Department of Educational Leadership, Learning, and Curriculum

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    "Canning" Social Capital: Rural Literacy, Community Resilience, and Solving the Rural Schools Problem
    (2023-12-20) Robinson, Sean
    AN ABSTRACT OF THE DISSERTATION OF Sean R. Robinson for the degree of Doctor of Education Presented on November 30, 2023 Title: "Canning" Social Capital: Rural Literacy, Community Resilience, and Solving the Rural Schools Prpblem Abstract Approved: November 29, 2023 Scott Mantie, Ph.D., Dissertation Committee Chair Over the last fifty years, populations in the northern and western counties of New Hampshire have decreased. As part of a nationwide phenomenon that has been under study for decades, the concern for learning in rural communities has been of national interest for much longer. Literature in the fields of rural education, rural literacy, and community resilience suggests a link between rural educational practices and social capital-the intangible attachments that link, bridge, and bond people, communities, and the government and allows communities to face socioeconomic challenges. This study investigated the relationship was between educational practices in public high schools in the rural counties of New Hampshire and the social capital of the communities that support them. A convergent mixed-methods study was designed to identify curriculum and learning in public high schools inside the study area, and to identify the level of social capital of each school district. Qualitative methodology including questionnaires, semi­ structured interviews, and document analysis were used to identify ways in which schools developed social capital. Quantitative methodology used the Social Capital Index to use publicly available census data to identify social capital for each district. The study found that while school districts provided a variety of opportunities for students to develop social capital, schools who worked with their communities as sites of learning had communities with higher social capital than those who viewed their communities predominantly as funding sources.
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    Assessment of the Impact of Senate Bill 18(2007) on High School Dropout in New Hampshire: A Theory of Change
    (2023-08-31) Gall , Amy
    AN ABSTRACT OF THE DISSERTATION OF Amy E. Gall for the degree of Doctor of Education Presented on July 26, 2023 Title: Assessment of the Impact of Senate Bill 18(2007) on High School Dropout in New Hampshire: A Theory of Change Abstract approved: July 31, 2023 Annette M. Holba, PhD, Dissertation Chair There are extensive negative generationally perpetuating consequences related to high school dropout including economic, health, relationship, parenting, criminal justice, community engagement, tax revenue, and public welfare effects which disproportionately impact minority groups. In 2007 the New Hampshire legislature enacted Senate Bill 18, a statewide dropout prevention measure which effectively raised the compulsory school attendance age from 16 to 18 and created alternative learning plans for students who would otherwise drop out. The purpose of this study was to explore the efficacy of that policy change, using a Theory of Change to compare measurable outcomes with the intentions of policymakers who worked to enact the change. Empirical evidence indicated that raising the compulsory school attendance age had mixed and sometimes ambiguous results that could lead to either increasing or decreasing dropout rates. This study found that raising the compulsory school attendance age in New Hampshire did not have much effect on dropout and completion rates, as state data reports demonstrated these rates were already improving before passage and implementation of SB18(2007) and continued to do so at analogous rates afterward. A survey of school districts revealed that many districts are offering a wide range of dropout prevention services and programs.
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    This Was All Us: The Experience of Middle School Youth Engaging in YPAR Within Their White Community.
    (2023-12) Carlson, Rebecca
    AN ABSTRACT OF THE DISSERTATION OF Rebecca Carlson for the degree of Doctor of Education presented on June 19, 2023. Title: This Was All Us: The Experience of Middle School Youth Engaging in YPAR Within Their White Community. Abstract approved: ____________________________________________ Annette M. Holba Dissertation Committee Chair This phenomenological study examines the experience of middle school youth at a small public school in New Hampshire as they engaged in youth participatory action research (YPAR) designed to promote diversity, equity, inclusion, and belonging within their predominantly White suburban community. This study centered the 22 participants’ perspectives by employing only the students’ written or spoken words for first and second cycle coding. Data sources included small group and individual semi-structured interviews and student presentations. The themes of agency and developmental relationships permeate these findings. The ideal YPAR outcome of praxis was not realized, however, and an explanation for that shortcoming is explored. The central findings of this study provide educational leaders an effective model for YPAR opportunities within a public-school setting. They also speak to possible challenges to social justice education created by the current political climate and recommend steps educational leaders should take to support students and educators engaging in social justice work.
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    Examining Student Departure: A qualitative program evaluation of the Ascent program at Plymouth State University
    (2023-05-12) Grant, Rebecca
    AN ABSTRACT OF THE DISSERTATION OF Rebecca A. Grant for the degree of Doctor of Education in Leadership, Learning and Community Presented on March 29, 2023 Title: Examining Student Departure: A Qualitative Program Evaluation of the Ascent Program at Plymouth State University Abstract approved: __________________________________________ Roxana Wright, Ph.D., Dissertation Committee Chair The purpose of this qualitative evaluation was to understand how the Ascent program, a bridge initiative at Plymouth State University, programmatically addressed institutional concerns regarding student retention and persistence during its three-year pilot phase, according to the perceptions of past participants, faculty, and administrators. The evaluation was designed to provide an opportunity for direct stakeholders to articulate their authentic perceptions of the efficacy of the Ascent program as an initiative developed to mitigate student departure. To gain this insight, a focus group was conducted with prior Ascent students who are now in mentorship roles in the program, and semi-structured individual interviews were conducted with Ascent instructors and administrators. Many student participants articulated that their participation in the program aided in their transition to college, provided valuable social support, and increased self-confidence. Additionally, it was found that student mentorship, increased academic advising and advocacy, and exposure to campus resources were successful aspects of the programmatic structure. While the Ascent program was not found to have mitigated student departure, the successful aspects of the program that should be considered for implementation in future departure mitigation efforts include increasing student support through building positive relationships with faculty and peers, implementing rigorous advising practices, and providing opportunities for foundational academic skill building. The findings from this study may inform future retention and persistence initiatives at Plymouth State University and may provide insight for other institutions of higher education that are working to address student attrition.
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    The Heart of Giving: The Relationship Between Alumni Engagement and Philanthropy
    (2023-05-12) Rosa, Veronica
    AN ABSTRACT OF THE DISSERTATION OF Veronica L. Rosa for the degree of Doctor of Learning, Leadership, and Community presented on March 10, 2023. Title: The Heart of Giving: The Relationship Between Alumni Engagement and Philanthropy Abstract approved: Roxana Wright 2/17/2023 Dr. Roxana Wright Dissertation Committee Chair This study examines alumni motivations for engagement and philanthropic contributions at one small, public, liberal arts college struggling with low alumni participation. In an electronic survey, three categories of alumni (donors, inconsistent donors, and non- donors) responded to 28 multiple choice questions and two open-ended questions. The groups were developed using Blackbaud’s Raisers Edge database. The criteria included fiscal years 2018 through 2022 and excluded alumni who graduated after 2012. Rates of response were donors at 23%, inconsistent donors at 8%, and non-donors at 3%. The research revealed alumni engagement opportunities and their relationship to donations and institutional priorities. The incentive and involvement theories were selected to support research of both engagement and motivations of giving. The results of the survey indicate that alumni are most interested in donating to funding priorities that directly benefit students, i.e., scholarships, internships, and experiential learning. The survey results showed the engagement tools that yielded the highest return on investment included the alumni magazine, digital newsletter, and events. Results suggest that this survey instrument and approach are transferable to other institutions.