- Plaintext email only
Cheryl Burleigh, Ed.D.
- Member for
- 3 years 11 months
Using Storytelling and Role Play as a Learning Strategy with Incarcerated Women: Teaching and Learning in the Arts Research Group
School Leaders' Reflective Blogs Inspire Systemic Change: Narrative Inquiry: Teaching and Learning in the Arts Research Group
An Exploratory Phenomenology Study of Educators’ Bullying Experiences in the Workplace: Ethics in Education Research Group
University Programs Incorporating VR/AR/MR: Diversity Lab 2 Research Group
Encouraging High School Females to Enroll in the Physical Sciences: A Reflection Twenty Years Later
Administrators’ Perceptions of Educator Ethical Decision Making
The specific topic will address what administrators observe and awareness of the processes in which faculty at their school site employ ethics in decision making throughout the school day including communication with students, parents, staff, and the school community. The study will also explore administrators’ perceptions if an ethical climate exists within the school site, how do teachers report issues that may be of ethical concerns for possible investigation, and training and conduct-what is and is not being done at the school site or within the school district.
Conducting a preliminary literature search revealed no known research or body of evidence that directly addresses this topic. Research conducted in the area of ethics and education centered on decision making that is specific to school administrators and educators at the university level, the teaching of ethics to educators and/or students, and the ethics of school based research. The Ethics of Teaching as a Moral Profession by Elizabeth Campbell investigated the intangibles of the teaching profession, specifically morals and ethics. The Ethical Teacher by Elizabeth Campbell explored topics of ethics within the teaching profession. Of interest, learning to create an ethical culture, a chapter devoted to ethical knowledge. Additional work is available on studies such Finnish Teachers' Ethical Sensitivity which examined teacher’s perceived ethical sensitivity within the classroom based on ethical professionalism of educators.
The proposed methodology for the study is an exploratory design. The exploratory design research methodology best suits this study since the topic is one in which there are no current studies or research available. Further research and additional studies may be forthcoming based on the outcomes of the initial study. Later investigations may be needed to gain further insight to the topic and explore the relevance of the topic in other regions of the country and demographically.
The study will take place in the San Francisco Bay Area of Northern California. Administrators from different secondary school systems including public, charter, and private secular and non-secular will be solicited to participate in the study. The purposeful sample might inform the general population and lead to further research.
The study will examine data derived from the research questions posed to administrators of four different types of secondary school systems; public, charter and private secular and non-secular. The data analysis plan is twofold. A survey will be sent to administrators of secondary schools in the San Francisco Bay Area. The surveys (n=100) will be equally distributed to each of the secondary school systems; public, charter, private secular and private non-secular. Interviews will be conducted with administrators (n= 4 to 6) who represent each of the secondary school systems. The survey and interview questions will be the same to maintain consistency. During the interview process, participants will be able to expand the responses given that could provide additional insight to the topic and consideration of questions that may prompt future studies. Upon receipt of the survey data, commonalities will be examined. The data derived from both the survey and interviews will be triangulated.
Capacity building and partnering will take place with the California Department of Education (CDE) and the California Private Schools Advisory Committee, Public School Districts in the San Francisco Bay Area, and California Charter Schools Association. Each of the organizations would be able to facilitate the introduction of the study and provide contact information of schools and administrators who would like to participate in the study.
An Autoethnographic Reflection-Embracing Difference: An understanding of transgender issues of a high school administrator
As an educator and administrator, we are governed to provide all students with equal access and educational opportunities as a fundamental right under the California Constitution. Therefore, administrators are versed on education law, statutes, and policies both at the state and district level. Yet, what happens when a new situation, which has never been discussed arises; that of a transgender student. How is the student welcomed into the high school community, policy shaped, and possible fears and concerns mitigated? This autoethnographic reflection addresses this challenging, educational yet uplifting situation which arose when a new student decided in enroll in a northern California high school.
20 Years Forward: The Impact of Encouraging High School Female Students to Enroll in the Physical Sciences
A reflective look at the impact of research conducted 20 years ago with female urban high school students who were mentored by female professionals in non-traditional occupations. Where are these high school students today, did these young women take physical science classes college and did they pursue a career in the physical sciences?
Observational Studies of International Education Practices of Underprivileged Students
Current research focus of children living in areas where education is not compulsory. Questions posed during the observational study focused on how these children received a basic education, what is the curriculum provided and who develops of the curriculum for the students, what organizations or entities are responsible or involved in the process, the reaction of the local or state government, how are funds raised to make sure the schools stay open, what are the credentials of the teachers and how is the teaching staff chosen, and the overall learning environment and educational progress of the children.
A Call for Equal Educational Opportunities in California: Retention of Effective Educators
A review of Vergara v. The State of California, the initial court ruling, and subsequent appellate court ruling of the case. The review of Vergara will be based on current public records. An autoethnographic response to the impact of the Vergara case will be presented from the perspective of a high school administrator. Specific experiences will be shared as to the relationship between the teacher union and district, how ineffective educators are vetted, benefits of identifying ineffective educators for both the education of the students directly impacted and the school community, and building a relationship of trust between educators, school administrators, and the school district.
Would a standard national educational code of ethics change educator perceptions of reporting instances in the classroom or with fellow staff members to administrators? How would a standard code of ethics affect the relationship between administration and educators? How does non-action affect administration and educators’ relations?
This qualitative exploratory design will address what administrators observe and awareness of the processes in which faculty at their school site employ ethics in decision making throughout the school day including communication with students, parents, staff, and the school community. The study will also explore administrators’ perceptions if an ethical climate exists within the school site, how do teachers report issues that may be of ethical concerns for possible investigation, conduct, and available training: what is and is not being done at the school site or within the school district. Without this data, educational leaders may not have an understanding of the role and relationship of administrators and educational staff to the importance of making sound ethical decisions for the betterment of the school community and the students they served.