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DISSERTATION TEMPLATE

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FIRST LINE OF DISSERTATION TITLE GOES HERE

SECOND LINE (IF NEEDED) GOES HERE

A Dissertation

Presented to the

Faculty of

California State University,

San Bernardino

In Partial Fulfillment

of the Requirements for the Degree

Doctor of Education

in

Educational Leadership

by

Emma Jean Smith

December 2018
FIRST LINE OF DISSERTATION TITLE GOES HERE

SECOND LINE (IF NEEDED) GOES HERE

A Dissertation

Presented to the

Faculty of

California State University,

San Bernardino

by

Emma Jean Smith

December 2018

Approved by:

Joan Jones, Committee Chair, Education

John Moor, Committee Member

Jackie Smith, Committee Member

© 2018 Emma Jean Smith
 ABSTRACT

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iii
 ACKNOWLEDGEMENTS

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iv
 DEDICATION

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 TABLE OF CONTENTS

ABSTRACT iii

ACKNOWLEDGEMENTS iv

LIST OF TABLES vi

LIST OF FIGURES vii

CHAPTER ONE: INTRODUCTION

Problem Statement 1

Second-Level Heading 2

CHAPTER TWO: LITERATURE REVIEW

First-Level Heading: If the First-Level Heading is Long, Divide into Two

Lines and Single Space 5

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY

Research Design 8

CHAPTER FOUR: RESULTS

Results of the Study11

CHAPTER FIVE: RECOMMENDATIONS AND CONCLUSIONS

Overview……………………………………………………………………......15

APPENDIX A: INSERT APPENDIX TITLE HERE 17

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SPACE AND LINE UP THE 2ND LINE WITH THE TITLE……….19

APPENDIX C: INSERT APPENDIX TITLE HERE...............................................21

REFERENCES 23

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 LIST OF TABLES

Table 1. California Cohort Data for the Class of 2009-2010………………………..2

Table 2. The High School Survey of Student Engagement...................................6

Table 3. Participant Demographics.....................................................................12

Table 4: Child and Adolescent Wellness Domains Descriptive Statistics…….. 14

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 LIST OF FIGURES

Figure 1. Comparison of Categories.....................................................................3

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 CHAPTER ONE

INTRODUCTION

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Problem Statement

Second-level Heading

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The following offers an example of how the problem might be

demonstrated descriptively and with the incorporation of a table.

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 The problem that this study addresses is that subgroups of students,

male, Hispanic, English Learners, and socioeconomically disadvantaged,

continue to have increased dropout rates and decreased graduation rates. Table

1 illustrates this problem.

Table 1

California Cohort Data for the Class of 2009-2010

Subgroup Cohort Cohort Cohort Cohort Cohort

Students Graduates Graduation Dropouts Dropout
(N) (N) Rate (N) Rate
Statewide 519,247 386,222 74.4 94,312 18.2

Male 265,961 187,386 70.5 55,257 20.8

Female 253,286 198,836 78.5 39,055 15.4

Hispanic/Latino 238,607 161,607 67.7 54,033 22.7

White 156,469 130,417 83.4 18,301 11.7

English Learners 96,431 52,244 56.3 29,947 31.1

Socioeconomically
307,555 208,830 67.9 66.994 21.8
Disadvantaged

Note. California Department of Education, Educational Demographics Unit, 2010,

Retrieved from http://dq.cde.ca.gov/dataquest/.

Purpose Statement

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Research Questions or Hypotheses

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Significance of the Study

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Theoretical Underpinnings

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Assumptions

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Delimitations

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Definitions of Key Terms

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Summary

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4
 CHAPTER TWO

LITERATURE REVIEW

First-level Heading: If the First Level Heading is Long,

Divide into Two Lines and Single Space

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Student Engagement

Student engagement is a multidimensional construct that encompasses

many student behaviors. Yazzie-Mintz (2009) supports three dimensions of

student engagement which include: Cognitive/Intellectual/Academic

Engagement, Social/Behavioral /Participatory Engagement, and Emotional

Engagement. Table 2 defines and explains the three types of student

engagement measured by the High School Survey of Student Engagement.

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Table 2

The High School Survey of Student Engagement

Dimension Focus

Cognitive/Intellectual/Academic Students’ effort, investment in work, and

strategies for learning. Focus on engagement

during instructional time and with instructional-

related activities.

Social/Behavioral /Participatory Students’ action and participation within the

school outside of instructional time, including

non-academic school-based activities, and

interactions with other students. Focus on

student actions, interactions, and participation

within the school community.

Emotional Students’ feelings of connection to their school.

How students feel about where they are in

school, the ways and workings of the school, and

the people within the school. Focus on students’

internal lives not frequently expressed explicitly in

observable behavior and actions.

Note. Adapted from “Engaging the Voices of Students: A Report on the 2007
and 2008 High School Survey of Student Engagement” by Yazzie-Mintz, 2009, p.
19.

6
 Summary

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the next chapter.

7
 CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

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Research Design

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Research Setting

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Research Sample

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Research Data

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Data Collection

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Data Analysis

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Validity and Trustworthiness

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Positionality of the Researcher

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Summary

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10
 CHAPTER FOUR

RESULTS

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Results of the Study

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Sample Demographics

Of the 563 participants, 251(44.6%) were males and 312 (55.4%) were

females. Ninth grade students made up the majority of the sample with 273

(48.5%) participants. Seventh grade participants included 131 (23.3%) students

while there were 159 (28.2%) eighth grade students. Table 3 summarizes

complete demographics of the study sample.

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Table 3
Participant Demographics
Characteristic Frequency Percent
Gender
Male 251 44.6
Female 312 55.4
Grade
7 131 23.3
8 159 28.2
9 273 48.5
Race/Ethnicity
African American 7 1.2
American Indian 5 <1
Filipino 5 <1
Hispanic 201 35.7
Japanese 2 <1
Korean 3 <1
Other Asian 6 1.1
Other Pacific Islander 2 <1
Vietnamese 1 <1
White 331 58.8
English Learners (EL)
English Learner 91 16.2
Non English Learners 472 83.8
Hispanic Subgroups
Hispanic – English Learners 81 40.3
Hispanic – Non English Learners 120 59.7
Hispanic – Socioeconomic Disadvantaged 141 70.1
Hispanic – Non Socioeconomic Disadvantaged 60 29.9
White Subgroups
White - Socioeconomic Disadvantaged 90 27.2
White - Non Socioeconomic Disadvantaged 241 72.8
Socioeconomic Disadvantaged (SED)
Socioeconomic Disadvantaged 240 42.6
Non Socioeconomic Disadvantaged 323 57.4

Note: N = 563

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 Descriptive Data

Along with student demographic information, multiple data sources were

utilized in the regression equation. Independent variables included the ten

domains of the CAWS, while dependent variables included archival data in the

area of academic achievement and behavioral engagement. The values for each

domain of wellness were based on 10 questions from the CAWS. Each

participant scored the 100 questions using a four-point Likert scale. A greater

score on the domains of the CAWS indicates a participant’s increased level of

wellness as measured on the self-selection scale. Scores on the wellness

domains ranged from one to four. Self-efficacy (M = 3.33, SD = .36) and social

competence (M = 3.31, SD = .34) had the largest mean score of the ten wellness

domains. Emotional self-regulation was reported as the lowest score (M = 2.85,

SD = .38). Total wellness ranged from 3.2 to 3.8 with a mean score of 3.18 (SD =

.27) for the entire population of the study. Table 4 shows the mean (M), standard

deviation (SD), minimum value, and maximum value for each independent

variable in the CAWS for the entire sample.

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Table 4

Child and Adolescent Wellness Domains Descriptive Statistics

Standard
Wellness Domains Minimum Maximum Mean
Deviation

Adaptability 2.2 4 3.10 .34

Connectedness 1.8 4 3.26 .41

Conscientiousness 2.2 4 3.26 .35

Emotional Self-Regulation 1.5 3.8 2.85 .38

Empathy 2.3 4 3.23 .33

Initiative 2.1 4 3.10 .37

Mindfulness 2.1 4 3.12 .34

Optimism 2.0 4 3.23 .38

Self-Efficacy 2.0 4 3.33 .36

Social Competence 2.2 4 3.31 .34

Total Wellness 3.2 3.8 3.18 .27

Note: N = 563

Summary

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14
 CHAPTER FIVE

RECOMMENDATIONS AND CONCLUSIONS

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Overview

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Recommendations for Educational Leaders

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Next Steps for Educational Reform

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Recommendations for Future Research

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Limitations of Study

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Conclusion

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 APPENDIX A

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 APPENDIX B

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 APPENDIX C

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REFERENCES

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