The overarching purpose of the study was specifically designed to examine how teacher preparation programs contributed to novice teachers' sense of self-efficacy. The significance of this study related to how well teachers were prepared, based upon their preparation program. This qualitative methods study incorporated a research design consisting of phenomenological research. Eleven thematic findings derived based upon the participants' input after several series of data analysis and reduction, using a general deductive approach. Results showed many implications of how teacher preparation programs contributed to the participants' sense of self-efficacy. Major implications for teacher preparation programs and their impact on novice teachers are discussed, such as improvement measures for preparation programs, and opportunities to increase teacher effectiveness.

The purpose of this qualitative, multiple case study was to explore the practices and behaviors of successful Latin@ principals in high-need Texas middle schools focusing on the following three areas: learning, leadership, and context. Varying qualities of leadership essential for leading high-need middle schools coupled with contextual factors such as policy and community were examined. More importantly, this research sought how successful Latin@ leaders promoted a culture of learning in high-need middle schools with a focus on English learners (ELs). High-need schools are defined as those presenting a context that challenges the success of students. The study on leadership in high-need schools focuses on an investigation of strategies principals in these schools may employ and determining ways in which high-need school leaders are prepared and supported. Factors affecting the condition in high-need schools may include: (a) student and community characteristics (e.g., ethnic minorities, mobility, poverty, non-native language speakers), (b) student performance (e.g., math and reading scores, graduation rates, attendance), and (c) other factors (e.g., teacher and leader turnover, staff morale, student engagement). The context of schools matters and effective leaders in high-need schools must be able to lead using contextually appropriate responses. Two Latina principals serving in high-need middle schools, …

The purpose of this study was to evaluate the benefit accrued to fifth-grade students who participated in a summer school accelerated instruction program utilizing accelerated instructional practices in a Texas school district. The secondary intent was to determine the program's effect on student regression or retention as measured by Measures of Academic Progress (MAP) scores and State of Texas Assessment of Academic Readiness (STAAR) tests in reading and mathematics. The district provided summer accelerated instruction to fifth-grade students who did not pass reading and/or mathematics portions of STAAR for the May administration. For this study, I focused on the 2018 summer accelerated instruction offered by the district, using a mixed methods design to analyze the effectiveness of accelerated instruction for the students who participated in the summer program. A paired samples t-test was conducted to evaluate if students who failed the May STAAR in either reading or mathematics increased their scores on the June STAAR. Also, a paired samples t-test was conducted to determine if these same students increased their fall MAP test when compared to the spring MAP test. Teachers were interviewed to determine their perceptions of the most beneficial parts of summer school for students who attended. The …

Experiences of shame, such as feelings of failure, scorn, ridicule, and embarrassment, all impact a student's successful mastery of academic skills. To identify and understand the shame experiences that impact a student's success, as told from the student's perspective, and determine which factors contribute most to student success, the lenses of the shame resiliency theory and self-determination theory were utilized. This phenomenological qualitative research study explored the struggles associated with shame that students who attended and graduated from a school-of-choice alternative school experienced. In addition, it examined the factors, experiences, and/or constructs related to social and emotional well-being and resiliency that students who attended and graduated from a school-of-choice alternative school identified as most salient regarding their ability to progress through their secondary school years, achieve educational success, and ultimately, graduate from high school. The results of this study add to the body of evidence that supports a shift in the education program from a focus on assessment to SE support for the whole child. Addressing students' academic needs are but one piece of the puzzle. Meeting their social and emotional needs may, however, be even more important, both in the short-term and the long-term for all students, regardless of …

The transition from middle school to high school can be challenging for some students. Many school districts are implementing practices to ease the transition to high school. The current study examined one school district's practices and procedures for the development and implementation of a ninth-grade center. In this study, I examined the perceptions of 12 participants (teachers, counselors, and campus and district administrators) in a suburban Texas school district with a ninth-grade center. Using a qualitative descriptive case study methodology, data were collected and analyzed from face-to-face in-depth interviews and a focus group. The findings revealed an overall positive view of ninth-grade centers and a generally favorable impression of separating ninth graders from the remainder of the high school student body, to focus specifically on ninth graders' unique and individual needs. There were some identified concerns related to communication and logistical issues between the ninth-grade center and the main high school campus. From participant feedback, effective campus leadership, providing engaging and ongoing professional learning, having a separate facility, and creating a sense of team through building strong relationships are the specific top four elements that are most effective in developing a ninth-grade center. While this study provides a practical set …