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College and career readiness through independent study: an innovation study

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College and career readiness through independent study: an innovation study

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Content Running head: COLLEGE AND CAREER READINESS 1

College and Career Readiness Through Independent Study: An Innovation Study

by

Deirdra Brasch

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2018

Copyright 2018 Deirdra Brasch
COLLEGE AND CAREER READINESS 2

DEDICATION
To my husband David, your love, support, belief and encouragement in all I do is
limitless. I am so blessed to be able to call you my partner in life and in love. I love you. Always.
To my boys, Ryan, Ethan and Mason, I am so lucky to be your Mommy! You are forever my
“why” and inspire me and make me laugh until it hurts every day. I love you to infinity and
beyond! To my parents, Tom and Janet, thank you for inspiring my life-long love of learning and
serving as a constant reminder of who I am, where I came from and what I am capable of. Your
endless love and support made me who I am today and the constant reminders to find humor in
life has kept me growing. I love you. To my brother Kyle, you keep me laughing despite the
miles between us. Thank you for being the best brother and uncle I could ever ask for. To my
father-in-law, John, thank you for believing in and loving me like your own. To Ashley, thank
you for being the most amazing, loving and dedicated BFF/sister/aunt a girl could ever ask for.
Love you so much and I am so lucky to have you!
To Jen, Lexy and the rest of Cohort 2. You are all so uniquely talented and truly an
inspiration. I am so grateful to have been on this crazy ride with you! Dr. Lynne Goldfarb and
Dr. Kimberly Ferrario, thank you for sharing your talent, support and insight through the course
of this program and dissertation process. Dr. Monique Datta, there are not sufficient words to
express how much your love, support and encouragement has meant throughout both of my
graduate degrees, career change and life in general. I am so lucky to have you in my corner!
Finally, to my amazing advisor, Dr. Helena Seli, I will never be able to truly express my
gratitude for your support and encouragement through this process. It has been a big three years
in my life and having you on my team has been invaluable. With your guidance, I have truly
learned the depth of my ability to persevere and achieve my dreams. Thank you.
Without you all, this truly would not have been possible. Thank you!
COLLEGE AND CAREER READINESS 3

TABLE OF CONTENTS
Dedication 2
List of Tables 6
List of Figures 10
Abstract 11
Chapter One: Introduction 12
Introduction of the Problem of Practice 12
Background of the Problem 13
Importance of Addressing the Problem 15
Organizational Context and Mission 16
Organizational Performance Status 17
Organizational Performance Goal 18
Description of Stakeholder Groups 19
Stakeholder Groups’ Performance Goals 19
Stakeholder Group for the Study 20
Purpose of the Project and Questions 20
Conceptual and Methodological Framework 21
Definitions 21
Organization of the Study 22
Chapter Two: Review of the Literature 23
Evolve or Die: New Demands for K-12 Education 23
Clark and Estes’ (2008) Organizational Problem Solving Framework 30
Teacher Knowledge, Motivation, and Organizational Influences 30
COLLEGE AND CAREER READINESS 4

Conceptual Framework: The Interaction of Teachers’ Knowledge, Motivation
and the Organizational Context
48
Conclusion 50
Chapter Three: Methodology 51
Participating Stakeholders 52
Data Collection and Instrumentation 55
Data Analysis 57
Credibility and Trustworthiness 58
Ethics 58
Limitations and Delimitations 59
Chapter Four: Results and Findings 61
Knowledge Results 62
Motivation Results 73
Organizational Results 80
Findings 88
Chapter Five: Solutions and Integrated Implementation and Evaluation Plans 92
Recommendations for Practice to Address KMO Influences 92
Knowledge Recommendations 93
Motivation Recommendations 98
Organizational Influence Recommendations 102
Integrated Implementation and Evaluation Plan 107
Strengths and Weaknesses of the Approach 117
Limitations and Delimitations 117
Future Study 118
COLLEGE AND CAREER READINESS 5

Conclusion 118
References 120
Appendices 129
Appendix A: Stakeholder Survey 129
Appendix B: Focus Group Potential Questions 136
Appendix C: Delayed Teacher Survey 137
Appendix D: Teacher Post Training/Professional Development Survey 140

COLLEGE AND CAREER READINESS 6

LIST OF TABLES
1 Organizational Mission, Global Goal, and Stakeholder Performance Goals 19
2 Knowledge Influences on Teachers 36
3 Motivational Influences on Teachers 42
4 Organizational Influences on Teachers 47
5 Survey Item 1: How long have you been in the teaching profession? 52
6 Survey Item 2: Education 53
7 Survey Item 8: Technology platforms such as websites, social media and
learning management systems (Canvas, Edmodo, Blackboard, etc.) are effective
means of disseminating class information and assignments.
63
8 Survey Item 11: My students know more about technology than I do. 63
9 Survey Item 5: I am skilled in helping students’ complete tasks using
technology.
65
10 Survey Item 13: Students collaborate more when they use technology in the
classroom.
65
11 Survey Item 4: I am skilled in constructing and implementing project-based
learning lessons where students use a variety of technology to create a product.
67
12 Survey Item 10: I have changed the way I teach due to technology. 67
13 Survey Item 14: Students create products evident of higher order thinking skills
when they use technology.
67
14 Survey Item 31: I am a teacher researcher who constantly looks for new
strategies to better serve my students.
68
15 Survey Item 17: I have classroom management strategies in place that I can use
to integrate technology into my classroom.
70
COLLEGE AND CAREER READINESS 7

16 Survey Item 18: When I plan my lessons, I regularly consider how technology
could improve my instruction.
70
17 Survey Item 19: I can effectively assess students work products in my content
area that have been created using technology.
71
18 Survey Item 30: I hold the power to enact change in my classroom through
reflective teaching practice.
71
19 Survey Item 7: Computers are a valuable instructional tool in all content areas. 74
20 Survey Item 12: Teachers can more effectively collaborate through technology. 74
21 Survey Item 27: During the course of professional development, teachers are
provided opportunities to see examples of how the skills and strategies can be
applied to their classroom and instruction.
74
22 Survey Item 33: It is important for me that students drive learning in my
classroom.
75
23 Survey Item 3: It is easy for me to work on a computer. 77
24 Survey Item 5: I am skilled in helping students’ complete tasks using
technology.
77
25 Survey Item 6: I am confident in my ability to incorporate technology into my
instruction due to my skill level.
77
26 Survey Item 15: I enjoy learning new technology that I can integrate into my
instruction.
77
27 Survey Item 16: I enjoy collaborating with colleagues on educational
technology.
78
28 Survey Item 28: Professional development provides opportunities for teachers
to practice applying the new skills learned to their classroom and/or instruction.
78
COLLEGE AND CAREER READINESS 8

29 Survey Item 32: I believe I am an expert in my content area. 78
30 Survey Item 9: It is difficult to develop and maintain relationships with students
when you integrate technology into your classroom.
81
31 Survey Item 20: Professional development at my school is flexible in that it is
adapted to meet the current needs and interests of the teachers.
83
32 Survey Item 23: Professional development is differentiated to meet the needs of
a variety of experience levels among teachers.
83
33 Survey Item 24: Peer observations are encouraged by my school as part of
professional development.
83
34 Survey Item 26: Teachers at my school are able to engage in meaningful
discussions on the purpose and potential impacts of the professional
development provided.
84
35 Survey Item 21: Professional development offered by the school considers the
necessary resources and support that are available to teachers.
86
36 Survey Item 22: Professional development offered by the school considers
whether the strategies and skills delivered during the training are able to be
immediately implemented into the classroom.
86
37 Survey Item 25: It is consistently clear how professional development is related
to school goals or classroom instruction with standards alignment.
86
38 Survey Item 29: Time is given to teachers during professional development to
discuss what was learned and how it can be used in the classroom.
87
39 Summary of Knowledge Influences and Recommendations 94
40 Summary of Motivation Influences and Recommendations 99
41 Summary of Organization Influences and Recommendations 103
COLLEGE AND CAREER READINESS 9

42 Outcomes, Metrics, and Methods for External and Internal Outcomes 108
43 Critical Behaviors, Metrics, Methods, and Timing for New Reviewers 109
44 Required Drivers to Support New Reviewers’ Critical Behaviors 110
45 Components of Learning for the Program 113
46 Components to Measure Reactions to the Program 114

COLLEGE AND CAREER READINESS 10

LIST OF FIGURES
1 Conceptual Framework of the Knowledge, Motivation and Organizational
Influences on the Teachers’ Goal
48

COLLEGE AND CAREER READINESS 11

ABSTRACT
The intention of this study was to determine teacher preparedness to implement an online
independent study program to increase students’ college and career readiness skills at BizEd.
Preparedness was determined based on their current levels of knowledge and motivation with
consideration for any impacting organizational factors. The study implemented Clark and Estes’
(2008) conceptual and methodological framework of gap analysis. An explanatory sequential
mixed methods approach was conducted with a survey and focus group serving as the data
collection methods. The survey and focus group found reliability of the technology available at
the organization and the professional development proved to be the two factors most impacting
teacher knowledge and motivation toward technology, and subsequent readiness to implement an
online independent study program. The survey and focus group results revealed teachers
generally cite lack of reliability with technology provided by the organization as the factor most
limiting its implementation into instructional practice. Additionally, through the results, it was
evident professional development at the organization is not viewed as relevant or meaningful to
classroom practice as well as current organizational and pedagogical demands. Results further
reveal an overall openness by teachers to receive professional development cognizant of these
areas. Additionally, professional development should provide access to new technology,
differentiation strategies and the opportunity to practice the skills learned to build teacher
efficacy toward implementation in the classroom. Failure by the organization to address these
influences will exacerbate teacher preparedness to not only to implement an online independent
study program but also provide a necessary focus on 21
st
Century college and career readiness
skills. The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) is employed at the
conclusion of the study with context-specific recommendations established by literature,
accompanied by an implementation and evaluation plan and recommendations for future study.
COLLEGE AND CAREER READINESS 12

CHAPTER ONE: INTRODUCTION

Introduction of the Problem of Practice
The shift to the Common Core State Standards, along with the evolving social and
economic demands of the 21
st
Century, has presented the United States with a general lack of
students graduating high school with both college and career readiness skills. ACT, formerly
American College Testing, offers the following as its working definition of readiness for both
college and career: “the acquisition of the knowledge and skills a student needs to enroll and
succeed in credit-bearing first-year courses at a postsecondary institution (such as a two- or four-
year college, trade school, or technical school) without the need for remediation” (ACT, 2011).
Similarly, the work of the Smarter Balanced Assessment Consortium (SBAC) is toward the
ongoing development of an assessment which will measure student progress toward attainment
of these skills through schools’ implementation of the Common Core State Standards. In the
state of California, this assessment is the California Assessment of Student Performance and
Progress (CAASP). The National Center for Education Statistics (2015) shows a decline by 4%
over the last six years in students who entered two or four-year colleges. Equally important, the
National Conference of State Legislatures (NCSL) notes up to 40% of all first-time
undergraduate students are required to enroll in remediation courses, while in community
colleges, that rate is upwards of 50%. Barton (2011) challenged that there is a detriment in
approaching readiness through a purely academic focus, though a connection can be made that
demonstrates that students who lack college ready skills enter their postsecondary work with
their primary focus on remediation instead of prepared to acquire the skills associated with their
chosen focus of study. An end to the ongoing cycle of remediation can be found through
providing alternative access to students to gain college readiness skills in high school.

COLLEGE AND CAREER READINESS 13

Background of the Problem
Over the last several decades, the emphasis in high schools has been on the importance of
college eligibility, rather, graduates generally meet admissions requirements but are not
necessarily prepared to meet the skills required for post-secondary work. The gap in skills
acquisition versus college preparedness has brought the education system under serious scrutiny
(ACT, 2006; Altbach & Knight, 2007; Conley, 2007; McCarthy & Kuh, 2006). As a result of this
criticism, the United States Department of Education (2006) launched initiatives such as Race to
the Top, the Smarter Balanced Assessment Consortium and associated assessment and Common
Core State Standards. These programs were meant to focus educational efforts on the importance
of high school graduates’ acquisition of college and career readiness skills. Public schools
nationwide have worked to define College and Career Readiness for post-secondary success as
the Department of Education has yet to establish a clear vision with a common and universally
understood definition. Despite the adoption of academic measures such as advanced placement
courses and exams, these only serve as a measure of academic proficiency in College and Career
Readiness and should not be the exclusive source of successful achievement (Conley, 2010).
The National Center for Education Statistics reported that only a third of college
freshmen went on to graduate within four years due to lack of preparation, highlighting the
consequential difference between a high school student prepared for college admissions and one
prepared for college success. To further compound this growing issue, students who are part of
traditionally socio-economically disadvantaged populations face challenges of completion
beyond remediation. The NCSL (2017) found the remediation rates for both Hispanic and
African-American students to be around 40% each. Completion and graduation rates of all
students with required remediation are equally dismal with less than 50% completing the
remediation coursework necessary to go on to earn a degree. Often these students, particularly at
COLLEGE AND CAREER READINESS 14

the high school level, work to supplement family income at home or take on heavy
extracurricular activities to make themselves more marketable for college. These additional
demands outside of school have a trickle-down effect that impacts attendance, motivation, work
habits and, ultimately, academic performance.
The rapidly evolving, globalized economy has introduced a need for employees to have
achieved proficiency in technology skills. These skills allow the employee to communicate and
collaborate in the fast-paced global arena. Singh and Reed (2001) indicate the rapidly evolving
technology has posed a significant challenge for public schools who struggle to keep up with the
current technology. Additionally, Blasik, Williams, Johnson and Boegli (2004) remark students’
education continues in the same outdated learning environments, rather than more current 21
st

century centered ones focused on much needed skills’ attainment. The adoption and
implementation of College and Career Readiness programs and initiatives magnify the need for
schools to incorporate learning experiences using technology.
The use of technology to connect students to coursework through an online independent
study program would meet them where they are. If properly implemented through best practices
by teachers equipped with the skills and competencies for effective delivery, students are
provided access to the college and career readiness skills necessary beyond high school. These
will provide students the opportunity to gain those skills needed to be successful after high
school graduation, whether in college or a career. Staker and Horn (2012) offer blended learning
environments as a solution for K-12 education systems to incorporate technology into their
program. These blended learning environments offer flexibility for adaptation to accommodate a
variety of subject areas and educational system demands. Beyond the online classroom, Graham
(2004) offers these environments are instructionally and curricula rich in that they offer an
increase in access to the student to seek knowledge, social interaction, self-directed learning
COLLEGE AND CAREER READINESS 15

while remaining cost-effective. Currently, research is evolving with regard to blended learning
environments and their effectiveness in the acquisition of College and Career Readiness skills
though they are used with more frequency in K-12 classrooms (Staker & Horn, 2012).
Importance of Addressing the Problem

The impact of the problem of the lack of student ability, and or opportunity, to acquire
college and career readiness skills through high school coursework has a long term, trickle-down
effect throughout the rest of both their academic and professional careers. In the direst of
outcomes, students who have failed to acquire the necessary college and career readiness skills
drop out or do not achieve a high school diploma. Failure to achieve a diploma could hinder
future career opportunities, result in longer time spent in pursuit of degree attainment or, in many
cases, failure to complete a degree at all in post-secondary work. The last decade has seen
significant social and economic changes which have affected employer minimum
recommendations and expectations on hire-ability. This shift as placed a greater demand on
education to evolve.
The move toward a more globalized professional environment has placed a heightened
demand on current and future employees to acquire a skill set that includes higher order concepts
such as critical thinking, problem solving, collaboration, flexibility, and adaptability (Andrews &
Wooten, 2005; Armstrong 2007; Conley, 2010). The acquisition of these skills moves the
graduate beyond the ability of rote memorization of a subject area, to the ability to problem
solve, think critically, work in a team effectively, demonstrate self-efficacy and time
management (Andrews & Wooten, 2005; Armstrong, 2007; Arsendorf, 2009; Conley, 2010). The
American Diploma Project (2004) note the current shift within education for students to not only
understand content, but to also demonstrate mastery of the above detailed skill sets.

COLLEGE AND CAREER READINESS 16

Organizational Context and Mission
The organization of focus is an entrepreneurially focused K-12 charter school located in a
suburb of Los Angeles, California on two campuses located within 10 miles of each other. To
ensure confidentiality, the school will be referred to as BizEd throughout this dissertation. The
mission of the school is through a connected community, to empower and educate students with
the necessary academic and entrepreneurial skills to thrive in the 21
st
century. The school is a K-
12 independent public charter school that incorporates the National Content Standards for
Entrepreneurship Education into all instruction. This mission establishes an answer to the
common challenge facing high school graduates of needing a job to gain experience, but needing
experience to apply for a job. Through the course of their education, culminating with their high
school diploma, students gain both the academic education necessary to be college ready and the
real-world skills necessary to be career ready. In addition, by obtaining these skills, graduates
are able to either follow their vocational path, or obtain employment to support themselves in
their academic pursuits beyond high school. These paths were identified through the evaluation
of data including graduation rates, matriculation and demographic.
There are 986 students enrolled at the school with over 50% of the student population
qualifying for free or reduced lunch and the organization is listed on the Federal Student Aid
Low Income Directory. There are 523 students on the elementary campus that houses grades
TK-6 on the back portion of a LAUSD high school property. There are 463 students in grades 7-
12 on the second campus housed on the property of a synagogue. There are 42 teachers total in
the school grades TK-12. There are 19 elementary teachers in grades TK-6, eight middle school
teachers for grades 7 and 8 and 15 teachers for grades 9-12 at the high school level. There are 11
Special Education instructors that rotate between both campuses as needed and designated to
classrooms on each site. There are 11 administrators and directors at the school holding the
COLLEGE AND CAREER READINESS 17

following positions: Executive Director, Director of Human Resources, Dean of Special
Education Compliance, School Psychologist, Director of IT, Athletic Director, TK-6 Principal,
7-12 Principal, 7-12 Dean of Students, TK-12 Dean of Students and Activities and a Middle &
High School Counselor. The 2013 API score was 822 and assigned at the end of the 2012-2013
school year (California School Ratings, 2015). Currently, this number does not affect planning
or curriculum as it is outdated. During the 2013-2014 school year, the school was part of the
first round of Smarter Balance Assessment Consortium (SBAC) testing in the state of California.
Those exam scores and feedback were never shared, as it was the initial rollout of the testing
program.
Organizational Performance Status
The results of the inaugural administration of the SBAC for the 2013-2014 school year
were not provided to testing organizations as the exam was still in pilot status. During the 2014-
2015 school year, exam results showed 53% of 8
th
graders met or exceeded and 48% nearly met
or did not meet standards. For 11
th
graders, 58% met or exceeded standards and 43% nearly met
or did not meet. The school saw an annual attendance rate of 94.16% for 8
th
grade and 95.32%
for 11
th
grade. The 2015-2016 school year results found 48% of 8
th
graders met or exceeded and
52% nearly met or did not meet standards while 45% of 11
th
graders met or exceeded standards
and 56% nearly met or did not meet standards. Annual attendance rates for this year were
95.51% for 8
th
grade and 93.08% for 11
th
grade. Prior data analysis by BizEd has shown a
correlation between a students’ attendance, SBAC performance and need for credit recovery or
intensive support to ensure graduation.
At present, the credit recovery system at the school provides online curriculum that does
not include the entrepreneurial standards in line with the schools’ organizational mission.
Currently, students who must go on independent study or have credit recovery do so without the
COLLEGE AND CAREER READINESS 18

inclusion of the school’s entrepreneurial mission that incorporates both college and career ready
skills daily in all classes. The development and implementation of an independent study model in
line with the school’s mission is potentially a key component for the organization to ensure all
students acquire both sets of skills before graduation. Through the successful implementation of
a created independent study model, the organization can bridge this gap while also working
towards their vision of establishing themselves as a national entrepreneurial education model.
Organizational Performance Goal
The Independent Study Program is fully online and structured between Supervising
Teachers and Subject Matter Specialist. The responsibility of Supervising Teachers is to oversee
a group of 25 students through the verification of work samples and attendance for auditing
purposes. The Subject Matter Specialists answer questions on subject matter as requested by the
Supervising Teacher for all students enrolled in the program. The Supervising Teacher serves as
the liaison between the Subject Matter Specialists and Students. There may be overlap in the
roles as each Subject Matter Specialist may also serve as a Supervising Teacher to their own
group of 25 students but respond to content area questions for all students.
BizEd’s goal is that by June 2019, 80% of students enrolled in the Independent Study
Program will graduate having met or exceeded college and career readiness as measured by the
SBAC assessment based on the Common Core standards. The program model is designed to
address student absences and avail an alternative to the restrictions associated with a traditional
classroom setting. The anticipated outcome is an increase in student achievement and acquisition
of college and career readiness skills through a reduction in student absences. This goal was
established based on data collected on student absences and SBAC performance data. Student
grades, SBAC performance scores, and attendance data will be used to track progress toward
completion of the goal.
COLLEGE AND CAREER READINESS 19

Description of Stakeholder Groups
The primary stakeholders in the context of the organization performance goal are BizEd’s
Board of Directors, administrators, and teachers. Each of these groups individually and
collaboratively contribute to the success of BizEd. Student achievement is key to the overall
stability and longevity of BizEd as an organization. Teacher performance guides and supports
student achievement which sets the tone for school culture and success. Administration
contributes to the success of BizEd through providing resources, supplies, and services to the
appropriate channels that support teachers in student achievement.
Stakeholder Groups’ Performance Goals
Table 1
Organizational Mission, Global Goal, and Stakeholder Performance Goals
Organizational Mission
Through a connected community, to empower and educate students with the necessary
academic and entrepreneurial skills to thrive in the 21
st
century.
Organizational Performance Goal
BizEd’s goal is that by June 2019, 80% of students enrolled in the Independent Study Program
will graduate having met or exceeded college and career readiness as measured by the SBAC
assessment based on the Common Core standards.
Board of Directors
By January 2019, the Board
of Directors will audit the
semester 1 results of students
in the Independent Study
Program to determine
progress toward course
completion, SBAC
performance and attendance.
Administration
By June 2018, administration will
develop a plan to address students
who are not proving successful
with course completion, SBAC
standards performance growth and
attendance measured by student
attendance data and grade
reporting.
Teachers
By June 2018, teachers
will demonstrate the
competencies required to
successfully deliver
instruction through an
online independent study
model.
COLLEGE AND CAREER READINESS 20

Stakeholder Group for the Study
Though all stakeholders will contribute to the achievement of the organizational goal of
by June 2019, 80% of students enrolled in the Independent Study Program will graduate having
met or exceeded college and career readiness as measured by the SBAC assessment based on the
Common Core standards, it is important to first evaluate where the teaching staff is regarding
their performance goal. The shift to the online independent study model will require an
evaluation of the staff of BizEd to determine where they stand in their ability to support the
program in terms of technology skills and online course management. Teacher support will be
key to both student success and program success, particularly in the initial months. Therefore,
the stakeholders of focus for this study will be the teachers of the Independent Study Program.
The teachers’ goal is to demonstrate the competencies required to successfully deliver instruction
through an online independent study model to increase student achievement and acquisition of
college and career readiness skills through a reduction in student absences and an increase in
SBAC performance scores. If the teachers are not proficient in implementing the online program,
there is the potential for greater decrease in success rates for students enrolled in the program and
difficulty later to correct the problems.
Purpose of the Project and Questions
The purpose of this project is to understand organizational level of preparedness to
implement the online program to increase student course completion rates, SBAC performance
and acquisition of college and career readiness skills. The analysis will begin by conducting
surveys regarding teachers’ personal feelings toward technology use in the classroom,
differentiation as an effective instructional tool and organizational factors which support or
detract from each of those. Analysis of the data will identify patterns in teachers’ knowledge,
motivation and perceived organizational culture, policies, and resources. While a complete
COLLEGE AND CAREER READINESS 21

needs’ analysis would focus on all teacher stakeholders, Kindergarten through 12
th
grade, for
practical purposes, the stakeholders of focus in this analysis are teachers of students in grades 9
through 12 as the initial implementation of the program will be at the high school level.
As such, the questions that guide this study are the following:
1. What is the teacher knowledge and motivation related to being able to implement an
effective online learning environment conducive to student acquisition of college and
career readiness skills?
2. What is the interaction between the culture and context of the organization, and teachers’
knowledge and motivation toward the development of instruction with technology?
3. What are the recommended knowledge, motivation, and organizational solutions to
implement an independent study program?
Conceptual and Methodological Framework
Through implementation of the gap analysis framework established by Clark and Estes’
(2008), organizational goals will be clarified through a systematic and analytical method. The
gap will be identified between the actual performance level and the preferred performance level
within BizEd, and adapted for needs’ analysis as the conceptual framework. The methodological
framework is a qualitative case study with descriptive statistics. Assumed knowledge,
motivation, and organizational (KMO) influences will be generated based on related literature
and personal knowledge. Validation of these influences will take place using a survey, a focus
group, and records including student attendance, SBAC performance data, and lesson plans. The
dissertation culminates with a comprehensive evaluation and recommendation plan.
Definitions
ADA: Average Daily Attendance.
ACT: Formerly American College Testing
COLLEGE AND CAREER READINESS 22

College and Career Readiness: college and career: “the acquisition of the knowledge and skills a
student needs to enroll and succeed in credit-bearing first-year courses at a postsecondary
institution (such as a two- or four-year college, trade school, or technical school) without the
need for remediation” (ACT, 2011).
Independent Study Program: An educational program whereby curriculum is designed for
students to complete assignments predominantly on their own with the support of a supervising
teacher and content area specialist as needed.
SBAC: Smarter Balanced Assessment Consortium
CAASSP: California Assessment of Student Performance and Progress
Pedagogy: The practice and methodology associated with teaching
Organization of the Study
There are five chapters that create a framework to provide organization to the study the
first chapter was intended to provide the reader the concepts and terminology that will be used
throughout the discussion about college and career readiness, independent study, and online
learning. The mission, goals, and stakeholders of the organization were introduced along with an
initial exposure to gap analysis. A review of current literature follows in chapter 2 on the scope
of the study topics of college and career readiness and technology as a viable solution to
problems facing high school graduates will be addressed. Chapter 3 details methodology
inclusive of stakeholder choice, data collection process and subsequent analysis that are utilized
for the study. Chapter 4 presents the results of the data and provides analysis of the findings
followed by chapter 5 which provides solutions with the support of data and literature as
evidence. A recommendation for implementation and an evaluation of the plan for the identified
solutions is provided as a means to close the performance gap.

COLLEGE AND CAREER READINESS 23

CHAPTER TWO: REVIEW OF THE LITERATURE
Across the nation, there has been an increase in the need for students to complete credit
recovery or remediation in the first years of college to meet graduation requirements or rise to
college ready standards. The U.S. Department of Education (2015) reported a national high
school passage rate for the 2013-2014 school year of 82.3%. This marked 3.3% growth in
passage rates from 79% during the 2010-2011 school year (U.S. Department of Education,
2015). The National Assessment of Educational Progress (2016) report on twelfth-grade students
performing at or above proficient in civics, economics, geography, mathematics, reading,
science, technology and engineering literacy, United States history and writing showed scores in
2015 of 25% in mathematics, 37% in reading and in 2011 27% in writing. These scores provide
evidence for a significant number of college students graduating high school without the college
and career readiness skills necessary to be successful in the post-secondary world.
Evolve or Die: New Demands for K-12 Education
Bridgeland, Dilulio, and Burke (2006) state, in their report "Ending the Silent Epidemic:
A Blueprint to Address America’s High School Dropout Crisis" that every 29 seconds a student
disengages from school with a result of in excess of one million high school students who drop
out annually. Additionally, nearly fifty percent of African-American, Hispanic and Native
American and thirty percent of all public high school students do not graduate on time with their
class. Their likelihood of unemployment, health concerns, poverty, incarceration, engaged
citizenship and raising children who will end up dropping out of high school exponentially
increases in contrast to their high school graduation counterparts (Bridgeland et al., 2006). Doll,
Eslami, and Walters (2013) analyzed seven nationally representative studies which span the last
several decades analyzing data that gives insight into the multitude of reasons high school
students drop out. Beyond delving into the "why" they drop out, researchers have sought
COLLEGE AND CAREER READINESS 24

solutions to remedy some of the impacting factors, though much work is still to be done to
resolve the problem.
Dropping out: Pushed, pulled or falling. A students’ failure to complete high school
can be attributed to the result of being pushed, pulled or simply falling, due to impacting
circumstances. Contrary to popular belief, Doll, Eslami, and Walters (2013) note a student
dropping out of school is generally not triggered by an instantaneous event, but rather the
culmination of a series of events or influences over a period of time. A framework was
established for determining the most dominant causes of high school dropout and through used
of the categories of push and pull as outlined by Jordan, Lara, and McPartland (1994) and falling
out, as examined by Watt and Roessing (1994). The concept of a student pushed out focuses on
negative situations that occur within the confines of the school environment including but not
limited to attendance, discipline and academic performance. Conversely, pull out happens with
impacting events or circumstances take place for the student outside of the school environment
and may include illness, finances, employment, family needs or changes that may also include
marriage or childbirth (Jordan et al., 1994). Finally, falling out occurs through the disengagement
in academics by the students where academic progress diminishes due to lack of support (Watt &
Roessingh, 1994). Agency is the key indicator of whether the factor is push (school), pull
(student) or falling out and although pull and falling out appear to be similar, with falling out,
there is no agency by either the school or the student (Doll et al., 2013). It is important to note
the distinction between these two, as schools hold agency over pull factors and therefore are able
to assign efforts and implement strategies and programs to combat the causes. Students studied
in grades 8 through 12 all reported impact on their education by pull factors with the highest
rates between grades 8 and 10. There were some pull factors indicated in, such as apathy and
disengagement, most impacted their drop out (Doll et al., 2013). It is through understanding
COLLEGE AND CAREER READINESS 25

when in a student’s academic career these pull factors most predominantly come into play that
analysis may begin on current actions and a plan for remediation developed.
Effective instruction: Practice and strategies. To start the work of examining current
instruction practices, Dunlosky et al., (2013) analyzed the effectiveness of common learning
techniques employed in K-12 education. Through their study, a pattern emerged of methods
implemented that were ineffective and undermined or stunted student learning. Strategies that
were deemed effective either not or rarely used due to teachers lack of training in them and, in
turn, their inability to train their students to use them (Dunlosky et al., 2013). Additionally, they
noted students are increasingly expected to self-regulate their learning experiences as they
progress through elementary, middle and high schools. Learning conditions, such as the
classroom environment and noise level of where the learning is taking place, as well as student
characteristics including memory, domain knowledge and student efficacy in implementing
associated learning techniques also play an integral role in student achievement (Dunlosky et al.,
2013). McNamara (2010) expands on the importance of a student’s efficacious implementation
of effective learning strategies noting it is often an assumption in education that content is the
most important piece of the instructional mix. Dunlosky et al., (2013) argue for the importance of
teaching students to guide their learning through effective techniques and strategies over the
push for content and critical thinking. The nominal time necessary for teachers to impart these
techniques to students was noted, in conjunction with the benefit for them to be taught with
consistency across the variety of content areas. Further, they assert, the failure of students to gain
these abilities prior to moving into the higher levels of education may, and generally does, lead
to struggles later when there is a higher expectation of self-regulated and unsupervised learning
(Dunlosky et al., 2013).
COLLEGE AND CAREER READINESS 26

Time: Physical versus biological. Kelley et al., (2015) analyze the impact of the
opposition between physical time and biological time, and the role it plays in student
performance. Thus far, the concept of time has played an obscure and underlying role in the
conversation that surrounds student achievement and retention. Education is conducted in
accordance with physical time, determined as customary by its surrounding society. By contrast,
biological time is measured by the development of the body and its internal clock (Kelley et al.,
2015). The difference in measurement between these two constructs of time comes into play in a
students’ academic career when they are unable to reconcile the disconnect between these two
and acquire the skills expected by a certain time, age or grade. When a student is not able to meet
this expectation, their self-efficacy is damaged and their susceptibility to drop out increases
(Kelley et al., 2015). As students move into their adolescent years, their internal clock shifts to
keep them up later at night and wake up later in the morning. The shift of their internal clock
moves their peak performance time to mid-day, outside of the currently determined and
designated performance time which education is built on. This evidence establishes a sound
argument for the synchronization of education time to adolescent biological time to address the
ripple effects of sleep deprivation that include decreased memory retention and student
performance. Start time adjustments are a more cost-effective solution in relation to other
typically implemented strategies such as smaller class sizes and are proven to have a positive
impact on students’ performance, particularly with disadvantaged students where high stakes
outcomes are involved (Edwards, 2012; Kelley et al, 2015). To actually, and efficiently, seek to
improve student achievement and eliminate some of the push and pull factors creating barriers to
student success, decision makers in education must begin to look beyond current practice and the
confines of the traditional classroom instruction model.
COLLEGE AND CAREER READINESS 27

The promise of online education. The world in which students live rapidly evolves and
diversifies leaving education consistently running from behind to catch up. Garthwait (2014)
draws attention to changing demographics, decreased funding, teacher shortages and
deteriorating infrastructure currently facing our schools across the country. Online education has
the ability to meet the needs of a diverse population of students with a variety of needs including
those with disabilities, those needing credit recovery and those who are in need of Advanced
Placement Courses (Garthwait, 2014). In a study of students in grades 5-12, Roblyer and
Marshall (2002) identified achievement beliefs, responsibility and risk-taking, organization and
self-regulation, and technology skills and access as the four most crucial factors that contribute
to student success. To meet the diversity of the students with regard to these factors, Tucker
(2007) characterizes the varied forms this type of instruction can take from a hybrid blended
learning environment consisting of both online and offline instruction or entirely online in a face-
to-face format or entirely independent.
Hart (2012) offers persistence as a component to student success in an online course and
notes its definition exceeds success, but also incorporates “satisfaction with online learning, a
sense of belonging to the learning community, motivation, peer, and family support, time
management skills, and increased communication with the instructor” (p. 19). Essentially, the
attributes that contribute to persistence in online education along with the four factors for student
success identified by Roblyer and Marshall (2002) target those challenges impacting students’
propensity to push or pull out of school and targets student engagement. Brunner and Tally
(1999) note the ability for technology to support democratic learning through cycles of research,
production, and conversation that is student directed creating a normalized school culture of
inquiry and reflection. The International Association for K-12 Online Learning (2013) claims an
estimated 2 million students participated in some form of online instruction between the years
COLLEGE AND CAREER READINESS 28

2009-2012 and that several states now mandate high school students complete some form of an
online course prior to graduation. This mandate emphasizes the value of online education beyond
the delivery of subject area content and activities.
Online instruction best practices. The common theme among best practice research in
online instruction is to keep effective instructional practice at the forefront with a focus on
student centered learning. D’Agustino (2012) highlighted the importance of discerning those
factors which make instruction the most effective and transfer them to the online environment.
Corry, Ianacone and Stella (2014) assert both online education and traditional classroom settings
share similar themes in best practices through the need for teacher flexibility and clear
communication. Although application of themes differs in each instructional setting, fruitful
student results are still at the core of instructional practice. Ultimately, this removes the concern
from technology and shifts it to pedagogy. Additionally, learning environments should present
clear structures, objectives and outcomes, and offer viable tools for collaboration,
communication and access through the learners preferred learning style (D’Agustino, 2012;
Corry, Ianacone and Stella, 2014). Zhang and Walls (2009) are in accord that the ideology which
designates effective teaching practice, achieved through student centered learning and
authenticity of pedagogy, is at the forefront of importance regardless of where the learning takes
place. To further this assertion, Miller and Masur (2009) stress the importance of student
centeredness in the design of the learning environments and putting the learner ahead of the
technology. Adherence to these identified best practices will put developers and teachers of
online courses on the path to drive student achievement through effective and proven
instructional strategies.
New demands: 21
st
century skills. Brown (2014) offers the incorporation of technology
into instruction as a viable method to support Common Core standards mastery that has brought
COLLEGE AND CAREER READINESS 29

with it the necessity for students to develop a new set of skills to be deemed college and career
ready and academically prepared for post-secondary education. The shift to a more globalized
economy has introduced the need for students to develop a specialized and specific set of skills.
The Partnership for 21
st
Century Learning (2007) worked with partners from both education and
business to provide a working definition for the knowledge and skills necessary to be successful
in citizenship, work and life and to establish systems to support the learning outcomes. Jesness
(2005) notes these 21
st
-century skills are employed when students take online courses. She
further cites these skills of independent thinking, self-motivation, self-directed learning and
information seeking and giving are those same skills necessary for productive work
environments. Students inherently must work to develop self-regulating behaviors and
strengthen independent learning skills as the learning predominantly takes place in the students
own space and in their own established schedule (Jesness, 2005). Beyond the ability for the
student to develop favorable skills and habits essential for successful academic performance,
teachers have the ability through the technology to create meaningful learning opportunities for
their students. Using the multitude of tools available to online learning platforms, teachers can
tailor instruction, delivery, and assessment to cater to students' specific strengths and abilities
thereby optimizing meaningful learning experiences (Jesness, 2005). Instead of a sole focus on
content knowledge acquisition, students are learning to become effective communicators in ways
relevant and necessary to work environments that are growing beyond local and national borders.
The business and academic worlds beyond K-12 are rapidly changing. The adoption of
the Common Core State Standards has brought with it a need to adapt our students’ skills to be
successful and achieve standards mastery. Research shows us the critical areas of focus to keep
students engaged in their academics and where strategies need to be focused. These new skills
set out to concentrate their efforts on creating strategies where students gain the knowledge and
COLLEGE AND CAREER READINESS 30

abilities necessary to not just be successful in the classroom, but in life beyond it as well
(Edwards, 2012; Jesness, 2005). Common Core has labeled successful mastery of their standards
as College and Career Ready and the Smarter Balanced Assessment Consortium has worked to
establish an assessment that will provide a measure of students' readiness based on those
standards. To prepare successful participants in the 21
st
century post-secondary and professional
worlds, K-12 education must first stop trying to impress new and innovative skills on old and
outdated foundations. Work should be focused on the development of new foundations on which
students can cultivate these skills and become efficacious independently towards achievement
and pull them back into their education re-engaged (Brown, 2014; Jesness, 2005).
Clark and Estes’ (2008) Organizational Problem Solving Framework
This dissertation will follow the conceptual framework developed by Clark and Estes
(2008) which states that in order to achieve a successful performance, the individuals involved
must possess the knowledge, motivation and organizational support that is necessary. Individuals
who have acquired the necessary knowledge to be successful are able to problem solve, think
critically and adapt to change in an environment in flux. Motivation evaluation is more complex,
but generally refers to a person’s choice, persistence and mental effort applied to a task. Finally,
a lack of resources or inadequate processes point to organizational factors that affect
performance to varying degrees (Clark & Estes, 2008). Each of these independently or together
have significant impact on organizational problem-solving efforts.
Teacher Knowledge, Motivation, and Organizational Influences
The section that follows details the literature surrounding the role knowledge, motivation
and the organization play in the successful implementation of an online independent study
program. The specific factors of each of these will be discussed as they relate to the stakeholders
of focus, the teachers of the organization. Next, teachers’ knowledge types (declarative,
COLLEGE AND CAREER READINESS 31

procedural and metacognitive) will be explored with assessment criteria of the influencers
outlined. Assumptions will be made with regard to teachers’ motivational influencers through the
employ of utility value and self-efficacy. Assessment criteria will be detailed and framed for its
overall position within the study. Finally, assumed organizational influencers will be explored
through the analysis of cultural model and setting with assessment criteria established for each.
A table for each of the knowledge, motivation and organizational influencers has been provided
to outline the identified influencers and the selected assessment criteria.
Knowledge and Skills
The purpose of review of knowledge literature is to identify the knowledge and skills
influences that are related to the achievement of the stakeholder goal, demonstrating the
competencies required to successfully deliver instruction through an online independent study
model. Through this literature review, analysis of the types of knowledge presented is provided.
Knowledge types. Krathwohl (2002) provides a taxonomy of the four types of
knowledge: factual, conceptual, procedural and metacognitive. Factual knowledge is considered
foundational and includes basic elements of the discipline that will allow students to problem
solve including key terms, facts, details and elements (Krathwohl, 2002). Transitioning into the
relationships between these foundational elements, conceptual knowledge focuses on their
functions independently and together within a larger structure. These relationships include
classifications, categories, principles and generalizations as well as theories and models
(Krathwohl, 2002). Factual and conceptual are declarative types of knowledge and most easily
answer the questions “Who, What and/or When?” To progress in deeper understanding of a
discipline or specific topic, procedural knowledge must be accessed. Procedural knowledge
seeks to answer the question “How?” through the application of methodology, inquiry,
techniques and criteria. This includes skills and techniques that are subject specific as well as the
COLLEGE AND CAREER READINESS 32

criteria one must use to determine when to use procedures appropriately (Krathwohl, 2002).
Finally, the fourth type of knowledge, metacognition, must be activated. Baker (2009) concisely
defines this type of knowledge as thinking about thinking. Metacognition includes the
application of proper context and condition to both the subject matter and one’s own thoughts on
that subject. Self-awareness of one’s knowledge and cognition plays an integral role in this type
of knowledge and the learner’s ability to be strategic in the development of solutions to problems
(Krathwohl, 2002).
The literature to follow is examined in relation to teachers as the stakeholders of focus at
BizEd for achievement of the stakeholder goal. All four knowledge types will be examined, with
factual and conceptual addressed together as declarative. Each knowledge influence will be
categorized by knowledge type, as it is important to establish clearly identified and articulated
necessary skills for stakeholders to achieve both the stakeholder and organizational goals.
Teachers’ knowledge of learning platform. Factual knowledge is comprised of basic
information including key terms and details (Krathwohl, 2002). To achieve program
effectiveness, teachers need knowledge of the functionality and capabilities of the learning
platform for the Independent Study Program. This functionality includes common terminology
associated with the usage of the platform and details on how the features work dependent and
independent of one another. Finally, the elements that make up both the learning platform in its
entirety, and the classroom environment created within the system, complete the final piece of
factual knowledge necessary for successful implementation and delivery of an online
independent study program. Tomlinson et al. (2003) highlight the need for contemporary and
transformational teachers to develop classroom routines that offer consideration for readiness,
interest and learning profiles and the variances in these areas of their learners in connection to
the tenets of Sociocultural Learning Theory. Razfar (2013) emphasizes the importance of the
COLLEGE AND CAREER READINESS 33

environment influenced by goals, rules and community structures on an individual and a person’s
ability to move through their zone of proximal development with the guidance of a more
knowledgeable other. The more knowledgeable other can be a peer, a teacher or someone within
the community structure in which the individual is learning. The focus of the learning should be
to put the learner in a position to assume a greater role in the responsibility of knowledge
acquisition.
Differentiation methodology. Powers (2008) defined differentiation as the methods by
which teachers adapt needs and readiness levels for their learners to increase skills acquisition.
Conceptual knowledge is focused on the interrelationships of basic information and frames it
within a larger structure (Krathwohl, 2002). As an example of this type of knowledge, teachers
need to know new methods to differentiate instruction using educational technology that are
compatible with the learning platform. Logan (2011) highlights the rapidly growing diversity of
learners in today’s classrooms whether demographic, family living situation or educational
needs. Recently, education has seen a shift to include learning environment to the diversity mix,
primarily moving to instruction delivery in online platforms. With this shift comes the necessity
to reach learners through this new learning environment while still maintaining the quality of
education they received in the traditional brick and mortar setting (Logan, 2011). Differentiation
plays a critical role in this quality of education, though methods of differentiation from the
traditional classroom to the digital one may not sufficiently translate. Therefore, it is pertinent for
teachers to learn to adapt traditional differentiation methods to digital ones and still maintain the
integrity of the instruction. Tomlinson (2001) notes for successful and true differentiation to
occur; three essential components must be adapted: content, the process by which one instructs,
and the student products delivered. Anderson (2007) added to this with the inclusion of student
choice in both instruction and product delivery, flexibility, on-going formative and summative
COLLEGE AND CAREER READINESS 34

assessments and creativity. Knowledge of these key principles of differentiation will ensure
teachers effectively meet the needs of all learners in the online environment while supporting
them in successfully adapting existing curriculum and strategies into their instruction in the new
model.
Digital learning strategies. Procedural knowledge is how knowledge and skills are used
inclusive of applicable inquiry methods and specific criteria for its use (Krathwohl, 2002).
Teachers need to know how to incorporate differentiation strategies in their lesson plans that
translate into digital models. The ability of Independent Study Programs to foster student
achievement is driven by differentiation through student choice. This differentiation occurs from
a variety of strategies translated into a digital learning model where teachers modify and adapt
curricula, resources, instruction delivery and products created by students. Subsequently, this
maximizes the power of the strategies implemented and the opportunities for learning in their
classroom (Tomlinson et al., 2003). Through these strategies of adaptation and differentiation,
there is consistently presented an ability for teachers to develop necessary critical thinking skills,
offer student choice, scaffold subject depth and increase college and career readiness skills
through research and technology skills acquisition (Powers, 2008). Through consistent
development of skills that can be utilized to meet the needs of varied learner types, teachers will
enhance their ability to provide transformational educational opportunities through varied
learning opportunities and mediums.
Teacher reflection. Metacognitive knowledge is focused on awareness and thinking
about ones’ own cognition, thinking about thinking. Teachers need to know how to reflect on
their own effectiveness in the digital classroom. Rodgers (2002) highlighted the importance of
reflection in teachers meeting the complexity of learning, the subject matter at hand, and their
own influences, along with the contexts in which these are taking place. Through a study on the
COLLEGE AND CAREER READINESS 35

work of John Dewey, Rodgers (2002) identified four criteria to establish purposeful and
meaningful reflection. The first criterion involves making meaning of a string of situations with a
deeper understanding of connections and relationships between those situations. Second,
reflection is systematic, rigorous and disciplined. With roots in scientific inquiry, teachers must
work to reflect in ways that will deepen understanding of their teaching practice and
methodology and lead them to identify areas of growth. Third, reflection does not only happen
after the fact, but in-practice while working and interacting with others. Effective reflection in
practice takes work and practice, but it is an important tool for teachers to implement regularly
so they may alter missteps as they occur rather than afterward when extensive work must be
done to repair them (Rodgers, 2002). Finally, and most importantly to the metacognitive process
of reflection and how it impacts teaching practice, attitude toward reflection must be one of
personal and intellectual growth. This growth applies not only to the individual teacher, but to
the students and colleagues impacted because of this growth as well (Rodgers, 2002).
These necessary criteria, when followed and adopted correctly and adequately by
teachers, will lead to thorough and well-rounded metacognition of ones’ own teaching practice
and, in-turn, transfer the reflective practice onto their students’ cognitive abilities. Ni (2013)
analyzes the dichotomy of online and in-person instructional settings and notes the importance of
interaction between teacher and students as well as students among each other whether directly
or passively. The burden of creating an environment that fosters a sense of community and
student-centered learning then falls on the teacher and their ability to effectively use the tools
available to them. As a result, Smith and Hardaker (2000) propose there is an opportunity for
increased student participation through more in-depth and reflective discussion. Through
reflection on their work in the digital classroom and the environment created, teachers will be
COLLEGE AND CAREER READINESS 36

more effective with applied instructional strategies and supports provided to their students for
their success and academic achievement.
Table 2 outlines the organizational mission and global goal of BizEd. Additionally, the
included stakeholder goal addresses what the teachers in the Independent Study Program will do
to ensure students successfully complete courses and meet attendance requirements to ultimately
attain the organizational global goal. The Knowledge Worksheet informs on the assumed
knowledge and skills held by the teachers of BizEd, the stakeholder group of focus, and the
application of cognition to the identified problem of practice in this dissertation. Column one of
the worksheet outlines the Assumed Knowledge Influences of the stakeholders. These influences
are based on the four types of knowledge which will impact the stakeholder groups’ ability to be
successful in the Independent Study Program, as well as attainment of both the stakeholder and
organizational global goals. Column two addresses how these Knowledge Influences will be
assessed. These assessments will provide a determination of stakeholder knowledge and skills
attainment.
Table 2
Knowledge Influences on Teachers
Organizational Mission
Through a connected community, to empower and educate students with the necessary
academic and entrepreneurial skills to thrive in the 21
st
century
Organizational Global Goal
BizEd’s goal is that by June 2019, 80% of students enrolled in the Independent Study Program
will graduate having met or exceeded college and career readiness as measured by the SBAC
assessment based on the Common Core standards.
COLLEGE AND CAREER READINESS 37

Stakeholder Goal
By June 2018, teachers will demonstrate the competencies required to successfully deliver
instruction through an online independent study model.
Knowledge Influence Knowledge Type Knowledge Influence
Assessment
Teachers need knowledge of the
functionality and capabilities of a
variety of technology platforms
used for education.

Teachers need to know new
methods to differentiate instruction
using educational technology that
are compatible with a variety of
learning management systems.
Declarative
(Factual)

Declarative
(Conceptual)
Survey items:
• “Technology platforms such
as websites, social media and
learning management
systems (Canvas, Edmodo,
Blackboard, etc.) are
effective means of
disseminating class
information and
assignments.”
• “My students know more
about technology than I do.”
Survey items:
• “I am skilled in helping
students’ complete tasks
using technology.”
• “Students collaborate more
when they use technology in
the classroom.”
Teachers need to know how to
incorporate differentiation
strategies in their lesson plans that
translate into digital models.
Procedural Documents:
Teachers will be asked to submit
one lesson plan for a typical class
period that has both an online
and an offline option for that
lesson.
Survey items:
• “I am skilled in constructing
and implementing project-
based learning lessons where
students use a variety of
technology to create a
product.”
• “I have changed the way I
teach due to technology.”
• “Students create products
evident of higher order
thinking skills when they use
technology.”
COLLEGE AND CAREER READINESS 38

Teachers need to know how to
reflect on their own effectiveness
in using technology in the
classroom.
Metacognitive Survey items:
• “I have classroom
management strategies in
place that I can use to
integrate technology into my
classroom.”
• “When I plan my lessons, I
regularly consider how
technology could improve
my instruction.”
• “I can effectively assess
students work products in my
content area that have been
created using technology.”
• “Time is given to teachers
during professional
development to discuss what
was learned and how it can
be used in the classroom.”
Motivation
The focus of this review of literature is to analyze the motivational influences that are
related to the achievement of the stakeholder goal, and ultimately the organizational goal for
BizEd. Pintrich (2003) describes motivation as that internal force which drives one toward task
completion with purpose and direction. Mayer (2011) characterizes motivation through four
components: personal, activating, energizing and directed. Motivation is personal in that it
occurs from within an individual, activating in that it instigates behavior and energizing in that it
creates and maintains a drive through persistence and intensity. Finally, motivation inspires goal
directed behavior aimed at accomplishment. Mayer further details the internalization of academic
motivation by channeling five conceptions that function independently or in conjunction with
one another. The conceptions note that when students are interested, believe in the efforts of their
work, attribute their own successes or failure to their efforts, set goals and view their teacher as a
partner working with them for achievement, student motivation is optimized. In this section,
COLLEGE AND CAREER READINESS 39

Utility Value and Self-Efficacy are the two motivational theories that will be analyzed in relation
to the goals of BizEd.
Expectancy Value Theory. Traditional Expectancy Value Theory established by
Atkinson (1964) draws a connection between an individuals’ choice, performance, persistence,
and belief of task value. Meaning, if an individual places a belief of a high value on a task, they
are more inclined to choose to work towards that task, perform optimally and persist towards its
successful attainment. For the modern application, Wigfield (1992) and Eccles (1987) outline the
theory as one in which an individual’s behavior is affected by the value placed on outcomes and
the perceived probability of the outcome being achieved. The modern iteration of Expectancy
Value Theory proposed by Wigfield and Eccles differs from its traditional counterpart in that it
has a broader scope in that it incorporates environmental factors, including social and cultural,
and there is an assumption of positive relation between expectancy and value in contrast to the
negative relation established by Atkinson (Eccles, 1987).
Eccles (2006) correlates utility value to extrinsic motivation. This aspect of utility value
considers the usefulness of the task at hand and the role it plays in the overall attainment of a
goal. The task is not the one that will achieve the goal, but rather a means to reach the end. If the
value of the task or goal is not seen, one may be less motivated to see the task or goal through to
achievement. Therefore, it is necessary for stakeholders to buy into the value of the task(s) at
hand and ultimately the stakeholder and organizational goals (Eccles, 2006).
Teachers’ utility value. Teachers need to see the value in effectively learning the tools
and features associated with the learning platform chosen for the Independent Study Program.
Thoonen (2011) noted the importance of intellectual stimulation by transformational leaders,
challenging teachers’ growth in beliefs, assumptions, and values. These challenges increased
instances of teachers seeking to inform themselves of changes in their field and reading
COLLEGE AND CAREER READINESS 40

professional literature thereby increasing instances of organizational problem solving (Thoonen,
2011). Chien (2012) studied the effects of teacher motivation towards web-based learning
finding a connection between elevated social interaction on the platform and the positively
perceived usefulness and value of it. Additionally, the study found learners acquired a negative
perception of web-based learning when they had high expectations for an offline learning
experience (Chien, 2012). When teachers value organizational goals as their own, the motivation
to develop professionally aligned to those goals becomes an internal process and professional
development and learning activities are essentially done in accordance to their own personal
goals and values (Thoonen, 2011). Value placed on organizational goals, in this, the move to an
online module, is essential to the overall achievement of those goals. Personal connection to
those goals is ultimately the fastest route to attainment while also allowing opportunity for
professional growth motivated by intellectual stimulation provided by a leader seen as a partner
in the growth process.
Self-Efficacy Theory. Pajares (2006) noted the foundational element of self-efficacy to
motivation as a critical part of social cognitive theory. Pajares warned of the importance to not
confuse ones’ beliefs on outcomes based on the judgments and expectations of others, but rather
focus on belief their actions will produce the desired outcomes. This highlights the experiential
nature of self-efficacy, where through mastery experience, vicarious experience, social
persuasions, and physical reactions. For the successful attainment of ones’ goals or desired
outcomes, confidence, or self-efficacy, is essential. Self-efficacy rests in this belief in personal
action to accomplish ones’ goals, incentive is established along with ones’ desire to persevere
when difficulties arise. It is through the employ of Mayer’s four sources of motivation (personal,
activating, energizing and directed) with any combination of the of the five conceptions of
COLLEGE AND CAREER READINESS 41

motivation as detailed above where one reconciles difficulties and where self-efficacy develops
and the individual continues to channel their efforts towards goal attainment (Mayer, 2011).
Teachers’ self-efficacy. Teachers need to believe they are capable of applying the tools
and features to differentiate effectively in the learning platform chosen for the Independent Study
Program. Bandura (2000) reported on the role people play on and in their environment. Just as
people are a product of the environment they are in, they affect the environment around them.
Perceived efficacy plays an important role in both behavior and the eventual accomplishment of
goals and outcomes desired. Additionally, it is this efficacy which determines effort,
perseverance, and resilience toward the achievement of ones’ goals (Bandura, 2000). In a study
on tutors in a distance learning program through a web-based platform, Xiao (2014) showed
perceived self-efficacy to be the motivating factor that played the most important role in teacher
learning, in agreement with the work of Thoonen (2011). This along with a positive attitude
toward the digital learning platform and instruction methods and continuing professional
development most affected their motivation to continue with the program (Xiao, 2014). Thoonen
(2011) noted with teacher self-efficacy, when there is a high sense of self-efficacy, they are more
inclined to new ideas and experimentation, put more effort into planning and organization and
have increased resilience and perseverance when they are not meeting their goals. To accomplish
organizational goals inclusive of new methodology and changes in environment, it is critical to
create a positive environment for teachers to approach the new learning. This will promote
increased self-efficacy and ultimately ensure resilience and persistence toward the goal.
Table 3 details the motivation influences that are assumed to impact teachers’ ability to
demonstrate the necessary competencies to successfully implement the online program. Column
one of the worksheet outlines the Assumed Motivation Influences based on the motivational
theories: Utility Value and Self-Efficacy. The effects of these motivational influences will
COLLEGE AND CAREER READINESS 42

impact the stakeholder groups ability to be successful in the Independent Study Program and
attainment of both the stakeholder and organizational global goals. Column two addresses how
these Motivational Influences will be assessed for determination of stakeholder view of value
and comfort level with the Independent Study Program.
Table 3
Motivational Influences on Teachers
Organizational Mission
Through a connected community, to empower and educate students with the necessary academic
and entrepreneurial skills to thrive in the 21
st
century
Organizational Global Goal
BizEd’s goal is that by June 2019, 80% of students enrolled in the Independent Study Program
will graduate having met or exceeded college and career readiness as measured by the SBAC
assessment based on the Common Core standards.
Stakeholder Goal
By June 2018, teachers will demonstrate the competencies required to successfully deliver
instruction through an online independent study model.
Assumed Motivation Influences Motivational Influence Assessment
Utility Value: Teachers need to see the value in
effectively learning the tools and features
associated with the learning platform chosen for
the Independent Study Program.
Survey items:
• “Computers are a valuable instructional
tool in all content areas.”
• “Teachers can more effectively
collaborate through technology.”
• “During the course of professional
development, teachers are provided
opportunities to see examples of how the
skills and/or strategies can be applied to
their classroom and/or instruction.”

COLLEGE AND CAREER READINESS 43

Self-Efficacy: Teachers need to believe they are
capable of applying the tools and features to
differentiate effectively in the learning platform
chosen for the Independent Study Program.
Survey items:
• “It is easy for me to work on a
computer.”
• “I am confident in my ability to
incorporate technology into my
instruction due to my skill level.”
• “Professional development provides
opportunities for teachers to practice
applying the new skills learned to their
classroom and/or instruction.”
Organizational Influences
Beyond the knowledge and motivational factors that influence teachers in the use of
technology in the classroom and as a method of differentiation practice, there are organizational
influences that create performance gaps. Clark and Estes (2008) highlight the important role
organizational culture plays in leading to performance problems which prevent goal attainment,
regardless of the knowledge and motivation present within the organization. This is especially
true about education, particularly schools. Gallimore and Goldenberg (2001) divide the notion of
culture into two segments: cultural models and cultural settings. Cultural models are comprised
of the shared values and beliefs among individuals of the factions while the cultural settings are
the environments or endeavors in which the faction participates. In addition to the knowledge
and motivational influences outlined previously, unresolved organizational barriers including
resistance to technology, negative attitudes, perception of busy work and lack of resources and
support play an integral role in an organization’s ability to achieve its goals.
Resistance to technology. Teachers resistance to the implementation of technology is a
multi-faceted issue with influences ranging from personal beliefs and skill sets to organizational.
Ertmer et al. (2012) divided the constraints affecting teachers in the implementation of
technology into first-order and second-order barriers. The first order primarily dealing with
resource allocation and other such obstacles which have predominantly been resolved for many
COLLEGE AND CAREER READINESS 44

teachers and schools by this point. The second order, and more challenging to overcome, focus
on internal barriers such as confidence, beliefs, and value in practice for both teaching and
learning (Ertmer et al., 2012). These were addressed in the motivation section above. Baylor and
Ritchie (2002) noted the impact external factors such as professional development, climate, and
environment played on teachers’ willingness and openness to integrate technology. They argued
the most important component of this was teachers need to see technology use as relevant and
not just accept it.
The integration of technology into the classroom is an oft-used practice in student
centered learning. This type of learning is characterized by interdisciplinary work that is
challenging and provides authentic opportunity for student inquiry. The challenge in technology
integration for teachers is not simply having students use the technology, but rather to have
students use the technology to work and problem solve using the technology as a tool to aid the
development of higher level thinking skills. By defining student-centered learning, the role
teachers play in conjunction to the implementation of technology is clearly delineated (Ertmer et
al., 2012). The approach taken by teachers, whether constructivist or traditional, essentially
determines if the student-centered approach is effectively implemented. Constructivist teachers
generally use technology to support the students whereas traditional teachers who adhere to a
more traditional pedagogy used technology as a tool to drive their instruction (Ertmer et al.,
2012). This supports the assertion that second-order barriers are more challenging to overcome
as pedagogical practice must be in line with student-centered learning otherwise increased access
to the technology is irrelevant. In addition to aligned pedagogical practice, administrators must
foster an innovative environment towards technology through the organizational technology plan
and professional development (Baylor & Ritchie, 2002).
COLLEGE AND CAREER READINESS 45

Negative attitudes. Teachers approach to learning affects their own knowledge
acquisition in much the same way it does for their students. Just as the environment created by
the administration toward innovative technology use plays an important role in teachers’
attitudes toward changing their pedagogical practice, so does the teachers attitude toward
professional development. Soebari and Aldridge (2015) note a traditionally negative and close-
minded view of professional development has evolved over time where it is viewed as an event
rather than part of their practice. Negative attitudes had developed by teachers as they viewed
professional development as focused events separate from their daily work and sought to give
them an opportunity to master a specific skill. Additionally, there is a perception that the purpose
of professional development is to correct deficit or problem behavior in teaching staff, furthering
a negative attitude by teachers towards participation. In recent years, there has been a focus on
shifting negative teacher attitudes to the knowledge and skills delivered by professional
development programs by the evolution of these programs to ones that focus on teacher
participation, reflection, and choice. The goal of the transition of professional developments to
teacher involved is to shift the attitudes of those teachers to view them as part of their
professional practice (Soebari and Aldridge, 2015).
Lack of resources and support. Teachers citing lack of resources as reason for
shortfalls in practice has been a long-waged battle in education. The necessity to incorporate
technology into instruction has not worked to quell the issue, but rather has exacerbated it
further. Muir-Herzig (2003) cites the need for support staff for the technology and trainings
focused on proper use, implementation and integration of technology. Baylor and Richie (2002)
reported teachers primarily cited three barriers to their integration of technology: lack of
technology equipment, lack of time to create technology integrated lessons and scheduling
access time in coordination with other teachers. Teachers argue to learn how to use the
COLLEGE AND CAREER READINESS 46

technology they must be able to access it, but find availability at their school sites lacking. For
schools that have invested in the implementation of technology, they are rapidly met by ongoing
costs, outdated equipment and the need to spend additional monies to update hardware and
software. Beyond the monetary demands associated with the purchase of hardware and software
come the often-overlooked costs associated with infrastructure to support the technology
including wiring, internet access, etc. (Muir-Herzig, 2003). Finally, as with resistance and
attitude, the organizational environment toward supporting teachers in their professional
development and innovative technology integration plays a pivotal role in teachers selected
pedagogical practice. Through the removal of the fear of failure, a schools’ administration offers
a supportive role in working toward teacher openness, confidence and efficacy with technology
integration (Baylor & Richie, 2002).
Clark and Estes (2008) advise alignment of organizational culture and behavior to
accomplish organizational goals. Research on the organizational influences points to established
and fostered environment as a key and critical component to focus on to resolve resistance,
negative attitudes and lack of feeling supported. Through this alignment, teacher evolution in
pedagogical practice to include technology implementation can take place with the support of
administration.

COLLEGE AND CAREER READINESS 47

Table 4
Organizational Influences on Teachers
ORGANIZATION
Assumed Organizational Influences Organizational Influence Assessment
Cultural Model Influence 1: There is a general
resistance by teachers to the incorporation of
technology or the migration to it fully.
Survey items:
• “It is difficult develop and maintain
relationships with students when you
integrate technology into your
classroom.”
• “I enjoy learning new technology that I
can integrate into my instruction.”
• “I enjoy collaborating with colleagues on
educational technology.”
Cultural Model Influence 2: Negative attitudes
exist among some of the teachers towards
professional development and training that would
alter their teaching style or methodology.
Survey items:
• “Professional development at my school
is flexible in that it is adapted to meet the
current needs and interests of the
teachers.”
• “Professional development is
differentiated to meet the needs of a
variety of experience levels among
teachers.”
• “Peer observations are encouraged by
my school as part of professional
development.”
• “Teachers at my school are able to
engage in meaningful discussions on the
purpose and potential impacts of the
professional development provided.”
Cultural Setting Influence 1: Teachers feel there
is a lack of technology resources to support
moving to a technology driven model of
instruction.
Survey items:
• “Professional development offered by
the school considers the necessary
resources and support that are available
to teachers.”
• “Professional development offered by
the school considers whether the
strategies and skills delivered during the
training are able to be immediately
implemented into the classroom.”
• “It is consistently clear how professional
development is related to school goals or
classroom instruction with standards
alignment.”
COLLEGE AND CAREER READINESS 48

Conceptual Framework: The Interaction of Teachers’ Knowledge, Motivation and the
Organizational Context
The purpose of a conceptual framework is to provide a graphic or written component
which represents the relationships between the key variables, factors, and influences of the study.
Maxwell (2013) notes the significance of a conceptual framework outlining the plan for the
study, the current factors at play and any theories developed in relation to the study goal. Teacher
Knowledge, Motivation, and Organizational influencers do not function independently within
their spheres of influence, but rather affect the influencers of the other spheres or the other
spheres as a whole. Most importantly, all spheres of influence must play their part to achieve the
identified stakeholder goal.
Figure 1: Conceptual framework of the knowledge, motivation and organizational influences on
the teachers’ goal.
COLLEGE AND CAREER READINESS 49

To successfully implement an Independent Study Program to support College and Career
Readiness for its students, the knowledge and motivational influencers affecting teachers and
organizational influencers must work together for goal attainment. The researcher must explore
in their own way the influencers, how they do or do not work together and from this rationalize
the underlying impact of these influences (Merriam, 2016). The areas of intersection of the
spheres highlight key functionalities of those spheres in connection with each other and potential
areas for investigation. Knowledge, motivation and organizational influencers and the way they
work for or against each other directly impact goal attainment.
The stakeholders of focus for this study are the teachers at the organization and it is their
knowledge and motivation that was studied and a recommendation made on whether they are
prepared to successfully support the implementation of an Independent Study Program. Teachers
must have knowledge of effective differentiation strategies utilizing the functionalities and
capabilities of an online learning environments, and the motivation to see value in learning those
strategies along with the tools available in the platform. Additionally, it is important for them to
understand the difference between effective differentiation in the traditional classroom setting
and an online classroom and recognize when a method does not translate effectively into one or
the other. The move to the online classroom will require a heightened awareness of effective
teaching practice and an openness to consistent and ongoing reflection on effectiveness to build
belief in their capability to connect available features with differentiation. To develop those
strategies, teachers must have a positive attitude towards professional development on pedagogy
provided by the organization, particularly with educational technology and implementation
strategy. A negative attitude toward professional development could hinder the stakeholders’
ability as a whole to effectively support the program. It is in this area that it will be critical to
identify what the causes of the negative attitude are and work to make the experience meaningful
COLLEGE AND CAREER READINESS 50

for all members of the stakeholder group. As part of this, certain factors including technology
resources, perception of assigned busy work, comfort level and feeling toward technology use
were explored during the collection of data and results analysis that follows. Ultimately, the
successful attainment of the goal of identifying stakeholder preparedness to implement an
Independent Study Program comes down to the efficacy, ability, and value perceived by the
stakeholders.
Conclusion
Teacher perception on differentiation in the classroom through use of technology varies
and the factors that influence that variance are numerous. Chapter 2 attempted to identify several
of the major influences literature supports as affecting teacher use of technology for
differentiation. In addition, Chapter 2 provided exploration into the roles those influences play in
the successful implementation of technology in the classroom. Teachers self-efficacy, attitude,
skills and lack of support and resources from leadership may allude to performance gaps in
knowledge, motivation and the organization (Clark & Estes, 2008). Failure to address these
performance gaps could lead to further adverse implications in student achievement, course
passage rates and college and career readiness.

COLLEGE AND CAREER READINESS 51

CHAPTER THREE: METHODOLOGY
The purpose of the study was to gain insight into the organizations preparedness to
implement an online independent study program as a means to increase student acquisition of
college and career readiness skills as measured through SBAC performance. This study was
organized into five chapters intended to give the reader insight to college and career readiness,
independent study and online learning with an introduction to the mission and goals of the
organization to guide the discussion. The teachers served as the stakeholders of focus and
analysis was conducted to assess their personal feelings towards technology used in the
classroom, differentiation as an effective instructional tool and organizational factors which
impact those. Data analysis sought to answer the research questions through the identification of
patterns in teacher knowledge and motivation toward implementation of an effective online
learning environment, interaction between the culture and context of the organization and
teachers’ knowledge and motivation toward the development of instruction with technology and
knowledge, motivation, and organizational solutions necessary to implement an independent
study program.
As a reminder, the research questions that frame this study are as follows:
1. What is the teacher knowledge and motivation related to being able to implement an
effective online learning environment conducive to student acquisition of college and
career readiness skills?
2. What is the interaction between the culture and context of the organization, and teachers’
knowledge and motivation toward the development of instruction with technology?
3. What are the recommended knowledge, motivation, and organizational solutions to
implement an independent study program?

COLLEGE AND CAREER READINESS 52

Participating Stakeholders
As defined in Chapter One, the stakeholder group of focus consisted of the high school
teachers of BizEd. Those who participated in the survey (See Appendix A for more information
on the Stakeholder Survey) met the minimum requirements of possession of a valid teaching
credential, employed by the organization for, at minimum, one semester, and at least four hours
of participation in on-site Professional Development provided by the organization. The survey
had a response rate of 87%, or 13 out of 15 eligible teachers. Those who participated in the focus
group met the minimum requirements of possession of a valid teaching credential, employed by
the organization for one full year or more, and, at minimum, participation in at least 75% of on-
site Professional Development provided by the organization, including the hours at the start of
the school year. The focus group (See Appendix B for more information on the Focus Group
Potential Questions) had a participation rate of three out of five eligible teachers, or 60%. Five of
the teachers who participated in the survey have been teaching for two to five years, four have
taught six to ten years and the remaining four have taught eleven to fifteen years. All but one
teacher surveyed holds a master’s degree or has one in process and three of the thirteen teachers
hold add-on certifications to their teaching credential.
Table 5

Survey Item 1: How long have you been in the teaching profession?
Answer Count
0-1 Years 0
2-5 Years
5
6-10 Years
4
11-15 Years 4
15+ Years
0

COLLEGE AND CAREER READINESS 53

Table 6

Survey Item 2: Education
Answer Count
Add-on Certification
3
Master's Degree in Progress
3
Master's Degree 9
Doctoral Degree (PhD/EdD)
0
Other Graduate Degree Beyond Master's
0
Survey Sampling Criterion and Rationale
Criterion 1. Possessed a valid single subject teaching credential. Teachers with a valid
single subject credential will have gone through a credentialing or teacher prep program that
taught differentiation strategies for, at minimum, the traditional classroom setting.
Criterion 2. Employed with the organization for a minimum of one full semester.
Given the schools unique mission and approach to education with the connection of
entrepreneurialism, it was important the teachers who participated in the survey had been
employed with the organization for a minimum of one full semester. Their experience in the
organization for a minimum of a year ensured they had a firm understanding of what exactly it is
beyond the basic content for their course that needs to be differentiated and incorporated into an
online environment.
Criterion 3. Participated in a minimum of 4 hours of on-site Professional
Development provided by the organization. Most schools have their own approach to
Professional Development, what is presented and how it is chosen. Professional Developments
are held for all teaching staff for two hours once a month. It was important the survey
respondents had participated in at least two of these Professional Development meetings prior to
participation in the survey in order to rely on their experience to respond.

COLLEGE AND CAREER READINESS 54

Survey Sampling (Recruitment) Strategy and Rationale
The sampling strategy sought total population participation, barring several minor, but
important, criteria. There were 15 teachers employed by the high school at the time of data
collection. There were only two exceptions where there were two teachers who taught the same
course and it was only due to the number of students who needed to take the class and schedule
constraints. The small and manageable size of the teaching staff allowed the survey and focus
group to be conducted in a timely manner. Omission of a teacher for reasons beyond ineligibility
due to the above criteria, or their own choice to abstain, could be detrimental to the credibility of
the findings to make an adequate recommendation (Fink, 2013).
Focus Group Sampling Criterion and Rationale
Criterion 1. Possessed a valid clear single subject teaching credential. Teachers with
a valid clear single subject credential will have gone through both a credentialing or teacher prep
program followed by a BTSA or Induction program, all of which will have focused on
differentiation strategies and providing access for varied learner types for, at minimum, the
traditional classroom setting.
Criterion 2. Employed with the organization for a minimum of one full year. Given
the schools unique mission and approach to education with the connection of entrepreneurialism,
it is important the teachers who participated in the focus group based on the survey results had
been employed with the organization for a minimum of one full semester. That ensured they had
a basic insight into the overall management and operations of the organization.
Criterion 3. Have participated in, at minimum, 75% of Professional Development
hours provided on-site by the organization, including the hours at the start of the school
year. Most schools have their own approach to Professional Development, what is presented and
how it is chosen. Professional Developments are held for all teaching staff for several days at the
COLLEGE AND CAREER READINESS 55

start of the school year and for two hours once a month. It was important the focus group
respondents have participated in at least 75% of these Professional Development hours prior to
participation in the focus group for reliability on their experience to respond.
Focus Group Sampling (Recruitment) Strategy and Rationale
The focus group took place within 7-10 days after the conclusion of the survey. As with
the sample group for the survey, the sample size for the focus group was all eligible members of
the stakeholder group of focus, based on the identified criteria. The criterion identified brought
the sample number under the already manageable 15 and prevented, or greatly reduced, the risk
of saturation or redundancy (Merriam, 2016). The criteria were chosen so the sample would
consist of representatives from a variety of grade levels and content areas. The participants
would be able to answer the focus group questions, predominantly created based on the survey
results, with some evidence through personal experience.
Data Collection and Instrumentation
A survey (See Appendix A for more information on the Stakeholder Survey) and focus
group (See Appendix B for more information on the Focus Group Potential Questions) were the
data collection methods for this Explanatory Sequential Mixed Methods study (Creswell, 2008).
The survey gathered a broad range of data to gauge the climate of the sample population toward
technology, differentiation, instructional practice, professional development and other potential
organizational factors. From their responses, an overall view of where they were with regard to
the knowledge and motivational influencers and the organizational factors. From the survey data
collected, a focus group was held to gain experiential data based on the generalized survey
responses in an effort to identify gaps and areas of strength and weakness in the spheres of
influence.

COLLEGE AND CAREER READINESS 56

Surveys
All surveys (See Appendix A for more information on the Stakeholder Survey) were
conducted anonymously online in English using Qualtrics to accommodate a short completion
window, and to allow for accurate and efficient data analysis (Fink, 2013). Anonymity for these
surveys was chosen to promote validity and reliability of the responses from the participants. The
decision of anonymity was made to remove from respondents the fear of repercussion or
retaliation (Merriam, 2016). The survey consisted of thirty-five items distributed across the
spheres of influence: teacher knowledge, motivation, and organizational influences. There were
two to four influencers identified under each sphere that, if not addressed, would be a detriment
to the attainment of the stakeholder goal. The survey questions consisted of Likert-type,
agree/disagree and short answer responses based on the identified influencers within each sphere
of the conceptual framework (Fink, 2013).
Focus Group
An informal focus group (See Appendix B for more information on the Focus Group
Potential Questions) was held in English with the selected stakeholders who met the identified
criteria. Based on the information gathered through this focus group, follow up interviews or an
additional focus group could have been conducted at the researchers’ discretion but were not
necessary. To maintain participant confidentiality, a codebook connecting the participant and
their pseudonym was maintained separate from all other data collected (Creswell, 2014). The
focus group was conducted in a teachers’ classroom to avoid interruption and accommodate for
the approved audio recording. A semi-structured protocol was used as it provided a road map for
the focus group based on the survey findings, but also allowed for detours by the participants to
interject their personal insight or experience on a specific topic (Patton, 2002). The questions
COLLEGE AND CAREER READINESS 57

were determined based on the stakeholder influencers of the conceptual framework and
responses incorporated the aggregated data from the survey responses.
Data Analysis
Due to the low number of respondents, the population number was provided in addition
to percentages to clearly outline the varying degrees of agree or disagree and to identify
consistencies among teacher skills, efficacy, and resource availability. The focus group was held
following the aggregation of survey data to discuss the results, significant findings, and themes.
An analytic memo was drafted following the focus group to document initial thoughts, concerns,
and conclusions on the data and its positioning to the research questions and conceptual
framework. The focus group transcript was coded through three phases and a codebook was
created to organize the patterns and themes that emerged throughout the coding process. Initially,
the transcript was open coded for empirical codes and the conceptual framework was used as a
guide for a priori codes. Next, these empirical and a priori codes were sorted between analytic
and axial codes where code patterns were identified along with emergent themes, once again, in
relation to the research questions and conceptual framework.
Following the sorting, coding, and aggregation of both the surveys and the focus group
transcripts, the analytic memos and codebook were analyzed to make determinations on the
identified themes and patterns to establish findings. These themes and patterns were identified
and analysis follows on their connection to the overall conceptual framework and research
questions. The findings presented serve as evidence and explanation for the answers to the
research questions and support the structure of the conceptual framework in the work of solving
the organizational problem.

COLLEGE AND CAREER READINESS 58

Credibility and Trustworthiness
The goal of the study was to make a recommendation to the organization regarding the
implementation of an Independent Study Program. That recommendation was made based on the
triangulation of data collected from teachers’ surveys and focus group on a variety of factors that
could ultimately impact that programs success or failure at inception (Creswell, 2014). It is
imperative the credibility and trustworthiness of the study design, data collection and analysis be
a shared responsibility between both the researcher and the participants. The study itself was
focused on the specific group of stakeholders who will be involved in the implementation of the
program, if the recommendation is approved by the organization. The perspective of these
stakeholders’ was instrumental and as such confidentiality, and at times anonymity, was
maintained to create a safe space to share their unique perspective and insight without fear of
repercussion or retaliation. Data analysis and subsequent reporting maintained confidentiality
through pseudonyms and omission of personally identifiable information. Reflexivity was
articulated through the formulation of focus group questions and subsequent responses based on
the data collected from the surveys (Merriam, 2016). Researcher bias was addressed through an
open self-reflection on the analysis, interpretation, and reporting of the findings and the role the
researchers’ background played in them (Creswell, 2014).
Ethics
Ethics played an important role throughout the study as the data collected came from
participant responses of personal abilities and experiences. As a researcher, my focus was on
making sense of the data to answer the research questions and make a recommendation to the
organization to improve the quality of instructional practice (Merriam, 2016). Due to the
personal nature of this study, all participants were provided an information/facts sheet
highlighting confidentiality, voluntary participation and withdrawal protocol prior to the start of
COLLEGE AND CAREER READINESS 59

data collection (Glesne, 2011). Additionally, these consent forms included the ability to audio
record the focus group, and any subsequent interviews deemed necessary by the researcher, and a
copy of the file and a typed transcript may be provided to the participant at their request. The
Institutional Review Board of the University of Southern California reviewed and approved the
details of this study to ensure their guidelines protecting participants’ rights and welfare were
followed.
The study participants are employees of the organization and certain portions of the data
collection required assurance of anonymity to level any concerns of power that came in to play
with participants’ full disclosure. The survey portion of the study was conducted by the survey
link being emailed out to the qualifying members of the stakeholder group of focus. Following
the survey portion of the data collection, there was a focus group conducted based on the
feedback from the surveys and participants personal experience. There were no incentives
provided to participants in the survey to avoid the perception of coercion. Upon conclusion, a
luncheon was provided to the entire site location of the organization where the study took place
as a gesture of appreciation for their accommodation of hosting the study. By providing the
luncheon for the entire site and not announcing it until the completion of the study, it removed
the possibility of employees of the organization feeling coerced to participate.
Limitations and Delimitations
The primary limitation impacting this study was that exceedingly the data was dependent
on participants’ willingness to respond, interpretation of the survey items and truthfulness. As
the scope of this mixed methods study was delimited to the organization of focus, the results may
look to larger populations to inform practice, but no generalizations were able to be made.
Despite the small size of the stakeholders of focus, they were inclusive of the entire high school
teaching population of BizEd to provide a comprehensive perspective of the problem. The study
COLLEGE AND CAREER READINESS 60

was well-timed for BizEd as the organization had just been through its Western Association of
Schools and Colleges (WASC) accreditation and was in the process of preparing for charter
renewal. Additionally, the organization anticipated the results of the study as it provided insight
into a variety of areas affecting the teachers and allowed the organization to make more
meaningful professional development and programmatic decisions.

COLLEGE AND CAREER READINESS 61

CHAPTER FOUR: RESULTS AND FINDINGS
The chapter that follows details within the framework of the research questions and
purpose, the results and key findings of the study. As detailed in Chapter One, the purpose of the
study was to understand the organizational level of preparedness to implement the online
program to increase student course completion rates, SBAC performance and acquisition of
college and career readiness skills. The questions that guide this study are the following:
1. What is the teacher knowledge and motivation related to being able to implement an
effective online learning environment conducive to student acquisition of college and
career readiness skills?
2. What is the interaction between the culture and context of the organization, and teachers’
knowledge and motivation toward the development of instruction with technology?
3. What are the recommended knowledge, motivation, and organizational solutions to
implement an independent study program?
A mixed methods approach was taken with qualitative and quantitative data collected
through a survey and focus group. This chapter begins with a restatement of the description of
the stakeholders who participated in the survey and focus groups. Next, an analysis and synthesis
of the survey and focus group responses is presented on the first research question in respect to
teachers’ knowledge and motivation capabilities to implement a college and career readiness
skills acquisition driven online learning environment. Interpretation of the second research
question regarding the development of instruction with technology based on the interaction of
the culture and context of the organization and teachers’ knowledge and motivation is answered
through a synthesis of the study results and findings. The chapter concludes with a synopsis and
the significance. Chapter Five addresses research question three through recommendations to
COLLEGE AND CAREER READINESS 62

close the gaps identified and analyzed in teachers’ knowledge, motivation and organizational
influences from Chapter Four.
Knowledge Results
The section that follows will evaluate information from the stakeholder survey and focus
group. The analysis will be used to answer the knowledge components of the first two research
question of the study. In Chapter 2, the Conceptual Framework highlights how the influences of
teachers’ knowledge, motivation and organizational factors come together for attainment of the
identified goal. The information that follows offers quantifiable data to measure progress toward
the desired outcome of teachers being able to support the implementation of an online
independent study program.
Teachers’ Knowledge of Learning Platform
Declarative knowledge, for the purposes of this study, focused on the necessity for
teachers have knowledge of a variety of technology platforms functionalities and capabilities.
Knowledge of this type includes common terminology, features, and the development of routines
within the classroom on the platform to accommodate a variety of learner types (Krathwohl,
2002; Tomlinson et al, 2003). The survey and focus group items were designed to gain a basic
understanding of the teachers’ understanding and implementation of technology in its most basic
and foundational ways for instructional purposes. These items also include general use of
technology in the classroom for instruction and as an instructional tool with their students.

COLLEGE AND CAREER READINESS 63

Table 7

Survey Item 8: Technology platforms such as websites, social media and learning
management systems (Canvas, Edmodo, Blackboard, etc.) are effective means of
disseminating class information and assignments.
Answer % Count
Strongly Agree 53.85% 7
Agree 46.15% 6
Disagree 0.00% 0
Strongly Disagree 0.00% 0
Total 100.00% 13

Table 8

Survey Item 11: My students know more about technology than I do.
Answer % Count
Strongly Agree 15.38% 2
Agree 30.77% 4
Disagree 38.46% 5
Strongly Disagree 15.38% 2
Total 100.00% 13

Survey results. All respondents agree or strongly agree technology platforms such as a
learning management system or website are an effective means to share and distribute
information. When asked if their students know more about technology than they do, teachers
responded evenly among the varying degrees of agree and disagree. These responses could
indicate a diverse understanding of what constitutes as technology or what the teacher considers
to be technological knowledge. Kirschner and De Bryckere (2016) note there is a common
misconception currently that students are technologically savvy and able to efficiently multi-task
as digital natives and because of how connected life around them is. Often students are
constantly connected to devices, but that does not mean they are able to use them to the benefit
of their education. It will be important to adopt a unified understanding of what constitutes as
technology knowledge for both teachers and students. Understanding this will be a key
COLLEGE AND CAREER READINESS 64

component in work toward both teacher adoption and execution and student success in an online
independent study program.
Focus group results. Participants from the focus group indicated their knowledge in
educational technology has come from outside of the organization either through training or play.
One participant noted:
I think it’s extremely helpful I think that it’s been a game changer I feel like it’s the only
reason I can teach as many different courses as I teach because not only does it help keep
the students organized, it keeps me organized with grading and I use it for most of my
planning purposes.
The participants’ response indicates a deeper knowledge of functionality of learning platforms
and the impact they have on instructional practice and planning. Another participant offered:
What I do know [about Canvas], a little bit I learned from the Teacher Leaders, not really
much from any of the trainings because most of that has been how do you log in. Also,
because I am a Teacher Leader, I don’t go to those trainings because I’m usually doing
my own group training on the side. I was introduced to more content specific ones and
even Remind through grad school and my credential program but nothing here. I think
Canvas was the only new thing I have heard of since I’ve been here.
Canvas is a learning management system provided to teachers to use in their classrooms. Though
it has been available to teachers for two years, there has been limited training provided. The
training that has been provided was done so by a teacher leader in a general overview setting.
Teachers’ Knowledge of Differentiation Methodology
Conceptual knowledge focuses on basic information and the connections between it, then
shapes these connections within a larger framework. Similarly, the strategy of differentiation
looks at what is necessary for a student to learn from a skillset, then adapts the delivery to
COLLEGE AND CAREER READINESS 65

increase knowledge acquisition (Krathwohl, 2002; Powers, 2008). The survey and focus group
items were designed to assess if teachers view technology as an effective tool for differentiation,
and to what degree they utilize it in their own instructional practice.
Table 9

Survey Item 5: I am skilled in helping students’ complete tasks using technology.
Answer

% Count
Strongly Agree

46.15% 6
Agree

30.77% 4
Disagree

15.38% 2
Strongly Disagree

7.69% 1
Total

100.00% 13

Table 10

Survey Item 13: Students collaborate more when they use technology in the classroom.
Answer

% Count
Strongly Agree

15.38% 2
Agree

53.85% 7
Disagree

23.08% 3
Strongly Disagree

7.69% 1
Total

100.00% 13

Survey results. The majority of teachers agree or strongly agree they are skilled in
helping students’ complete tasks using technology. Of the respondents, 23% disagree, indicating
there may be a need for professional development focused on the current technology used at
BizEd. This item denotes knowledge influences; however, the teachers’ responses expose a
connection to the motivation influence of self-efficacy. Most teachers see more collaboration
between students when technology is used in the classroom. As previously noted, the 31% who
answered to the contrary, 8% of whom did so strongly, may indicate a need for professional
development on effective implementation or follow through. Differentiation is a key factor in the
COLLEGE AND CAREER READINESS 66

successful creation and implementation of an online independent study program with teachers’
ongoing adaptation of curriculum and strategies to meet their learners’ needs.
Focus group results. Participants cited inconsistency among the staff in using
technology, noting a perceived attitude of:
If I have to do it, I’ll do it…I think it’s just not what they know and so I think people
want to go home after work or spend their time grading not trying to figure out a new
program or a new platform or a new way to use technology.
The inconsistency in attitude straddles both knowledge and motivation influences as this is a
strong indicator of teacher receptiveness to knowledge acquisition, and also highlights a
motivational impact toward performance goal orientation. Additionally, one participant offered:
I think that the new teachers are too overwhelmed with learning how to teach and
incorporating the entrepreneurial standards overwhelmed with all of that since they’re not
trained on E-standard adoption to even have the desire to spend time to learn to use
technology.
These responses are important to note as the e-standards serve as the tool by which teachers
incorporate and measure achievement of the schools’ unique vision. The response alludes to a
depreciation in professional development by the organization beyond technology integration.
Teachers’ Knowledge of Digital Learning Strategies
The tenets of procedural knowledge target how knowledge and skills are used
(Krathwohl, 2002). For teachers, differentiation is a tool to effectively accomplish the acquisition
of that knowledge (Powers, 2008) and is an example of procedural knowledge. Teachers’ ability
to translate traditional learning strategies to digital versions, or adopt proven digital learning
strategies into their instructional practice will maximize both the strategies’ power and the
opportunity for learning in the online classroom (Tomlinson et al., 2003). The survey and focus
COLLEGE AND CAREER READINESS 67

group questions developed concentrated on teachers’ present implementation of technology into
their traditional classroom setting as this indicates the teachers’ current level of knowledge and
ability as a whole unit prior to transition into an online model.
Table 11

Survey Item 4: I am skilled in constructing and implementing project-based learning
lessons where students use a variety of technology to create a product.
Answer % Count
Strongly Agree 30.77% 4
Agree 23.08% 3
Disagree 46.15% 6
Strongly Disagree 0.00% 0
Total 100.00% 13

Table 12

Survey Item 10: I have changed the way I teach due to technology.
Answer % Count
Strongly Agree 23.08% 3
Agree 38.46% 5
Disagree 38.46% 5
Strongly Disagree 0.00% 0
Total 100.00% 13

Table 13

Survey Item 14: Students create products evident of higher order thinking skills when
they use technology.
Answer % Count
Strongly Agree 23.08% 3
Agree 38.46% 5
Disagree 38.46% 5
Strongly Disagree 0.00% 0
Total 100.00% 13

COLLEGE AND CAREER READINESS 68

Table 14

Survey Item 31: I am a teacher researcher who constantly looks for new strategies to
better serve my students.
Answer % Count
Strongly Agree 53.85% 7
Agree 38.46% 5
Disagree 7.69% 1
Strongly Disagree 0.00% 0
Total 100.00% 13

Survey results. Survey Item #4, detailed in Table 11, show a split among teachers of the
organization where 46% or six respondents disagree and 54% or seven respondents agree they
are skilled in constructing and implementing project based learning lessons with technology used
to create a product. Of those seven respondents who agreed, four of them strongly agreed. The
division of responses indicates a need for professional development that is differentiated to
teachers’ individual skill level on driving project-based learning though technology.
Additionally, 61% of teachers, or eight respondents, strongly agree or agree they have changed
the way they teach due to technology. Similarly, there were 8 respondents in Survey Item #1 who
have been teaching for 6-15 years. When cross referencing responses to Survey Item #1 with
Survey Item #31, the data shows five of the eight respondents who agreed or strongly agreed that
they have changed the way they teach due to technology, have been teaching for 6 - 15 years. It
is important to note this as it has only been in more recent years that teacher preparation
programs have put a strong focus on the importance of technology integration into instruction.
Teachers of years prior have been left to either learn these instructional strategies on their own or
to seek professional development often outside of their current school. Of the respondents, 38%
disagree that students create products evident of higher order thinking skills when using
technology. These results could be due to teacher implementation, experience, or student ability.
It will be important to get additional clarification prior to implementation of a targeted approach.
COLLEGE AND CAREER READINESS 69

Survey Item #31 found 12 out of 13 teachers agree or strongly agree they constantly look for
new strategies to better serve their students. The overwhelmingly positive response to new
strategies denotes the potential for openness by the teachers to receive professional development
that has been tailored toward proven effectiveness in the classroom. Survey Item #34 “Describe
specific ways you facilitate student-driven instruction” was an optional free response
opportunity. Teachers cited strategies including peer teaching, presentations on research, group
projects, student reflections on learning, work revision and student product choice. All submitted
responses demonstrate a clear understanding of student-centered learning and strategies to drive
it.
Focus group results. Participants highlighted the ability to differentiate instruction
through providing access to varied learner levels using content-based technology supports. These
supports included content specific websites and use of collaborative technology tools such as
Google Docs. In using these tools, one participant highlighted the value on collaboration and
access to varied learner choice:
I’ve been able to create discussion groups where not only do we talk sometimes but then
I’ll tell them to respond in a post or in a discussion post and then to respond to each other
in writing. So, it takes that verbal conversation and it makes it visual for them as well and
I think that creates a deeper understanding at any level. As long as the question itself has
critical thought built into it you’re reaching your lows, mediums and highs that way. But
just to be able to mark it with this digital footprint of the discussion I think is very helpful
and my kids have responded really well.
Focus group participants provided evidence of effective use of differentiation strategies using
digital models. These examples are capable of transfer across a variety of content areas and
provide access to all learner levels.
COLLEGE AND CAREER READINESS 70

Teachers’ Knowledge of Reflective Practice
Metacognitive knowledge focuses on the process of thinking about thinking, similar to
the reflective practice used by teachers to assess their effectiveness in meeting instructional
needs and student learning in their classrooms (Rodgers, 2002). Metacognition and the practice
of reflection play a powerful part in teacher effectiveness, as it directly impacts instructional
practice. A teachers’ attitude toward the practice plays a role in not only their professional and
intellectual growth as an educator but also that of their students and peers (Rodgers, 2002). The
survey and focus group questions work to establish an overview of teachers’ knowledge and use
of reflective practice as an effective instructional tool.
Table 15

Survey Item 17: I have classroom management strategies in place that I can use to
integrate technology into my classroom.
Answer % Count
Strongly Agree 30.77% 4
Agree 46.15% 6
Disagree 15.38% 2
Strongly Disagree 7.69% 1
Total 100.00% 13

Table 16

Survey Item 18: When I plan my lessons, I regularly consider how technology could
improve my instruction.
Answer % Count
Strongly Agree 38.46% 5
Agree 23.08% 3
Disagree 30.77% 4
Strongly Disagree 7.69% 1
Total 100.00% 13

COLLEGE AND CAREER READINESS 71

Table 17

Survey Item 19: I can effectively assess students work products in my content area
that have been created using technology.
Answer % Count
Strongly Agree 23.08% 3
Agree 38.46% 5
Disagree 30.77% 4
Strongly Disagree 7.69% 1
Total 100.00% 13

Table 18

Survey Item 30: I hold the power to enact change in my classroom through reflective
teaching practice.
Answer % Count
Strongly Agree 46.15% 6
Agree 53.85% 7
Disagree 0.00% 0
Strongly Disagree 0.00% 0
Total 100.00% 13

Survey results. Survey Item #17 reported 77% of teachers currently have classroom
management strategies in place to integrate technology. It is important all teachers feel they hold
a repertoire of effective strategies they are able to put in place following ongoing and in-the-
moment reflection on their instructional practice. The transition to an online format will make
this cache of strategies more important as the teachers may not have in person visual cues to rely
on to make instructional adaptations to meet their learners’ needs or redirect students to task. The
ability for technology to improve instruction is considered when lesson planning by 62% of
teachers who agreed or strongly agreed. For the 38% who disagreed, comprised of five
respondents one of whom strongly disagreed, it will be important to determine if this is due to
personal choice, ability, availability or reliability to fully recommend a solution. Similarly,
Survey Item #19 found 62% of teachers agreed or strongly agreed, and 38% disagreed or
COLLEGE AND CAREER READINESS 72

strongly disagreed they can effectively assess work products created using technology. These
results may indicate that the reasoning behind the responses of those who disagreed in Survey
Item #18 may be more a matter of ability than personal choice, availability or reliability.
Positively, 100% of teachers who responded agreed or strongly agreed they hold the power to
enact change in their classroom through reflective teaching practice. Additionally, these results
signify a positive reception toward targeted professional development which allows time for the
discussion and reflection process on how the strategies or knowledge delivered could fit into
their classroom or instructional practice.
Focus group results. Participants cite a lack of focus on reflection beyond general
classroom instruction and standards mastery. One participant highlighted the lack of
organizational focus on reflection on technology referring to Data Teams, a professional
development program brought in to support data driven pedagogy through reflection on planning
and instruction. The participant expressed:
I don’t think we’re there yet to the technology part. Maybe we’re reflecting like ok how
did today go how can I make my next lesson better. Did the kids learn? Here let’s look at
this data, here are their tests. We’re big on data with Data Teams and all that but
technology was never mentioned in a single Data Team for me. All of this year and so far
this year we haven’t talked about it at all. That hasn’t been the focus so I think we really
need to – I didn’t even think about that until this question to be honest.
Another participant cited lack of teacher buy-in to the existing 1:1 program for lack of reflection
on instruction inclusive of technology:
There has not been full buy-in from teachers and even last year, teachers that were part of
the 1:1 program weren’t necessarily using it, which is not my experience or what I did. I
COLLEGE AND CAREER READINESS 73

went all in, so I think that with that buy in for 1:1 it requires that kind of reflection to
figure out how can I effectively use this tool I now have.
Reflection on effectiveness in the classroom will be a critical component to the success of the
online independent study program. Teachers need to be able to reflect on their ability to drive
student learning and achievement in their content area using the technology and adapt as
necessary when necessary.
Motivation Results
Motivation is the second area analyzed through the evaluation of data from the
stakeholder survey and focus group. The first and second research questions seek to discern
teachers’ motivation toward the effective implementation of an online learning environment
through exploration of instructional practice and professional development to drive pedagogy
toward college and career readiness and the synergy between the culture and context of the
organization for developing instruction with technology. Additionally, information about
teachers’ motivation was revealed through answers to questions related to knowledge influences.
The two types of motivation explored in this study are utility value, which is a component of
Expectancy Value, and self-efficacy, an element of Social Cognitive Theory established by
Albert Bandura. Qualitative and quantitative data provided from the results of the stakeholder
survey and focus group will be analyzed in relation to these two motivational factors. A synthesis
of the results will be provided to present the key findings of the teachers’ motivational influences
in terms of the identified types of motivation.
Teachers Motivation Through Utility Value
Utility value is impacted by intellectual stimulation positively and usefully viewed when
elevated social interaction occurs, particularly on technology platforms, and teachers’ beliefs,
assumptions and values grow (Chien, 2012; Thoonen, 2011). Utility value is connected to
COLLEGE AND CAREER READINESS 74

extrinsic motivation in that there is consideration for whether the task at hand is perceived as
useful and ultimately influences goal attainment. The questions developed for the survey and
focus group concentrate on the value teachers place on technology in their classroom and for
other job-related uses.
Table 19

Survey Item 7: Computers are a valuable instructional tool in all content areas.
Answer % Count
Strongly Agree 46.15% 6
Agree 38.46% 5
Disagree 7.69% 1
Strongly Disagree 7.69% 1
Total 100.00% 13

Table 20

Survey Item 12: Teachers can more effectively collaborate through technology.
Answer % Count
Strongly Agree 23.08% 3
Agree 69.23% 9
Disagree 7.69% 1
Strongly Disagree 0.00% 0
Total 100.00% 13

Table 21

Survey Item 27: During the course of professional development, teachers are
provided opportunities to see examples of how the skills and strategies can be applied
to their classroom and instruction.
Answer % Count
Strongly Agree 0.00% 0
Agree 23.08% 3
Disagree 53.85% 7
Strongly Disagree 23.08% 3
Total 100.00% 13

COLLEGE AND CAREER READINESS 75

Table 22

Survey Item 33: It is important for me that students drive learning in my classroom.
Answer % Count
Strongly Agree 46.15% 6
Agree 38.46% 5
Disagree 15.38% 2
Strongly Disagree 0.00% 0
Total 100.00% 13

Survey results. There are 85% of teachers who believe computers are a valuable
instructional tool in all content areas, but are divided on the degree to which they believe it.
Further, all but one respondent agrees or strongly agrees teachers can more effectively
collaborate though technology indicating the value they place on the usefulness in technology for
their professional purposes. Finally, only 23% of teachers, or three respondents, agree they are
provided opportunities during professional development to see examples of how the skills and
strategies can be applied to their classroom and instruction. Omission of this critical step hinders
the teachers to place a utility value on the learning thereby essentially negating the initial
purpose of holding the professional development. To adequately address this issue, it will be
important to consider whether this outcome has more to do with the structure of professional
development, or the types of professional development offered. Additionally, 85% of
respondents agree or strongly agree that it is important for students to drive learning. For those
that disagree, it is possible it is viewed as a behavior management or content specific issue or
concern.
Focus group results. Participants in the focus group were conflicted with regard to
teachers’ value in learning new skills or types of educational technology. One participant
asserted “I think a majority of them do value learning to use the educational technology…I
COLLEGE AND CAREER READINESS 76

would say the average of the school would be closer to just above average” while another
participant challenged this statement:
I think I disagree. I think they value the opportunity to learn how to do it but they want to
be told what to use and what to do. They want to be given opportunities to show and
share new technology. I think that once they’re show they’re receptive to it… But it’s
hard when you’ve got this old overhead projector that doesn’t always work with your old
computer and the kids are all on new computers and your computers not doing it and you
can’t project and it’s not integrated.
Despite the differing opinions, these responses are aligned with the survey feedback, particularly
Survey Item #27 regarding application during professional development. This response also
indicates impacting organizational influences in terms of resources which will be detailed in the
analysis that follows.
Teachers Motivation Through Self-Efficacy
Self-efficacy relies on a persons’ belief in their success and actions taken toward goal
attainment, their ability to persevere through adversity and the awareness of the impact they play
in and on their environment (Bandura, 2000; Pajares, 2006). Self-efficacy and a positive attitude
toward the learning experience are the most important factors in teacher learning technology
platforms and strategies, and when self-efficacy is high, teachers are more open to
experimentation and new ideas (Thoonen, 2011; Xiao, 2014). The survey and focus group
questions are structured to gain an understanding of teachers’ self-efficacy at BizEd with using
technology in their classroom and supported in the professional development process to become
efficacious with new skills and strategies.

COLLEGE AND CAREER READINESS 77

Table 23

Survey Item 3: It is easy for me to work on a computer.
Answer % Count
Strongly Agree 53.85% 7
Agree 30.77% 4
Disagree 15.38% 2
Strongly Disagree 0.00% 0
Total 100.00% 13

Table 24

Survey Item 5: I am skilled in helping students’ complete tasks using technology.
Answer % Count
Strongly Agree 46.15% 6
Agree 30.77% 4
Disagree 15.38% 2
Strongly Disagree 7.69% 1
Total 100.00% 13

Table 25

Survey Item 6: I am confident in my ability to incorporate technology into my
instruction due to my skill level.
Answer % Count
Strongly Agree 46.15% 6
Agree 23.08% 3
Disagree 23.08% 3
Strongly Disagree 7.69% 1
Total 100.00% 13

Table 26

Survey Item 15: I enjoy learning new technology that I can integrate into my
instruction.
Answer % Count
Strongly Agree 46.15% 6
Agree 38.46% 5
Disagree 15.38% 2
Strongly Disagree 0.00% 0
Total 100.00% 13
COLLEGE AND CAREER READINESS 78

Table 27

Survey Item 16: I enjoy collaborating with colleagues on educational technology.
Answer % Count
Strongly Agree 61.54% 8
Agree 23.08% 3
Disagree 15.38% 2
Strongly Disagree 0.00% 0
Total 100.00% 13

Table 28

Survey Item 28: Professional development provides opportunities for teachers to
practice applying the new skills learned to their classroom and/or instruction.
Answer % Count
Strongly Agree 0.00% 0
Agree 7.69% 1
Disagree 76.92% 10
Strongly Disagree 15.38% 2
Total 100.00% 13

Table 29

Survey Item 32: I believe I am an expert in my content area.
Answer % Count
Strongly Agree 46.15% 6
Agree 46.15% 6
Disagree 7.69% 1
Strongly Disagree 0.00% 0
Total 100.00% 13

Survey results. Responses to Survey Item #3 showed 85% of teachers reported it is easy
for them to work on a computer. For the 15% who disagreed, the data revealed the reason to be
either a matter of teaching or work style or a question of reliability based on the wording of the
question as noted during the focus group. Those who disagreed did not do so strongly and only
accounted for two respondents, indicating it is not a critical needs area to address. It is, however,
important to note responses to Survey Item #6 show 31% of the respondents are not confident in
COLLEGE AND CAREER READINESS 79

their ability to incorporate technology into instruction due to their skill level. Of those four
teachers, one felt strongly about this lack of ability. Further, only one respondent agreed
professional development provided practice opportunities for those new skills that had been
taught. Survey Item #5 was presented as an indicator of knowledge influences, however there
were 23% of survey respondents who do not believe they are skilled in helping students’
complete tasks using technology, revealing there is a significant number of the teaching
population who are not efficacious in this area. This would indicate an issue to resolve toward
fostering an environment of efficacy among teachers toward professional development.
Positively, Survey Item #15 found 85% of teachers enjoy learning new technology to integrate
into instruction. Given the two teachers who disagreed did not strongly disagree, it could be
inferred they do not enjoy learning new technology for any number of reasons including lack of
time but may not be opposed to learning it. Similarly, 85% of teachers enjoy collaborating with
colleagues on educational technology. The two teachers who disagreed did not do so strongly
which could indicate a preference for in-person collaboration over an online format as was
mentioned during the focus group. Finally, 12 out of 13 teachers believe they are an expert in
their content area indicating teachers are highly efficacious in their content area. The single
respondent who disagreed may be a newer teacher still working toward self-efficacy in teaching
their content area, or, as noted during the focus group, would debate the term “expert,” given the
favorable climate toward teacher education and growth.
Focus group results. The focus group participants highlighted reliability of technology
as a major factor impacting teacher efficacy in its use in the classroom.
I think they’re all capable for sure I think it’s a question of reliability. I know that
teachers share concern of why should I even bother learning this if its unreliable and
every time I try to use it the internet doesn’t work. Truly that’s all we need to work right
COLLEGE AND CAREER READINESS 80

now with the computers on campus is the internet. We don’t need all these other pieces
we’ve figured out how to teach without smart boards and without highly sophisticated
school websites. But even a teacher wanting to get on and use that when they say my kids
can’t get on there reliably, those sort of hinder the process. I think that if it was mandated,
we’re not at a point where it’s really required, I think that we are looking to smart small
and use it as a tool for activities to differentiate with your learner levels. All that I think is
easy to do but you have to feel confident that technology is going to work for you when
you are doing it and I think that is our biggest issue right now.
Another participant supported this assertion with:
I agree…I think that there is a lot of resistance because of the lack of reliability and the
fact that we don’t have a full 1:1 yet. So, it’s hard, especially with the mixed classes, but I
think that if we had full 1:1 and the internet was more reliable the teachers would be a lot
more willing to become able to integrate the technology.
The focus group feedback supports the data collected from the survey in that teachers generally
feel efficacious in their ability to differentiate instruction and use technology as a tool in that
endeavor. Additionally, the results highlight reliability of the technology provided by the
organization rather than teachers’ ability as a hindering factor to building their efficacy in
instruction using technology.
Organizational Results
The third, and final, area analyzed looks at the organizations influences and how they
impact teachers in relation to goal attainment. As outlined in the conceptual framework in
Chapter Two, there are two cultural model influences and one cultural setting influence. The two
cultural model influences are resistance to technology and negative attitudes. The cultural setting
influence is a lack of resources and support. Organizational culture plays an important role in
COLLEGE AND CAREER READINESS 81

performance problems and the hindrance of goal attainment in spite of stakeholder knowledge
and motivation (Clark & Estes, 2008). The conceptual framework outlines how organizational
influences impact stakeholder knowledge and motivation and, ultimately, its effect on goal
attainment. The data collected from the stakeholder survey and focus group are presented for
each of the identified organizational influences.
Organizational Influence on Resistance to Technology
Resistance to technology stems from a variety of barriers including resource allocation,
beliefs, value as an effective instructional strategy and confidence impacted further by
professional development, organizational climate and environment (Baylor & Ritchie, 2002;
Ertmer et al., 2012). Confidence, beliefs and value are considered to be far more difficult to
overcome, particularly with a shift to student-centered learning, as both an evolution of
pedagogy by teachers and an innovative environment supported by administrators must align to
overcome them (Baylor & Ritchie, 2002; Ertmer et al., 2012). The survey and focus group items
are centered on the stakeholders’ use of technology as a tool for professional and instructional
uses.
Table 30

Survey Item 9: It is difficult to develop and maintain relationships with students when
you integrate technology into your classroom.
Answer % Count
Strongly Agree 0.00% 0
Agree 23.08% 3
Disagree 61.54% 8
Strongly Disagree 15.38% 2
Total 100.00% 13

Survey results. Overall there does not seem to be a resistance to technology at BizEd.
The majority of respondents, 87%, to Survey Item #9 indicated it was not difficult to develop and
maintain relationships with students when technology was integrated into the classroom. The
COLLEGE AND CAREER READINESS 82

23% who identified it is difficult to develop and maintain relationships with technology
integration will need to be addressed as this is a critical component to the successful
implementation of an online independent study program.
Focus group results. Once again, focus group participants pointed to reliability as the
major contributing factor impacting teachers’ decision to use technology in their instruction.
Additionally, it was noted “It’s easier to buy in when it affects every single kid you teach,”
highlighting the lack of school wide roll-out of the 1:1 program. The school is expected to have a
full roll out of the 1:1 program at all grade levels for next school year. Once that final roll-out
takes place, one participant believes it will be a matter of “getting over that fear of is it going to
work will I be able to do it” and getting over that fear will “help the teachers feel comfortable”
and ultimately decrease any lingering resistance.
Organizational Influence on Negative Attitudes
Negative attitudes toward professional development have become part of organizational
culture due predominantly to the perception that there is a problem or deficit in the teaching staff
to correct which is met by hostility and reluctance toward participation. Additionally,
professional development is viewed as an event outside of the daily routine with the intention of
accomplishing a specific task or mastering a certain skill (Soebari & Aldridge, 2015). The need
to understand the attitude of stakeholders towards professional development at BizEd guided the
development of the survey and focus group questions presented.

COLLEGE AND CAREER READINESS 83

Table 31

Survey Item 20: Professional development at my school is flexible in that it is
adapted to meet the current needs and interests of the teachers.
Answer % Count
Strongly Agree 0.00% 0
Agree 38.46% 5
Disagree 23.08% 3
Strongly Disagree 38.46% 5
Total 100.00% 13

Table 32

Survey Item 23: Professional development is differentiated to meet the needs of a
variety of experience levels among teachers.
Answer % Count
Strongly Agree 0.00% 0
Agree 30.77% 4
Disagree 38.46% 5
Strongly Disagree 30.77% 4
Total 100.00% 13

Table 33

Survey Item 24: Peer observations are encouraged by my school as part of
professional development.
Answer % Count
Strongly Agree 7.69% 1
Agree 38.46% 5
Disagree 30.77% 4
Strongly Disagree 23.08% 3
Total 100.00% 13

COLLEGE AND CAREER READINESS 84

Table 34

Survey Item 26: Teachers at my school are able to engage in meaningful discussions
on the purpose and potential impacts of the professional development provided.
Answer % Count
Strongly Agree 0.00% 0
Agree 53.85% 7
Disagree 38.46% 5
Strongly Disagree 7.69% 1
Total 100.00% 13

Survey results. Teachers are divided in their attitudes toward professional development
at BizEd. Professional development is not believed to be flexible and adaptive to meet the
current needs and interests of the teachers by 63% of teachers. Conversely, 38% believe that it is
flexible and adaptable which could indicate a variation based on content area or grade level that
will need to be considered when recommending solutions. Survey Item #23 found 69% of
teachers disagreed or strongly disagreed professional development is differentiated to meet the
needs of a variety of experience levels among teachers while 31% believe that it is. Additionally,
it is important to note of those teachers that disagreed, 30% did so strongly. Responding teachers
were divided in their responses to the organizational encouragement of peer reviews as
professional development. Of those respondents, one strongly agreed and three strongly
disagreed. Given the balance of strong responses, it would serve the organization well to
determine why there is such a polarized response in this area. Further, teachers were again
divided in whether they are able to engage in meaningful discussions on the purpose and
potential impacts of the professional development provided. Of the respondents, seven agree
with the statement, while six disagreed one of whom did so strongly.
Focus group results. Focus group results regarding the general attitude teachers have
towards training and professional development directly supports the survey results collected. One
participant expressed they feel “like every meeting was someone reading off an agenda to check
COLLEGE AND CAREER READINESS 85

a box to say ok we had that meeting and I thought every meeting could have been an email” and
was met by unanimous agreement from the other participants. Another participant shared:
I think that what’s really hard is you want the professional development to alter your
teaching style but then you need to be given the time to practice and to work with it and
rather than just thrown back into your classroom and you’re expected to now do it when
you really didn’t have enough time and the lack of follow up.
Overall, professional development has presented as a critical needs area for teachers in
connection with all influences explored. Despite this being identified as an area of need, there
seems to an overall attitude of openness to training and professional development if it were
relevant to teachers instructional practice and then supported in implementation.
Organizational Influence on Lack of Resources and Support
Organizational resource availability and support play the most critical role in the
implementation of technology through training on proper use, availability of equipment and the
creation of technology integrated lessons (Baylor & Richie, 2002; Muir-Herzig, 2003). These
resources and support are often lacking due to rapidly increasing costs from the initial
investment. Further, these costs compound beyond the initial implementation as they must carry
through with ongoing maintenance, software and hardware upgrades and infrastructure (Muir-
Herzig, 2003). The survey and focus group items associated with this organizational influence
center on the connection between professional development and availability of the resources and
support necessary to implement the learned skills and strategies.

COLLEGE AND CAREER READINESS 86

Table 35

Survey Item 21: Professional development offered by the school considers the
necessary resources and support that are available to teachers.
Answer % Count
Strongly Agree 0.00% 0
Agree 38.46% 5
Disagree 46.15% 6
Strongly Disagree 15.38% 2
Total 100.00% 13

Table 36

Survey Item 22: Professional development offered by the school considers whether
the strategies and skills delivered during the training are able to be immediately
implemented into the classroom.
Answer % Count
Strongly Agree 0.00% 0
Agree 46.15% 6
Disagree 38.46% 5
Strongly Disagree 15.38% 2
Total 100.00% 13

Table 37

Survey Item 25: It is consistently clear how professional development is related to
school goals or classroom instruction with standards alignment.
Answer % Count
Strongly Agree 0.00% 0
Agree 30.77% 4
Disagree 53.85% 7
Strongly Disagree 15.38% 2
Total 100.00% 13

COLLEGE AND CAREER READINESS 87

Table 38

Survey Item 29: Time is given to teachers during professional development to
discuss what was learned and how it can be used in the classroom.
Answer % Count
Strongly Agree 0.00% 0
Agree 23.08% 3
Disagree 53.85% 7
Strongly Disagree 23.08% 3
Total 100.00% 13

Survey results. Teachers were again generally divided on the organizational influence of
resources and support, though it is important to note responses tended to lean to the negative
with 15% strongly disagreeing for each of the survey items. Responses to Survey Item 21 found
39% of teachers believe the professional development offered by the school considers available
resources and support. In contrast, 46% disagree and 15% strongly disagree on resource and
support availability. There were 64% of respondents who disagree that professional development
considers whether the strategies and skills can be immediately implemented. Of these
respondents, 15% strongly disagreed while the other 45% of teachers agree professional
development considers immediate implementation. Finally, Survey Item #29 found only 23% of
teachers feel time is given during professional development to discuss what was learned and how
to use it, accounting for three out of the 13 respondents. Discussion following the learning of
new material is a critical component toward effective implementation and is identified as an area
of need.
Focus group results. Focus group responses mirrored the division toward resources and
support determined through the survey results. In terms of having available resources and
support, one participant said they “…think we’re almost there. Once we have the 1:1 for all
students, I think that there are enough people here who know how.” Another participant
countered with, “there certainly are, but there is no funding to allow it to happen. When the
COLLEGE AND CAREER READINESS 88

people who know what they’re doing teach 6 classes it’s impossible to go work individually with
teachers to encourage their growth and development technologically.” The first participant went
on to argue, “I think the potential is there I think that if they said ok sit down as the Teacher
Leaders and make sure that everyone knows a certain technology platform well as you do.”
Participant 2 defended:
I don’t think you can do that unless it’s a fully immersed intensive time spent which
means a large chunk of time outside of the classroom. If you do that it’s a full-time job
but it would make the difference. It would change the culture but the fear again is that we
have the high turnover so if you invest that time and energy into a person and you change
the culture and then they’re gone with that experience.
Participant 1 agreed with the challenges presented by teacher turnover and investment into
training. “Our turnover rate is so high that you would have to start new with the new teachers
every year anyway. This is my 5
th
year and we’ve never had no new teachers…I think that makes
it difficult as well.” It will be important for BizEd to refer to exit interview data to inform the
factors impacting employee retention and address them prior to or in conjunction with the roll
out of recommendations to facilitate the implement of the online independent study program.
Findings
There were several themes that emerged through the process of data analysis. The most
prevalent of these being the overall teacher perspective toward professional development (from
both outside vendors and in house) and the reliability of technology. These themes will be
examined along with their significance in relation to the goal of demonstrating the necessary
competencies necessary to implement an online independent study program. Additionally, the
analysis of these themes will provide answers to research questions one and two of the study.
These focus on teacher knowledge and motivation to implement the online independent study
COLLEGE AND CAREER READINESS 89

program and the interaction between teacher knowledge and motivation and the culture and
context of the organization in the development of instruction with technology.
Professional Development
The study results indicate professional development as a significant area of need within
the organization. The teachers generally know how to use technology platforms to disseminate
information, though focus group participants noted these platforms are learned through
independent play, not training. Additionally, the Teacher Leaders who are looked to by the staff
for support and training on certain platforms, have not themselves been trained in those
platforms. Survey Item #5 revealed 23% of teachers do not believe they are skilled at helping
students complete tasks using technology indicating a need for training or professional
development to increase teacher knowledge and subsequent motivation through efficacy in this
area. Focus group participants cited an overall perceived attitude of doing what is required and
nothing more. One possible reason mentioned is teachers, particularly new ones (whether new to
teaching or to the organization), being overwhelmed at the integration of entrepreneurial
standards. Additionally, it was noted there is no training offered by the organization on how to
incorporate the entrepreneurial standards into instruction. As stated previously, this is a critical
needs area as it directly serves the schools mission and vision, and impacts teachers’ knowledge
and motivation in their daily instructional practice. Teachers at BizEd responded positively
toward new instructional strategies indicating an overall positive attitude toward the reception of
professional development that is meaningful and targeted toward effective classroom practice.
The survey results indicate a need for professional development to enhance teacher
metacognition through reflective teaching practice, particularly in terms of using technology in
instruction and assessment of products. A strong indicator of this sentiment is 77% of
respondents do not feel they are given time during professional development to discuss what was
COLLEGE AND CAREER READINESS 90

learned, how it can be used in their classroom or see examples of the skills learned in action.
Further, 92% of respondents indicated they are not given opportunities to practice new skills
learned during professional development. To remedy this, the professional developments that
have been offered or that plan to be offered will need to be looked at to identify if there is an
issue with the structure of the training or the type that is being offered. The study results reveal
an overall openness of teachers to receive professional development that will: provide access to
new skills for differentiation and digital learning, offer the ability to see the usefulness of these
skills in pedagogy and to practice the skills during training to build efficacy for classroom
implementation.
Reliability versus Accessibility
There were 38% of teachers who indicated they do not consider how technology could
improve their instruction when planning lessons. The focus group participants noted this is
evidentiary of how unreliable technology is at the organization and teachers not wanting to risk
their instruction as a result. There were 23% of teachers who do not feel they have classroom
management strategies in place to support the integration of technology into their classroom. An
indicator of this as a needs area is there were 38% of respondents who indicated they cannot
effectively assess work products created using technology. Teachers must be able to assess work
products created using technology to implement an online independent study program. Failure to
properly assess digitally created work samples hinders student achievement and acquisition of
college and career readiness skills. Focus group participants discussed the organizational focus
on data and work to drive student engagement through implementation of Data Teams training,
but that training omits the inclusion of technology as part of the pedagogical practice to push
student achievement. This fosters an organizational culture that technology integration and the
push toward 21
st
century standards adoption is not at the forefront of the organizations goals,
COLLEGE AND CAREER READINESS 91

despite it being a very clear component of their mission and vision. Focus group participants,
supported by survey data, strongly focused on the lack of reliability of technology at BizEd and
the organizational culture that has been created because of its unreliability as the largest gap to
teacher knowledge and motivation in implementing technology into instruction. Study results
show reliability as the key indicator on teachers’ attitudes and resistance to the integration of
technology into their instruction.

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CHAPTER FIVE:
SOLUTIONS AND INTEGRATED IMPLEMENTATION AND EVALUATION PLAN
Chapter Four answered the first and second research questions regarding teacher
knowledge and motivation on their ability to implement an online learning environment and the
role organizational culture plays on the development of instruction through technology. Clark
and Estes (2008) framework guided the presentation of the results on knowledge, motivation and
organizational influences. Following the presentation of the results, synthesis of the findings and
their significance was conferred. The final research question is answered in this chapter that
follows:
3. What are the recommended knowledge, motivation, and organizational solutions to
implement an independent study program?
The organization of this chapter emphasizes the Clark and Estes (2008) framework, similar to
Chapters Two and Four. There are context-specific recommendations given for teachers of
BizEd as the stakeholders of focus based on knowledge, motivation and organizational
influences. An implementation and evaluation plan inclusive of these influences and framed by
the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) follows. The chapter
concludes with reflection on the strengths and weaknesses of the study, its limitations and
delimitations and recommendations are made for future study.
Recommendations for Practice to Address KMO Influences
The perceived influences effecting the knowledge, motivation and organizational gaps of
the teachers at BizEd are validated by the results of this study. The ability for the teachers and
the organization to accomplish its goals is hindered by the barriers created by these gaps. The
sections that follow detail recommended solutions for closing the identified performance gaps.
COLLEGE AND CAREER READINESS 93

The recommendations made are supported by relevant literature and research, but are specific to
the knowledge, motivation and organizational factors impacting BizEd at the time of the study.
Knowledge Recommendations
Chapter Two detailed factual, conceptual, procedural and metacognitive as types of
knowledge. Factual knowledge is comprised of foundational knowledge including details, related
terms and descriptive components (Krathwohl, 2002). Conceptual knowledge builds on this
through the creation of interrelationships between the pieces of information gathered through
factual knowledge that are framed in a larger view for a deeper understanding (Krathwohl,
2002). Procedural knowledge seeks to make use of factual and conceptual knowledge through
application of inquiry on relevant use (Krathwohl, 2002). Finally, metacognition thinks about the
way the knowledge has been thought about, framed, the questioning behind its uses and allows
experiential connection to deepen the transfer as knowledge into memory (Krathwohl, 2002).
The stakeholder survey and focus group data collected reveal knowledge gaps among the
teachers that may be addressed through recommendations. Recommendations are supported by
research and the gap analysis model of Clark and Estes (2008) based on the identified knowledge
influences. These knowledge influences are stated and supported by evidence rooted in
theoretical principle as shown in Table 39.

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Table 39
Summary of Knowledge Influences and Recommendations
Knowledge Influence

Principle and Citation Context-Specific
Recommendation
Teachers need
increased knowledge of
the functionality and
capabilities of a variety
of technology platforms
used for education. (D)
Tomlinson, et al.
(2003) highlight the
need for contemporary
and transformational
teachers to develop
classroom routines that
offer consideration for
readiness, interest and
learning profiles and
the variances in these
areas of their learners
in connection to the
tenets of Sociocultural
Learning Theory.
Provide
professional
development or
specific training
presentation with a
pamphlet on
learning platforms
and the functions
of the tools
embedded within
them.

Teachers need
increased knowledge in
new methods to
differentiate instruction
using educational
technology that are
compatible with a
variety of learning
management systems.
(D)
Powers (2008) defined
differentiation as the
methods and strategies
employed by teachers
whereby teachers drive
skills acquisition
through varied
instruction designed for
student readiness
levels.

To develop mastery,
individuals must
acquire component
skills, practice
integrating them, and
know when to apply
what they have learned
(Schraw &
McCrudden, 2006).
Provide
professional
development with
interactive
examples on how
to use a variety of
educational
technology tools
(Google Drive,
YouTube, Twitter,
etc) showing
application in both
the offline and
online classroom.

COLLEGE AND CAREER READINESS 95

Teachers need
increased knowledge in
how to incorporate
differentiation
strategies in their lesson
plans that translate into
digital models. (P)
Through strategies of
adaptation and
differentiation, there is
consistently presented
an ability for teachers
to develop necessary
critical thinking skills,
offer student choice,
scaffold subject depth
and increase college
and career readiness
skills through research
and technology skills
acquisition (Powers,
2008).
Professional
development on
steps to build a
teacher toolkit of
traditional
instructional
strategies and
possible
educational
technology options
(ie. offline debate
to chat pod,
Twitter
conversation or
Facebook
comments).
Modeling steps of
effective
implementation by
teachers from
various content
areas.
Teachers need
increased knowledge in
how to reflect on their
own effectiveness in
using technology in the
classroom. (M)
Rodgers (2002)
highlighted the
importance of
reflection in teachers
meeting the complexity
of learning, the subject
matter at hand, and
their own influences,
along with the contexts
in which these are
taking place.

Professional
development on
reflective practice
followed up by
grade
level/departmental
teacher discussion
on reflective
practice and
effective strategies.
Provide initial
prompts to guide
reflective practice
for optimum
analysis.

Factual and Conceptual Declarative Knowledge Solutions
For the successful adoption of online instruction, it is important for teachers to have
increased knowledge of the functionality and capabilities of a variety of technology platforms
used for education. This includes all relevant terminology and feature functions of the platform.
Additionally, teachers must understand the difference between components of the platform itself
COLLEGE AND CAREER READINESS 96

and the classroom environment created within it and their dependence and independence of one
another. Teachers with a contemporary focus for the development of classroom routines
cognizant of learners’ interests and differences can facilitate student movement through their
zone of proximal development aided by established structures and a goal driven environment
(Razfar, 2013; Tomlinson et al., 2003). Professional development or a specific training
presentation will provide a pamphlet on learning platforms and the functions of the tools
embedded within them as a take-away piece for teachers.
In addition to the basic factual knowledge associated with the creation of an online
learning environment, teachers need increased knowledge in new methods to differentiate
instruction using educational technology that are compatible with a variety of learning
management systems. Differentiation through technology will be an essential component to the
effectiveness of the online independent study program to ensure learner success and support
acquisition of college and career readiness skills. Conceptual knowledge focuses on forming
connections and relationships with information received (Krathwohl, 2002). Students growing
diversity, whether academic or demographic, has heightened the need for adaptive environments
to meet their educational needs beyond the traditional brick and mortar classroom (Logan, 2011).
Differentiation plays a critical role in the development of these environs which incorporate
adaptation of content, instruction and product driven by choice, flexibility and creativity
(Anderson, 2007; Tomlinson, 2001). To facilitate teacher acquisition of this knowledge,
professional development should be provided with interactive examples on how to use a variety
of educational technology tools such as Google Drive, YouTube, Twitter, etc. This professional
development should show application of these tools in both the offline and online classroom
settings.

COLLEGE AND CAREER READINESS 97

Procedural Knowledge Solutions
Beyond the creation of an online learning environment through effective and appropriate
use of the learning platform and its functionality to adapt learning tasks through differentiation,
teachers must be able to translate productive learning tasks from traditional delivery to
technology based. Teachers are able to drive differentiation through student choice, adaptation of
curricula, subject depth scaffolding while pushing the development of critical thinking and
college and career readiness skills (Powers, 2008; Tomlinson et al., 2003). To support teachers in
the adaptation of differentiation methodology professional development will take steps to build a
teacher toolkit. This toolkit will be comprised of traditional instructional strategies and possible
educational technology options such as an offline debate converted to one held over a chat pod,
through a Twitter conversation or Facebook comments. Modeling steps of effective
implementation by teachers from various content areas will also be included.
Metacognitive Knowledge Solutions
Reflection on pedagogy is arguably one of the most valuable instructional tools a teacher
possesses. Metacognitive knowledge develops though the act of thinking about thinking. This is
accomplished through making meaning of the knowledge, identifying areas of growth, execution
in-practice and maintaining an open attitude toward reflection (Rodgers, 2002). Effective online
classrooms rely on effective interactions between teachers and students and the establishment of
student-centered environment inclusive of student participation through reflective discussion (Ni,
2013; Smith & Hardaker, 2000). BizEd will engage and support metacognitive knowledge
growth through professional development on reflective practice followed by grade level and/or
departmental teacher discussions. These discussions will focus on reflective practice in
instruction and effective strategies. Initial prompts will be provided as the catalyst to these
discussions and guide reflective practice for optimum analysis.
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Motivation Recommendations
Pintrich (2003) characterizes motivation by the driving internal force which moves one
with purpose toward task completion. Teacher motivation is a critical component toward the
successful implementation of an online independent study program focused on student
achievement. Choice, persistence and mental effort are the three indicators of motivation in task
performance as noted by Clark and Estes (2008). Choice can be indicated through several
methods such as the teacher may start a task or learn something new on their own unprompted,
through presentation of a professional development or a collaboration opportunity with peers.
Additionally, with choice, there is an underlying want or desire to begin. Persistence is what is
most commonly thought of when motivation is indicated, and refers to the notion a goal will
continue to be pursued even when the pursuer is faced with challenges and barriers to their
successful attainment of the goal they seek. Through mental effort, goal seekers apply their
knowledge to the accomplishment of a task or solving a problem. Motivational influences may
be sorted into categories such as values and self-efficacy, derived from Expectancy and Self-
Efficacy Theories (Eccles, 2006; Pajares, 2006; Pintrich, 2003).
The stakeholder survey and focus group data collected reveal motivation gaps among the
teachers that may be addressed through recommendations. Research and the gap analysis model
of Clark and Estes (2008) provided a framework on which recommendations based on the
identified motivation influences may be made and supported. Theoretical principle supports the
motivational influences as noted in Table 40.

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Table 40
Summary of Motivation Influences and Recommendations
Motivation Influence Principle and Citation Context-Specific
Recommendation
Utility Value: Teachers
need to see the value in
effectively learning the
tools and features
associated with the
learning platform
chosen for the
Independent Study
Program.
Eccles (2006)
correlates utility value
to extrinsic motivation.
This aspect of utility
value considers the
usefulness of the task at
hand and the role it
plays in the overall
attainment of a goal.

When teachers value
organizational goals as
their own, the
motivation to develop
professionally aligned
to those goals becomes
an internal process and
professional
development and
learning activities are
essentially done in
accordance to their own
personal goals and
values (Thoonen,
2011).
Provide a lesson
planning and co-
teaching
experience with a
teacher who can
demonstrate
effective
technology
instruction
practice.
Self-Efficacy: Teachers
need to believe they are
capable of applying the
tools and features to
differentiate effectively
in the learning platform
chosen for the
Independent Study
Program.
Efficacy determines the
level of effort,
perseverance, and
resilience toward the
achievement of one's
goals (Bandura, 2000).
Provide a
professional
development in
sandbox
environments
where teachers can
demo lessons and
set-up mock
classrooms and
assignments.
Professional
development
should highlight
the importance of
“play” in this
environment.
COLLEGE AND CAREER READINESS 100

Utility value. It is important for teachers to see the value in effectively learning the tools
and features associated with the learning platform chosen for the Independent Study Program.
This is achieved through presentation of the utility or usefulness of these tools and teachers’
application of their usefulness as valuable to their successful instructional practices. Eccles
(2006) correlates utility value to extrinsic motivation. This aspect of utility value considers the
usefulness of the task at hand and the role it plays in the overall attainment of a goal.
Additionally, when teachers value organizational goals as their own, the motivation to develop
professionally aligned to those goals becomes an internal process and professional development
and learning activities are essentially done in accordance to their own personal goals and values
(Thoonen, 2011). Teachers at BizEd will be provided a lesson planning and co-teaching
experience with a teacher who can demonstrate effective technology instruction practice. The co-
teaching experience will allow the teachers the opportunity to see the usefulness of the learning
features through effective implementation. A more positive instructional environment is created
through the co-teaching opportunity as teachers will be able to more effectively see how it can be
adapted through in the moment reflection on the classroom experience through perceived student
knowledge acquisition and engagement.
Traditional Expectancy Value Theory established by Atkinson (1964) draws a connection
between an individual's choice, performance, persistence, and belief of task value. Meaning, if an
individual places a belief of a high value on a task, they are more inclined to choose to work
towards that task, perform optimally and persist towards its successful attainment. For the
modern application, Wigfield (1992) and Eccles (1987) outline the theory as one in which an
individual’s behavior is affected by the value placed on outcomes and the perceived probability
of the outcome being achieved. Chien (2012) studied the effects of teacher motivation towards
web-based learning finding a connection between elevated social interaction on the platform and
COLLEGE AND CAREER READINESS 101

the positively perceived usefulness and value of it. Additionally, the study found learners
acquired a negative perception of web-based learning when they had high expectations for an
offline learning experience (Chien, 2012). If the value of the task or goal is not seen, one may be
less motivated to see the task or goal through to achievement. Therefore, it is necessary for
stakeholders to buy into the value of the task(s) at hand and ultimately the stakeholder and
organizational goals (Eccles, 2006).
Self-Efficacy. For successful implementation of the independent study program, teachers
need to believe they are capable of applying the tools and features to differentiate effectively in
the learning platform chosen. Bandura (2000) notes it is this efficacy which determines effort,
perseverance and resilience toward the achievement of one's’ goals. To achieve this, teachers
will be provided a professional development in sandbox environments where they can
demonstrate lessons and set-up mock classrooms and assignments. The professional
development should highlight the importance of “play” in this environment. The opportunity to
“play” will allow the teachers the opportunity to develop an understanding of the utility of the
available features in the platform while making the connection to their individual content area.
Pajares (2006) noted the foundational element of self-efficacy to motivation as a critical
part of social cognitive theory. Pajares warned of the importance to not confuse one's beliefs on
outcome-based on the judgments and expectations of others, but rather focus on belief their
actions will produce the desired outcomes. This highlights the experiential nature of self-
efficacy, where through mastery experience, vicarious experience, social persuasions, and
physical reactions. For the successful attainment of one's’ goals or desired outcomes, confidence,
or self-efficacy is essential. Self-efficacy rests in this belief in personal action to accomplish
one's’ goals, incentive is established along with one's desire to persevere when difficulties arise.
It is through the employ of Mayer’s (2011) four sources of motivation (personal, activating,
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energizing and directed) with any combination of the of the five conceptions of motivation as
detailed above where one reconciles difficulties and where self-efficacy develops and the
individual continues to channel their efforts towards goal attainment.
In a study on tutors in a distance learning program through a web-based platform, Xiao
(2014) showed perceived self-efficacy to be the motivating factor that played the most important
role in teacher learning, in agreement with the work of Thoonen (2011). Self-efficacy along with
a positive attitude toward the digital learning platform and instruction methods and continuing
professional development most affected their motivation to continue with the program (Xiao,
2014). Thoonen (2011) noted with teacher self-efficacy, when there is a high sense of self-
efficacy, they are more inclined to new ideas and experimentation, put more effort into planning
and organization and have increased resilience and perseverance when they are not meeting their
goals. To accomplish organizational goals inclusive of new methodology and changes in
environment, it is critical to create a positive environment for teachers to approach the new
learning. A positive environment will promote increased self-efficacy and ultimately ensure
resilience and persistence toward the goal.
Organizational Influence Recommendations
Alignment of stakeholder goals and necessary resources directly impacts organizational
performance. Lack of organizational resources, and stakeholder goals that are not aligned to the
organizations mission are cited by Clark and Estes (2008), as the leading reasons stakeholder
goals are often not realized. As detailed in Chapter Two, cultural models and cultural settings as
established by Gallimore and Goldenberg (2001) are the two components on which the concept
of culture is grounded. Cultural models focus on the shared values and beliefs of a group while
cultural settings refer to the activity or environment where the actions of these values and beliefs
take place (Gallimore & Goldenberg, 2001).
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The stakeholder survey and focus group data collected reveal organizational gaps among
the teachers that may be addressed through recommendations. Recommendations based on the
identified organizational influences are made and supported by research and Clark and Estes
(2008) gap analysis model. These recommendations take into consideration the importance of
alignment between cultural models and cultural settings within the organization. These
alignments are seen through interrelationships between its structure and the connection to its
processes and policies. As noted in Table 41 below, organizational influences are identified and
supported through theoretical principle.
Table 41
Summary of Organization Influences and Recommendations
Organizational
Influence
Principle and Citation Context-Specific
Recommendation
Cultural Model
Influence 1: There is a
general resistance by
teachers to the
incorporation of
technology or the
migration to it fully.
Ertmer et al. (2012)
divided the constraints
affecting teachers in the
implementation of
technology into first-
order and second-order
barriers. The first order
primarily dealing with
resource allocation and
other such obstacles
which have
predominantly been
resolved for many
teachers and schools by
this point. The second
order, and more
challenging to
overcome, focus on
internal barriers such as
confidence, beliefs, and
value in practice for
both teaching and
learning.
Conduct
department and/or
grade level
meetings where
teachers are given
the opportunity to
openly discuss
their specific
challenges and
reasons for
resistance toward
the
implementation of
technology.

COLLEGE AND CAREER READINESS 104

Cultural Model
Influence 2: Negative
attitudes exist among
some of the teachers
towards professional
development and
training that would alter
their teaching style or
methodology.
Soebari and Aldridge
(2015) note a
traditionally negative
and close-minded view
of professional
development has
evolved over time
where it is viewed as an
event rather than part
of their practice.
Negative attitudes had
developed by teachers
as they viewed
professional
development as
focused events separate
from their daily work
and sought to give
them an opportunity to
master a specific skill.
Conduct
department
professional
developments
highlighting
effective
implementation of
technology in the
specific content
area. Follow up
with department
and/or grade level
meetings where
teachers are given
the opportunity to
openly discuss
their attitude
toward
implementation
following the
professional
development and
any positive
strategies or
benefits they see.
Cultural Setting
Influence 1: Teachers
feel there is a lack of
technology resources to
support moving to a
technology driven
model of instruction.
Baylor and Richie
(2002) reported
teachers primarily cited
three barriers to their
integration of
technology: lack of
technology equipment,
lack of time to create
technology integrated
lessons and scheduling
access time in
coordination with other
teachers.

Organizational
performance increases
when processes and
resources are aligned
with goals established
collaboratively (Clark
& Estes, 2008)
Conduct
department and/or
grade level
meetings where
teachers are given
the opportunity to
openly discuss
their specific
needs for
technology
integration in their
classroom to be
successful now
and then later in
the future.
Teachers will
identify if there is
a difference
between what is
needed now and
what can be added
later.
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Resistance to technology. The study results did not indicate a general resistance by
teachers toward the incorporation of technology or the migration to it fully, instead reliability
was pointed to as the contributing factor which might give the illusion of resistance. As the issue
of reliability is addressed by the organization, it will be important to monitor this influence along
with addressing the recommendations. Should a resistance to technology arise, it must be
overcome by the organization for successful implementation of an online independent study
program. The first-order and second-order barriers toward the implementation of technology
discussed in Chapter Two are evident through the analysis of the study results. A deficiency in
resource allocation as seen through professional development, the organizational technology
practices and the fostering of an innovative environment by administration in conjunction with
related obstacles are evident with the consistent indication of reliability as a factor impacting
technology adoption at the organization. The second order barriers of elements that include
confidence, beliefs and values as seen in teachers’ self-efficacy and utility value, are directly
impacted by the first order barriers (Baylor & Ritchie, 2002; Ertmer et al., 2012). BizEd will
conduct department and/or grade level meetings where teachers are given the opportunity to
openly discuss their specific challenges and reasons for resistance toward implementation of
technology. These discussions will quickly and systematically identify first and second order
barriers to the learning experience and implementation of the strategies so they may be addressed
in a timely manner to maximize the professional development.
Negative attitudes. The study results indicate negative attitudes exist among some of the
teachers towards professional development and training that would alter their teaching style or
methodology. Additionally, the evidence highlighted an overall negative attitude toward
professional development in general in that it is focused on perceived deficit behavior and not
viewed as meaningful or entirely relevant. Survey respondents and focus group participants
COLLEGE AND CAREER READINESS 106

noted the lack of follow through and support after the professional development in aligning it to
instructional practice and its seeming only purpose to check a box as complete (Soebari &
Aldridge, 2015). BizEd will conduct department professional developments highlighting
effective implementation of technology in the specific content area. There will be a follow up to
this professional development with department and/or grade level meetings where teachers are
given the opportunity to openly discuss their attitude toward implementation following the
professional development and any positive strategies or benefits they see.
Lack of resources and support. Teachers feel there is a lack of technology resources to
support moving to a technology driven model of instruction. As mentioned in the analysis of the
focus group data, there is a thought held by the teachers of why bother implementing technology
if it is either unreliable, there is inconsistency in who has access to it or there is a stark divide
between the equipment held by the students versus the teachers and its capabilities due to
outdatedness. Organizational challenges with updating infrastructure, maintaining consistent
access to technology and providing training necessary to demonstrate proper use, integration and
implementation coupled with teachers lack of equipment, time and inability to coordinate with
other teachers are the biggest barriers to successful technology integration (Baylor & Richie,
2002; Muir-Herzig, 2003). Additionally, organizational administration should provide an
environment of innovation and eradicate the fear of failure to drive teacher efficacy in
technology integration in their classroom. In an effort to undertake a culture shift with regard to
professional development, BizEd will conduct department and/or grade level meetings where
teachers are given the opportunity to openly discuss their specific needs for technology
integration in their classroom to be successful now and then later in the future. Teachers will
identify if there is a difference between what is needed now and what can be added later.

COLLEGE AND CAREER READINESS 107

Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The New World Kirkpatrick Model informed this implementation and evaluation plan,
and is based on the original Kirkpatrick Four Level Model of Evaluation (Kirkpatrick &
Kirkpatrick, 2016). This model formulates an evaluation plan which begins with the
organizational goal(s) then works backwards. This methodology allows “leading indicators” to
be identified more readily which are closely aligned with the goals of the organization. In
addition to the “reverse order” of the model, three other actions are accommodated: 1) solution
outcomes focused on behaviors, 2) indicator identification of learning that took place during its
implementation and 3) implementation satisfaction of organizational members. This plan design
essentially ensures success as it facilitates connections between readily present solutions and the
larger goal at hand through stakeholder buy in.
Organizational Purpose, Need and Expectations
The purpose of the implementation of an independent study program is to increase
college and career readiness in high school students at BizEd. This study evaluated the
instructional technology implementation and integration knowledge, skills and motivation of the
teachers in the organization, as well as organizational factors which might impact these efforts.
The goal of increasing implementation is to boost the number of students who meet or exceed
college and career readiness standards as determined by the SBAC test results. More students
meeting or exceeding these standards would increase the number of students leaving BizEd with
the skills necessary to be prepared for their post-secondary work.
Level 4: Results and Leading Indicators
Table 42 shows the proposed Level 4: Results and Leading Indicators in the form of
outcomes, metrics and methods for both external and internal outcomes for BizEd. If the internal
COLLEGE AND CAREER READINESS 108

outcomes are met as expected as a result of professional development and training for the
teachers, then the external outcomes should come to fruition.
Table 42

Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
1. Teachers increase
differentiation using
technology in lessons.
The number of weekly lesson
plans that include technology.
Review and track technology
inclusion in submitted weekly
lesson plans.
2. Teachers have decreased
resistance to the
incorporation of
technology.
The number of days per week
technology is used in
instruction.
Review and track technology
inclusion in submitted weekly
lesson plans.
3. Teachers cite increased
access to technology
resources.
The number of technology
requests made to IT.
Bi-weekly check in from IT to
see if teachers have all of the
technology (within reason) they
need to effectively implement
their lessons.
Internal Outcomes
4. Teachers demonstrate
increased knowledge in
technology platforms.
Student products created using
technology or submitted through
technology.
Use of a technology platform to
structure lessons and create
instructional products.
5. Teachers demonstrate
increased knowledge of
differentiation strategies
using technology.
Teacher progression from
strategies identified as beginner
to intermediate then advanced.
Review professional
development chosen by teacher
in Simple K-12 and school
provided.
6. Teacher responses show
increased reflection on
instructional practice using
technology.
Survey results for question(s)
regarding reflective practice.
Compare quarterly survey
results on instruction, resources
and professional development.
7. Teacher responses
indicate increased value
seen by teachers in
learning to use the
technology available.
Survey results for question(s)
regarding value of implementing
available technology.
Compare quarterly survey
results on instruction, resources
and professional development.
8. Teacher responses
indicate increased self-
efficacy in teachers to
differentiate effectively
using technology.
Survey results for question(s)
regarding self-efficacy in
differentiation with technology.
Compare quarterly survey
results on instruction, resources
and professional development.
9. Teacher responses
indicate decreased negative
attitudes of teachers toward
professional developments.
Survey results for question(s)
regarding attitude toward
professional development.
Compare quarterly survey
results on instruction, resources
and professional development.
COLLEGE AND CAREER READINESS 109

Level 3: Behavior
Critical behaviors. The stakeholders of focus are the high school teachers in the
organization who will be the first to begin the implementation of the online Independent Study
Program. The first critical behavior is that they must correctly incorporate differentiation
strategies using a variety of technology platforms. Second, they must correctly translate
instructional strategies and practices into digital models. Finally, they must demonstrate positive
attitudes toward professional development on technology implementation. Specifics on the
metrics, methods, and timing for these critical behavior outcomes appear in Table 43.
Table 43

Critical Behaviors, Metrics, Methods, and Timing for New Reviewers
Critical Behavior Metric(s)
Method(s)
Timing
1. Correctly
incorporate
differentiation
strategies using a
variety of technology
platforms.
The number of weeks
and days technology
implemented into
classroom instruction.

Principal and vice
principal will track the
number of days and
weeks teachers are
implementing
technology into their
classrooms through a
variety of platforms.
Weekly through
teacher submitted
lesson plans.
2. Correctly translate
instructional strategies
and practices into
digital models.
Teacher feedback
given on work
samples submitted
through designated
technology platform.
Teacher leaders will
review work samples
with teacher feedback.
Teachers provide
samples to teacher
leaders quarterly.
3. Positive attitudes
created toward
professional
development on
technology
implementation.
Frequency of
responses specific
questions on exit
tickets following
professional
developments.
Exit surveys will be
distributed following
professional
developments.
Monthly following
professional
development.

Required drivers. Teachers require the support of the organization and Teacher Leaders
to reinforce their abilities to effectively implement technology into their classroom or instruction
through professional development in technology differentiation at beginner, intermediate and
COLLEGE AND CAREER READINESS 110

advanced levels. Teachers will be encouraged to participate in collaboration and peer modeling
during professional development. Incentives will be offered as reward for increasing the number
of days technology is implemented into their classroom and instruction. Finally, lesson plans will
be monitored for evidence of technology implementation and differentiation. Table 44 shows the
required drivers recommended to support teachers’ critical behaviors.
Table 44
Required Drivers to Support New Reviewers’ Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Professional development in
technology differentiation at
beginner, intermediate and
advanced levels.
Monthly 1, 2, 3
Encouraging
Collaboration and peer
modeling during professional
development.
Monthly 1, 2, 3
Rewarding
Incentive for increasing
number of days technology
implemented.
Quarterly 1, 2, 3
Monitoring
Lesson plans with technology
implementation
Weekly 1, 2

Organizational support. There is a general resistance to the incorporation of technology
into instruction by teachers. There is a recommendation to conduct department and/or grade level
meetings where teachers are given the opportunity to openly discuss their specific challenges and
reasons for resistance toward the implementation of technology. There are also negative attitudes
that exist among some of the teachers towards professional development and training that would
alter their teaching style or methodology. The recommendation is to conduct department
professional developments highlighting effective implementation of technology in the specific
COLLEGE AND CAREER READINESS 111

content area. Follow up with department and/or grade level meetings where teachers are given
the opportunity to openly discuss their attitude toward implementation following the professional
development and any positive strategies or benefits they see. Finally, teachers feel there is a lack
of technology resources to support moving to a technology driven model of instruction. As a
recommendation, department and/or grade level meetings will be conducted where teachers are
given the opportunity to openly discuss their specific needs for technology integration in their
classroom to be successful now and then later in the future. Teachers will identify if there is a
difference between what is needed now and what can be added later. To assist in these efforts,
the organization will ensure professional development in technology is differentiated between
beginner, intermediate and advanced levels to foster a perception of relevance to the teachers.
Teachers will be given time for collaboration and peer modeling for feedback during
professional development. Incentives, as determined by school administration, will be offered for
increasing the number of days technology is implemented into the classroom and instruction.
Level 2: Learning
Learning goals. Following completion of the recommended solutions, most notably the
implementation of technology based differentiation, the teachers will be able to:
1. Employ a diverse range of the capabilities available in a variety of technology
platforms used for education, (D)
2. Progress in skill level of instruction differentiation using versatile educational
technology platforms, (D)
3. Incorporate increasingly more advanced differentiation strategies in lesson plans that
translate into digital models, (P)
4. Apply reflective practice to effectiveness in technology use in the classroom with a
goal of skill advancement. (M)
COLLEGE AND CAREER READINESS 112

5. Demonstrate an increased perception of value in learning more advanced tools and
features associated with the learning platform, (Value) and
6. Demonstrate in increased perception of self-efficacy with the utilization of more
advanced tools and features associated with the learning platform. (Self-Efficacy)
7. Consistently demonstrate a level of openness to and implementation of technology in
instruction. (Cultural Model Influence 1)
8. Consistently demonstrate a level of openness to professional development and training
that develops or adapts current teaching style or methodology. (Cultural Model Influence
2)
9. Consistent reporting of availability of technology resources to effectively implement
instruction with technology. (Cultural Setting Influence 1)
Program. The learning goals listed previously will be achieved through analysis of
several impacting components to teachers’ instructional practices at BizEd. Teachers will be
exposed to a variety of instructional technology tools, programs and differentiation strategies.
The total time for completion of the program is one school year. The initial pre-implementation
survey will be administered before any trainings or professional developments take place. The
post implementation surveys will be given every six weeks to monitor growth and efficacy in
responsiveness to the actual implementation of the skills and strategies from the trainings or
professional developments.
Following the completion of the program and the end of the school year, a
recommendation will be made to the organization as to the readiness of the teachers to undertake
the implementation of an online independent study model. Should a recommendation be made
for its implementation, there will also be a recommendation for benchmarks to monitor program
COLLEGE AND CAREER READINESS 113

success. By contrast, if a recommendation is not made, there will be plan provided for next steps
to continue to prepare teachers to move toward its implementation as a solution.
Components of learning. The ability to demonstrate declarative knowledge is often
necessary prior to the application of knowledge to solve problems. Therefore, both declarative
and procedural knowledge are essential to evaluate for. Additionally, it is critical those who learn
from a training value it prior to its implementation. Table 45 below catalogs the evaluation
methods and timing of the learning components.
Table 45
Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks using multiple choice. Following professional development or
specific training presentation.
Knowledge checks through discussions, “pair,
think, share” and other individual/group
activities.
Periodically during professional development
and training documented by presentation
feedback posters created by the groups.

Procedural Skills “I can do it right now.”
During the professional development or
training, model effective implementation.
In the professional development or training
prior to mock-classroom demonstration.
Demonstration in groups and individually of
using the differentiation strategies or
technology platforms in a mock-classroom.
During the professional development/training.
Quality of the feedback from peers during
group sharing
During the professional development.
Individual application of the strategies and
platforms.
During mock-classroom group-share portion of
the professional development/training.
Attitude “I believe this is worthwhile.”
Principal and Teacher Leaders observations of
participants’ statements and actions
demonstrating that they see the benefit of what
they are being asked to do or learn.
During the professional development/training.
Discussions of the value of what they are being
asked to do or learn.
During grade level and department meeting
discussion.
Survey items using scaled measures. After the professional development/training.

COLLEGE AND CAREER READINESS 114

Confidence “I think I can do it on the job.”
Survey items using scaled measures. After the professional development/training.
Discussions following practice and feedback.

During grade level and department meeting
discussion.
Commitment “I will do it on the job.”
Discussions following mock-classroom
practice.
After the professional development/training.
Reflection on a specific implementation
experience during a lesson in the classroom.

During grade level and department meeting
discussion.

Level 1: Reaction
Table 46
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Tracking of weekly lesson plans inclusive of
technology differentiation.
Weekly throughout the school year.
Increase in the number of lessons weekly
inclusive of technology differentiation
strategies.
Weekly throughout the school year.
Observations by Principal and Teacher
Leaders.
During the professional development/training.
Attendance During the professional development/training.
Exit Survey with scaled measures. Following the professional
development/training.
Relevance
Discussions with teachers following practice
and feedback.
During grade level and department meeting
discussion.
Exit Survey with scaled measures. Following the professional
development/training.
Customer Satisfaction
Small group check-ins and discussion. Periodically throughout the professional
development/training.

Exit Survey with scaled measures. Following the professional
development/training.

Evaluation Tools
Immediately following the program implementation. Following all training and
professional development offered, there will be an anonymous exit survey (See Appendix D for
COLLEGE AND CAREER READINESS 115

more information on the Teacher Post Training/Professional Development Survey) with scaled
measures for teachers to give immediate feedback on engagement, relevance and overall
satisfaction. This data will indicate teachers’ overall perceptions of value and usability of the
information learned. Additionally, the data from these surveys will inform administration of
planning needs for future training and professional development.
Level 1 will include observations, small group check-ins and discussions during the
professional development and end with exit surveys for teachers upon its completions. For Level
2, discussions conducted during grade level meetings following practice of the skills learned
through demonstration, mock lessons and implementation of those skills on lesson plans.
Delayed for a period after the program implementation. An anonymous survey (See
Appendix C for more information on the Delayed Teacher Survey) will be given by
administration approximately six weeks following a training or professional development to
allow time for implementation. The survey takes the Blended Evaluation approach using both
scaled and open items to measure teachers perceived relevance of the training or professional
development (Level 1), attitude towards the knowledge or skills taught (Level 2), application of
the knowledge or skills to their instructional practice or classroom (Level 3), and reflection on
their ability to effectively utilize technology.
Data Analysis and Reporting
The Level 4 goal of teachers is to increase technology implementation in instruction
thereby exhibiting a decreased resistance and increased access to technology. Each week the
administration will review lesson plans submitted by teachers. The majority of the goals of the
study are measured through teacher responses to anonymous surveys either before, immediately
following or several weeks or months after training or professional development. Following
survey administration, the data will be aggregated and presented in both raw and summarized
COLLEGE AND CAREER READINESS 116

form to school administration and the Teacher Leaders who plan training/professional
development. Additionally, results will be presented to the teachers in summarized form through
an infographic representative of the overall teacher's scaled view toward preparedness and the
implementation of training/professional development.
Summary
Kirkpatrick’s New World Model (2016) provided a logical progression and structure to
recommendations connected to relevant influences. Using a reverse approach that starts from
goal identification, recommendations were discovered to provide solutions to organizational
problems. Through the data collection and analysis intermittently, critical changes and
adaptations were able to be made for optimal program success (Kirkpatrick & Kirkpatrick,
2016). Additionally, the framework of the three questions: “Does…meet expectations?, If not,
why not?, and If so, why?” guides data analysis offered credibility to the evidence provided for
recommendations and the associated decision-making process (Kirkpatrick & Kirkpatrick, 2016).
The movement through the Knowledge, Motivation and Organizational Influences, identification
of recommendations for solutions offered the ability to create a concise and comprehensive
implementation and evaluation plan inclusive of the four necessary levels. Each of these levels
(Results, Behavior, Learning and Reaction) offered specific and differentiated approach to
problem solving that incorporated the outcomes, metrics and methods associated. Finally, the
evaluation tools (See Appendices C and D) facilitate the process of determining the value of the
intervention and gauge the return on expectation (Kirkpatrick & Kirkpatrick, 2016). As expected,
data analysis of the pre- and post-implementation surveys show growth by the teachers in all
levels.

COLLEGE AND CAREER READINESS 117

Strengths and Weaknesses of the Approach

The Clark and Estes (2008) gap analysis framework was a significant strength of this
study in that it put focus on the influences affecting teachers from a knowledge, motivation and
organization factors in relation to the implementation of an online independent study program.
The connection to the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) with its
four levels, reaction, learning, behavior and results, guided the recommendation process. The
model concentrated focus on the necessary outcomes for goal attainment and structured the
development of recommendations and measurements through the application of the results of the
study and literature. Additionally, the synthesis of these two models supported the transfer of the
study findings into a unified plan for implementation and the subsequent evaluation necessary.
From the study results and findings in combination with the application of the two models, a
comprehensive plan was established for BizEd toward implementation of an online independent
study program.
The size of BizEd presents as a weakness of the study in that recommendations may lack
application beyond the organization itself or similar sized charter schools. Additionally, the high
turnover rate of teachers at BizEd may present a problem toward goal attainment through
application of the recommendations, though the framework of the study and presented
differentiated suggestions may be applied to any new hire(s) to assist in their adoption of the
organizations goal.
Limitations and Delimitations

As noted in Chapter Three, the main limitation to the study was the reliance on teacher
participation due to the small sample size. Additionally, from those participating, their
willingness to respond to the survey, interpretation of the items presented, overall truthfulness
and genuine awareness of their own abilities played a significant role in the outcome of the
COLLEGE AND CAREER READINESS 118

study. The original survey and focus group protocols created for this study lacked the validity
and reliability of established instruments. However, all items were rooted in both theory and
prior research inclusive of valid instruments thus promoting reliability and validity. Considerable
efforts were made to combat researcher bias as a member of the stakeholder group chosen for the
study. Both the survey and focus group components were conducted to maintain anonymity of
the participants throughout to minimize opportunity for research bias. The study looked to larger
populations in connection to the study results to inform best practices, though no generalizations
could be made as the study was delimited to the organization of focus. Use of the recommended
solutions by outside organizations would require thoughtful adaptation and application.
Future Study

BizEd would benefit from more in-depth study on its professional development practices
overall. Ongoing data will need to be collected throughout the process of the implementation of
an online independent study program to ensure overall success. Data of this nature will be
increasingly important with expansion of the program and addition of new hire teachers.
Additionally, it will be important to monitor teachers’ implementation of differentiation and new
technology strategies in their classroom to continue to push the learners toward college and
career readiness and 21
st
Century Standards. Finally, once the independent study program is in
place, there will need to be a study conducted with the students as the stakeholders of focus to
gauge program effectiveness.
Conclusion

The goal of the study was to understand BizEd’s degree of preparedness to implement an
online independent study program to increase course completion rates, SBAC performance, and
acquisition of college and career readiness skills. This level was determined based on the
appraisal of teachers’ knowledge and motivation influences, along with the organizational
COLLEGE AND CAREER READINESS 119

influences, that play a role working toward organizational and stakeholder goal attainment. The
teachers were selected as the stakeholder of focus for this study as the ultimate success of an
online independent study program is contingent on their ability to effectively implement it to
drive student achievement. Across the nation, students are matriculating into college and the
workplace unprepared to meet the tasks they are met with. The current job market seeks
employees with dynamic, problem solving skill sets who can adapt and work efficiently and
effectively in a team. The 21
st
century is upon us with rapidly evolving technology that leads to
work environments in a constant state of flux. It is time to end the cycle of forced tradition on
academia. Instead, we must pioneer the way to the future through innovative and visionary
educational practices to navigate students through the 21
st
century and beyond.

COLLEGE AND CAREER READINESS 120

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COLLEGE AND CAREER READINESS 129

Appendix A
Stakeholder Survey
Please choose one response for each of the statements below. If you were in between on any
question, or there are conditions for your answer, please share it in the free response section
for question #30.

1 How long have you been in the teaching profession?

0-1 Years

2-5 Years

6-10 Years

11-15 Years

15+ Years

2 Education

Add-on Certification

Master's Degree in Progress

Master's Degree

Doctoral Degree (PhD/EdD)

Other Graduate Degree Beyond Master's

3 It is easy for me to work on a computer.

Strongly Agree Agree Disagree Strongly Disagree

4
I am skilled in constructing and implementing project-based learning lessons
where students use a variety of technology to create a product.

Strongly Agree Agree Disagree Strongly Disagree
COLLEGE AND CAREER READINESS 130

5 I am skilled in helping students’ complete tasks using technology.

Strongly Agree Agree Disagree Strongly Disagree

6
I am confident in my ability to incorporate technology into my instruction due to
my skill level.

Strongly Agree Agree Disagree Strongly Disagree

7 Computers are a valuable instructional tool in all content areas.

Strongly Agree Agree Disagree Strongly Disagree

8
Technology platforms such as websites, social media and learning management
systems (Canvas, Edmodo, Blackboard, etc) are effective means of disseminating
class information and assignments.

Strongly Agree Agree Disagree Strongly Disagree

9
It is difficult to develop and maintain relationships with students when you
integrate technology into your classroom.

Strongly Agree Agree Disagree Strongly Disagree

10 I have changed the way I teach due to technology.

Strongly Agree Agree Disagree Strongly Disagree

COLLEGE AND CAREER READINESS 131

11 My students know more about technology than I do.

Strongly Agree Agree Disagree Strongly Disagree

12 Teachers can more effectively collaborate through technology.

Strongly Agree Agree Disagree Strongly Disagree

13 Students collaborate more when they use technology in the classroom.

Strongly Agree Agree Disagree Strongly Disagree

14
Students create products evident of higher order thinking skills when they use
technology.

Strongly Agree Agree Disagree Strongly Disagree

15 I enjoy learning new technology that I can integrate into my instruction.

Strongly Agree Agree Disagree Strongly Disagree

16 I enjoy collaborating with colleagues on educational technology.

Strongly Agree Agree Disagree Strongly Disagree

17
I have classroom management strategies in place that I can use to integrate
technology into my classroom.

Strongly Agree Agree Disagree Strongly Disagree
COLLEGE AND CAREER READINESS 132

18
When I plan my lessons, I regularly consider how technology could improve my
instruction.

Strongly Agree Agree Disagree Strongly Disagree

19
I can effectively assess students work products in my content area that have been
created using technology.

Strongly Agree Agree Disagree Strongly Disagree

20
Professional development at my school is flexible in that it is adapted to meet the
current needs and interests of the teachers.

Strongly Agree Agree Disagree Strongly Disagree

21
Professional development offered by the school considers the necessary resources
and support that are available to teachers.

Strongly Agree Agree Disagree Strongly Disagree

22
Professional development offered by the school considers whether the strategies
and skills delivered during the training are able to be immediately implemented
into the classroom.

Strongly Agree Agree Disagree Strongly Disagree

23
Professional development is differentiated to meet the needs of a variety of
experience levels among teachers.

Strongly Agree Agree Disagree Strongly Disagree

COLLEGE AND CAREER READINESS 133

24
Peer observations are encouraged by my school as part of professional
development.

Strongly Agree Agree Disagree Strongly Disagree

25
It is consistently clear how professional development is related to school goals or
classroom instruction with standards alignment.

Strongly Agree Agree Disagree Strongly Disagree

26
Teachers at my school are able to engage in meaningful discussions on the purpose
and potential impacts of the professional development provided.

Strongly Agree Agree Disagree Strongly Disagree

27
During the course of professional development, teachers are provided
opportunities to see examples of how the skills and strategies can be applied to
their classroom and instruction.

Strongly Agree Agree Disagree Strongly Disagree

28
Professional development provides opportunities for teachers to practice applying
the new skills learned to their classroom and/or instruction.

Strongly Agree Agree Disagree Strongly Disagree

29
Time is given to teachers during professional development to discuss what was
learned and how it can be used in the classroom.

Strongly Agree Agree Disagree Strongly Disagree

COLLEGE AND CAREER READINESS 134

30
I hold the power to enact change in my classroom through reflective teaching
practice.

Strongly Agree Agree Disagree Strongly Disagree

31
I am a teacher researcher who constantly looks for new strategies to better serve
my students.

Strongly Agree Agree Disagree Strongly Disagree

32 I believe I am an expert in my content area.

Strongly Agree Agree Disagree Strongly Disagree

33 It is important for me that students drive learning in my classroom.

Strongly Agree Agree Disagree Strongly Disagree

34 Describe specific ways you facilitate student-driven instruction.

COLLEGE AND CAREER READINESS 135

35
Is there anything additional you would like to share or that you feel is important to
with regard to technology in the classroom, your approach and willingness to use
it, or the resources available to you, including professional development?

COLLEGE AND CAREER READINESS 136

Appendix B
Focus Group Potential Questions
There will be a series of questions asked through the course of this focus group. Provide
examples or anecdotal evidence where possible. Please allow your groupmate to finish
speaking before responding, I will ensure all participants have an opportunity to share and
respond to each other.
1
Tell me about the knowledge you feel you as teacher have about educational
platforms whether it is through experiential use or learned.
2
Based on your experience as teacher leaders, please share about the degree to which
teachers at the high school take time on their own to learn new methods to
differentiate instruction using technology.
3
As teachers and teacher leaders, discuss how you are able to apply the differentiation
strategies in your current offline lesson plans into a digital model.
4
As teachers and teacher leaders, discuss the degree to which reflection on teaching
practice at the high school plays into effectiveness in the classroom, particularly with
technology.
5
In your experience as teacher leaders how do teachers at the high school value
learning to use educational technology effectively to integrate it into their classroom
and instruction?
6
To what degree do you feel you and the other teachers at the high school are
efficacious in the ability to differentiate instruction, especially with the incorporation
of technology?
7
To what degree do you feel you and the other teachers at the high school are open or
resistant to incorporating technology into instruction?
8
Discuss your experience with the general attitude, positive or negative, you and other
teachers have toward training and professional development that would alter their
teaching style.
9
In your experience, to what degree does the high school have adequate resources and
support in place for the teachers to move toward technology driven instruction?
10
As teachers and teacher leaders at the high school, can you provide an example or
evidence for anything you see in the survey results that is in line with or contrary to
your experience?

COLLEGE AND CAREER READINESS 137

Appendix C
Delayed Teacher Survey
Please choose one response for each of the statements below. If you were in between on any
question, or there are conditions for your answer, please share it in the free response section for
question #10.
1 How long have you been in the teaching profession?

0-1 Years

2-5 Years

6-10 Years

11-15 Years

15+ Years

2 Education

Add-on Certification

Master's Degree in Progress

Master's Degree

Doctoral Degree (PhD/EdD)

Other Graduate Degree Beyond Master's

3
I have been able to confidently to incorporate the training/professional development
I received into my classroom.

Strongly Agree Agree Disagree Strongly Disagree

4
The necessary resources to support the training/professional development I received
are or have been made available in order for effective implementation.

Strongly Agree Agree Disagree Strongly Disagree
COLLEGE AND CAREER READINESS 138

5
The training/professional development I received was differentiated to my skill level
so that I could successfully implement it.

Strongly Agree Agree Disagree Strongly Disagree

6
I have been able to use the opportunities to see examples of how the skills and
strategies can be applied to my classroom/instruction provided during the
training/professional development were beneficial to my successful implementation.

Strongly Agree Agree Disagree Strongly Disagree

7
The training/professional development provided a relevant opportunity for me to
practice applying the new skills I was able to rely on when implementing into my
instruction/classroom.

Strongly Agree Agree Disagree Strongly Disagree

8
The time was given to teachers during training/professional development to discuss
what was learned and how it could be used in my instruction/classroom was
beneficial to implementing into my instruction/classroom.

Strongly Agree Agree Disagree Strongly Disagree

9
Describe specific ways you have incorporated the training/professional development
into your classroom.

COLLEGE AND CAREER READINESS 139

10
Is there anything additional you would like to share or that you feel is important to
with regard to this training/professional development and its implementation in
your instruction/classroom?

COLLEGE AND CAREER READINESS 140

Appendix D
Teacher Post Training/Professional Development Survey
Please choose one response for each of the statements below. If you were in between on any
question, or there are conditions for your answer, please share it in the free response section
for question #10.
1 How long have you been in the teaching profession?

0-1 Years

2-5 Years

6-10 Years

11-15 Years

15+ Years

2 Education

Add-on Certification

Master's Degree in Progress

Master's Degree

Doctoral Degree (PhD/EdD)

Other Graduate Degree Beyond Master's

3
I am confident in my ability to incorporate the training/professional development I
received today into my classroom.

Strongly Agree Agree Disagree Strongly Disagree

4
The training/professional development considered the necessary resources and
support that are available to teachers in order for effective implementation.

Strongly Agree Agree Disagree Strongly Disagree
COLLEGE AND CAREER READINESS 141

5
The training/professional development was differentiated to meet the needs of a
variety of experience levels among teachers.

Strongly Agree Agree Disagree Strongly Disagree

6
During the course of this training/professional development, teachers were
provided opportunities to see examples of how the skills and strategies can be
applied to their classroom and instruction.

Strongly Agree Agree Disagree Strongly Disagree

7
This training/professional development provided an opportunity for teachers to
practice applying the new skills learned to their classroom and/or instruction.

Strongly Agree Agree Disagree Strongly Disagree

8
Time was given to teachers during training/professional development to discuss
what was learned and how it can be used in the classroom.

Strongly Agree Agree Disagree Strongly Disagree

9
Describe specific ways you intend to incorporate the training/professional
development into your classroom.

COLLEGE AND CAREER READINESS 142

10
Is there anything additional you would like to share or that you feel is important to
with regard to this training/professional development?

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Asset Metadata

Creator Brasch, Deirdra (author)

Core Title College and career readiness through independent study: an innovation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 02/10/2018

Defense Date 12/20/2017

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag 21st century skills,collaboration,college and career ready,differentiation,edtech,education,educational technology,gap analysis,independent study,instruction,instructional technology,KMO,Knowledge,Motivation,OAI-PMH Harvest,online instruction,online learning,organization,professional development,reflection,reflective practice,student achievement,teaching,Technology,technology integration

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Seli, Helena (committee chair), Datta, Monique (committee member), Ferrario, Kimberly (committee member)

Creator Email brasch@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-472656

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