Educational Leadership and Policy Analysis electronic theses and dissertations (MU)
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The items in this collection are the theses and dissertations written by students of the Department of Educational Leadership and Policy Analysis. Some items may be viewed only by members of the University of Missouri System and/or University of Missouri-Columbia. Click on one of the browse buttons above for a complete listing of the works.
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Item Does the method matter? Teachers' perceptions of professional development(University of Missouri--Columbia, 2025) Watermann, Macey L; Crawford-Rossi, EmilyThis study looked at how effective professional development (PD) is in Missouri PK–12 public school districts. It was based on the Guskey and Sparks (2004) PD evaluation framework, which highlights the “what, how, who, when, where, and why” of PD and its impact on teachers and students. The researcher chose 20 Missouri public school districts with student enrollments between 1,100 and 1,500 to ensure consistency in size and context when examining PD implementation and results. The findings showed differences between teachers' views of PD and its actual impact on their teaching practices. While out-of-district PD received the highest ratings for satisfaction and perceived relevance, job-embedded formats--especially professional learning communities (PLCs)--were more closely associated with lasting changes in classroom instruction. The results indicate that PD works best when it combines the accessibility and appeal of external offerings with the ongoing, collaborative approach of PLCs. This creates a model that is both engaging and transformative for educators.Item Instructional leadership in project-based learning : cultivating supportive cultures, overcoming barriers, and leading change(University of Missouri--Columbia, 2025) Thompson, Megan Leigh; Hutchinson, SandyInstructional leadership in project-based learning involves cultivating supportive cultures, overcoming barriers, and leading change. The purpose of this research was to examine the role of instructional leadership in implementing and sustaining project-based learning. This qualitative study utilized interviews, focus groups, and document analysis. Establishing a clear vision, creating a culture of risk-taking, trust, and celebration, understanding PBL as a methodology for learning and workforce preparation, embracing servant leadership, and removing barriers of time and resources were key findings of the research and can be used to navigate complex change in project-based learning.Item Beyond the tenure track : a narrative inquiry informed by Deweyan Pragmatism(University of Missouri--Columbia, 2025) Terry, Christine; Lee, Se WoongThis dissertation explores the experiences of three faculty who voluntarily left tenure-track positions before tenure review, reframing these decisions as intentional acts of career authorship rather than failure. Grounded in Deweyan Pragmatism and conducted through narrative inquiry, the study examines how faculty navigate questions of identity, purpose, and belonging within a neoliberal academic landscape that prizes productivity and prestige. Participants shared their stories through multiple interviews and a group conversation. Analysis across the narrative commonplaces of temporality, sociality, and place revealed three central resonances: fit and misfit, relational support, and redefining success. Participants described how institutional metrics narrowed the space for creativity and care, yet they cultivated mentoring relationships, collaboration, and artistic or community-based practices that renewed their sense of agency and meaning. The study advances the concept of relational infrastructure: the mentoring, recognition, and care systems that sustain faculty flourishing and make plural academic career pathways viable. It concludes with recommendations for designing flexible career structures, strengthening mentoring and professional development, and preparing doctoral students for diverse scholarly futures. This work calls for a more democratic and humane vision of academic life grounded in relationships, growth, and shared inquiry.Item The problem with its purpose : a study into the Procedural Safeguards Notice : Part B of the Individuals with Disabilities Education Act (IDEA) and its suitability for the intended users : a qualitative interview study(University of Missouri--Columbia, 2025) Posey-Glover, LaVetta Antoinette; Williams, MichaelThis basic qualitative interview study utilizing semi-structured interviews to explore parent sensemaking examined how parents of students with disabilities understand and utilize the Procedural Safeguards Notice: Part B of the Individuals with Disabilities Education Act (IDEA), and how this understanding influences their ability to collaborate with schools. Guided by Karl Weick's theory of sensemaking, the research looked into the lived experiences of 11 parents at a Title I middle school in Missouri through semi-structured interviews. The analysis focused on three main areas: the clarity of the Procedural Safeguards document, parent capacity, and the strength of parent–school relationships. Results indicated that although most parents perceived themselves as advocates for their children, they frequently struggled to comprehend the Procedural Safeguards due to complex language, dense formatting, and a lack of contextual support. Participants shared various experiences working with schools, affected by previous interactions, literacy confidence, socioeconomic status, and race. Three key themes emerged: parental advocacy, the need for clearer communication, and the challenge of interpreting special education documents. This study highlights important equity issues in implementing special education policies, especially regarding access to information and meaningful participation in decision-making. This study advances sensemaking theory by demonstrating that parent engagement is not simply an information-access problem but an ongoing, identity-driven, socially-constructed interpretive process shaped by race, class, and institutional power dynamics. Findings suggest that procedural safeguards, while legally compliant, function as gatekeeping mechanisms that reproduce educational inequity.Item “How are you holding up?” A narrative study on how Black male undergraduates navigate their educational journeys amid DEI rollbacks(University of Missouri--Columbia, 2025) Lockhart, Jae-Kur; Williams, MichaelThis qualitative study examines how Black male undergraduates at predominantly white institutions navigate their educational journeys amid reduced or eliminated support services following anti-DEI mandates. This study is guided by Black Critical Theory and Lukes' Three Dimensions of Power, and it uses narrative inquiry to center the lived experiences of five Black male college students. Findings reveal that the disruption of DEI efforts and initiatives produces various forms of erasure and isolation, while students work tirelessly to continue to construct belonging through peer networks, mentorship, and resistance. This study contributes to understanding how Black men persist, resist, and redefine belonging in the evolving landscape of higher education.