Developmental Pathways to the Record of Study Radhika Viruru, Director, Online Ed.D

1. Developmental Pathways to the Record of Study Radhika Viruru, Director, Online Ed.D viruru@tamu.edu Mary Margaret Capraro, Valerie Hill-Jackson, Sharon Matthews, Monica Neshyba, Robert Capraro Department of Teaching, Learning and Culture Texas A&M University, College Station, TX.

2. Logistics Presentation available at: https://goo.gl/Onzu38 On any device please go to: https://pollev.com/viruru Can also download the app for Poll Everywhere.

3. The Online Ed.D at Texas A&M University • Research One University. Fall 2016 enrolment was 60,435 students. 5007 were doctoral students. • Department serves approximately 1100 undergraduate students (Early Childhood through Middle School), 200 Masters students, 60 Post-Baccalaureate students for secondary certification, 200 Ph.D students and about 80 Ed.D students. • Online programs include the Ed.D, and online Masters generalist, a STEM Masters, Urban Education Masters and Secondary Teacher Certification. • Poll everywhere questions.

4. Our program • Completely online. • Approximately 80 current students. • Cohort model. • 4 active cohorts in the program. • Competitive admission process (GRE required). • Program emphasizes leadership, application of knowledge, discovery, professional learning community work and problem-based research. • Program director and assistant director for online education. • Mandatory initial orientation and possibly two summer visits

5. Sample Degree Plan and Milestones Year 1 and 2

6. Transformative Roles of Students in the Online Ed.D. Program HIGH Autonomy and Initiative Time management -- Monitoring of Task Completion -- Assessment of Progress Candidates Teacher Leaders Faculty Instructors Doctoral Chairs and Committee Zone of Transformation Students Years 1-2 Year 3 Year 4 to end LOW CoursesInternships Proseminars Record of Study Qualifying Review Prelim Exam ROS Proposal ROS Defense

7. Sample Degree Plan and Milestones Year 3 and 4

8. Coursework • What are some examples of courses that have worked in preparing students for the problem-based dissertation?

9. Our journey Traditional dissertation but with focus on problem of practice (2010-2013) Problem-based thesis with focus on problem definition. (2014-2017) Action research orientation based on CPED guidelines and possible other options. (2017- .

10. Traditional model. THE VALUES OF IMMIGRANT STUDENTS ON CITIZENSHIP AS A TRAIT OF CHARACTER EDUCATION The purpose of this study was to examine the values of immigrant students on citizenship as a trait of character education in accordance with Texas Education Code 29.906 in a high school setting. The study examined the perception of immigrant students who are in their first three years in U.S. schools on what shaped their understandings about citizenship as responsible members of society. Citizenship is one of the nine traits of character education in accordance with Texas Education Code 29.906. Data for the study was gathered from immigrant students at Hurst-Euless-Bedford (HEB) Independent School District, Euless, Texas. Furthermore, the study examined how immigrant students defined character in relation with citizenship. The gathered data provided a cultural sensitivity lens to assist in curricula design and implementation in character education.

11. Template for the problem-based thesis • an introduction to the problem • a review of literature • a description of the problem space (which includes a description of the student’s own experiences in the space, alternative view points, an explanation of possible solutions and a justification of the solution proposed in the ROS), • a detailed explanation of how the problem was framed, including plans for how schools can continue to implement the proposed solutions once the study is over, ideal solutions to the problem and practical considerations. • a chapter on how the solution reflects inputs from various stakeholders • a description of the methods. • results • conclusions

12. Problem-based thesis. A QUALITATIVE STUDY OF THE RELATIONSHIP BETWEEN PARENTS AND ADMINISTRATORS AT AN ELEMENTARY SCHOOL IN VIRGINIA This study examined the relationship between administrators and parents at a high performing elementary school in Virginia over the course of an academic year. The school has a population of parents who expect and require a high level of communication. The reviewed literature considered the importance of parental support in schools, but also the zeitgeist of “overparenting” and its influence on parents’ perceptions of their rights. Pilot interviews with mothers revealed parents expected and often demanded to be consistently informed. Interviews with administrators revealed that parents’ persistence could obstruct decisions made by administrators. Survey analysis revealed that academics, school safety, and “best interest of students” were concerns for parents. During a final meeting with administration, survey results were discussed and the principal and assistant principal identified a possible action plan for each theme illustrated by the survey. The hope is that by identifying and then addressing these issues, trust and communication between parents and administrators will grow and there will be a stronger relationship between stakeholders.

13. CPED guidelines for action research dissertations*. • The purpose of a doctoral candidate’s action is to make a positive difference in a local education setting in which the candidate currently is serving. • The purpose of a candidate’s action research is to investigate the action systematically and methodically through a form of disciplined inquiry. • The purpose of a candidate’s action research dissertation is to report the results of the investigation of the action to an external audience. *http://c.ymcdn.com/sites/www.cpedinitiative.org/resource/resmgr/Literature/ARbuss_zambo_cped_product.pdf

14. CPED guidelines for action research dissertations • The scale of the action is small enough to be completed in conjunction with the author’s full-time work as a leader in education; yet, it should be substantial enough to potentially demonstrate positive benefits for the participants in the study. It ought to be small enough to do well and large enough to matter. • The action is informed by the best scholarship available. A comprehensive literature review is not appropriate for this action research dissertation because it is not concerned with generalizability, universal principles, or hypothesis testing. • The resources needed to complete the action research dissertation are modest. Resource demands do not exceed what is normally available in the candidate’s education work setting. • The required product of the action research dissertation process is a reader-friendly written report that describes the needs addressed, the action taken and reasons why, the consequences for participants, and lessons learned by the author. (p. 29)

15. Action Research based template (to be implemented Fall 2017). Chapter 1: Leadership Context and Purpose of the Action Chapter 2: Review of Supporting Scholarship Chapter 3: Solution and Method • Proposed Solution : outline and justification. Chapter 4: Analysis and Results/Findings • How did the Context Impact the Results • How did the Research Impact the Context Chapter 5: Discussion Discussion of Results in Relation to the Extant Literature or Theories Discussion of Personal Lessons Learned Implications for Practice Connect to context and connect to field of study Lessons Learned Appendix Description of how the research has been shared with the context.

16. Action-research dissertations Polleverywhere question.

17. Other options for the ROS • Journal ready format • Technical Report Record of Study

18. Current abstract being submitted to the IRB. • I am currently one of the Bilingual Educational Diagnostician at Houston ISD. I participate in the intervention assistance team (IAT), referral and decision-making process for students suspected of a learning disability. In addition, as a bilingual diagnostician, I play a crucial role in implementing interventions and the referral process of English language learners. Currently, many elementary schools do not have a consistent referral process that represent a best practice: (1) general education teachers are not sure what symptoms to look for when referring ELLs for special education (2) general education teachers do not know what information to bring to the intervention assistance team (IAT) meetings. The insufficiency of guidance on school personnel makes it difficult conduct culturally responsive IAT meetings. Despite the growth of ELLs, there is a lack of guidance and preparation that readies teachers to practice linguistically responsive process in special education referral process. Therefore, it is my goal to create a Best Practice Guide for Special Education Referral Process for teachers for our school district guiding them step by step what symptoms to look for in the classroom and information to bring to the IAT meetings.

19. Other Elements that impact the Record of Study: Coursework • Research methods courses: redesign of both qualitative methods course and the mixed methods course to include action research focus.

20. Coursework continued • Initial idea presentation in Proposal Writing Course: products shared with thematic chairs. • Pro-seminars: common readings and assignments for all thematic groups. • Internship focus.

21. Question • Are there any other support structures that you use besides coursework to get students ready for the dissertation experience?

22. Other Elements that impact the Record of Study: Faculty/Student Interactions • Moved to thematic group model in 2014: based on shared interests. • Students typically do very well during structured coursework but struggle with the latter part of the program which is unstructured. • Groups have no more than 4 members and have the same co-chairs and often the same committees. • Groups created by program director and instructors, based on student interests and faculty expertise

23. Teacher development Group • C is interested in looking at various methods to improve self-efficacy for teachers, especially through the use of mentor-mentee supports. • Mis interested in investigating allowing choice in teachers’ professional development experiences, aside from those mandated by law. • Dis interested in investigating pre-service teachers’ confidence in behavioral and intercultural pedagogy to look at the presence of any cultural biases towards students of color with respect to classroom management and discipline. • Kis interested in investigating and improving teachers’ understanding of the College and Career Readiness Standards (CCRS) to help increase the number of students passing the Texas Success Initiative Assessment (TIAS) in reading, writing, and mathematics.

24. Culturally responsive pedagogy group • A is interested in investigating the implementation of multicultural pedagogies for culturally and linguistically diverse students and it’s effect on students’ achievement in an ELA classroom to develop a professional development. • A would like to look at the factors influencing the underrepresentation of African American and Hispanic students in gifted education. • L is interested in looking at parental involvement and factors influencing parental involvement for students with learning disabilities and in special education settings. • S is would like to investigate the disproportionality of special education in Houston ISD due to race and ethnicity to develop a best practice document for special education referrals.

25. Other Elements that impact the Record of Study: Faculty support • Faculty workshop on new template. • Stipends for pro-seminars. • Support for online education: • New pool of faculty. • New course evaluation matrix. • Quality Matters certifications for all courses.

26. Other Elements that impact the Record of Study: Student support • Mandatory on-campus meetings. • Summer student retreat with workshops from the writing center and the library. • Liaison with the IRB: • Initial review to the IRB to determine whether submissions are required. • Creation of videos walking students through the process. • New Assistant director of online education.

27. Questions • What strategies do you employ to make working with the IRB easier for the students? • Final questions?