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 early childhood education (ECE) and after-school learning. The four studies conducted pertaining to ECE and seven related to after-school programs are described below, and summaries for each are provided.
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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