Research Projects
Mixed Methods Research
Doctoral dissertation. Completed in the fall of 2022 under the direction of Dr. Kevin Oliver. In collaboration with the Center on Inclusive Technology in Education (CITES) Project at CAST.
Qualitative Research
Completed in the spring of 2021 for ED 731: Advanced Qualitative Research and Data Analysis in Education.
Abstract
Parents of high school students with intellectual and developmental disabilities (IDD) continue to struggle with their newfound role as a learning coach (LC) resulting from the shift to virtual learning during the coronavirus pandemic. Although high school students with IDD are old enough to independently engage in virtual learning, they require significant educational support because of their disability. The purpose of this study is to explore how equipped or not equipped parents are to support engagement for high school students with IDD, and ways that LCs incorporate the Academic Communities of Engagement (ACE) framework to support engagement. I interviewed and obtained images of engagement support items from four North Carolina LCs of high school students with IDD. I used the five constructs of the study’s ACE framework as a lens to analyze the data using theoretical thematic analysis. Eight themes emerged reflecting how LCs are equipped and not equipped to support student engagement. Additionally, LCs employ several techniques to support each facet of engagement, and those techniques are potentially influenced by course community engagement support and the student’s ability to independently engage. Future research should focus on teacher and LC collaboration to enhance engagement outcomes.
Completed in the fall of 2019 for ED 795 Case Study Research
Abstract
This paper defines a case study from the perspective of three different paradigms and describes the constructivist characteristics of qualitative case study research. It provides an intellectual rationale for case studies and summarizes the affordances and limitations of case study research. Finally, this paper explains how the characteristics of case studies relate to learning organizations and uses two example case studies to demonstrate this relationship.
Quantitative Research
Completed in the summer of 2019 for ED 711 Advanced Quantitative Research in Education
Abstract
Standardized test scores are an important factor in college admissions decisions. Five tests are used in NC for college readiness evaluation by the state department of public instruction. The English 1 End of Course (EOC), Math 1 EOC, and ACT are administered to all High School students at different times during their high school career. Two other common standardized college admissions exams are the scholastic aptitude test (SAT) and Advanced Placement (AP) exams. Secondary data from NC School Report cards for each school district and college enrollment data for the 2017-18 school year were used to investigate the answer to the question: Are district-level high school achievement test scores a statistically significant predictor of college enrollment in North Carolina? Correlation analysis showed that all achievement test variables have a moderately strong significant positive correlation with college enrollment. Linear regression established that (a) Math 1 CCR Percentage, English 2 CCR Percentage, and ACT Proficiency can statistically significantly predict college enrollment rates and (b) ACT Proficiency, SAT percentage, and AP pass percentage can statistically significantly predict college enrollment rates. Practically, this study shows that high school students should strive to achieve a proficient score on achievement tests if they are interested in going to college. Additionally, the NC Department of Public Instruction should sustain a strong curriculum for the Math 1 and English 2 courses and implement support to assist more students to achieve Level 4 or 5 on these tests.
Completed in the fall of 2018 for ED 710 Introduction to Quantitative Research in Education
Abstract
Because informal learning is often integrated into work activities, knowledge gaining is put to immediate use and productivity does not slow down for sake of learning. The purpose of this study is to assess the amount of informal learning engagement practiced by staff within an information technology research organization (ITRO). Informal learning is examined in the context of job function, work location, and years of information technology experience. A random sample of fifty Business Analysts (BA) and fifty Software Developers (SD) from the same ITRO completed a quantitative survey for this study.
An independent samples t-test is used to analyze data for the study's first research question: Do Business Analysts engage in more hours of informal learning engagements during a workweek than Software Developers? Because the BAs and SDs both work for the same ITRO with the same resources and leadership, I expect to not reject the null hypothesis and conclude that there is no difference in the total number of informal learning engagements between BAs and SDs.
Research question two asks, "Is there a difference in the mean number of informal learning engagements per workweek between ITRO staff members who work in the office, work at home, and work at a research site? A one-way analysis of variance (ANOVA) test is used to analyze research question two data. I expect to reject the null hypothesis for the second research question because work location affects a staff member’s access to other people and learning resources. Specifically, I expect there to be fewer informal learning engagements from staff members who work from home.
Finally, correlation analysis will be used to answer the third research question, "Is there a relationship between years of IT experience and the number of informal learning engagements per workweek?" I do not expect there to be a correlation between the number of years of information technology experience and the mean number of informal learning engagements because “the content of the job is the main factor driving people to learn, small changes in the job incite to learn new things” (Van der Klink, Boon, & Schlusmans, 2012, p. 88).
Literature Reviews
Completed in the fall of 2021 as part of my internship with the Center on Inclusive Technology in Education (CITES) Project at CAST.
Abstract
This systematic review explores the current literature base related to family engagement within the inclusive technology ecosystem. Twenty-one studies were included in the review from articles located using boolean searches in the ProQuest Education, PsychInfo, and ERIC databases. Bronfenbrenner’s Ecological Systems Theory was selected as the theoretical framework for the review because it associates the many contextual influences on a child’s development. The review discusses family engagement related to:
student learning through educational and assistive technology
teaching and assessment using information, educational and assistive technologies
technology infrastructure planning, implementation, and use
technology leadership initiatives
The literature view ends by describing gaps and future research recommendations for learning, teaching, assessment, infrastructure, and leadership that have the potential to inform educational laws and policies in the macrosystem and enable continuous improvement of learning and assessment at all levels, in all places, and for students of all backgrounds.
Completed in the fall of 2019 for ED 795 Diversity and Equity in Schools and Communities
Abstract
Although neurodiverse learners receive a legally equitable education by learning in the same environment as neurotypical peers, their neurotypical peers often do not accept them or treat them equally. The literature review summary presents learner, teacher and pedagogical barriers to acceptance of neurodiverse learners by peers in inclusive classroom settings, and strategies for learners and teachers to promote acceptance of neurodiverse learners by their neurotypical peers. Next, the literature synthesis considers the questions “Who,” “What,” “When,” “Where,” “Why,” and “How” to shape the context of implementing peer acceptance strategies. The critique presents concepts overlooked by literature, including system supports necessary for implementing peer acceptance strategies, and how the strengths of neurodiverse learners contribute to the classroom community. Finally, the recommendations for future research provide justification of the need for research in the topics discussed in the critique.
Policy Analysis
Completed in the fall of 2019 for ED 795 Systemic Change in Education
Abstract
The idea of providing full inclusion opportunities to all NC public school students not only benefits NC students, but it also contributes to attaining the NC state school board goals of improving school and district performance and increasing educator preparedness to meet the needs of every student. Implementing Full Inclusion in NC improves academic outcomes and fosters a positive school climate for all students, while meeting federal IDEA regulations for Least Restrictive Environment, and aligning with current NCSIP goals and the ESSA Theory of Action. Inclusion improves learning for all students, helps students accept individual differences, and helps students build agency. In order to proactively mitigate the risks of full inclusion, the NC Department of Public Instruction should leverage personalized learning strategies, co-teaching, and social-emotional learning to enable full inclusion opportunities for all students. While full inclusion may not meet the needs of some students with disabilities, full inclusion should be a choice for all students with disabilities for IEP teams to consider as a placement decision.