Ed.D. Dissertations in Practice

Permanent URI for this collectionhttps://hdl.handle.net/1773/53095

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Writing Equity Policy for a K-12 Public School District: An Insider's Perspective
(2016-06-09) Decker, Louanne H; Knaus, Christopher; Portin, Bradley; Hager, James
Drawing on school board policy development and implementation research and examining the significant interactions that exist in a K-12 public schools system undertaking the development of racial equity policy, the author examines (a) how a K-12 public school system can use local stakeholders to develop equity policy; (b) the factors that influence the development of a white equity leader in a K-12 public school central office. John Kotter's change management framework is used to lead internal and external stakeholders in a K -12 public school system to write racial equity school board policy. The author's findings reveal the importance of using alternative change management frameworks to guide racial equity policy development in public school systems. This autoethnography offers a look inside the journey of a white equity leader in central office.
We are Stronger Together: Faculty Reflections on Competency-Based High School Completion for Adults in Washington State
(2023-06-01) Flanagan, Elizabeth J; Knaus, Christopher B.; Marsh, Tyson; McCarthy, Kevin
Situated in Washington State during the height of the global Covid-19 pandemic, this qualitative, insider-practitioner study examined the instructional context of four instructors engaged in a competency-based, high school completion for adults faculty praxis on community and technical college campuses through a state-supported program called High School+ (HS+). Guided by three areas of inquiry, this research sought to (1) explore how HS+ faculty describe their instructional praxis in the context of personal identity; (2) probe the cultural, structural, and administrative challenges HS+ faculty face when enacting competency-based instruction on community and technical college campuses oriented toward seat-time models of instruction; and (3) engage with the ideas HS+ faculty have about solutions to these cultural, structural, and administrative challenges aided by formal scholarship and other forms of shared wisdom. Through formal interviews and during the course of sustained, professional engagement with each participant, the following themes emerged: (a) Problematizing the GED; (b) HS+ praxis rooted in holism and defined by identity; (c) Asset-oriented competency-based instruction; (d) Structural misalignment; and (e) Hypervigilance. Discussion is framed around Tema Okun's characteristics of and practical antidotes to White Supremacy Culture, with particular focus on White Supremacy Culture's fear-based and paternalistic demands for Perfectionism, supported by the belief that there is One Right Way which must be enacted through the illusion of Objectivity and by reducing the complexity of lived human experiences down to Either/Or Binaries by individuals deemed Qualified due to their status as members of white, formally-educated, and landowning classes of people and always shielded by White Supremacy Culture's ever-present Defensiveness.
Where Did My Black Folk Go? The Exclusion of Black Males From American K-12 Classrooms
(2019-10-16) webster, conrad; Knaus, Christopher; Sierschynski, Jarek; Marsh, Tyson
Few studies have sought to understand the lived experiences of Black males being excluded from K-12 classrooms. This qualitative study explored the punitive tools and approaches that have removed Black males from American K-12 classrooms, hindering their academic achievement and disproportionately sending Black males onto a one-way path to prison. This study centered the voices of racialized Black males as a way to clarify the lived experiences of unequal interactions within the school to prison pipeline. Considering the hyper-surveillance of Black males in schools and the normalization of school resource officers to criminalize Black males, too little research centers on the experiences of Black males who are suspended or imprisoned. In this dissertation, I used Critical Race Theory (CRT) to analyze racial disparities in out-of-school suspensions among Black male students and the criminalization of Black males in the classroom. The study took place in a public U.S. school district with the pseudonym of Winfield School District. I interviewed ten students to assess their experiences with being suspended and the impact it has on their academic achievements and the criminal justice system. The findings revealed that racial disparities in out of school suspension has led to the school-to-prison pipeline among Black males. Recommendations include: (1) White teacher recognition of their own racial identities, particularly teaching Black males, and examination of roles as potential allies in dismantling racism in schools; (2) Require schools to provide professional development for White teachers to use alternative approaches to zero-tolerance policies and practices and (3) School district development and implementation of consistent, equitable out-of-school policies so that existing racial and ethnic disparities are not maintained.
Youth Empowerment for Environmental Justice
(2016-06-10) Brickle, Mattie B; Evans-Agnew, Robin A.; Primomo, Janet; Klein, Nicole
Woodsmoke pollution is an environmental justice issue for youth living in certain Pacific Northwest cities. Little is understood about how youth may be empowered to address woodsmoke issues in their communities. In this study, I examined youth empowerment in a citizen science study on woodsmoke, using Photovoice methodology. Ten diverse youth collected and analyzed indoor air samples and photos, then presented their findings to the community and policy makers. Entrance and exit surveys revealed an increased sense of empowerment to take action on woodsmoke pollution. Youth also expressed increased optimism and a resolve to become scientists and to combat environmental injustices.
Women With Student Loans: Relational Impacts on Self, Family, and Work
(2023-05-11) Pocklington, Annie; Knaus, Christopher B.; Duncheon, Julia C.; Sampedro, Stephanie
Abstract This qualitative study explores the relational impact that student loans have on the lives of women across Washington state, with specific attention to their parents, partners, children, and workplaces. This research utilizes Feminist Relational Work as a theoretical framework, which combines feminist theory and Zelizer's notion of relational work to attend to the gendered dynamic that Zelizer's relational work does not specifically name. Participants in this study named sexism as a constant in their lives, whether within family dynamics growing up, throughout the college going process, or in professional post-college spaces that a degree granted them access to. The study was guided by two overarching research questions: 1) How do women experience student loans in their relationships to self, work, and family? 2) How, if at all, do these experiences affect the way women think about the value of education and educational access? Study findings include: a) a lack of choice in their college going journey, b) the college and student loan process being an emotional experience, c) having a distrust but reliance on systems connected to the college and student loan process, d) relationships being central to decision making regarding college and student loans, e) dynamic contemplation around the value of a college degree, f) class as a determinant and constant consideration in college and student loan experiences, g) confusion, distrust, and disbelief around notions of student loan forgiveness, and lastly, h) hopes for higher education that involve decreased debt for future students. The discussion and implications of this research are intertwined, and encourage reflection on capitalism, the loss of public universities, and how we value ourselves, others, education, and women. This research argues that families shape our college and student loan experiences, that college is a form of capitalistic exploitation, and that 'access' to college spaces and student loan debt for women both benefits women, and burdens women with the undoing of structural sexism if not appropriately nuanced. Implications include, but are not limited to, erasing outstanding federal student loan debt, banning all interest accumulation on educational loans, inviting students and student loan borrowers into discussion around system, policy, and process revision, honoring women as experts of their own experiences, and encouraging women to use their expertise to examine other ever-evolving inequities by leveraging their resources, knowledge, and capacity.
The Cultural Isolation of Providers and Educators Caused by Stigma and Compassion Fatigue when Serving Survivors of Invisible Wounds
(2016-05-18) Pughe, Bronwyn G; Knaus, Christopher B.; Louie, Belinda; Compson, Jane
Abstract The purpose of this phenomenological study is to give voice to the lived experience of providers and educators regarding stigma and compassion fatigue. In this study, using critical social theory as a lens, I seek to understand how providers and educators experience and recognize the stigma they carry, their own compassion fatigue and what they do to stay healthy-including mental physical, emotional/psychological, intellectual, and spiritual health.
University Staff: Indigenous Sovereignty and Justice Online
(2021-05-10) Berry, Star; Minthorn, Robin Zape-tah-hol-ah; Endo, Rachel; James, Jeanette
United States (U.S.) public research universities generally deliver problematic diversity, equity, and inclusion (DEI) efforts that erase Indigenous, Transgender, and Disabled staff through online formats and representations. This qualitative explanatory study describes the DEI common language as one of compliance, erasure, and management through a review of 17 high and very high research universities as defined by the Carnegie Classification of Institutions of Higher Education(R). Of these universities, seven are also land grant universities. The frameworks applied include Indigenous Feminist Theory (Waterman, 2018) and Intersectionality (Crenshaw, 1991). The results from this review demonstrate universities' differing institutional commitments to Indigenous, Transgender, and Disabled communities while offering little about staff contributions to DEI education. Despite universities' general lack of recognizing DEI staff contributions, staff appeared in significant transformative online messages that build stronger DEI practices that are useful to staff themselves. Recommendations to staff include self-recognition of peer belonging and cultural expertise that may leverage their social and cultural approaches to informal online and in-person projects. This study may signal strategic practices beyond the colonial lens of individuality indicated by universities to that of robust staff-led community grassroots efforts in practice and research. Unpublished dissertation: Please cite and contact me for permission to copy, distribute, or use.
Understanding the Impacts of Campus Racial Climate on Southeast Asian College Students' Experiences
(2019-06-13) Reang Sperry, Chanira; Knaus, Christopher B.; Harachi, Tracy; Oliver, Steven
Understanding the Impacts of Campus Racial Climate on Southeast Asian College Students' Experiences Purpose: The oversimplified portrayal of Asian American students as a homogenous, high achieving group contributes to racial prejudice and an unwelcoming academic environment for Southeast Asian college students. Assumptions about Asian American success illustrates a need to better understand the various Asian American ethnic populations that have been in the U.S. for over 150 years. Method: Study participants (N=24) were recruited to participate in in-person individual interviews and focus groups. Thematic analysis, critical race theory, and Yosso's (2005) community cultural wealth theory were applied to analyze participants' navigational experiences in hostile campus racial climates. Findings: The findings from this study indicate some of the challenges participants experienced related to racism and other forms of marginalization as well as how participants used forms of community cultural wealth such as social, navigational, and journey capital to navigate these challenges. Two major themes of how students experienced racism were identified from the data: (a) academic experiences with racism and (b) peer experiences with racism. Discussion and Implications: Southeast Asian college students are in need of culturally affirming and encouraging academic and social spaces to fully participate in educational activities. Practitioners who seek to support this population would benefit from learning about the diverse histories, languages, religions, and ethnic identities of Southeast Asian student populations. Future research would benefit from a nuanced approach of further examining ethnic subgroups as well as linguistical differences among U.S. born and non-U.S. born Southeast Asian populations.
The Principal's Voice: Supports Critical to a School Principal's Effectiveness
(2016-05-16) Chaudhuri, Rita; Beaudoin, Kathy; Knuth, Rich; Hager, James
Abstract Demands on school principals in the 21st century are highly complex. Ever-increasing pressures include accountability for student achievement; creating systems and structures to close the achievement gap of underrepresented students; implementing Federal, State, and District initiatives; implementing a more complex evaluation system for staff; being responsible for all stakeholders that create the school community; and being an instructional leader that makes learning happen for all students every year. In the State of Washington, a majority of districts have adopted the AWSP Leadership Framework as a standards-based model to evaluate principals and also provide targeted supports. The purpose of this research study is to identify principals' perceptions of the adequacy of supports provided by districts. Furthermore, this study seeks information about supports that enhance their effectiveness as instructional leaders. In an effort to inform district level administrators and policy makers, this study seeks to identify supports from principals directly. This information will lead to recommendations for district administrators for improving the process of supporting principals. This quantitative study used data about principals' perceptions and conducted a descriptive analysis to report findings. The data revealed that principals' perceived needs for the supports was more critical to their effectiveness than the access they had from the district to those supports. The data also exposed the need for differentiation in providing supports to principals by using contextual information. This study found that principals indicated a need to examine the complexity of supports in context of other school-level factors like socioeconomic levels and years of administrative experience.
Using Student and Staff Perceptions to Guide Training and Practice
(2016-08-08) Sherrod, Cynthia; Feuerborn, Laura; Beaudoin, Kathy; Hager, James
Despite the notable positive outcomes SWPBIS has for students, schools sometimes struggle with effective and successful implementation. SWPBIS is a complex systems change effort which may prove to be overwhelming for some schools to effectively implement without the necessary preliminary supports in place. System change efforts provide an avenue to approach the work of implementing SWPBIS. The present case study examined use of staff and student perceptions of behavior and discipline to design and provide targeted staff training through PLCs. Findings demonstrate some improvements in Tier I SWPBIS implementation. However several barriers were also identified in the course of this work. Using perceptions and beliefs of staff and students to implement positive behavior practices is a complex process and can be influenced by administrator support, district supports, and the priorities and collaboration of a school staff.
Transforming Learning Spaces: Decentering Whiteness to Dream of a Liberatory Education
(2023-06-09) Booker, Kimberly; Sankofa Waters, M. Billye; Au, Wayne; Gourdine, Jerome
The educational system in the United States claims to be a neutral system in which each child has equal opportunity to learn. Rather, it is a system that is constructed from a white epistemology (Ladson-Billings, 1998) that teaches a white worldview (Sleeter & Stillman, 2005) while simultaneously disregarding epistemologies, including knowledge bases, from Communities of Color. This dissonance creates dehumanizing and harmful experiences for Black, Indigenous, and People of Color who are made to participate in an educational system that denies their worldview and way of being. The study is grounded in Critical Race Theory to acknowledge the permanence of racism in society, the valuing of white epistemology as whiteness as property, the claim of neutrality under colorblindness and counter storytelling to recognize the importance of uplifting the voices of those negatively impacted. Engaged Pedagogy is included to provide a lens that views human beings holistically, necessitating the inclusion of elements of self-care and healing into the learning and educational processes. The purpose of this study is to dream of a liberatory education by uplifting the voices of Black, Indigenous, and People of Color who attended middle school in Oakland, California. Relational methodology, including group interviews, was used to learn from collective experiences. The research findings of the study identified three themes including the dream for learning to be driven by self, the dream for learning to support the betterment of self, and the dream for learning to support the betterment of society. When looked at through the lens of the current educational system, the three themes call for a shift in learning standards from one set of common standards for all students to personalized learning goals driven by each student.
Vertical Transfer Experiences of Ethnic Chinese International Students from Community Colleges: Who Are They and What Have They Experienced?
(2024-12-12) Leung, Angela; Sankofa Waters, M. Billye; Endo, Rachel; Hernandez Chapar, Judith
International students play a significant role not only in the U.S. higher education in terms of enriching the diversity into campus community and fulfilling the internationalization mission (Chen, 2014), but also contributing $43.8 billion to the U.S. economy and supporting more than 378,000 jobs during the 2023-2024 academic year (NAFSA, n.d.). The transfer pathway for international students from community colleges to universities in the U.S. is well-established with many advantages such as open enrollment policy and affordability. There is much research on vertical transfer from community college to four-year institutions in domestic students but not international students. Another issue is that data on international students of color are not separated in many empirical studies of ethnic American students or in institution's statistics and publications. International students, often students of color, are not included or lumped with resident students of color. There is much research in recent years on various topics on Chinese international students from Mainland China, but other ethnic Chinese are relatively unstudied. The purpose of this study is to identify and understand the intersectionality of race, ethnicity, place of origin, and non-immigrant status of ethnic Chinese international community college students. This study looks at the factors that influence ethnic Chinese international community college students in their vertical transfer experiences and examine how the intertwined identities of race, ethnicity, place of origin, academic achievement, and non-immigrant status impact their educational experiences in the U.S.
Utilizing Assessment Resources to Support Classroom Instruction in Mathematics
(2016-06-10) Judkins, Jennifer A; Hager, James; Quinn, Jennifer; Munson, Robin
Mathematics teachers in the state of Washington have the responsibility of helping students develop the knowledge and skills included in the Mathematics K-12 Learning Standards (also known as the Common Core State Standards for Mathematics) and measured by the Smarter Balanced summative assessments in mathematics. A great need existed for teachers to have additional support to help students learn the standards and be prepared to demonstrate their knowledge on the Smarter Balanced assessments as well as more working knowledge of how to utilize the supports provided within the system of Smarter Balanced. Mathematics educators in the state of Washington were surveyed at the end of the 2015 school year for the purpose of gathering information on awareness and use of available Smarter Balanced assessment resources and to recommend additional resources, support, and best ways to communicate to the field about the resources. As a result of the teacher feedback, the mathematics assessment department at the Washington State Office of Superintendent of Public Instruction (OSPI) developed resource and support documents to supplement those available from Smarter Balanced. The website location where the documents were uploaded was redesigned to highlight the resources, for easier navigation, and better access by grade level.
STUDENT VOICE IN SOCIAL EMOTIONAL LEARNING
(2019-06-14) Mills, Angelo; Feuerborn, Laura; Montgomery, Michelle; MacFarland, Amy
Abstract Social emotional learning (SEL) is a proven effective tool in instructing students in managing their emotions. Public schools are beginning to understand the importance of SEL programming, because in addition to academic skills development, the critical focus of SEL programs are the social emotional competencies that are essential to student development. SEL provides a level of emotional support that works in consort with academic, student behavior, and emotional management that foster a productive community of learners. In order to create that effective model of enmeshment among student academic, behavior, and emotional learning, it is imperative that all who facilitate learning among students must have an understanding of the cultural dynamics and experiences (student voice) that students are arriving with when they enter the school buildings. The purpose of this study was to develop the process to capture and incorporate student voice from an indigenous (native American) student population into a social emotional learning program to meet the cultural context of the students being served. This study used Bernal's ecological validity model (EVM) as a framework to incorporate student voice into a SEL program. Three ninth grade classes of native American students participated in the study. The native American focus was an important area because there is no study to date that explores the native culture (student voice) and then creates a process to incorporate their cultural experiences as an integral part of a SEL program. The results of the study indicated significant positive impact when SEL was introduced to ninth grade students as an intervention. The findings were discussed through the lens of the importance of the process to incorporate student voice into SEL. The study explored current impact and future implications of long-term gains when student voice (their cultural experiences) becomes a fundamental aspect of the SEL framework.
Subversive Self-Care: Black Women Faculty and the (Im)possibilities of Healing in Higher Education
(2023-12-12) Butler, Hermenia; Knaus, Christopher; Ishem, Linda; Raynor, Deirdre
In the backdrop of pervasive violence and oppression against Black women in higher education, Black women faculty (BWF) at Predominantly White Institutions (PWIs) have endured relentless race and gender discrimination for decades. This long-standing injustice has spurred an examination of the healing practices of four BWF working at PWIs through the sharing of their stories. This research study is guided by two central questions: (a) What are the racialized lived experiences of BWF at PWIs? And (b) What are the (im)possibilities of (racial) healing in higher education? The study is grounded in the theoretical framework of Black Feminist Thought, providing a lens to understand the experiences of BWF while critically examining the power structures inherent at PWIs. The research identifies four key themes that vividly depict the impacts of misogynoir and the strategies that participants employ to restore a sense of wholeness: Campus Climate: This theme illuminates the challenges and opportunities for healing within institutional contexts. It sheds light on the participants' narratives, unveiling the institutional norms, policies, and procedures that perpetuate harm. Their stories underscore the pressing need to dismantle oppressive structures. Mind-Body-Spirit: Healing for BWF is a holistic journey, addressing not only intellectual and emotional aspects but also the physical and spiritual dimensions. The participants' accounts align with existing literature on the harmful effects of racial microaggressions, emphasizing the urgency of healing interventions. Resistance: BWF actively engage in advocacy, community-building, and narrative reclamation to challenge oppressive systems. These acts of resistance embody their resilience and commitment to bringing about social transformation. (Re)covering Self: This theme centers on the participants' journeys of self-discovery, self-care, and self-affirmation. It highlights their empowerment, identity reclamation, adept navigation of multiple roles, and prioritization of well-being. This underscores the vital role of self-empowerment and self-love in the healing process of BWF. This research spotlights the complex landscape that BWF face in higher education and the unique and individual ways that they heal from (racial) trauma.
Start with Self: Considerations of Being in Relationship
(2023-06-09) Pugh, Alison O; Sankofa Waters, M. Billye; Wölfle Hazard, Cleo; Hardison-Stevens, Dawn E.
This dissertation of practice is a thorough and reflexive examination of self and identity as I seek to explore relationship, as a white woman administrator at a community college, with Indigenous peoples without causing further harm with the goal of supporting Indigenous identity, self-determination, and restoration of land. Using the method of critical autoethnography interrogated through the lens of feminist epistemology, I explore questions of losing/discovering home, losing/discovering (my) mother, and grief in order to engage my whole self in my relations with my colleagues, my family and friends, and my community in the pursuit of liberatory action.
Sustained Implementation of School-wide Positive Behavior Interventions and Supports through Continuous Regeneration
(2016-06-10) Edwards, Thomas A; Beaudoin, Kathy; Feuerborn, Laura; Knuth, Rich
School-wide Positive Behavior Supports (SWPBIS) aim to create safe and civil school environments through proactive teaching, consistent reinforcing, and appropriate response to student behavior. The literature pertaining to the implementation of SWPBIS is limited, having few longitudinal studies of school-based changes to sustain the initiative. The present case study examined the data-based adaptations in terms of effectiveness, efficiency, priority, and continuous regeneration during a five-year implementation of SWPBIS at a high needs middle school. Findings demonstrated marked improvement in fidelity of implementation, student, parent, and staff perceptions, and student behavior outcomes. Recommendations related to continual improvement that engages more staff are provided for school teams wishing to sustain their SWPBIS implementation.
Surviving or Thriving: Educator Change Following School-Based Trauma
(2016-05-17) Johnson, Mona M.; Knaus, Christopher B.; Cohen, Jeff; Schoenfeldt, Mary
Situated in the Pacific Northwest, this qualitative study explored coping, change, and systemic support experienced by thirteen K-12 educators following a school-based trauma. It is based on a theoretical framework of posttraumatic growth, the systematic study of how individuals are changed by traumatic encounters in positive ways. Study participants witnessed school shootings, physical assaults, or accidents resulting in injury or death and were responsible to care for the life and death needs of others. Research questions guiding this study: (1) How do educators cope following school-based trauma? (2) How do educators change following school-based trauma? (3) What systemic supports are available following a trauma? (4) What advice do study participants have for others who may experience school-based trauma? Study findings include: (a) experiencing school-based trauma is as horrific and challenging for K-12 educators as it is for students; (b) the needs of K-12 educators who have experienced trauma, regardless of their courage or resilience, are marginalized; (c) K-12 educators need ready-access to coping supports in schools following trauma; (d) educators, in particular school leaders, lack capacity to fully understand the impact of trauma on school systems and strategies to integrate trauma-informed practices into workplace interactions; (e) traumatic experiences cause anguish but can also lead to positive growth in the presence of authentic, compassionate systemic supports; and (f) recovery from trauma is a long term process requiring active and collective involvement of trauma survivors, schools and communities.
Social Constructivism: An Andragogical Praxis for Critical Thinking Instruction and Evaluation with Graduate Social Work Students
(2019-05-14) Loudenback, Luella; MacDonald, Ginger; Lumpe, Andrew; Bowland., Sharon
Critical thinking skills are requisite for graduate social work students to transition competently into professional practice. This mixed methods study was conducted to explore current instruction and evaluation methods for critical thinking skill development. The extent to which faculty perceived changes in student outcomes since the 2015 Educational Policy and Accreditation Standards change related to critical thinking skills, was also studied. This study was designed to link critical thinking and social work education in the context of social constructivism as an andragogical praxis for the development of critical thinking skills. The quantitative findings were interpreted to identify multiple approaches for the instruction and assessment of critical thinking skills in graduate social work programs across the country. The qualitative themes of social work instructors' perception of changes in student outcomes related to critical thinking skills were mixed.
SLOW PROGRESS TOWARDS EQUITY AT A HISPANIC-SERVING INSTITUTION (HSI): A Case Study
(2019-07-01) Lopez, Paulette; Knaus, Christopher B.; Flores-Cailloux, Laura; Pumphrey, Gerald
This case study examined how a specific Hispanic-Serving Institution (HSI) pursues an institutional equity agenda. Through interviews with sixteen full-time employees representing a two-year public institution of higher education in the Pacific Northwest, this study explored faculty and staff perceptions of the purpose of an HSI designation and the intentionality of serving Latina/o students. The literature review provides a historical context of Minority-Serving Institutions (MSIs) and the role MSIs serve in higher education. Themes identified through an in-depth thematic analysis include knowledge and awareness of HSIs, serving and supporting students, access and opportunities, and sense of community. Findings revealed the Critical Race Theory tenets of liberalism, the permanence of racism, interest convergence, and a related white fragility in many college employees. Findings also indicated that faculty and staff (a) support serving all students, (b) lack knowledge, awareness, and reflection on how the institution serves Latina/os students, (c) confused equality with equity, and (d) made no connection with the HSI identity. Recommendations include in-depth professional development and training centered on cultural awareness, cultural competence, cultural differences and cultural disengagement; and HSI 101 workshops and open forums. An additional recommendation includes creating institutional definitions using CRT language as a foundation to build an institutional culture as an effective HSI.

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