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Browsing by Author "Cooner, Donna, advisor"

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    A study of the outcomes of an international baccalaureate diploma program education
    (Colorado State University. Libraries, 2017) Hixon, Cori, author; Cooner, Donna, advisor; Frederiksen, Heidi, committee member; Coke, Pam, committee member; Gloeckner, Gene, committee member
    The International Baccalaureate Diploma Program is noted by universities and researchers as one of high academic rigor and standards (Culross & Tarver, 2011; Taylor & Porath, 2006); however, students enrolled in IBDPs often cite high levels of perceived stress and lack of social interaction as a result of the rigor (Shaunessy & Suldo, 2010). Anecdotally, parents and educators question the value of an IB education if it puts the mental and social well-being of the child at risk, and yet, there is research supporting the claim that participation in an IBDP prepares students with the knowledge and academic and non-academic skills required to be successful in post-secondary pursuits including university or work force readiness (Bergeron, 2015; Conley, 2008, 2010). Thus, this study addresses the problem between the benefits and risks of an IB education by examining alumni perceptions of the role of the DP in preparing them for post-secondary pursuits. Surveying 20 alumni from the graduating classes of 2006-2014 at Poudre High School in Fort Collins, CO, provided data to examine the outcomes of participation in the IBDP and to measure the quality and effectiveness of the PHS program. The results of this study will provide information for the existing IBDP at PHS to refine, revise, and develop the program with the goal of increasing student enrollment by providing information on the outcomes of an IB education to incoming students and families. A phenomenological approach was taken with this qualitative study because it explored the reflections and lived experiences of participants. Participants' lived experiences in the PHS IBDP and their perceptions of how those experiences impacted their post-secondary pursuits helped to explain what the experience of IBDP was like. The descriptions of alumni experiences and the ways in which those experiences informed other aspects of their life, shed light on the essence of the program itself and the outcomes of participation in that program. Analysis of the data revealed a) participants felt well prepared for post-secondary pursuits, b) influence of the core components was significant but not direct, c) participants felt that overall the program was of value with long term benefits, and d) high levels of stress discussed in the literature were not a major concern for participants in this study. This study was limited by the fact that it was one site in a middle class school district with a consistently high diploma pass rate. Additionally, the DP is housed within the larger comprehensive high school creating a cohort of like-minded learners.
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    Acting as one: voices in the renewal of clinical partnerships in educator preparation and research
    (Colorado State University. Libraries, 2017) Decker, Derek J., author; Cooner, Donna, advisor; Frederiksen, Heidi, committee member; Makela, Carole, committee member; O'Donnell-Allen, Cindy, committee member
    The accrediting body, the Council for the Accreditation of Educator Preparation (CAEP), has set forth a set of new standards in 2013 that demand excellence and produce educators who raise PK-12 student achievement. Standard 2: Clinical Partnerships and Practice requires that educator preparation programs (EPP) seeking accreditation should have strong collaborative partnerships with school districts and their individual schools. These collaborative partnerships are a shared endeavor meant to focus dually on the improvement of student learning and development and on the preparation of teachers. The partners shall work together to determine the division of responsibilities among the various partnership stakeholders and the values and expectations of program development, implementation, assessment, and continuous improvement. The purpose of this multi-manuscript co-written dissertation included two separate studies utilizing focus group methodology to highlight how key stakeholders in EPPs describe the benefits and barriers of CAEP Standard 2: Clinical Partnerships and Practice within the context of those stakeholders' institutions. A priori codes were used in both qualitative studies to see how stakeholders' descriptions aligned with Standard 2 guiding principles. Inductive codes were identified, which focused on barriers described in clinical partnerships. Results were presented in two different manuscripts from the two studies and indicate strong correlation between stakeholders descriptions with both a priori and inductive codes. Based on the findings, suggestions for further research will be presented.
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    Avoiding a looming crisis: novice leader preparation and retention
    (Colorado State University. Libraries, 2021) Seegmiller, Daniel P., author; Cooner, Donna, advisor; Fothergill, Wendy, committee member; Frederiksen, Heidi, committee member; O'Donnell-Allen, Cindy, committee member
    The purpose of this case study was to identify key components, along a continuum of preparation, that school districts and university partners could provide to enhance the support and retention of novice educational leaders in the first three years in their roles. Additionally, the case study identified components missing from an educational administrator licensure program that could be included or addressed to provide a more comprehensive preparation. The research was set within a constructivist, and specifically phenomenological, paradigm. This paradigm provided the understanding that each participant in the study has a different experience and view of the preparation they received through their principal licensure program and how that preparation did, or did not, prepare them for the realities of their first three years in their roles as educational leaders. This case study was explored through focus groups that allowed both the participants and the facilitator to better understand the experiences of each individual involved and co-create an understanding of how future educational leaders can be better prepared and supported as new leaders. Novice leader preparation and retention is an issue requiring a greater level of awareness so that action may be taken to mitigate its unfortunate effects on student outcomes and achievement, staff stability and effectiveness, equity and inclusion, increasingly limited candidate pool, and the career longevity of those seeking to lead our schools in a time of intensifying pressure and complexity.
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    Clinical partnerships in action: renewal and innovation in educator preparation and research
    (Colorado State University. Libraries, 2017) Roth, Jennifer Jamison, author; Cooner, Donna, advisor; Frederiksen, Heidi, committee member; Makela, Carole, committee member; O'Donnell-Allen, Cindy, committee member
    With the advent of the Council for the Accreditation of Educator Preparation (CAEP) as the sole national accrediting organization for educator preparation programs (EPP) and the subsequent release of the five CAEP standards, an EPP desiring collegiate program accreditation must demonstrate the existence of a clinical partnership that serves the dual purpose of preparing quality teacher candidates and positively impacting the education of PK-12 students. To date, little has been written on the impact of these standards on clinical practice in educator preparation or on how EPPs are operationalizing the CAEP standards. This multi-manuscript, co-written dissertation studied the critical role of partnerships as defined by CAEP in the renewal and innovation of educator preparation and educational research. In two separate qualitative studies, the researchers used focus group methodology to collect clinical partnership stakeholders' descriptions of their understanding of rich clinical practice and the benefits of clinical partnerships as defined by CAEP Standard 2. These descriptions provided the data that were analyzed through a deductive and inductive coding process. It was found that stakeholders described clinical experiences as crucial to teacher candidates' development of knowledge, skills, and professional dispositions, and identified clinical experiences as the space where theory and practice intersect. Findings also showed that stakeholders identified collaboration, mutually beneficial, sustaining and generative, shared accountability, and positive impact as the key components in a clinical partnership. Additionally, the role of partnerships in collaborative research and co-writing was examined and the researchers provided a rationale for the option of a co-authored dissertation.
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    Colorado's preschool to postsecondary education alignment act: a qualitative approach exploring the policymaking process
    (Colorado State University. Libraries, 2019) Koers, Greg, author; Cooner, Donna, advisor; Coke, Pamela, committee member; Frederiksen, Heidi, committee member; Gloeckner, Gene, committee member
    Within the last 30 years, state initiated education policy reform sharply rose throughout the United States. Among the myriad of reforms, establishing increased collaboration between traditionally separated P12 and higher education systems assumed a prominent stage. In 2009, Colorado established its own version of alignment through Senate Bill 08-212, the Preschool to Postsecondary Education Alignment Act of 2008, commonly referenced as the ColoradoAchievement Plan for Kids (CAP4K). The passage of the bill was swift and demonstrated remarkably high bipartisanship. While policy analysis often analyzes areas of high conflict, there is also a need to understand how policy developed successfully in a collaborative environment. Facilitating this opportunity, the researcher used a qualitative methodology emphasizing three components. First, guided by narrative inquiry, the researcher conducted thematic analysis of interviews from Governor, Bill Ritter, his chief policy advisor, Matt Gianneschi, and an anonymous individual involved with the Colorado Department of Education. Second, using the Advocacy Coalition Framework's (ACF) theory on belief's and advocacycoalitions, the researcher applied the predesignated construct of secondary beliefs to the thematic analysis of education committee hearings. The final component addressed themes identified from the Colorado Department of Education (2009) regarding teachers' concerns on the implementation phase of CAP4K. The findings suggest one dominant advocacy coalition grew within Colorado's education policy subsystem. Additionally, evidence of secondary beliefs did not weaken coalition alignment. Finally, teachers' voices iterated the importance to be included in the decision-making process of implementation.
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    How can leaders develop and maintain high achieving elementary schools? A single case study exploring collective teacher efficacy, principal leadership, and high reliability organization principles
    (Colorado State University. Libraries, 2021) Ernst, Susan, author; Cooner, Donna, advisor; Fothergill, Wendy, committee member; O'Donnell-Allen, Cindy, committee member; Sebald, Ann, committee member
    With the issue of student achievement at the core of educational policy, it is essential to determine how to create school environments in which all students achieve. Research indicates collective teacher efficacy is a primary factor affecting student achievement, yet educational research also points to the importance of principal leadership in fostering and maintaining school cultures of success. Furthermore, it seems there are lessons to be learned from looking beyond the scope of educational literature into organizational learning as a way to engage in systematic decision making. Though collective teacher efficacy and principal leadership have been the primary focus of such research, employing high reliability organization principles is an emerging area of educational research. The included sections serve to review the literature across collective teacher efficacy, principal leadership, and high reliability organization principles within a systems thinking approach; critically analyze and employ research methods from scholars in the field of education; and link theory to practice while grappling with the issue of student achievement in a complex educational context. A QUAL+quan mixed methods approach guided the research to explore teacher and principal perceptions of collective teacher efficacy, examine leadership actions to foster collective teacher efficacy among staff, and link leadership actions to high reliability organization principles.
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    Leadership in crisis: the lived experiences of seven school leaders during COVID-19
    (Colorado State University. Libraries, 2023) Asqueri, Emily, author; Cooner, Donna, advisor; Frederiksen, Heidi, committee member; Barnes, Wendy, committee member; O'Donnell-Allen, Cindy, committee member
    This study, grounded in a constructivist view of phenomenology, explores the lived experiences of school leaders during the COVID-19 pandemic. The research identifies several implications for practice, including the need to re-evaluate teacher and administrator licensure programs, with a focus on providing opportunities for educators to gain practical experience in navigating crises. Additionally, professional development courses should be tailored to address educators' specific deficits and strengths, fostering better leadership. Addressing inequities in education, particularly regarding food security and the digital divide, remains critical. Furthermore, the study highlights the importance of allocating resources to mental health and self-care initiatives, not only for school leaders but also for staff, students, and the community, while actively working to destigmatize mental health. Finally, this research underscores the need to refocus on the primary purpose of education, which is to meet the needs of students, rather than becoming mired in divisive debates. Recommendations for future research include conducting interviews with a more diverse group of school leaders to capture a broader range of experiences. Additionally, long-term studies may be necessary to understand the lasting effects of leadership decisions during the pandemic. In conclusion, this research calls for collective action to address systemic inequities in education. It acknowledges the complexity of these challenges and urges stakeholders to support educators and students. In the interim, school leaders, licensure programs, and professional development courses must prioritize the development of leaders who can effectively navigate uncertainty and crises, thereby benefiting the entire educational community.
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    Mapping the journey toward the principalship: a mixed methods design
    (Colorado State University. Libraries, 2008) Stevenson, Cerissa, author; Cooner, Donna, advisor
    The intent of this study is to learn about principal intern perceptions of their grasp of the eleven identified state principal standards for Colorado. Three components of principal preparation programs were isolated for this study: standards, internships, and reflection. Journey Mapping, "a real-time internet-based reporting system that promotes reflective practice and continuous learning for students" (Westmoreland, 2003, p.1), supported the reflective process and data collection. Principal interns logged on at regular intervals and completed open-ended questions (identifying successes, challenges and concerns) and rated themselves on their knowledge of principal standards on a six-point scale. Longitudinal data from two academic years and three principal cohorts were collected. The design was a concurrent triangulation mixed methods design (QUANT + QUAL). The quantitative analysis for this inquiry was a non-experimental comparative approach. The qualitative analysis was done using template analysis. Matrices were created using computer assisted qualitative data analysis software, which aided in the mixed analysis. Data were analyzed based on time of journal entry (initial, mid-year, and final), gender, and years of experience. A statistically significant difference for initial to mid-year and mid-year to final scores was found. There was not a statistically significant difference between male and female participants and their overall scores. A mixed ANOVA also showed a statistically significant increase of scores over time, however, the other factors, years of experience and gender, were not found to have a significant interaction with overall scores. All standards were addressed throughout the journal entries under specific categories: successes, challenges, and concerns. While there were a few areas of improvement discovered (e.g. more practice with Supervision of Personnel and Resources), this analysis revealed the increased knowledge gained during the principal internship. Several standards; Foundations of Leadership, Contextual Understanding, Planning and Organization, Management and Evaluation of Instruction, and Supervision of Student Conduct, were especially strengths gained from the internships. Few differences were discovered through the narratives for gender. Challenges varied for the different levels of experience, but not for successes or concerns. Results of this study revealed the value of the combination of internships, standards, and reflection in preparing future principals.
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    One intergenerational African American family's participation in K-12 school choice options
    (Colorado State University. Libraries, 2008) Beauman, Wanda, author; Cooner, Donna, advisor
    The goal of this narrative study was to hear the experiences of one intergenerational African American family's experiences with school choice options. The narrative stories were collected through face-to-face interviews with each participant, and all of the interviews took place in the participants' homes.
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    Oral language structure: success for first grade students in a reading intervention program
    (Colorado State University. Libraries, 2008) Sangster, Mary B., author; Cooner, Donna, advisor
    The relationship between oral language and reading was established through research in the late 1960s, and today there is little disagreement concerning the interconnectedness of language and reading. Which oral language skills, the strength of the relationships, and how that information informs practice are the present forums of discussion. Phonology and the impact of phonemic awareness as a predictor of reading ability have been the center of most discussions in the reading-language relationship. There is research indicating other non-phonological measures are also sound predictor of successful reading. These measures include vocabulary, grammar or oral language structure, and narration. In examining the language-reading relationship many studies include students diagnosed with speech/language development/impairment issues and their literacy development or students diagnosed with reading disabilities and their reading disabilities. This is a correlational study examining the relationship among complexity of oral language structure and (a) text levels for first grade students (n = 244) participating in the Reading Recovery® intervention program; (b) the number of lessons to successfully complete the Reading Recovery® intervention program. The Record of Oral Language of Clay and colleagues (1999) and scoring transcriptions of audiotapes of students retelling a story were used to assess oral language structure. The Observation Survey battery of assessments was used to determine end-of-program success. Pearson's correlation coefficient and bivariate linear regression were used to determine the relationships between variables. A positive and significant relationship was found between oral language structure and text levels (r = .179). The correlation between oral language structure and number of lessons needed to successfully complete the Reading Recovery® program was -.165. When controlling phonological awareness, there was little change in the correlation score between oral language scores and exit text levels. This study confirmed previous research that there is more than one correlation in a variety of skill areas to reading success. The consistency of oral language structure's significant correlation to reading success suggests the need for more interaction among speech teachers, with their knowledge of language structure, and classroom teachers, special education teachers, and reading teachers. Professional development in making the connection between oral language assessments and application of the research findings in daily instruction of children appears to be needed. Studies evaluating the impact of direct teaching to oral language structure and reading success are recommended.
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    Principal leadership in response to intervention (RTI): a mixed methods study examining a servant leadership approach to reform
    (Colorado State University. Libraries, 2011) Gile, Traci, author; Cooner, Donna, advisor; Gloeckner, Gene W., committee member; Lucero, Rodrick S., committee member; O'Donnell-Allen, Cindy, committee member
    The purpose of this study was to determine whether there was an association between servant leadership and the implementation of a systemic reform, specifically Response to Intervention (RTI). It was also the intent of this study to describe the relationship between direct principal involvement in RTI interventions and assessments, and the reading achievement gains in elementary schools. A focus group was also conducted to explain the quantitative results and validate the self-assessment of servant leadership, which influenced the decision to employ a mixed-methods design for this study. The quantitative analysis used a non-experimental associational approach. The quantitative results of this study indicated there were no significant correlations between direct principal involvement in the delivery of assessments and interventions within RTI and student reading achievement gains. The study also concluded that there were no significant correlations between a principal's servant leadership style and implementation of reforms related to RTI. The explanatory qualitative section did support themes from the literature around modeling the way, changing belief systems, and changing approaches as part of change leadership. Other explanations for a lack of correlation were congruent with the literature. Systems issues and an inability to focus on a deep implementation were partially responsible for a lack of student achievement results. The conclusions of this study describe that the school principal is at the center of managing initiatives and reforms, yet more conclusive research is needed around school leadership practices that lead to student achievement. Additionally, programmatic reforms such as RTI do not necessarily lead to improved results, but focus and the ability to sustain an effective practice over time does have the potential to lead to improved results for students. Finally, people make systems function during change. A system that provides Open, Participatory Leadership provides the conditions for a successful reform.
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    "School reform is like cleaning out your garage": a case study of one school district's influence on student achievement
    (Colorado State University. Libraries, 2009) Gifford, Brenda K., author; Cooner, Donna, advisor; Lucero, Rodrick, advisor
    The purpose of this qualitative constructivist case study is to explore one school district's organizational constructs, policies, and structures that influence student achievement especially for marginalized students. The focus is on the school district as the unit of analysis. Michael Fullan's (2004) conceptual framework of ten integrated components to realize large-scale systemic improvement in school districts provided a scaffold for the literature review and data analysis. Topical questions included: (1) How do the district's organizational constructs, policies, and structures provide support to schools? (2) How do the theories about school improvement held by the school district leadership team impact the support to schools? 'What is tight' and 'what is loose'? (3) How do the explicit theories of action of the district leadership team materialize into organizational constructs, policies, and structures that impact teaching and learning at the school and classroom level? A small urban school district in Colorado was the focus of this case study. Four themes resulted from direct observations, document reviews, and responsive interviews with district administrators, principals, and teachers. (1) There is a resounding coherence of a collective moral purpose and compelling conceptualization regarding the theory of action and 'what is tight' and 'what is loose' (DuFour, 2007). (2) The alignment and interconnectedness of the organizational constructs and structures with the compelling conceptualization provides a framework of support to schools. (3) Building capacity is a core function throughout the district. (4) There is an emerging understanding of the 'defined autonomy' between the district expectations and each school's unique flexibility. The thread that is woven throughout this dissertation is the interconnectivity between district structures and schools; between hopes and dreams and constructs; and between each one of us, our experiences and the children for whom we advocate. The four themes are a springboard for a call to action to public school advocates to be courageous, to be reflective, be nimble and responsive, create coherence and interconnectedness across school district systems, define autonomy, and be inclusive in all processes.
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    Summer school: effects in fourth and fifth grades
    (Colorado State University. Libraries, 2014) Koehn, Karen K., author; Cooner, Donna, advisor; Gloeckner, Gene W., committee member; Lucero, Rodrick, committee member; O'Donnell-Allen, Cindy, committee member
    Summer school has long been viewed as a viable method of decreasing the time out of school for students and thereby increasing student achievement for summer school attendees. A search of the literature reveals that many summer school programs are effective in preventing reading achievement loss of elementary students, particularly for students who qualify for free or reduced lunch. The purpose of this study was to determine both the short and long term effects of a summer school program on students attending summer school following their fourth grade year. Independent sample t tests were performed to determine the difference in reading MAP score growth for students attending summer school and non-attendees. Comparisons were made based on socioeconomic status. Results showed no significant difference in gain scores between attendees and non-attendees immediately following summer school or at the end of the fifth grade year, regardless of socioeconomic status. Implications for action and recommendations for further study are included at the conclusion of this study. These include closer examination of the grade levels and type of students experiencing the greatest benefit from summer school programs, the type of summer program producing the best results, and consideration for the needs of the specific school community.
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    The role of transformational leadership in empowering public educators
    (Colorado State University. Libraries, 2023) Schiavone, Alessandra, author; Cooner, Donna, advisor; Barnes, Wendy, committee member; Frederiksen, Heidi, committee member; O'Donnell-Allen, Cindy, committee member
    This study aimed to identify the leadership actions and behaviors that school administrators, who have recently transitioned from a teaching position, associated with empowerment. Semi-structured interviews were utilized to elicit the participants' experiences of empowerment and disempowerment and how they try to create cultures of empowerment at their schools. The participants described their experiences of empowerment as they become leaders. They shared the transformational leadership behaviors they witnessed in others and fostered in themselves as they created cultures of empowerment in their own schools. This study found three factors facilitating transitions to formal leadership: being empowered through informal leadership roles, having access to pathways to become a leader, and being pushed outside one's comfort zone. The participants described the qualities effective leaders possess and the qualities of psychological empowerment one must have to take the necessary risks to become a school leader. Participants shared how, to build cultures of empowerment, they lead by example, have a vision and clarity, build trust, recognize the strengths of others, coach their staff, and share power in their schools.
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    Using office referrals to examine discipline patterns: positive behavior support in a high school
    (Colorado State University. Libraries, 2008) Wiley, Cynthia Loe, author; Cooner, Donna, advisor; Carlson, Laurie, advisor
    The utility of systemic positive disciplinary frameworks such as school-wide positive behavior support (SWPBS) in high schools has not been determined. Most research to date has focused on elementary and middle schools that have instituted positive school-wide disciplinary frameworks with varying degrees of success. Similar research is necessary to determine if this type of disciplinary framework can be efficaciously applied at the high school level. The purpose of this three-year study was to describe discipline patterns in a comprehensive public high school pre- and post-implementation of a school-wide positive behavior support (SWPBS) system. Participants in the study were students from grades nine through twelve. The mean annual population of the school was 1,187. The research objective was to utilize longitudinal systematic observation data to provide a comprehensive description (Johnson, 2001) of a SWPBS system as it was applied in one high school and to increase understanding of universal level implementation of SWPBS in this particular context. Disciplinary incidences as measured by archival office discipline referrals (ODRs) were analyzed and described for each of the three years (one year of baseline data and two years of intervention data) under study. Overall ODR patterns were examined as well as the incidence of disciplinary referrals related to student grade level, gender, and selected disruptive and antisocial discipline categories. The descriptive analysis provided data in both aggregate and disaggregate form to render insights into educational reform, both process and outcome, in one high school. Information on implementation fidelity was provided. The study highlighted areas for improvement within this specific school and indicated that SWPBS may be beneficial at the high school level.
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    Women in the high school principalship
    (Colorado State University. Libraries, 2007) Cook, Dierdre R., author; Cooner, Donna, advisor; Lucero, Rodrick, advisor
    Women are underrepresented in the ranks of the high school principalship. Long hours and lack of support may make the job unappealing for candidates. As America "grays" there is a predicted shortage of principals to lead our schools. The study examines, through the words of three women, how they think and speak of their journey to a principalship. Their experience can guide aspiring administrators. This study is an interpretative phenomenological analysis. Five themes emerged: perceptions, leadership traits, support systems, career paths and lesson to share. The participants (self) tape-recorded their responses to a series of reflective questions that describe their experiences as high school principals. The tapes were transcribed verbatim and analyzed. The data was collected in three phases; spanning a total of eight-weeks. Each phase required a two-week window for the participant to think about the questions and respond. The participants reflect on barriers to obtaining a principalship, career paths, and counsel that they have for aspiring secondary women principals. The literature review examines the issue of continued under representation of women in the high school principalship, leadership styles and traits, and ways to meet the increasing demand for public school leadership in the 21st century. The study was also reflective of the limited number of available participants in the regional area examined. The participants mirror the literature by underscoring the following areas: leadership training, understanding the work of the principalship, networking and mentoring as tools to assist women in being successful in the high school principalship. This study draws from aspects of an ambitious, complex, and broad-based need to understand the female experience in relationship to the high school principalship. The perspectives provide a context for success as practitioners.