Curriculum and Academic Services
Scroll below to select research from the following scholars

Jerri Johnson, Ph.D.
Title: Director of Education at The Community Impact Network
Research Topic: TAKING THE “SQUEEZE” OFF OF SOCIAL STUDIES A Phenomenological Study of Teacher “Curricular” Autonomy and its Effects on Social Studies Instructional Time
Committee Chairperson: Jacquelyn Lewis-Harris, Ph.D.
Institution: University of Missouri-St. Louis
Abstract: The state of social studies instruction in US schools has become dismal. The purpose of this phenomenological study was to gain an understanding of the impact of high stakes testing on social studies teaching when it is not tested by the state. I examined the elementary teacher’s “curricular” autonomy (curricular/instructional decision making) within the context of social studies teaching in a suburban low performing, urban demographic, school. Participants were asked to describe the experience of making instructional decisions regarding social studies education. The specific aims of this study were to:
1. reveal the meaning of teacher autonomy for teachers in a low performing elementary school in the state of Missouri
2. reveal the perceptions of the role of social studies for teachers in a low performing elementary school in the state of Missouri
3. give voice to teachers in low performing elementary schools who are in high stakes testing states, where social studies is not tested
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Title: Director of Education at The Community Impact Network
Research Topic: TAKING THE “SQUEEZE” OFF OF SOCIAL STUDIES A Phenomenological Study of Teacher “Curricular” Autonomy and its Effects on Social Studies Instructional Time
Committee Chairperson: Jacquelyn Lewis-Harris, Ph.D.
Institution: University of Missouri-St. Louis
Abstract: The state of social studies instruction in US schools has become dismal. The purpose of this phenomenological study was to gain an understanding of the impact of high stakes testing on social studies teaching when it is not tested by the state. I examined the elementary teacher’s “curricular” autonomy (curricular/instructional decision making) within the context of social studies teaching in a suburban low performing, urban demographic, school. Participants were asked to describe the experience of making instructional decisions regarding social studies education. The specific aims of this study were to:
1. reveal the meaning of teacher autonomy for teachers in a low performing elementary school in the state of Missouri
2. reveal the perceptions of the role of social studies for teachers in a low performing elementary school in the state of Missouri
3. give voice to teachers in low performing elementary schools who are in high stakes testing states, where social studies is not tested
Click the link below to download

taking_the__squeeze__off_of_social_studies__a_phenomenological_st.pdf | |
File Size: | 1779 kb |
File Type: |

Dr. Rebecca Sampson @vballwin
Title: Dean of Students Creekside Middle School
Research Topic: Creating an Educational Climate That Welcomes and Encourages Students in the Virtual World Using Exit Surveys
Committee Chairperson: Jeffery Rector, Ed.D.
Institution: Capella University
Abstract: The reflection project addresses a suggested change management policy plan to a chosen site of study in the form of a deliverable website. This suggested policy change is for the chosen site to begin utilizing exit surveys when students complete their coursework. Exit surveys were suggested to address the lack of data pertaining to student satisfaction, 21st century learning, curriculum, and teacher effectiveness. The intention of the deliverable website provided to the chosen site in order to educate site leadership about the research behind, business and educational examples of, and how to create exit surveys to address the needs of the chosen site. The chosen site is an online educational provider within a district containing 62,000 students, is in the southern United States, and has been functioning for less than 10 years. There is research that needs further study within the discussion of the chosen site’s needs. It is noted throughout this reflection and the deliverable website that all growth minded, online educational providers may benefit from the implementation of exit surveys since effective communication and collection of data are keys to continued success.
Click the link below to download
Title: Dean of Students Creekside Middle School
Research Topic: Creating an Educational Climate That Welcomes and Encourages Students in the Virtual World Using Exit Surveys
Committee Chairperson: Jeffery Rector, Ed.D.
Institution: Capella University
Abstract: The reflection project addresses a suggested change management policy plan to a chosen site of study in the form of a deliverable website. This suggested policy change is for the chosen site to begin utilizing exit surveys when students complete their coursework. Exit surveys were suggested to address the lack of data pertaining to student satisfaction, 21st century learning, curriculum, and teacher effectiveness. The intention of the deliverable website provided to the chosen site in order to educate site leadership about the research behind, business and educational examples of, and how to create exit surveys to address the needs of the chosen site. The chosen site is an online educational provider within a district containing 62,000 students, is in the southern United States, and has been functioning for less than 10 years. There is research that needs further study within the discussion of the chosen site’s needs. It is noted throughout this reflection and the deliverable website that all growth minded, online educational providers may benefit from the implementation of exit surveys since effective communication and collection of data are keys to continued success.
Click the link below to download

rsampson_capstone_92016.pdf | |
File Size: | 8540 kb |
File Type: |

Dr. Kimberly Handy @klh4127
Title: English Teacher/AP/Honors/Speech, West St. John High School
Research Topic: A Comparison of Perceptions of Career and Technical Education Curriculum and Academic Core Curriculum
Committee Chairperson: Dr. Richard Braley
Abstract: This study focused on identifying and categorizing the perceptions of teachers, counselors, and administrators related to career and technical education (CTE) and academic core (AC) curricula in a large school district. Control group actions’ perceptual control theory (PCT) was used as the conceptual framework for the study. PCT is a model of the organization of human thoughts, explaining how people control what happens to them and how perceptions, goals, actions, and reality are interrelated. PCT was chosen because of the importance of educators’ perceptions regarding AC, CTE, and blended curricula were integral to the study, in order to understand survey and interview responses. CTE and AC curriculum components are often perceived as conflicting or separate at many public schools. PCT can be extended to CTE and AC curricula. This study characterized the current perceptions of the stakeholder groups regarding those curricular areas. Research questions involved examining participant perceptions of integrating these curricula and discovering the barriers to such integration. A survey was conducted, as were interviews, both of which provided a qualitative view of respondent perceptions. Data were transcribed, sorted, coded, and analyzed for themes. Three themes that emerged were: a) individualized approach, b) importance of blending learning, and c) obstacles to integration. Results indicated that perceptions of barriers affected the full integration of AC and CTE in the classroom. Implications for positive social change included providing the school district with research based curricula improvements that can result in students maximizing earning, learning, and employment potentials.
Click the link below to download
Title: English Teacher/AP/Honors/Speech, West St. John High School
Research Topic: A Comparison of Perceptions of Career and Technical Education Curriculum and Academic Core Curriculum
Committee Chairperson: Dr. Richard Braley
Abstract: This study focused on identifying and categorizing the perceptions of teachers, counselors, and administrators related to career and technical education (CTE) and academic core (AC) curricula in a large school district. Control group actions’ perceptual control theory (PCT) was used as the conceptual framework for the study. PCT is a model of the organization of human thoughts, explaining how people control what happens to them and how perceptions, goals, actions, and reality are interrelated. PCT was chosen because of the importance of educators’ perceptions regarding AC, CTE, and blended curricula were integral to the study, in order to understand survey and interview responses. CTE and AC curriculum components are often perceived as conflicting or separate at many public schools. PCT can be extended to CTE and AC curricula. This study characterized the current perceptions of the stakeholder groups regarding those curricular areas. Research questions involved examining participant perceptions of integrating these curricula and discovering the barriers to such integration. A survey was conducted, as were interviews, both of which provided a qualitative view of respondent perceptions. Data were transcribed, sorted, coded, and analyzed for themes. Three themes that emerged were: a) individualized approach, b) importance of blending learning, and c) obstacles to integration. Results indicated that perceptions of barriers affected the full integration of AC and CTE in the classroom. Implications for positive social change included providing the school district with research based curricula improvements that can result in students maximizing earning, learning, and employment potentials.
Click the link below to download

kimberly_handy_study_may_20_2012_(1).pdf | |
File Size: | 461 kb |
File Type: |