The participation and outcomes of CTE dual enrollment courses in Delaware
Key Collaborator
Key Collaborator
- Dr. Florence Ran
Description
Despite the growing enrollment of students in Career and Technical Education (CTE), there is limited research on CTE teacher qualifications and distribution. This study explores the educational levels, certifications/licenses, teaching experience, and distribution of CTE teachers across Delaware public schools. The project is funded by IES. My contributions include conceptualization, data cleaning, literature review, and data analysis.
Despite the growing enrollment of students in Career and Technical Education (CTE), there is limited research on CTE teacher qualifications and distribution. This study explores the educational levels, certifications/licenses, teaching experience, and distribution of CTE teachers across Delaware public schools. The project is funded by IES. My contributions include conceptualization, data cleaning, literature review, and data analysis.
An Exploratory Mixed Method Study of Experiences and Perceived Usefulness of Principal Professional Development
Key Collaborator
Key Collaborator
- Dr. Bryan VanGronigen
- Durga Karki
Description
This study investigates the experiences of educational leaders in professional development. Employing a sequential mixed methods approach, we are exploring how Delaware's educational leaders, including those from public schools, charter schools, and districts, have experienced their in-service professional development and the strategies they employ to support the learning experiences of others. Data will be collected through semi-structured interviews and survey analysis. This research is funded by the University of Delaware Research Foundation.
This study investigates the experiences of educational leaders in professional development. Employing a sequential mixed methods approach, we are exploring how Delaware's educational leaders, including those from public schools, charter schools, and districts, have experienced their in-service professional development and the strategies they employ to support the learning experiences of others. Data will be collected through semi-structured interviews and survey analysis. This research is funded by the University of Delaware Research Foundation.
Professional Learning Partnership Research and Data TA Partner
(Aug 2024 -- Present)
(Aug 2024 -- Present)
Key Collaborators
- Dr. Laura Desimone (UD)
- Dr. Kenneth Shores (UD)
- Dr. Megan Comstock (UMD)
- Dr. Ethan Palmer Smith (WSU)
Description
This project centers on Professional Learning Partnerships (PLPs) within four major districts across the United States. PLPs are research-practice partnerships with districts, concentrating on culturally responsive and ambitious teaching professional development. My contributions to this study encompass two sub-studies. The first examines the relationship between teacher efficacy, dispositions, beliefs, and teaching practices related to culturally responsive and ambitious mathematics instruction. The second investigates student access to PLP teachers and the impact of PLPs on student outcomes, including academic and disciplinary results. I participated in data cleaning, analysis, literature review, and manuscript writing.
This project centers on Professional Learning Partnerships (PLPs) within four major districts across the United States. PLPs are research-practice partnerships with districts, concentrating on culturally responsive and ambitious teaching professional development. My contributions to this study encompass two sub-studies. The first examines the relationship between teacher efficacy, dispositions, beliefs, and teaching practices related to culturally responsive and ambitious mathematics instruction. The second investigates student access to PLP teachers and the impact of PLPs on student outcomes, including academic and disciplinary results. I participated in data cleaning, analysis, literature review, and manuscript writing.
Influence of Precarity on Leadership in Independent Schools
Key Collaborators
- Dr. Lauren P. Bailes
- Dr. Sara Odell
Description
Leadership representation is crucial for school climate, teacher careers, and student outcomes. Despite sustained efforts to diversify school leadership, female and minority individuals remain underrepresented in independent school leadership positions. Furthermore, marginalized leaders often face adverse working conditions, potentially leading to increased stress and higher turnover rates, which can be detrimental to student outcomes. The glass cliff phenomenon specifically addresses the appointment of marginalized leaders during periods of organizational decline. This project examines how precarity, including the COVID-19 pandemic, teacher attrition, and financial difficulties faced by students, influence leadership practices and appointments within school boards. We analyze a school-level panel data, called NAIS Data and Analysis for School Leadership (DASL), and conducted mixed-method studies.
Leadership representation is crucial for school climate, teacher careers, and student outcomes. Despite sustained efforts to diversify school leadership, female and minority individuals remain underrepresented in independent school leadership positions. Furthermore, marginalized leaders often face adverse working conditions, potentially leading to increased stress and higher turnover rates, which can be detrimental to student outcomes. The glass cliff phenomenon specifically addresses the appointment of marginalized leaders during periods of organizational decline. This project examines how precarity, including the COVID-19 pandemic, teacher attrition, and financial difficulties faced by students, influence leadership practices and appointments within school boards. We analyze a school-level panel data, called NAIS Data and Analysis for School Leadership (DASL), and conducted mixed-method studies.