Impacting Education: Journal on Transforming Professional Practice 2022-05-11T12:59:27-04:00 Rhonda Jeffries, PhD & Suha Tamim, EdD Open Journal Systems <p>"<em>When you do your work and you innovate and examine it, make it public; Invite others to critique it; and Pass it on</em>." <br>- Dr. Lee Shulman, President Emeritus, Carnegie Foundation for the Advancement of Teaching.</p> EdD Student Research and Discoveries 2022-05-11T12:59:23-04:00 Sherisse G. Jackson Yuechen Sun <p class="AbstractParagraph" style="text-indent: 0in;"><span lang="EN-US">This article introduces one design concept of the Carnegie Project on the Education Doctorate’s (2022) framework and highlights the importance of EdD student research and discoveries, which is the theme of this issue. Then, it provides an overview of each article appearing in this issue. </span></p> 2022-05-09T00:00:00-04:00 Copyright (c) 2022 Sherisse G. Jackson; Yuechen Sun Essential Factors of a 15 to Finish Campaign: Increasing On-Time Completion Rates for Community College Students 2022-05-11T12:59:27-04:00 Martine Howard Christine Harrington <p class="AbstractParagraph" style="text-indent: 0in;"><span lang="EN-US">The “on-time” degree completion crisis within the community college system is alarming. Only 5% of students graduate in two years (Complete College America [CCA], n.d.-a). Many community college students are low-income and racially and ethnically minoritized, and their graduation rates are low (CCA, n.d.-a). Community colleges around the country have begun to implement intervention strategies to improve on-time graduation and close attainment gaps. One of the most successful interventions implemented across the country has been a 15 to Finish campaign, a campus-wide effort aimed to increase the number of college students taking 15 credits per semester (CCA, 2016a). A comprehensive review of the literature and conversations with college professionals were conducted to better understand the factors that contribute to a successful 15 to Finish campaign. The findings indicated that a successful 15 to Finish campaign includes: (a) maintaining a high level of institutional commitment and effective leadership, (b) making the case with data, (c) reaching all key stakeholders, including students and their support systems, (d) providing professional development to internal stakeholders, (e) avoiding a one- size fits all model and accounting for the unique institutional culture, (f) sending clear messages, (g) providing incentives, and (h) engaging in continuous improvement efforts. Based on these findings, recommendations are provided for those who wish to increase on-time completion rates for community college students.</span></p> 2022-05-09T00:00:00-04:00 Copyright (c) 2022 Martine Howard, Christine Harrington Ageism-Induced Anxiety of Job Seekers Aged 50–83: Preliminary Findings from A Phenomenological Case Study Problem of Practice Dissertation 2022-05-11T12:59:22-04:00 Nadine E. Franz Nicholas R. Werse Tony L. Talbert <p>Ageism in today’s job market has a range of detrimental emotional, psychological, and economic impacts on older job seekers aged 50-83. Even as such job seekers “de-age” their professional documents and online profiles, they still navigate misperceptions about older workers that disadvantage them in the recruitment and hiring process. While anecdotal evidence raises concerns about older job seekers’ equitable access to employment, empirical evidence documenting the impacts of ageism on this population remains limited, thus impeding the efficacy of their support systems. This article reports on progress from the qualitative case study that I designed for my CPED-informed Problem of Practice Dissertation that captured data from 30 job seekers, aged 50-83, through one-on-one interviews, focus groups, and questionnaires. This article offers preliminary findings from this research, documenting the negative financial, emotional, psychological, and physical effects of navigating persistent ageism for older job seekers.</p> 2022-05-09T00:00:00-04:00 Copyright (c) 2022 Nadine E. Franz, Nicholas R. Werse, Tony L. Talbert Too Few Black Male Educators 2022-05-11T12:59:16-04:00 Floyd Jeter John Melendez <p>In the United States, schools and universities have too few Black male teachers. Although many factors contribute to this significant problem, one primary factor is the existing lack of Black male educators to serve as role models for Black male students. This literature review captures information from peer-reviewed research, public scholarship sources, and empathy interviews. The purpose of this literature review was to understand the reasons why so few Black males are successful in school and why there are so few Black male students pursuing careers in education. Based on the literature review, the following themes were identified:&nbsp; a lack of financial resources, a lack of a sense of belonging, a lack of role models and mentors, and institutional racism. Colleges need to consider these issues and determine ways to support Black male students in school and encourage them to pursue a career in education. Increasing the number of Black male educators is one central way to increase opportunities among Black students. To change this narrative, one needs to acknowledge the deficit of representation is due to the system itself. Black males are not lacking in achievement. American schools are exclusive and racist in how they provide opportunities for Black males.</p> 2022-05-09T00:00:00-04:00 Copyright (c) 2022 Floyd Jeter, John Melendez Single Mother Students are Lacking Sufficient Support to Persist to Graduation in Community Colleges 2022-05-11T12:59:14-04:00 Fathia Richardson Christine Harrington <p>Despite high levels of motivation, only 8% of single mothers who attend a community college will graduate (Cruse et al., 2019b). As a component of this Dissertation in Practice, a systematic literature review was conducted to explore the reasons behind these unacceptably low success rates. Based on data from empathy interviews, peer-reviewed research, and public scholarship sources, several root causes for low single mother graduation rates were discovered. First, there is a lack of institutional support and engagement. Most colleges do not have staff or offices dedicated to working with this population and typically offer services such as tutoring or activities to connect with other students at times that do not align with student mother schedules. Another key finding was that the lack of reliable childcare makes it very challenging for these students. Finally, care-blind federal policies that require students to work and institutional policies that do not offer flexibility for absences or late work also contribute to low success rates. Each factor is described, and recommendations are provided to address these issues. Additionally, further recommendations to increase degree and certificate attainment for single mother students are provided.</p> 2022-05-09T00:00:00-04:00 Copyright (c) 2022 Fathia Richardson, Christine Harrington Low Completion Rates of Latinx Community College Students 2022-05-11T12:59:12-04:00 Christine Burshnick Genthe Christine Harrington <p>Completion rates for Latinx students are unacceptably lower than White and Asian students (NCES, 2019). Shapiro et al. (2017) reported that the completion rate for Latinx students attending community colleges was 33% while the completion rate was 45% for White students and 44% for Asian students. The purpose of this literature review was to discover the root causes of these low completion rates for Latinx students. Having a deep understanding of the factors that contribute to low success rates can enable community college professionals to take action to improve success outcomes and reduce equity gaps. Based on this systematic literature review of 32 peer-reviewed articles and 6 public scholarship articles, the following root causes emerged: financial barriers, lack of institutional support, educational preparation, psychosocial considerations, and familial and cultural issues. Recommendations for institutional actions are provided.</p> 2022-05-09T00:00:00-04:00 Copyright (c) 2022 Christine Burshnick Genthe, Christine Harrington Fair Play: A Qualitative Exploration of Visitor Behavior at PlayGrand Adventures All-Abilities Playground 2022-05-11T12:59:09-04:00 Taylor D. Bunn Leanne Howell Lacy K. Crocker Papadakis <p>People with disabilities in the United States have access to a fraction of engaging play experiences available to others due to playground design choices, minimal legal requirements, and societal acceptance of the status quo. PlayGrand Adventures, the first and largest all-abilities playground in North Texas, meets this need by providing engaging play opportunities for everyone. This qualitative case study explores and describes community engagement at PlayGrand Adventures, informed by principles of environmental reciprocity supported by Bandura’s Social Cognitive Theory (1986) and Gibson’s Affordance Theory (1979). The researcher collected data on community perception and engagement via a questionnaire, semi-structured interviews, and playground observations. The study fills a gap in academic research on all-abilities playgrounds in the United States to increase awareness of the systemic underserving of people with disabilities in this country and provides a potential solution. The researcher offers initial recommendations for PlayGrand Adventures’ future development and implementation with implications for replication in other cities.</p> 2022-05-09T00:00:00-04:00 Copyright (c) 2022 Taylor D. Bunn, Leanne Howell, Lacy K. Crocker Papadakis Intersections of Identity, Culture, and Curriculum on the Threshold of a Latinx Transforming EdD program at a Hispanic Serving Institution 2022-05-11T12:59:07-04:00 Caroline A. Hesse Laura M. Jewett <p dir="ltr">A constellation of emergent research is devoted to critiquing the institutional identities of Hispanic Serving institutions (HSIs) as primarily Hispanic-enrolling institutions and then exploring frameworks and practices aimed at transforming them into what García (2019) terms Latinx-serving institutions. The purpose of this essay is to explore the intersections of culturally relevant, responsive, and sustaining approaches and as potentially decolonizing curricular spaces of EdD program (re)design at HSIs. This essay draws from two qualitative studies exploring critical approaches to curriculum and pedagogy and program redesign in order to re-align questions about serving Latinx students toward practices of critical consciousness situated at the intersection of identity, culture, and curriculum. Findings include the ways in which those notions are different and similar, and the unique lens each offers the teachers and EdD program redesign. Implications discussed in this essay highlight the possibilities and problems of culturally relevant, responsive, and sustaining approaches for EdD program redesign and how they might look when applied in HSI EdD programs. Such findings are not only useful in lending insight into the specific complexities of HSI efforts to develop EdD programs that better serve Latinx students in transformative ways. These findings also indicate that the process through which this is undertaken benefits from critical consciousness aimed at individual and collective conscientization among students and faculty as well as curricular outcomes shaped by discourses of social justice.</p> 2022-05-09T00:00:00-04:00 Copyright (c) 2022 Caroline A. Hesse, Laura M. Jewett Developing Pre-Service Teachers: A Social Justice Approach for Educating Culturally and Linguistically Diverse Students 2022-05-11T12:59:03-04:00 Elizabeth Alsen Ray R. Buss <p>In this article, we describe a dissertation in practice (DiP) conducted by the first author. The DiP focused on a social justice issue—providing pre-service teachers with highly effective preparation for working with culturally and linguistically diverse (CLD) students. As part of the article, interludes have been inserted prior to each major section of the article. These interludes have been used to discuss the thinking and research processes that were considered as the DiP unfolded in a program that employed an action research approach. The intervention was multi-faceted including teaching about orientations toward CLD students, providing pre-service teachers with pedagogical knowledge and skills, and employing a Community of Practice-based, service-learning approach. Quantitative and qualitative results from the study indicated pre-service teachers increased their knowledge, self-efficacy, and projected use of culturally responsive pedagogy. Discussion focused on connecting results to the literature, implications for practice and research, and extensions to current work.</p> 2022-05-09T00:00:00-04:00 Copyright (c) 2022 Elizabeth Alsen, Ray R. Buss