Dissertation Fellowship Program
The David and Lucile Packard Foundation Ed.D. Fellowship Program was begun in 2010-11. Doctoral students in educational leadership conducted dissertation and pre-dissertation research addressing issues of policy and practice pertaining to Transitional Kindergarten, early childhood education (ECE) after-school and summer learning, and pathways for after-school program staff into teaching.
Program Summaries for 2012-13
The studies (.pdf) conducted during 2012-13 pertained to Transitional Kindergarten, summer and afterschool learning, and California Teacher Pathway programs and are summarized below. Links to complete descriptions of their research are provided for each of the Packard Doctoral Fellows.
Fawzia Reza, California State University, Long Beach
Teacher Perspectives on Assessment Strategies and Professional Development for Transitional Kindergarten
This qualitative study explored teacher perceptions and practices on student assessment and teacher professional development within California’s newly implemented Transitional Kindergarten program. The study was conducted at sites in Southern California where there has been a pilot Transitional Kindergarten or similar program for at least one year. The study sought to address five related issues: (1) the teachers’ overall perception of TK’s relevance; (2) the assessments in use, (3) teachers’ evaluation of the cultural and developmental appropriateness of these assessments, (4) professional development for TK teachers, and (5) teachers’ recommendations for future professional development.
Masami Nancy Herota, University of California, Davis and Sonoma State University
Transitional Kindergarten – Case Studies of School Districts’ Implementation Approaches
This research study investigates the implementation of Senate Bill 1381 (SB 1381). In addition to changing the age criteria for kindergarten entrance, this law also requires school districts to develop a transitional kindergarten (TK) program. This study examines how school districts are approaching the implementation of TK in the area of curriculum and instruction. The methodology for this qualitative study is based on case studies of two school districts implementing TK. Implications relate to district level support to incorporate new approaches to implement TK including professional development for site principals on developmentally appropriate practice and effective strategies to support children’s social-emotional development is another important area for school districts to consider. Also important is articulation among preschool, TK, and kindergarten teachers to promote collaboration and strengthen understanding of children’s growth along the developmental continuum.
Afterschool and Summer Learning
Sarah Garcia, California State University, Sacramento
English Language Development Summer School Program
This multiple methods study focuses on an alternative approach to support the English Language Development of K-12 students through an intensive five-week summer program. With an increasingly diverse public school population, it is crucial that districts address the achievement gap between English Language Learners (ELLs) and their fluent speaking peers, which without intervention, widens through the years. This English Language Development (ELD) summer school program by Kevin Clark (2009) is theoretically in line with Noam Chomsky and Stephen Krashen’s language acquisition theories in that it systematically teaches grammar, pushes students past their current knowledge level, and utilizes strategies that specifically support English acquisition.
Kelly Stuart, San Francisco State University
Taking Science to Afterschool: Supporting Science Identity Development for Low-Income Latino Youth
This study is performed to develop a deeper understanding of the role afterschool programs play in supporting science identity development for low-income Latino youth in California’s central valley. With over 4,000 afterschool programs operating in California and little research on what interests and engages Latino youth, this study seeks to understand the environment, relationships, and pedagogy that do engage California’s majority group in learning science.
Baljinder Shergill-Dhillon, California State University Sacramento
The Effects of an Afterschool Intervention Program on Struggling Third-, Fourth-, And Fifth-Grade Student’s English Language Arts and Math Achievement
This mixed method study examines the effects of an afterschool intervention program on struggling third-, fourth-, and fifth-grade students who performed below grade level on STAR testing and on beginning-of-the-year benchmark assessments in math and English. Credentialed teachers trained to teach math and English language arts provided instruction. The study design is sequential explanatory, beginning with a matched comparison of students in the program with a control group, with qualitative data collected use to help explain the outcomes.
LaNelle Y. Harvey, California State University, Los Angeles
"Inventatorium": A Journey of "Satori" and Creativity in African American and Latino Adolescents"
This study sought to address how African American and Latino students in a large urban setting respond to the Inventatorium, a weekly afterschool program designed to promote creativity in science, math, and technology. Inventatorium (Scott, 2010) builds on students’ inherent curiosity and enjoyment in creating things, and then helps students recognize and explore the underlying mathematical and scientific concepts that their inventions encompass.
California Teacher Pathway
Carissa A. Purnell, San Francisco State University
Community Relevancy and Academic Impact: Measuring the Effectiveness of the California Teacher Pathway (CTP) and STEM Summer Institute on Latino Students Educational Outcomes
This study sought to evaluate the effectiveness of a Summer STEM Institute that enhanced the California Teacher Pathway (CTP) project at several CTP sites. The CTP model recognizes the financial and social situations of its student participants and aims to create programmatic elements to address income and language/culture for Latino and other under- served students. The Institute provides students with a paid internship working with children and youth in summer programs, while providing the children with STEM content enrichment. The CTP students receive training on a set of STEM modules to prepare them for to teach this enrichment curriculum. CTP students were also concurrently enrolled in science courses that would earn them transferrable units for the CSU.
Ana M. Gutierrez, San Francisco State University
Evaluating the Efficacy of College-to-Career Teacher Preparation Programs
This study seeks to evaluate the effectiveness of the California Teacher Pathway programs. The study sets out four related research questions to explore issues of teacher preparation, recruitment, retention, and persistence, and the embedding of teaching strategies within this clinical teacher preparation program. The study is designed as a comparative case study of the development and implementation of several existing CTP programs in the state. I expect to conduct an individual case study as well as a cross-case analysis of two CTPs to examine the design of each program and how their implementation supports the development of more effective teachers and their home communities.
Program Summaries for 2010-11
The studies conducted during 2010-11 pertained to early childhood education and to after-school and summer learning programs and are summarized below. Thorough descriptions of the Packard Doctoral Fellows' research are provided in the links for each of the studies.
Early Childhood Education
Initial research on the nature of high quality infant toddler programs, their impacts on early school readiness among at-risk children, and the implications for disadvantaged families was performed by Corinna Calica (.doc), Sonoma State University-UC Davis.
The espoused and enacted early literacy practices of teachers in a Head Start classroom, including an examination of how these practices varied for English learners and English only students and among teachers was performed by Sarah Garrity (.doc), CSU San Marcos-UC San Diego.
A review of structural and political factors affecting early childhood education (ECE) certification and teacher credentialing in California, drawing upon lessons from New Jersey and Oklahoma, was performed by Lygia Stebbing and Patricia Sullivan (.doc), San Francisco State University.
A preliminary investigation of the relationship between the background, including years of experience, educational level, and participation in professional development, of early childhood administrators and program quality factors, was conducted by LaWanda Wesley (.doc), CSU Sacramento.
The roles of school site leaders in supporting physical exercise in Continuation School after-school programs, including kinesthetic and fitness activities and sports, and in examining benefits for students, were examined by Erik Conklin (.doc), CSU San Marcos-UC San Diego.
The WriteGirl out-of-school time (OST) creative writing program and its impact on participating adolescent girls’ self-efficacy, creative writing self-confidence, and educational goals was examined by Allison Deegan (.doc), CSU Long Beach.
A preliminary analysis of the role of after-school programs in developing educators for future positions as classroom teachers and the support of site program administrators for this approach was performed by Richard Goldenson (.doc), CSU Northridge.
Research on an after-school enrichment program serving English Learners and the impact of the program on participants’ academic success as measured by grades and standardized test scores was conducted by Diana Sandoval (.doc), CSU Sacramento.
The impact of collaboration between schools and community-based organizations in after-school programs and program outcomes, including student achievement and school attendance, was investigated by Matilda Soria (.doc), CSU Fresno.
Preliminary research was conducted about an inquiry-based after-school science program for children from low-income Latino backgrounds, effects on the children, and the perceptions of the children about learning science in school and after school by Kelly Stuart (.doc), San Francisco State University.
A pilot study of the effects of an after-school Spatial Temporal Mathematics intervention program on elementary students’ mathematics performance, using district benchmark tests and state required tests, was conducted by Darielle Tom (.doc), CSU Long Beach.
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