Educational Leadership
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Item Embargo CULTIVATING BELOVED SCHOOL COMMUNITIES: HOW SCHOOL LEADERS LEARN AND LEAD FOR EQUITY(East Carolina University, May 2025) Steiner, Jennifer MIn the participatory action and activist research (PAAR) study, I explored how equity-centered school leaders who cultivate beloved communities can interrupt systemic inequities in education. Grounded in psychological safety, collective responsibility, and equity-centered leadership principles, nine school leaders as co-practitioner researchers (CPRs) and I engaged in three cycles of inquiry. Using the PAAR methodology and through Community Learning Exchange (CLE) protocols, 1:1 consultations, and reflective practices, participants examined their dispositions and actions. As a result, the CPR members analyzed their leadership practices collaboratively and implemented strategies to foster beloved communities where students, families, and educators feel seen, heard, valued, and supported. Two findings from the study demonstrate that leaders need to experience collaborative, authentic holding spaces—brave spaces—with equity-centered colleagues to become a beloved community (Arao & Clemens, 2013; Drago-Severson et al., 2023; Khalifa et al., 2016). As leaders engaged in a beloved community, their concept of leadership evolved, leading to a shift in their leadership practices. Leaders navigated systemic challenges—including fiscal instability, leadership turnover, and political pressures—by coming together in brave spaces and grounding their leadership in shared frameworks. A key insight from the research was the shift from a model of shared accountability to collective responsibility, emphasizing interconnectedness and mutual care over hierarchical enforcement. This shift aligns with the Kwanzaa principle of ujima (collective work and responsibility) and underscores the importance of co-constructing school environments that are healing-centered and justice-oriented. The study highlights the necessity of affinity groups and networks that support leaders in processing the emotional and strategic complexities of their roles. These spaces enabled leaders to practice vulnerability, engage in productive conflict, and develop sustainable self-care strategies, mitigating the burnout often associated with equity-centered leadership. The research is important for district leaders, policymakers, and scholars seeking to cultivate beloved school communities that prioritize healing, transformation, and racial justice. By centering the experiences of school leaders and fostering a culture of relational trust, this study contributes to the growing body of scholarship on transformative leadership and equity in education.Item Embargo LEADING IN NEPANTLA: THE COMPLEXITY OF SERVING AS A TEACHER AND LEADER IN A TEACHER-LED SCHOOL(East Carolina University, May 2025) De Alba, AdrianTeachers traditionally work in a classroom and have little to no say outside those walls. I engaged a group of four co-practitioner researchers (CPR) from an alternative teacher-led school in a participatory action and activist research (PAAR) project and study. As teachers and leaders, they occupied nepantla – a liminal space between teaching and leading and between their values and district constraints. I analyzed how teachers as leaders developed and implemented a project-based instructional program in an alternative school and the assets and challenges they encountered. In the final data cycle, I conducted an ethnographic study of two teacher leaders as they shared their successes and challenges in operating a teacher-led school focused on shifting the power structure to include students. Using the Community Learning Exchange axioms and protocols (Guajardo et al., 2016), the team crossed boundaries to develop their individual and collective capacity as school leaders. At the intersection between teaching and leading and between district demands and their belief in the power of student-generated curriculum, the teachers as leaders collaborated to leverage student voices amid challenges. The team challenged the traditional hierarchy, elevating teachers as leaders and allowing them to exist in a complex environment in which they experienced freedom and conflict. The findings emerged as a cautionary tale: (1) Teacher leaders in an alternative school without a principal did not rely on a traditional hierarchy for decision-making, simultaneously existing in a position of decision-making dissonance and empowerment, and (2) teacher leaders in an alternative setting focused on project-based learning were empowered to authentically use student voices to develop curriculum and school structures, causing internal conflict due to longstanding educational traditions and limited resources. While teachers felt liberated beyond the classroom to lead, they simultaneously felt overwhelmed by the demands of teaching and leading. They recognized that they needed decision-making and conflict-resolution structures to more effectively navigate the liminal space of teacher and leader. The implications for those engaging in democratic structures for schools need processes and protocols for decision-making and conflict resolution.Item Embargo CULTIVATING SUPPORTIVE AND CARING IEP PROCESSES: ADDRESSING THE UNDERLYING CONDITIONS FOR SPECIAL EDUCATORS(East Carolina University, May 2025) Lund, AlyssaStudents with disabilities and their families have a right to informed consent in a supportive and caring IEP process. To do so, understanding the conditions that impact special educator professional capacity and effective collaboration between special educators and the general education teachers and administrators is necessary. In a participatory activist and action research (PAAR) study at an urban charter high school in Oakland, California, I facilitated a project and study as a practitioner-researcher and worked closely with a co-practitioner researcher (CPR) team of site-based special educators. Using Community Learning Exchange (CLE) axioms and practices (Guajardo et al., 2016) to examine current practices, I determined two finding related to the underlying conditions that are necessary for effective IEP processes: (1) To cultivate the necessary emotional resilience that special educators need for their work, the special educators need structured time for personal and professional reflection, and (2) special educators and general education teachers must engage in conversations about shared values and the school processes necessary for effective collaboration before they can co-plan inclusive practices and co-develop supportive IEP processes for students and families. To address the underlying conditions necessary for effective IEP design and implementation, schools must mitigate the impact of burnout and compassion fatigue by tending to the emotional resilience of special educators and providing space and time for individual and collective reflection and self-care. In addition, school leaders must design systemic structures that provide time and space for collaborating, building relational trust, and centering decisions on a shared values system that encourage collaborative practices to address the needs of students with disabilities. Broader implications include improving the preparation of administrators and special educators for the responsibilities related to serving students with disabilities, providing coaching and mentoring to administrators and special educators early in their careers, and expanding opportunities for building relational trust and deeper understanding of the hopes and dreams of our students and families.Item Embargo NECESSARY PRECONDITIONS FOR RE-IMAGINING CASE MANAGEMENT: CULTIVATING A SECURE MINDSET IN HIGH SCHOOL CASE MANAGERS(East Carolina University, May 2025) Thomas, SuniquaTo combat the disproportionate outcomes of Black and Brown students who transfer to continuation schools, students need a case management system to support them to stay on track for graduation at a comprehensive high school. In this participatory action research (PAR) study, a group of co-practitioner researchers (CPR) and I examined how to address a change in the case management system. As a result, we learned that the staff who support our most vulnerable students need parallel support to be case managers and to re-imagine case management. Using CLE protocols for discussion and engagement and qualitative research methods to analyze iterative data from three cycles of inquiry over 14 months, we cultivated relational trust and participated in open discussions about student and staff needs. Two findings pointed us to the need to fully engage adults in dialogue and self-care before they can effectively change the case management system for the students in our school. First, adults who engage with students as case managers need supportive parallel spaces in which to build trust, reflect, and sustain their resilience and agency. Secondly, to re-imagine a case management system, staff need support to develop secure mindsets and fully commit to caring for students. The team identified compassion fatigue as a primary factor in staff inability to take on full responsibility or re-imaging a more effective case management system. This study brings attention to the compassion fatigue that staff experience and their need for supportive structures before they can make systemic changes. The findings have implications for educational leaders trying to guide teachers and staff in reform efforts; adult caregivers in schools need concurrent emotional support so they can support students. To collaborate, leaders must work to ensure the preconditions for effective change efforts -- secure mindsets and practice using tools and protocols that support them to engage in productive change processes.Item Embargo IMPROVING INSTRUCTIONAL PRACTICES IN LITERACY: SUPPORTING THE GROWTH AND DEVELOPMENT OF INTERVENTION TEACHERS(East Carolina University, May 2025) Guzman, Monica MarieThe goal of the participatory action research study was to examine how intervention teachers contribute to the improvement of literacy instructional practices in elementary schools. A team of nine elementary intervention teachers volunteered to participate and engage in three cycles of inquiry throughout the 14-month study. Collaborating more frequently with a smaller group of intervention teachers as three co-practitioner researchers, we identified experiences and practices to support the growth and development of the team of intervention teachers in their work to increase literacy in schools. To develop relational trust and identify the supports they needed to be effective in their work, the team engaged in Community Learning Exchanges to share effective instructional practices and strategies as they collaboratively addressed literacy needs at their schools. The study describes how participants navigated fragmented centralized reform efforts and the impact made on literacy intervention instruction and outcomes. The findings of the study reveal the need for established systems of support for the team of intervention teachers. In addition, by clarifying their complex roles and providing relevant professional learning, the challenges the intervention teachers faced were minimized. These findings support and add to the research literature in the areas of supporting the development of the capacities and practices of teachers in specialized roles.Item Embargo BECOMING CHEECHAKOS: DEVELOPING CAPACITY FOR IMPLEMENTING AN INTERNATIONAL BACCALAUREATE (IB) PRIMARY YEARS PROGRAMME (PYP) AT AN ELEMENTARY SCHOOL.(East Carolina University, May 2025) Sosa, Arthur LeeCheechako originally was a term used to describe a person who newly arrived in the mining districts of Alaska. Currently, cheechako is used describe newly arrived individuals to the state of Alaska. For this dissertation, I used the term to describe the new arrival of the IB PYP program to the state and how I, as the principal, was a cheechako new to the International Baccalaureate (IB) Primary Years Programme (PYP). This participatory action research (PAR) study aimed to understand how one elementary school understood and planned for implementation of an IB program. PAR is used as a qualitative data collection and analysis processes (Herr & Anderson, 2014; Saldaña, 2016). Specifically, this research uses iterative cycles of inquiry to increase the collective understanding of the with particular focus on the IB Learner Profile (LP) attributes. In the project and study, we utilized the Community Learning Exchange (CLE) protocols to engages the IB PYP learning community to examine elements of the IB PYP implementation. This study underscores the importance of shared leadership among administrators, teachers, and parents in enhancing the implementation of IB PYP initiatives. Additionally, co-developing a common understanding of innovations among practitioners ensures success. These elements foster a system that promotes adaptability and continuous improvement. The research also presents potential policy changes for the school district and state, using evidence from the Harbor Bay International Elementary School learning community to inform curriculum decisions aligned with IB principles. This insight can guide the district in determining the viability of alternative and IB school models, ultimately influencing best practices that could improve outcomes across schools.Item Embargo DEEP ROOTS: EMPOWERING TEACHERS OF ELEMENTARY GIFTED STUDENTS IN INCLUSIVE CLASSROOMS(East Carolina University, May 2025) Lindner, Matthew D.Elementary students bring many assets with them to school each day. Throughout their formative years, elementary students show leadership, collaboratively solve problems, and persevere through challenges. However, structural and policy issues, including traditional methods of instruction, pose challenges for educators attempting to identify and build upon student strengths. Leaders and teachers often gloss over the need to focus on giftedness as supporting students with learning difficulties often takes priority. Yet, gifted students need our support and attention. The purpose of the participatory action research (PAR) project and study was to engage a team of co-practitioner researcher (CPR) team members in three iterative cycles of inquiry to understand how elementary teachers analyzed equitable and inclusive giftedness and how they planned for equitable and inclusive teaching strategies to support gifted students. The primary methodology was participatory action research (Herr & Anderson, 2014) using qualitative analysis processes in the three cycles of inquiry to determine emergent themes and findings (Saldaña, 2016). I relied on the Community Learning Exchange (CLE) axioms to engage eight educators in authentic dialogue to examine their conceptions of giftedness and how they address the learning needs of gifted learners within general education classrooms. We engaged in root cause analysis to refine a definition of giftedness, explore multiple processes for identifying giftedness, re-examine teacher responses to gifted instruction, and investigate instructional practices to support gifted students in inclusive classrooms. The findings are: (1) intentionally cultivating relational trust by co-generating a space of inclusion and attending to educator preferences is a necessary condition for professional learning; and (2) to address the needs of gifted students in public elementary classrooms, educators shifted their definition, mindsets, and giftedness-related instructional practices. As a result, the processes we used in the study to create holding spaces for adults (Drago-Severson, 2012) are replicable and useful for adult professional learning. Teachers and district leaders can collaborate to identify equitable and inclusive practices that support gifted students in elementary classrooms, depending on the identified needs of learners in the local context.Item Embargo ELEVATING THE VOICES AND ROLES OF PARAPROFESSIONALS IN INCLUSIVE MIDDLE SCHOOL CLASSROOMS(East Carolina University, May 2025) Sweeney, Lena HeatherThe purpose of the participatory action and activist research (PAAR) project was to engage in iterative cycles of inquiry to understand how a school-based team could shift the role of instructional assistants (IAs) to provide students with disabilities support for independence within inclusive classroom environments. The primary methodology for the study was participatory action and activist research (PAAR) (hunter et al., 2013) using qualitative analysis processes in three cycles of inquiry (Saldaña, 2016). We relied on Community Learning Exchange (CLE) axioms and processes to engage two teams – a co-practitioner researcher (CPR) team and an instructional assistant professional learning group (PLG) -- in authentic dialogue to examine practices related to instructional assistants shifting from a 1:1 role to a classroom assistant (CA) role. In sharing personal stories and fostering relationships, we cultivated a dedication to equity and inclusion for IAs. In consultation and collaboration with instructional assistants, we analyzed and supported their experiences, skills, and needs as primary factors in changing our approach to inclusion and changing how paraprofessionals fully engage with teachers and leaders to support students in inclusive classrooms. Actively listening to instructional assistants enhanced their sense of belonging within the adult school community as evidenced by their participation in the professional learning. Secondly, the people who became anchors of the work and acted as bridges accelerated the change effort. As a result, the instructional assistant role shifted from isolated to integral and included collaboration time, resources, and access to information to facilitate inclusion and empowerment. Key individuals emerged as pivotal leaders in this change process, bridging the initiatives of the IA PLG and CPR group and advancing a systemic approach to integrating instructional assistants in the school community and in classrooms to better provide support for students. The findings of the study offer a roadmap for other schools and districts to rethink the roles of paraprofessionals. The power of the collaborative work and the processes are replicable in other contexts.Item Embargo ACCEPTING AND UNDERSTANDING OUR OWN DISCIPLINE DATA: PROFESSIONAL LEARNING WITH TEACHERS TO REIMAGINE KNOWLEDGE SKILLS AND DISPOSITIONS TO ENHANCE CLASSROOM DISCIPLINE PRACTICES AND FOSTER STRONGER RELATIONSHIPS(East Carolina University, May 2025) Lavallee, Susan ChristineThis inquiry involved seven professional learning sessions with four middle school teachers focused on exploring and understanding their biases and the impact these biases have on classroom management practices. Participants examined and acknowledged the disproportionality in discipline data and explored how Implicit Biases, Culturally Responsive Teaching, and Restorative Practices contribute to equitable discipline strategies. Two key findings emerged from coding participants’ written responses and conversations during the sessions: the significance of data ownership and the mindset shifts necessary to become effective change agents. By taking ownership of their discipline data, participants experienced mindset shifts, leading to adopting restorative practices. They reported improved student relationship and overall engagement due to these changes in mindset and practice. Effective leadership requires a dynamic skill set. A leader must understand the environment (structure, goals, mission, etc.), the people involved, and themselves. Trusting the process proved challenging, as it required letting go of control. Completing this study shifted my perspective on what constitutes meaningful and engaging professional learning.Item Open Access DEVELOPMENT OF EMPATHETIC MANAGERS TO SUPPORT DISABLED EMPLOYEES UTILIZING SIMULATION-BASED LEARNING(East Carolina University, May 2025) Hobbs, EugeneEmpathy is a crucial skill for effective leadership, particularly in diverse workplaces where understanding and addressing employees’ needs contribute to organizational success. This study examines the impact of simulation-based learning on developing empathy in business students. Grounded in Kolb’s experiential learning theory (1984), the research explores how immersive simulations enhance students' empathy by engaging them in real-world workplace scenarios. A mixed-methods approach was used to assess the effectiveness of simulation-based empathy training. Undergraduate business management students participated in a simulation addressing mobility challenges, reflecting on accommodations for employees with disabilities. Pre- and post-tests measured changes in empathy levels, while qualitative responses provided deeper insights into students' perspectives. The results showed a significant increase in self-reported empathy scores (p = 0.015), with participants demonstrating an improved ability to recognize and respond to employees’ emotional needs. Qualitative findings further indicated a heightened awareness of inclusive leadership and a stronger commitment to fostering supportive work environments. This study affirms the value of simulation-based learning in developing empathy among future managers. Findings highlight how Kolb’s experiential learning cycle—encompassing concrete experience, reflective observation, abstract conceptualization, and active experimentation—effectively enhances emotional intelligence in management education. While the simulations fostered short-term empathy growth, future research should investigate long-term skill retention. Additionally, expanding simulations to include other diversity factors, such as race, gender, and socioeconomic status, could further promote empathy and inclusivity in leadership training.Item Open Access Completing College Writing: Improving Student Success in First-Year Composition(East Carolina University, May 2025) McCauley, Shawn P.This study attempted to improve student performance in First Year Composition (FYC) courses at Barton College by implementing a set of interventions grounded in Tinto’s (2012a) framework for institutional action. These interventions consisted of a standard syllabus for FYC courses, a requirement that underperforming students visit the campus Writing Center, individual conferences between students and their FYC instructors, and a greater opportunity for students to draw on personal experience when completing major writing assignments. A quasi-experimental design was used to determine the factors that influenced student performance and to assess the impact of this set of interventions via an analysis of course attempts made during 2023-24 versus a historical cohort control group. Data sources included final grade rosters, course evaluation results, archived course syllabi, and Writing Center visit logs. Although the interventions did not have a statistically significant impact on student performance, the study successfully identified the factors that influenced student success in FYC courses in general, which were ethnicity and repeat attempts. Gender, student perceptions of instruction, course consistency, and Writing Center use, however, did not have an appreciable impact. These insights may be of use to instructors and administrators at Barton College and at other institutions as they strive to improve their FYC programs in the future.Item Open Access IT HAS BEEN A LONG TIME COMING: SUPPORTING ADULT WOMEN LEARNERS’ PERSISTENCE IN COMMUNITY COLLEGE(East Carolina University, May 2025) Milliken, Michelle BABSTRACT This study explores the impact of a grassroots intervention on the persistence of adult women learners in North Carolina community colleges, with a focus on pre-nursing students. Recognizing the unique challenges these students face—balancing work, family, and academics—the intervention revised the student success coaching model to provide tailored support. Using a qualitative research design, the study engaged institutional stakeholders through semi-structured interviews using a photovoice method with a poster exhibit to identify barriers and effective interventions. Findings revealed pre-nursing students experienced limited faculty interaction outside of advising, highlighting the need for early relationship-building, proactive coaching, and holistic support. Participants emphasized the importance of caring, accessible faculty, advisors, and emotional support in overcoming barriers to success. Findings also indicated that success coaching fostered strong relationships, provided individualized guidance, and bridged gaps between faculty and student services. The revised model introduced a dedicated pre-nursing success coach and advisor. The study recommends integrating success coaching as a standard practice in community colleges, with an emphasis on faculty collaboration and early exposure to campus resources. Future research should explore the long-term impact of success coaching across diverse community college contexts and examine how institutional culture influences the persistence and success of adult women learners.Item Open Access Breaking Barriers: Cultivating The Interest Of Black Male 8th Grade Students In The Teaching Profession(East Carolina University, May 2025) Jordan, Chante LassiterThe absence of Black male educators in the Highland County School district is a persistent issue. The insufficient representation of Black male teachers in the United States has been acknowledged as both a symptom and a cause of racial injustice. The prevalent issue of Black male teachers being underrepresented substantiates the necessity for this study. From systemic bias to low wages to the perception of the profession as a "woman’s job," there are qualitative studies that explore the reasons why there appears to be a significant pull away from teaching. Nevertheless, the body of empirical research regarding the implications for Black male teachers remaining in the educational sector is still quite limited. Students in elementary schools are frequently asked what they aspire to become in the future. Doctors, lawyers, and firemen are commonly cited as the prestigious career paths many plan to pursue. Sadly, for Black males, teaching is not a career option many opt for. Some of the factors include a lack of respect for the profession, insufficient salaries, a scarcity of mentors in the education profession, societal portrayals of Black males in sports and entertainment, and familial expectations. While these justifications were provided by participants in this research, they can be generalized to Black males within the U. S. populace, as shown in earned degrees. Black males lag behind most other ethnicity/gender groups in awarded degrees in the field of education (National Center for Educational Statistics, 2022). It is essential to recruit and retain Black males in the educational sector; shifts must occur in the perception of the profession, and practices must be deliberately aimed at actively encouraging more individuals to enter the field. Leaders and practitioners in conventional programs need to comprehend how to recruit, maintain, and graduate Black male educators to be equipped for the education industry. Initiatives like Call me Mister have taken the lead to be deliberate in their recruitment efforts. As an effective program, Call me Mister might possess qualities that other programs should aim to emulate. This research sought to attain a more profound comprehension of how exposure to the profession affects Black male 8th grade students' inclination toward pursuing a teaching career.Item Open Access NO VET LEFT BEHIND: CAREER READINESS FOR VETERANS IN COLLEGE COURSES AND THE IMPACT OF 1:1 PROGRAMMING ON RETENTION AND EMPLOYMENT STATISTICS(East Carolina University, May 2025) Olson, Stephen DouglasThis dissertation examines the perceived career readiness of transitioning veterans attending a federally funded certification program as non-degree seeking students. All students are currently enrolled in the Cybersecurity Workforce Certification Program, funded by the National Security Agency’s National Centers of Academic Excellence in Cybersecurity. Currently, cybersecurity is a growing field, both in the private sector, public area, and within the defense industry. The need for more qualified cybersecurity professionals is continuing to grow, and though veterans often make suitable candidates, there is a need for more research on newer programming, such as non-degree, virtual certification programs. Incorporating evidence from the literature, this study sought to collect data on participants’ perceived career readiness, in addition to their experience in a peer mentoring program that was developed as an intervention. This study demonstrates that there are potential benefits from incorporating similar career readiness programing into non-degree, virtual programs. It also argues that there will continue to be an increase in availability of similar programs, and more research may be needed in this area to further prepare those entering the cybersecurity workforce, especially regarding non-traditional students.Item Open Access IMPROVING THE ACADEMIC ACHIEVEMENT OF UNDERPERFORMING GIFTED STUDENTS IN ELEMENTARY SCHOOL(East Carolina University, May 2025) Hayes, Leslie KnightTeachers are responsible for growing students academically, intellectually and socially in North Carolina. Teachers receive various levels of AIG training during their time spent pursuing their education degrees. Not all teachers are prepared to meet the unique needs of gifted students. Most gifted students at Eastern North Carolina (ENC) School are excelling, but some of them are not reaching their full potential. Research suggests that the underperformance of gifted students may be counteracted when students are ability grouped and provided with differentiated instruction. According to the Statistical Analysis System (SAS) Education Value-Added Assessment System (EVAAS), gifted students at ENC School achieved -2.89 points below the growth they were supposed to achieve overall in the 2021-2022 school year. The 2021-2022 school year was not an outlier year because a portion of gifted students have historically underachieved on benchmark assessments and End of Grade assessments. The goal of my study was to increase overall academic success of gifted students in math and reading at ENC School. This study employed a mixed-methods approach, combining quantitative and qualitative data to provide a comprehensive analysis of instructional impacts. Using EVAAS data, focus group responses, teacher surveys and student surveys were collected and analyzed to determine if ability grouping and differentiated instruction positively impacted students’ achievement and goal valuation. This study utilized goal valuation, a key component of the Achievement Orientation Model, which examines the extent to which students perceive academic tasks as meaningful and valuable. The Plan Do Study Act design was also followed. Nineteen Grade 4, 18 Grade 5 and 21 Grade 6 students at ENC School participated in my study. Findings indicate that differentiation and ability grouping had a positive effect on goal valuation and achievement outcomes. As a result of this study, previously underperforming gifted students valued tasks in reading and math. The majority of gifted students also demonstrated better results academically. These findings have important implications for educators and administrators who want to enhance learning for gifted students. Schools may benefit from implementing differentiated instruction and flexible ability grouping.Item Open Access IMPLEMENTING A SOCIAL AND EMOTIONAL LEARNING PERIOD: THE IMPACT OF SOCIAL AND EMOTIONAL LEARNING ON SOCIAL AND EMOTIONAL INTELLIGENCE AND SCHOOL CLIMATE(East Carolina University, May 2025) Pope, WillIncreased absenteeism, discipline issues, and a decline in school climate and culture have increased the need to implement social and emotional learning periods in our schools. This mixed-methods inquiry focused on the effect of implementing a social and emotional learning period using the Second Steps curriculum on students' social and emotional intelligence, school leadership, and school climate. The Second Steps research-based curriculum was implemented in twenty-minute daily lessons over twelve weeks. This inquiry used an explanatory mixed-methods sequential design organized through Action Research Cycles that involved the Plan-Do-Study-Act model. This inquiry used pre- and post-study teacher interviews and meeting notes as qualitative data sources. The inquiry used the Emotional Quotient Inventory: Youth Version (short) and the Panorama Education Teacher and Staff Survey as qualitative sources of data that were given pre- and post-study. The data from the Emotional Quotient Inventory: Youth Version (short) was then broken down into the domains of overall social and emotional intelligence, interpersonal skills, intrapersonal skills, stress management, and adaptability. The results indicated a positive trend in overall social and emotional intelligence, interpersonal skills, and stress management. The quantitative data indicated a statistically significant increase in adaptability for students. A negative trend in intrapersonal skills is indicated by the data. Qualitative data indicated a positive increase in school climate and an important role of school leadership in the implementation of social and emotional learning.Item Open Access SENIOR THAW: CLOSING THE GAP BETWEEN APPLICATION AND MATRICULATION AMONG STUDENTS IN A RURAL COMMUNITY COLLEGE SETTING(East Carolina University, May 2025) Hill, KimThe study of Senior Thaw expands on the phenomenon of "summer melt" among high school seniors, where students accepted to college experience doubts or lack motivation, often resulting in failure to matriculate. Rather than just the summer, it begins at the time of application during the fall of a student's senior year of high school and is referred to in this study as Senior Thaw. This mixed methods study aimed to understand the factors influencing college matriculation at Lenoir Community College (LCC) and develop a communication plan to support students between acceptance and enrollment. The goal was to close the gap between students who apply and those who matriculate. The study utilized Schlossberg’s transition theory, which focuses on four elements: situation, self, support, and strategies. These factors helped with identifying resources and barriers that influence students' transitions from high school to college. The study sought to improve communication and support to increase matriculation. The first research question examined aspects of the admissions process that affect matriculation. Financial factors, such as affordability and proximity to home, were key motivators, along with a straightforward application process. Survey results showed that most students found LCC’s admissions clear, though some needed more help with applications and deadlines. The second question explored how interactions with LCC impacted students’ matriculation decisions. Support from high school counselors and LCC staff was vital, especially for first-generation students. Students preferred text messages over emails, finding them timelier and engaging, especially when linked to deadlines. The third question assessed the effect of a yearlong communication plan on matriculation. A series of text messages offering reminders and support was effective in fostering a sense of belonging, prompting actions on incomplete tasks, and encouraging follow-ups. These messages helped students feel more prepared for enrollment. The findings underscore the importance of personalized, interactive communication in increasing matriculation. Ongoing support improved students' preparedness and retention, emphasizing the need for proactive communication in the admissions process to address obstacles and support smooth transitions.Item Open Access SUPPORTING SCHOOL-LEVEL LEADERSHIP: EXAMINING THE EFFECTIVENESS OF A SYSTEMATIC NON-RENEWAL LICENSURE MONITORING PROGRAM TO IMPROVE TEACHER RETENTION(East Carolina University, May 2025) Henderson, Alvin RoyTeacher retention is an ongoing concern that is seen across the nation in the field of education. One factor that research has shown reduces this concern is school-level leadership. In the state of North Carolina, teachers with less than three years of experience leave the profession continually at higher rates than experienced teachers. This study examined the effectiveness in supporting school-level leaders through a systematic non-renewal licensure monitoring program would impact teacher retention. This study used an explanatory sequential mixed method design approach framed around four characteristics of Transformational Leadership Theory, in three phases of improvement using the Plan, Do, Study, Act model. Both qualitative and quantitative data analyzed from surveys and focus groups of school-level leaders measured the impact of the program. While the results from the implementation of this program did improve the school-level leader’s professional growth, knowledge of licensure in the state, as well as the non-renewal process and implementation practices to better support teachers, the actual retention of teachers within the schools was inconclusive. The characteristics of Transformational Leadership Theory helped to deepen the school-level leader’s professional relationships and connections with their teachers.Item Open Access AIMING PAST PROFICIENCY: RE-DEFINING DATA LITERACY FOR TEACHERS TO RAISE ACHIEVEMENT FOR ALL.(East Carolina University, May 2025) Williams, Caren RobertsAchievement gaps between racial subgroups persist in many US schools, and the inequitable 100-point grading system—virtually unchanged over the last 100 years—has been identified as one contributing factor. Regional Rural School (RRS) took steps to better inform students and parents of their academic progress by transitioning to standards-based grading (SBG) in fall of 2000. RRS results have shown a decrease in the achievement gap for several subgroups, but Black students still had a noticeable achievement gap compared to their White peers. This project investigated whether increasing data literacy among teachers implementing SBG would help to reduce the Black-White achievement gap. The parallel mixed method study design utilized the Data Matters Framework and a modified Plan-Do-Study-Act continuous improvement model. The study assessed the current state of data literacy in the SBG environment and provided professional learning to increase data literacy, so teachers could focus on decreasing the achievement gap for this subgroup and assess how data literacy was supporting school-wide instructional practices. Findings from this study suggest that some teachers successfully reduced the achievement gap in three state-level assessments and had no noticeable gap in SBG data sets. Even though the school did not close the gap, there were more positive outcomes for participants who received professional learning in small group or individual settings.Item Open Access MAXIMIZING STUDENT ACHIEVEMENT: EVALUATING THE IMPACT OF TITLE I FUNDING THROUGH A HIGH DOSAGE READING TUTORIAL PROGRAM IN A NORTH CAROLINA SCHOOL DISTRICT(East Carolina University, May 2025) DuBose, Arrica MoseleyIn 1965, President Johnson launched a national initiative to promote educational equity. He focused on ensuring access to a basic education for all students. The goal of the initiative was especially those from low-income families. Despite significant advancements since then, the search for a genuine educational equity still continues. The mixed-methods research study examined the development, effectiveness, and impact of Title I of the Elementary and Secondary Education Act (ESEA), a vital resource allocation aimed at reducing educational disparities in student achievement. The initiative would ensure all students had a fair chance at a quality education. The study's quantitative component scrutinized longitudinal data on academic performance and resource allocation in schools that benefited from Title I funding of a high dosage reading tutorial program. The analysis identified patterns, evaluated the influence of funding on student outcomes, and measured the overall success of a Title I initiative over time. Concurrently, the qualitative component involved detailed interviews with educators and policymakers, alongside comprehensive case studies of selected schools. These qualitative approaches sought to reveal the details of Title I funding on the implementation of high-dosage tutorial reading intervention, delved into the challenges and achievements experienced by schools and the perspectives of those directly engaged in the process. By combining thorough statistical analysis with insightful qualitative findings, this study offered an evaluation of Title I’s contribution to meeting the educational needs of students, particularly those from disadvantaged backgrounds. The results aimed to guide future policy decisions and improve the effectiveness of Title I, thereby enriching the ongoing conversation on educational equity in the United States.