EIP will contribute to filling the gap in research concerning ADHD students in non-traditional learning environments, offering solutions that enhance both academic success and mental health. This EIP proposes an evidence-based approach to creating a more supportive and effective learning environment for students with ADHD in an Independent Study setting.
Student(s):
Amy Buss
Faculty Mentor:
Dr. Brandy Yee
A Shift to Inquiry-Based Instruction
Inquiry-based learning is an instructional strategy that brings students to the forefront of their education. While traditional teacher-led methods can limit student exploration, inquiry-based instruction, and problem-solving based learning require students to become active participants in their learning (Syahrial et al., 2021). As schools seek to improve learning outcomes, research shows how inquiry-based learning can foster deeper understanding and engagement, strengthening students as critical thinkers and problem solvers. Although inquiry-based learning has been widely discussed since the 1960s, many classrooms—including my own—are still dominated by traditional, teacher-led methods (Syahrial et al., 2021). This education improvement plan (EIP) explores the integration of inquiry-based learning in upper elementary classrooms in an effort to enhance student engagement, critical thinking, and equitable learning experiences. Guided by the Appreciative Inquiry framework (AI) and participative leadership theories, a review of relevant research on inquiry-based learning showcases the effectiveness of students’ active participation in learning, and the application of participative leadership theories guides the investigation, implementation, and communication of goals regarding this shift to inquiry-based instruction. An examination of available data, including student surveys, teacher reflections, and classroom observations, reflects and assesses the impact of inquiry-based learning strategies and identifies challenges of implementation. This EIP envisions a structured yet fluid transition to more inquiry-based instruction with mathematics and the gradual expansion into other subject areas. Current research highlights the need for professional development in inquiry-based learning strategies, stakeholder collaboration, and curriculum adjustment to support sustainable instructional change.
Student(s):
Joelle Cabral
Faculty Mentor:
Dr. Brandy Yee
Examining the Need for Consistent Social-Emotional Learning in Upper Elementary Classrooms
The mental health crisis in the United States has increased at alarming rates in recent years, including the mental health wellbeing of youth. Students, including those in elementary school, are experiencing heightened exposure to complex and adult-oriented topics, particularly through social media platforms. Research indicates changes in external factors have led to a decline in student wellbeing within school settings. Students are struggling to effectively understand and manage the challenges and emotions they are experiencing. Without adequate resources and support, students will continue to encounter these difficulties as they move through the education system and into adulthood. The goal of this Education Improvement Plan (EIP) is to address the lack of consistent social-emotional learning implementation in upper elementary grades. In order to address this, it is imperative that students receive consistent and direct instruction that supports their social-emotional development. Deszca et al. (2024) Change Path Model will be used as theoretical framework to provide clear and concise steps for successful change implementation. This EIP aims to persuade key stakeholders to purchase SEL curriculum and implement weekly lessons to ensure students receive consistent and ongoing social-emotional learning instruction. It is anticipated that the plan will lead to more positive student behavior, enhance interactions, increase academic achievement, and a more positive school environment. Further, this EIP may lead to implications for future research on consistent SEL implementation school wide. This could include exploring the effects of implementing the same curriculum across all elementary grades.
Student(s):
Alexis Collins
Faculty Mentor:
Dr. Brandy Yee
Empowering Educators and Families: Enhancing Support in Title 1 Schools
When working in Title 1 schools, there are a lot of obstacles that teachers, students, and parents face. My project gets a perspective from a teacher's point of view and a parent's point of view on how a site provides support. This research examines if the support given is adequate or if there are other methods to better support staff and students academically and with Tier 3 behaviors.
This project aims to see how Title 1 school sites can better support teachers and parents to close educational gaps.
Working in a Title 1 school, teachers are exposed to various things in the classroom and at the school site. This study considers three perspectives: the educator, the parents, and the union representatives. First, I asked parents to answer an 11-question survey that pertained to levels of support from the teacher and the site. A second survey was provided to our site union representative, exploring similar issues. Thirdly, I documented my experience at the school site since the beginning of the year. The results suggested approximately 50% of parents felt supported at their school site, that our union follows protocol to ensure all teachers are working in fair conditions, and that teachers–similar to parents–also feel they could benefit more with extra support.
This project aims to see how Title 1 school sites can better support teachers and parents to close educational gaps.
Working in a Title 1 school, teachers are exposed to various things in the classroom and at the school site. This study considers three perspectives: the educator, the parents, and the union representatives. First, I asked parents to answer an 11-question survey that pertained to levels of support from the teacher and the site. A second survey was provided to our site union representative, exploring similar issues. Thirdly, I documented my experience at the school site since the beginning of the year. The results suggested approximately 50% of parents felt supported at their school site, that our union follows protocol to ensure all teachers are working in fair conditions, and that teachers–similar to parents–also feel they could benefit more with extra support.
Student(s):
Samantha Cornejo
Faculty Mentor:
Dr. Kelly Maloney
Bridging the gap: Advancing Bilingual Education for English Language Learners
Bilingual education is a critical aspect of equitable learning for English Language Learners (ELLs) in predominantly Hispanic communities. At Rio Mesa High School in Oxnard, California, where a high percentage of students are ELLs, challenges related to inconsistent teaching quality, insufficient resources, and limited specialized teacher training hinder students’ academic and language development. Despite the Oxnard Union High School District’s commitment to equity, a gap exists between bilingual education policy and its practical implementation. This Education Improvement Plan (EIP) investigates the factors contributing to this disparity and examines how a cohesive, culturally responsive bilingual curriculum can address these issues. Grounded in change theory and organizational change models, this EIP analyzes existing research, data, and frameworks for enacting transformative practices within bilingual education. Additionally, it also explores leadership strategies that prioritize social justice and educational equity. Through a critical analysis of the current state of bilingual education at Rio Mesa High School, this research highlights the importance and necessity of equipping educators with the tools and training needed to support ELL students effectively. The findings emphasize the importance of fostering a school culture that values linguistic diversity and promotes inclusive pedagogical approaches. By bridging the gap between policy and practice, this EIP aims to advocate for sustainable changes that enhance bilingual education outcomes and ultimately contribute to greater educational equity for ELL students.
Student(s):
Monica Cruz Montejano
Faculty Mentor:
Dr. Brandy Yee
Adding Cognitive Flexibility Activities to Literacy Lessons for Mastering Phonics Skills
Beginning readers are continuously asked to master early literacy skills quickly. The expectation is that by second grade, students will learn by reading various texts rather than continuing to “learn to read”. However, inequities arise when students have language processing delays or learn English as a second language on top of learning to read. Current research indicates, struggling readers from lower socioeconomic backgrounds face similar gaps. These disparities create struggles when learning to read, and students often fall below grade-level expectations. The goal of this education improvement plan (EIP) is to support struggling readers and, in doing so, help all students in mastering phonics skills. This support will be achieved by implementing activities that utilize vital executive function areas of their brain—specifically, cognitive phonological flexibility activities implemented while using the Heggerty Phonological Program. This educational improvement plan is not only a response to the recent additions of adding cognitive-based learning into our curriculum but also intended to pave the way for a more inclusive and equitable literacy education. The EIP will use Jeanie Daniel Duck’s “Change Curve” and Deszca and Ingol’s “Change Path Model” to promote the necessity of redesigning our literacy block at our school. A review of current research reveals a call for continuing studies in early literacy implementation and cognitive-based learning that can be translated into higher academic achievement in diverse student populations.
Keywords: Early Literacy, Executive Functions, Cognitive Phonological Flexibility, Phonics, Language Processing Delay, English Language Learner, Education Improvement Plan
Student(s):
Trudi Driscoll
Faculty Mentor:
Dr. Brandy Yee
Technology Enhances Innovative Thinking
This Education Improvement Plan is centered on promoting effective, blended learning environments by using a variety of Internet and Communication Technology (ICT) tools in classrooms. Teachers should adopt this practice because numerous studies have proven that combining both peer collaboration and technology in the classroom increases students’ critical and creative thinking skills. The goal is for teachers at my school site to explore and implement ICT tools of their choice in their classrooms, which will further impact student engagement and learning. In order for this proposed change to remain sustainable, organizational members will need to participate in an inquiry cycle. Teachers will need to question which areas they want to improve in their classrooms and explore ICT tool options to decide which tools best align to their students’ needs. Afterwards, teachers will implement that chosen tool and reflect on what further improvements could be made in regards to increasing the effectiveness of these tools so we can make a greater impact on our students’ thinking skills. To ensure all members are supported in this process, one solution proposes that a full-time technology technician be stationed at our school site along with our site developing a school-issued IT student program so both teachers and students receive technology support. Throughout this entire plan, Duck’s Change Curve will be utilized to validate other members’ concerns towards using technology and to make adjustments to the change plan while still encouraging members to continue progressing towards this future vision.
Student(s):
Katherine Eakin
Faculty Mentor:
Dr. Terri Leon
Newcomer Support in Elementary Classrooms
Looking deeper into immigration, the population of newcomer students has lived in the U.S. for less than three years. These students bring assets and an increase in diversity and innovation. In contrast, some students need additional assistance to best fit their diverse needs, which may include English language acquisition, boosting cultural assets, and responding to differences they experience. After researching federal recommendations, state-level plans, and regional newcomer programs, the researcher found that this Education Improvement Plan blends programs and modifies them to schools with a high-level of Latinx newcomer students. Currently, there are various newcomer programs centered on high school students, however, there is a lack of research on elementary school-aged scholars. Survey results from an elementary school with a newcomer population demonstrate a readiness for change, and the program’s plans are part of this proposal. All newcomers will need to navigate through cultural and academic differences to varying degrees. Schools with newcomer programs allow these new students better opportunities in school and beyond.
Student(s):
Jill Elsemore
Faculty Mentor:
Dr. Chrissandra Creer
The Impact of Homework on Student Achievement
Homework can play a crucial role in students' learning and their potential to enhance academic achievement. This study explores the impact of homework on student success. Applying Quinn's Competing Values Theory, this research assesses how different types of homework align with different types of educational priorites. Dezca's and Ingols' Theory of Change Path Model is also used to evaluate how structured homework contributes to long-term academic growth. Ultimately, this study highlights the importance of knowing your students and learning what homework type will maximize their learning to lead to maximal student success.
Student(s):
Reyna Estrada
Faculty Mentor:
Dr. Kelly Maloney
Equity and Access: Understanding the Implications of Private School Voucher Policies
Abstract
Private school vouchers have been a widely debated topic in education since their emergence following the Brown v. Board of Education ruling. These programs, along with education savings accounts, were introduced as alternatives to traditional public schooling, aiming to provide families with greater educational choice. This education improvement plan defines both private school vouchers and education savings accounts, exploring their historical and political significance within the K-12 education system. The central question examined is whether universally implementing these programs benefits all students in the public school system or if it exacerbates existing inequalities. Research from states that have adopted universal voucher programs suggests that these policies often lead to exclusionary practices, such as rising tuition costs, selective admissions, and geographic barriers that limit access for marginalized communities. Furthermore, multiple studies indicate that student performance in English Language Arts and mathematics did not improve under voucher systems and, in many cases, declined. These findings raise concerns about the long-term effects of widespread voucher implementation on public education. Given the increasing political pressure to expand privatization efforts, it is crucial to assess the potential consequences of a statewide voucher system in California. If such a program were implemented, it could disproportionately affect the most vulnerable student populations, reducing their access to quality education and further deepening educational disparities. This report highlights the importance of considering evidence-based outcomes before making policy decisions that could reshape the public education landscape.
Private school vouchers have been a widely debated topic in education since their emergence following the Brown v. Board of Education ruling. These programs, along with education savings accounts, were introduced as alternatives to traditional public schooling, aiming to provide families with greater educational choice. This education improvement plan defines both private school vouchers and education savings accounts, exploring their historical and political significance within the K-12 education system. The central question examined is whether universally implementing these programs benefits all students in the public school system or if it exacerbates existing inequalities. Research from states that have adopted universal voucher programs suggests that these policies often lead to exclusionary practices, such as rising tuition costs, selective admissions, and geographic barriers that limit access for marginalized communities. Furthermore, multiple studies indicate that student performance in English Language Arts and mathematics did not improve under voucher systems and, in many cases, declined. These findings raise concerns about the long-term effects of widespread voucher implementation on public education. Given the increasing political pressure to expand privatization efforts, it is crucial to assess the potential consequences of a statewide voucher system in California. If such a program were implemented, it could disproportionately affect the most vulnerable student populations, reducing their access to quality education and further deepening educational disparities. This report highlights the importance of considering evidence-based outcomes before making policy decisions that could reshape the public education landscape.
Student(s):
Carla Flores
Faculty Mentor:
Dr. Brandy Yee
Special Education Teacher Shortage: Effects on Students, Special Education Teachers, and Districts
There has been a persistent special education teacher shortage in the United States since the birth of the Individuals with Disabilities in Education Act (IDEA) in 1975, as public schools are unable to follow the guidelines of Free Appropriate Public Education (FAPE; King, 2023), therefore public schools were not structurally ready, as they did not have enough special education teachers, classrooms, service providers, etc. This shortage places immense pressure on existing special education teachers (SETs), leading to burnout and attrition due to imbalanced responsibilities and limited resources (Mockovciak et al., 2023). Students with disabilities (SWD) suffer from the guidelines of FAPE not being followed, resulting in lower quality of instruction, especially when taught by underqualified SETs (Nargo, 2023). Districts face financial strain from litigation due to FAPE violations and the cost associated with SET attrition and lack of retention (Manson-Williams et al., 2019). This education improvement plan aims to address these issues in ABC Unified School District by focusing on increasing SET retention, improving SWD achievement, and ensuring FAPE compliance. Utilizing Kotter’s Eight Step Change Model, both short term and longer-term solutions are explored, using a structured approach with continuous opportunities for evaluation (Caswsey et al., 2019). Solutions include hiring SETs early to alleviate the current shortage and improve working conditions for existing SETs in order to better retain them. These proactive solutions are intended to create a more supportive environment, ultimately benefitting SETs, SWD, and the district.
Student(s):
Isabella Garcia
Faculty Mentor:
Dr. Brandy Yee
Education Improvement Plan Proposal: Music Programs: Recruitment, Intrinsicism, and Retention
Music departments across the country have struggled at one point or another with recruitment, retention, or student motivation for their class. This research aims to identify what issues music departments can face given the area they are based in–the community's involvement or the students' participation–and how to best navigate their situation. This research also analyzes the experience of a program with high music teacher turnover and what has kept them motivated throughout their program, continuing to the next level or stopping after the year has ended. Ultimately, this research suggests schools have intrinsically motivated students who continue music throughout their schooling and genuinely enjoy it, as well as students who balance other electives/extracurriculars with their music. The research also finds the most successful ways in which a music department thrives are heavily dependent on the involvement of a community and collaboration between the communities of schools.
Student(s):
Juan Gonzalez
Faculty Mentor:
Dr. Kelly Maloney
How Does Social-Emotional Learning Combined with Parental Involvement Impact Elementary Student Development?
This study examines the impact of social-emotional learning (SEL) integration and parental involvement on second-grade students’ academic performance and social development. Using a mixed-methods approach, the research tracks changes in self-regulation, peer interactions, and parental engagement through pre- and post-surveys, classroom observations, and digital communication data. Findings indicate that SEL instruction significantly improved students' self-regulation and collaboration but did not fully translate into stronger peer relationships. Additionally, parental engagement was high in awareness but low in direct interaction, highlighting the importance of active family participation in SEL efforts. These results emphasize the importance of comprehensive SEL implementation, peer relationship-building, and fostering meaningful family-school collaboration.
Student(s):
Aubrianna Graham
Faculty Mentor:
Dr. Kelly Maloney
Ethnic Studies: The Impact of Ethnic Studies on Both the Teacher’s Practice and the Student's Learning
The adoption of California’s Assembly Bill 101 required all high school students to take Ethnic Study courses as part of their graduation requirements (Fensterwald, 2021). Currently, there are concerns in the education department that range from what type of curriculums and resources will school districts use to address this complex discipline to what types of professional development will teachers need to effectively teach Ethnic Studies. Key stakeholders impacted by this bill are Social Science and English teachers as they are currently tasked with teaching these courses (Nojan, 2020). School districts, principals, and local communities are currently involved in making decisions with regards to the curriculums, textbooks, and resources that Ethnic Studies courses will adopt. In this Education Improvement Plan (EIP), I will use a pragmatic approach to address solutions to key challenges that Ethnic Studies teachers are currently experiencing. As an agent of change and a Social Science teacher, I will use Kotter’s Eight Stage Change Process theory (Deszca et al., 2020) to create an action plan that will consider my local community’s culture and demographics which is crucial to the development of Ethnic Studies. My vision is to provide a collection of equitable and accessible curriculums and resources for both middle and high school ethnic studies teachers. By examining the Ethnic Studies Curriculum, I will identify select resources and necessary supports that are evidence based. My change plan will build in supports that are tailored to student needs based on local community demographics.
Student(s):
Yvette Hernandez
Faculty Mentor:
Dr. Brandy Yee
Teacher Perspectives on Alternative and Augmentative Communication to Inform Pre-Service Training Needs
Students with disabilities (SWDs)–including those with complex communication needs (CCNs) for whom speech is not the primary or only form of communication–often face overwhelming barriers to participation in the school environment. Despite substantial research supporting the value of inclusive education and the rise of accessibility tools like high-tech alternative and augmentative communication (AAC), teachers report that a lack of preparedness and confidence prevents them from effectively supporting these students in their academic endeavors. This education improvement plan draws upon research centered on teacher perspectives of AAC and evaluates the gaps in Education Specialist teacher preparation. Various organizational analyses (i.e. gap analysis, organizational change readiness analysis, and curricular analysis) are conducted to understand the needs and strengths of an Education Specialist teacher preparation program at California Lutheran University. The EIP proposes targeted curriculum enhancements in this preparation program aligned to California’s recently adopted Teacher Performance Expectation Standard 7. It follows Gentile’s Giving Voice to Values (GVV) organizational change model to build teacher candidates’ confidence and skills through developing their agency. The GVV-aligned model outlined in the EIP encourages teacher candidates to identify their values as professionals entering the field and helps them develop a script for action and discussion based on anticipated values conflicts. Additionally, the plan equips beginning educators with the resources and tools necessary for supporting students with CCNs. This plan may have implications for research on the topic that focuses on developing teacher agency in preparation programs in addition to knowledge-based competencies.
Student(s):
Nicole Hrach
Faculty Mentor:
Dr. Brandy Yee
Social Emotional Learning
In recent years, peer-reviewed literature has shown the benefits of implementing SocialEmotional Learning (SEL) in the classroom. SEL is critical to student development, influencing academic success, personal growth, and mental well-being. Therefore, this change plan aims to address the challenges of implementing SEL school-wide. The importance of this lies in addressing how schools can create a sustainable, school-wide SEL approach that supports students’ long-term development. Students spend, on average, about six to seven hours at school five days a week. Because of this, it is vital to teach students these life skills that come with SEL. This research will use Kotter’s Eight-Step Model of Change and Kahai’s Participative Theory of Leadership. This study aims to identify the benefits of implementing SEL school-wide. The end goal of this educational improvement plan is to create a clear path in successfully implementingSEL school-wide and overall fostering a supportive and well-rounded environment that promotes growth and well-being for all students.
Student(s):
Adriana Jimenez
Faculty Mentor:
Dr. Chrissandra Creer
Play Intervention Impacts on Behavior Management and Language Aquistion
This research looks at play and its impact on behavior management and on encouraging speech acquisition in nonverbal students. Sterman’s “Systems Dynamics Model” was followed to introduce “modeled play.” The study examined if this approach would facilitate language development and corresponding behavior instances amongst students. The study first integrated a play intervention with 8 Students with ASD, 5 of whom are non-verbal. Students participated in three different play experiences to examine if they used targeted language during the play and if instances of challenging behavior increased or decreased. The data also measured if there was an increase in positive peer interactions, requests to play, and social skills. Behavior and language data were taken before the introduction of the games and during and after 10 trials. Ultimately, negative behaviors diminished by 50% in all three games observed. Positive behavior took an upturn of 25% in all three languages, and the targeted language dramatically changed over 75% of the time amongst all students. Ultimately, the study found the “Systems Dynamics Model” to be a highly beneficial approach to working with this student population.
Student(s):
Rosalind Kasamis
Faculty Mentor:
Dr. Kelly Maloney
Bettering Education Through Music and Culture
Bettering Education Through Music and Culture
Education is deeply influenced by the backgrounds and experiences of educators, shaping the way they teach and potentially introducing bias into the learning environment. This study explores the impact of teachers’ educational backgrounds on their instructional approaches and how these influences affect cultural representation in the classroom. Additionally, the research examines students’ perceptions of cultural integration in education and the role of music as a tool for fostering cultural identity and engagement. By incorporating music into the curriculum, educators can create a more inclusive and enriching learning experience that enhances students’ understanding of their own cultural heritage. This study highlights the importance of culturally responsive teaching and the role of music in fostering a more enjoyable and meaningful educational journey for all students.
Education is deeply influenced by the backgrounds and experiences of educators, shaping the way they teach and potentially introducing bias into the learning environment. This study explores the impact of teachers’ educational backgrounds on their instructional approaches and how these influences affect cultural representation in the classroom. Additionally, the research examines students’ perceptions of cultural integration in education and the role of music as a tool for fostering cultural identity and engagement. By incorporating music into the curriculum, educators can create a more inclusive and enriching learning experience that enhances students’ understanding of their own cultural heritage. This study highlights the importance of culturally responsive teaching and the role of music in fostering a more enjoyable and meaningful educational journey for all students.
Student(s):
Jasmine Keys
Faculty Mentor:
Dr. Kelly Maloney
Sustaining Educators: The Role of Administrative Support in Teacher Well-being and Retention
The increasing number of challenges an educator experiences throughout their career has negatively impacted their mental wellbeing and in turn increased the teacher attrition rates. This not only impacts the quality of the education students receive but also the work environment of the remaining teachers. This study reviews the common factors and pressures that negatively influence an educator’s mental wellbeing and contribute to their decision to leave the profession. The goal of the study is to identify how administration can implement support systems to improve an educator’s mental wellbeing and increase teacher retention. The Change Path Model by Deszca and Ingols will guide the implementation of the changes in a structured way to create supportive work environment that encourages educators to continue teaching.
Student(s):
Katelyn Kienitz
Faculty Mentor:
Dr. Terri Leon
Student Mental Health and Academic Achievement
This Education Improvement Plan (EIP) examines the development and implementation of a school-based program designed to support students who self-identify as having symptoms of anxiety and depression but whose symptoms and classroom challenges do not qualify them for 504 plans or Independent Education Plans (IEPs). The proposed classroom plan of action adopts a universal approach, focusing on proactive interventions to address the mental health needs of all students within the general education environment. Central to the plan is a framework that emphasizes student goal setting, having students identify their academic strengths and challenges, and providing coping strategies to manage anxiety. By engaging students in a supportive and individualized approach, the program aims to equip students with tools for emotional regulation leading to academic success. The intervention is designed to be inclusive, ensuring all students, regardless of eligibility for more formal accommodations or interventions, have access to resources that promote resilience and mental well-being. Through well-organized monitoring and feedback, the plan of action seeks to enhance both the social-emotional development and academic performance of students, ultimately contributing to a more supportive classroom environment yielding academic success for these students. The research highlights the importance of early, targeted interventions in promoting long-term success for students facing mental health challenges, with the goal of improving their overall educational experience and academic outcomes.
Student(s):
Lauren Lara
Faculty Mentor:
Dr. Brandy Yee
The Price of Passion
Teacher shortage is prevalent in society, but the core reason for that, teacher burnout, is not as apparent. A study in 2018 found that 44% of teachers leave within the first five years of entry (Ingersoll et al., 2018). Factors contributing to this vary immensely. This work aims to mitigate this issue through the solution of higher pay. This was chosen because many teachers need to work multiple jobs due to earning lower pay than other comparable professions (Steiner et al., 2023). The theoretical frameworks of social constructivism and critical realism mainly drive this EIP. My vision for change includes knowledgeable school and district leaders, reduced teacher workloads, minimized teacher expenses, increased pay, and supportive cultures within the education system. This EIP anticipates producing positive results in teacher retention, morale, and the recruitment of more qualified teachers throughout the district when implemented. These assumptions are tied to previous districts implementing pay raises and witnessing similar positive results. This work adds to earlier research by analyzing what burnout is, its contributors to education, and potential research-based solutions that can be implemented to help mitigate it. Concerning practical applications, this research can help initiate higher pay and needed changes within schools. Regarding theoretical applications, this EIP could inspire additional studies on burnout solutions. Future research can focus on developmentally appropriate standards, reduced teacher workload, increased teacher input, and more.
Student(s):
Alexandra Litvak
Faculty Mentor:
Dr. Chrissanda Creer
The Benefits and Supports Needed for Dual Language Immersion
Dual Language Immersion (DLI) programs have gained popularity and traction over the last few years. The promise is that the student will come out both bilingual and biliterate. This study uses a multilinguistic approach to highlight the many benefits of bilingualism, which is why there is a surge in the number of districts implementing the program at their sites. This research highlights the importance of bilingualism and, most importantly, points to the many ways educators can advocate for programs they see an immense benefit in and are passionate about. The research aims to pinpoint ways DLI educators can be supported in and out of the classroom. Such support ensures students develop a bilingual sense of self and succeed in their designated language programs.
Student(s):
Vanessa Magana
Faculty Mentor:
Dr. Kelly Maloney
Empowering Middle School Science: Enhancing NGSS Implementation Through Modeling
This Educational Improvement Plan (EIP) addresses the achievement gap in science education, particularly in Oxnard, California, where less than 12% of students meet state standards on the CAST. The focus is on the implementation of the Next Generation Science Standards (NGSS), emphasizing inquiry-based practices and modeling to improve science outcomes, especially for English Learners (ELs). The EIP seeks to bridge the gap between existing teaching practices and NGSS by providing teachers with culturally responsive, scaffolded modeling lessons. These lessons will be shared through Professional Learning Communities (PLCs) and the district's Learning Management System (LMS), Canvas. Currently, I am testing the practices and routines in my classroom, gathering qualitative feedback from students and colleagues to refine the approach. The plan acknowledges the need for flexibility, as teachers have diverse teaching styles, and focuses on building language through student discourse routines, essential for engaging all learners, especially ELs. Taking a pragmatic approach, I focus on practical, adaptable strategies that can be adjusted in real-time based on feedback. The EIP integrates critical theory and constructivism, recognizing the systemic inequities impacting student learning, particularly for underserved populations. My plan draws on Quinn’s Competing Values Framework (CVF), which will guide the implementation process through balanced collaboration, innovation, and accountability. This model will be tested iteratively, and the results will inform adjustments for scaling the plan across the district. The EIP also reflects on the challenges of NGSS implementation, teacher development, and the broader social justice implications of educational reform.
Student(s):
Kristen Mello
Faculty Mentor:
Dr. Brandy Yee
The Impact of Teacher-Student Relationships on Students' Mental Health
Mental health issues among elementary school-aged children are at an all-time high, significantly affecting students’ academic performance, social interactions, and overall development. Between the ages of four and seven, children are learning to manage their emotions, interact with peers and adults, and cope with various stressors inside and outside of school. During this crucial period, elementary teachers play a pivotal role in shaping students’ academic and social-emotional development. The teacher-student relationship becomes especially important for students struggling with mental health challenges that hold them back from being a friend, leader, and a student. Strong and supportive teacher-student relationships build trust, foster a sense of community and belonging, and increase engagement in school. This educational improvement plan aims to explore how positive teacher-student relationships can impact students who are facing mental health difficulties. Two frameworks will guide this process: Kotter’s Eight Stage Process and Carly D. Robinson’s The Motivating Teacher-Student Relationship Framework. Kotter’s process outlines clear steps for implementing effective change, while Robinson’s framework helps teachers reflect on their beliefs and meaningful changes they can make in their classrooms. These frameworks will ensure that teachers and supporting staff are equipped with the necessary financial resources, time management strategies, and tools for continuous communication, fostering the development of various approaches to strengthen relationships. The work of this educational plan will establish the critical role of building strong teacher-student relationships that supports students in every aspect of their development.
Student(s):
Mariana Mireles
Faculty Mentor:
Dr. Brandy Yee
Social-Emotional Learning: Effects on Student Well-Being and Academic Achievement
The inconsistent implementation of social-emotional learning in classrooms is a critical issue with profound implications. This issue significantly changes the effectiveness and quality of education for all students. With many gaps in the integration of social-emotional learning, students face a loss of positive impacts on their academic achievement and overall well-being. Research consistently shows a strong connection between effective social-emotional implementation and increased student academic success and social-emotional competence. However, teachers face crucial challenges to full implementation, such as lack of funding, time, support, resources, and stakeholder buy-in. This educational improvement plan aims to spark passion and drive for meaningful change by identifying limiting factors and proposing feasible solutions to support the comprehensive implementation of social-emotional learning. John Kotter’s Eight-Stage Change Process will serve as the driving theoretical model to help guide productive and beneficial change. This model seeks to foster motivation and increase support and resources for change efforts. Through this educational improvement plan, the ultimate goal is to help cultivate school environments where the social and emotional well-being of students is valued equally as much as academic success and is seen as a fundamental component of student development. This plan underscores the benefits that students miss due to inconsistent social-emotional learning implementation, highlights the main barriers, and proposes effective solutions to address this problem.
Student(s):
Grace Mitchell
Faculty Mentor:
Dr. Brandy Yee
Blending Creativity and Literacy: Integrating Fine Arts into English Language Arts Instruction
Integrating the arts into ELA instruction enhances student engagement, deepens comprehension, and fosters creativity, making literacy learning more meaningful for young learners. This research explores just how beneficial the inclusion of the arts into ELA curriculum can be, as demonstrated in an elementary setting. Furthermore, the aim of this study was to demonstrate how integrating art forms into ELA instruction can support diverse learners, boost engagement, improve reading comprehension and vocabulary development, all while supporting writing skills through creative expression.
Student(s):
Delaney Murdock
Faculty Mentor:
Dr. Kelly Maloney
Culturally and Linguistically Responsive Teaching
The researcher finds it of high importance that all students have access to education in their native language to allow students to feel culturally seen and represented. Too often, students sit in their classrooms unable to fully comprehend instructions from the teacher due to the language barrier, resulting in a lack of interest and knowledge of the presented concepts being taught. The researcher finds significant value in teachers' adding culturally and linguistically responsive (CLR) teaching in their classrooms. The change theory that will be used to frame the problem of practice will be Kotter’s Eight-Stage Change Process. The vision the researcher hopes for is to see classrooms where students feel seen in every lesson The researcher is optimistic that teachers can step out of shielded comfort zones and refrain from initiating conversions solely during celebrated cultural months. The researcher anticipates some setbacks as monolingual teachers may find it difficult to include students’ cultures in lessons as they might not feel competent due to a lack of background knowledge. In this research, the many peer-reviewed literature supporting this urgent adjustment is cited throughout to display the significance of this problem of practice. The researcher hopes to begin this process slowly with her selected team. The team will help teachers feel confident in talking about other cultures and introducing them throughout their lessons. The team will help provide appropriate books, help modify lessons, not taking away but helping add to the teacher created lessons.
Student(s):
Nubia Ortega
Faculty Mentor:
Dr. Chrissandra Creer
Creating Meaningful Assignments for Increased Mathematical Understanding
Across the country, students have had declining mathematical understanding since the COVID-19 pandemic. This study explores the use of assignments as tools to further enhance mathematical understanding among students. Through exploring different homework strategies as well as the importance of students’ attitudes towards homework, math educators will be informed of what strategies to place when creating assignments for students. This study requires math departments at each school to determine what homework strategies have proven to benefit students’ mathematical understanding and what has left students stagnant. Then, the council will determine which strategy to implement and create a universal homework policy for the district. Councils will meet quarterly to determine what worked and what didn’t then adjust their strategies to best benefit the needs of the students. Currently, research has not yet been conducted. However, when researching past strategies applied, it has been found that mathematical gaming assignments have really helped this new generation of students understand math better resulting in higher math scores for students affected. This research and usage of best practices will be instrumental in creating a process for best practices at the school.
Student(s):
Destiny Penagos
Faculty Mentor:
Dr. Terri Leon
School-Wide Positive Behavior Interventions and Supports: Improving Challenging Behaviors Within the School
The significant rise in student behavioral challenges following the COVID-19 pandemic has negatively impacted school climate, student learning, and teacher well-being, highlighting an urgent need for an effective and consistent behavior management system within schools. Traditional disciplinary practices, such as suspensions, have proven inadequate as they disproportionately impact marginalized students, exacerbate inequities, and fail to address the underlying socio-emotional causes of student misbehavior. To tackle this critical issue, this thesis proposes implementing positive behavioral interventions and supports (PBIS) school-wide. Following Kotter’s 8-Step Change Model, PBIS emphasizes structured planning, clear communication, stakeholder engagement, and systematic monitoring. The vision for change is to create a school environment where behavioral challenges are reduced through consistent, positive, and preventative behavior management. The anticipated outcomes of PBIS include a cohesive, school-wide PBIS framework that reduces behavior-related disruptions and fosters a safer, more supportive climate for academic and social-emotional growth. This work contributes to the existing body of knowledge by demonstrating how structured, theory-driven implementation frameworks like Kotter's 8-Step Change Model can effectively support the adoption of PBIS, ultimately improving student behaviors, school climate, and educational equity. Educational leaders can apply these findings by strategically embedding PBIS within organizational practices, ensuring fidelity and sustainability through continuous data-driven adjustments.
Student(s):
Ailyn Ramirez
Faculty Mentor:
Dr. Chrissandra Creer
Hitting the Right Notes: How Performing Arts Shape Academic Success
When available, a student's access to music education can greatly benefit their overall academic performance, achievement, and mental health during their K-12 schooling experience, while also being a key way of artistic expression. This presentation aims to emphasize the increasing research highlighting the benefits of student participation in performing arts programs, particularly in music education. For far too long, music education has been prioritized for budget cuts in public schools and has consistently been relegated to the bottom of lists for extracurricular activities. Not only should students have the option to take a music performance class so they choose, but they should also be able to take one freely with minimal administrative pressures. The goal of this project is to bring more awareness to music education programs within public schools that have much more to do than simply being labeled as an extracurricular. With the proper resources, schools can have flourishing and thriving performing arts programs led by the support of the school/district administration in pushing for support of new or already existing music performance programs. Through proper change action planning and expression of speaking towards change with open conversation, there can be detailed planning and direction. Ultimately, the end vision for change would be to showcase the importance of music performance classes and their many benefits for students participating in said classes.
Student(s):
Nicole Reyna
Faculty Mentor:
Dr. Terri Leon
The Impact of District Goals, Administrative Involvement, and Teacher Preparation on ELD Reclassification
This study examines the relationship between a specific district's goals for English Language Learner Reclassification, the administration's leadership in implementing a plan to achieve the goals, and the teachers' understanding and confidence to teach what is needed to help students reclassify from English Language Development. It is clear that more leadership is required from the district for administrators and educators to better communicate the goals, better train school sites for healthy intervention and instructional practices for multi-language learners, and more accountability to ensure school sites adhere to best practices for student reclassification. The data provides a clear path towards professional development and actionable steps school sites and districts can take to better their practice in regard to English Language Development.
Student(s):
Kari Schmidt
Faculty Mentor:
Dr. Kelly Maloney
Addressing the Implications of Funding and Resource Allocation Discrepancies
Governing bodies in education must address the implications of funding and resource allocation discrepancies. Extensive changes at school, district, and state levels need to confront the ways entities are allocated that are negatively impacting certain groups of students, preventing vital resources from reaching them. There is a need to direct attention to gaps associated with race and socioeconomic status, as less favorable attributes are found in schools with higher concentrations of poor students and people of color. There have been incomplete attempts to truly target high needs students, suggesting further change is needed. My vision for change is to eliminate said discrepancies so that assets are distributed in a fair and equitable manner. This includes a more equal distribution of funding and resources between programs and departments at individual schools. It also includes continuity of funding, rather than one-time fixes that run out, allowing issues to arise again in the future. Due to its global nature, priorities for this change lie in establishing effective policy that will allow the benefits of resource allocation reform to be realized at all levels. My work uses the Change Path Model, as it involves a powerful vision, network of support, and clear communication for why change is needed. It establishes a set of metrics to track the application and outcomes of change, using gap analysis to see where the organization is now versus where it wants to be. These are key strategies when implementing large-scale change in the financial sector across numerous stakeholders.
Student(s):
Brooke Schneider
Faculty Mentor:
Dr. Terri Leon
Improve the Support Provided for Teachers
Many teachers do not receive enough support in the classroom when addressing the students' behaviors. This trend prompts parents and administrators to blame the teacher for providing inadequate classroom management rather than acquiring more on the displayed behavior, acted upon by the student. This problem is significant because a teacher can potentially suffer repercussions based on a student’s poor choices. This thesis aims to focus on what changes need to be made to empower teachers more effectively during conflict resolution with student behavior. Kotter’s 8-step change theory guided this study to address areas within the lack of teacher support. This study proposes the use of accessible strategies to implement positive reinforcement of feedback. From this, the development of school-wide policies on discipline will arise, along with ensuring administrators are fully informed before making decisions while implementing classroom management strategies that can be used for several situations. This thesis suggests a need for further research into various effectively discipline strategies and approaches.
Student(s):
Harrison Small
Faculty Mentor:
Dr. Chrissandra Creer
Project-Based Learning: Effects on Student Achievement & Interest in STEM Subjects
Current research and available data indicates that the framework for most STEM curricula that students are exposed to is becoming increasingly outdated and is failing to prepare them for the next steps in their educational or professional journeys. Project-based learning (PBL) is a method of instruction that engulfs students in hands-on learning and pushes them to ask questions and pursue their curiosities throughout their schooling. Through project-based learning curricula, students develop skills beyond the STEM subjects, including collaboration, problem-solving, and communication. After conducting a meta-analysis of prior research on the topic of PBL, my educational improvement plan suggests that in order to increase the achievement and interest of students in STEM subjects, PBL-centered curricula should be adopted. In order to properly implement a PBL curriculum and see the most fruitful results when it comes to increasing student achievement, professional development is crucial to ensure that educators are fully confident in their ability to deliver PBL lessons. Without teachers that have been properly trained, a PBL curriculum does not show the same positive effects on student achievement. Lewin’s change theory is the approach that will be adopted in order to implement this type of change in a school or a broader school district setting. In putting this plan to practice, I believe science teachers and school sites would see a marked increase in student engagement, interest, achievement, and would develop more well-rounded scientists and individuals.
Student(s):
James Solano
Faculty Mentor:
Dr. Brandy Yee
Intrinsic Reading Motivation
Current research indicates teachers are seeing increasing numbers of students struggle with foundational reading skills, negatively affecting their learning and academic performance. Improving intrinsic reading motivation among elementary students is key in improving academic achievement and learning. This Educational Improvement Plan (EIP) focuses on fostering a genuine love of reading as a motivator rather than using curricular strategies or incentives. Learning to read is emphasized in primary education so that students have the necessary foundation to learn. Unfortunately, students begin to view reading as a task rather than an activity for them to enjoy. An overemphasis on standardized testing, not enough diverse reading materials, and insufficient opportunities for student autonomy in reading practices contribute to this loss of reading for enjoyment. The vision of this EIP is to foster a reading environment where reading is valued and a daily practice in student’s lives. Important research on intrinsic motivation in reading will be examined to better inform stakeholders on implementation strategies. Leadership approaches such as collaborative decision making and providing teachers with the necessary professional learning supports will be important in the success of this EIP, as will regular monitoring and feedback to support movement towards the desired goals. Strategies such as incorporating choice in reading, providing opportunities for peer interactions, and modeling positive reading habits will ensure positive long-term literacy outcomes. This approach will strive to actively involve key stakeholders (teachers, parents, students, and the community) in order to foster a culture of reading that empowers students.
Student(s):
Kaylee Sosa
Faculty Mentor:
Dr. Brandy Yee
English Language Learners in Mathematics Classrooms
This EIP explores the accessibility of language-intensive mathematics instruction for English Language Learners (ELLs), focusing on ELL students and their limited access to the universal language of mathematics in word problems and language-heavy teaching. Current research indicates ELL students are more likely to retain mathematical concepts when provided with continuous support, tailored instruction, and differentiated teaching strategies. Research highlights the need to structure opportunities for ELLs to acquire the academic vocabulary specific to mathematics, a critical component in modern classrooms (Doabler et al., 2016). This investigation aims to identify strategies that better support ELL students in achieving success in mathematics. The goal is to improve both teaching practices and student outcomes in math classrooms. With a mixed-methodological paradigmatic stance the investigator will examine available data sources to determine how to best support ELL students in a high school mathematics setting. This EIP proposes that data would be analyzed to identify trends and patterns in the effectiveness of instructional strategies. It is believed the findings would highlight the challenges ELL students face in understanding word problems and language-intensive instruction and would identify gaps in the curriculum that hinder students’ access to mathematical concepts. This EIP seeks to provide an opportunity for teachers to express the challenges they face in creating individualized support for ELL students, noting that the existing curriculum lacks adequate scaffolding for these learners.
Student(s):
Jazmine Toledo
Faculty Mentor:
Dr. Brandy Yee
Morning Meetings: Addressing the Social and Emotional Needs of Elementary Students
Due to the lingering effects of the COVID-19 Pandemic, teachers have witnessed a rise in dysregulated behaviors and mental health challenges of students have increased significantly. To combat this prevalent issue, change is necessary, and teachers must take proactive steps to meet students' social and emotional needs. Change in the world of education must be carefully considered; therefore, this Education Improvement Plan (EIP) is grounded in the Pragmatic Paradigm, Kotter’s Eight Stage Model of Organizational Change, and the Transformational Leadership Theory. The solution, proposed in this EIP, is for teachers to modify their daily morning routine to include morning meetings. Daily morning meetings build in time for teachers to teach students critical social skills and emotional regulation strategies, while simultaneously providing the opportunity to practice these skills and strategies. The research presented in this EIP confirms that morning meetings improve students’ social and emotional wellbeing, foster a welcoming classroom community, and reduces the time teachers spend addressing disruptive behaviors later in the day. To create long lasting and meaningful change, this EIP proposes a step-by-step and progressive process for initiating change for implementing daily morning meetings schoolwide. The steps of this change plan ensures that teachers are given sufficient time, meaningful support, and adequate resources to plan, collaborate, and execute. By implementing daily morning meetings through this carefully structured plan, I aim to foster a positive shift in student well-being, promote a supportive learning environment, and equip teachers with the tools needed to effectively address students' social and emotional needs.
Student(s):
Rylee Vanwig
Faculty Mentor:
Dr. Brandy Yee
Bridging the Gap: Understanding the Challenges and Needs of Substitute Teachers for Better Classroom Preparedness
Approximately 600,000 substitute teachers manage teacher absences in American K-12 schools each year. Despite their vital role in maintaining educational continuity, substitutes face unique challenges. Not all substitutes have the same expertise or training as credentialed teachers, yet they are expected to manage classrooms with less preparation than credentialed teachers. The purpose of this study is to reveal the challenges substitute teachers face and what needs they have, as well as provide districts with a toolkit that aids in better preparing their substitute teachers to enter the classroom.
Student(s):
Samantha Vasquez
Faculty Mentor:
Dr. Kelly Maloney