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Perceptions of Success from Members of the Founding Class of MC Squared STEM High School Jeffrey D

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Perceptions of Success from Members of the Founding Class of MC Squared STEM High School Jeffrey D National Louis University Digital Commons@NLU Dissertations 6-2013 The esM sage 2.0: Perceptions of Success from Members of the Founding Class of MC Squared STEM High School Jeffrey D. McClellan National Louis University Follow this and additional works at: https://digitalcommons.nl.edu/diss Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Leadership Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons, Science and Mathematics Education Commons, and the Urban Education Commons Recommended Citation McClellan, Jeffrey D., "The eM ssage 2.0: Perceptions of Success from Members of the Founding Class of MC Squared STEM High School" (2013). Dissertations. 193. https://digitalcommons.nl.edu/diss/193 This Dissertation - Public Access is brought to you for free and open access by Digital Commons@NLU. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Commons@NLU. For more information, please contact [email protected]. THE MESSAGE 2.0: PERCEPTIONS OF SUCCESS FROM MEMBERS OF THE FOUNDING CLASS OF MC SQUARED STEM HIGH SCHOOL Jeffrey D. McClellan Dissertation Educational Leadership Doctoral Program Submitted in partial fulfillment of the requirements of Doctor of Education in the Foster G. McGaw Graduate School National College of Education National-Louis University February, 2013 Copyright by Jeffrey David McClellan, 2013 All rights reserved ABSTRACT This dissertation examines the methods of learning from the student’s perspective in order to understand what made the first graduating class of MC Squared successful. The conceptual model of student success composed of non-academic factors of motivation, social connectedness, and self-management was used for the lens from which to understand the six students in depth. Through the research, it was uncovered that diversified learning environments, a mastery based assessment system, and an unwavering acceptance of students within a challenging and supportive environment are essential to the success achieved at MC Squared STEM High School. Lastly, the seminal contribution of this work is the Student Success Triangle (realignment of the primary non-academic factors). v ACKNOWLEDGEMENTS I have been raised in a loving family with support and guidance. My mom and dad have made sacrifices throughout their lives to ensure that my brothers and I have had every opportunity to become the men that we are today. When things have gone well they have been there to support us and remind us not to become complacent with our accomplishments. When things have not gone well they have been there to help us learn from our mistakes and to love us unconditionally. My parents have taught me how to work hard and love harder. They have taught me what family means and have helped me to understand how to use the gifts that God has given me. My two brothers Matt and Zach have taught me how to compete aggressively while loving deeply. I know that without them I would not be who I am today. Even more importantly, I know that if I should ever start to stray they would hold me accountable and ensure that I refocus on what is important. My single greatest life accomplishment has been convincing Rena Auxter to marry me. Rena shares my passion for education and has supported me every step of the way. Without Rena’s love for me I would not have been blessed with my two greatest gifts Mallory and Maximus. When Rena married me she also committed her parents (Bill and Ruth) to a life with me. They too value family above all else and have provided support to me throughout this endeavor. I have also had some very important relationships through my professional experiences. While working in Lima I had the great pleasure to learn from Virgil Mann, Larry Cress, and Karol Oxley. All three supported me as I struggled to understand what vi it meant to teach and lead. I often refer to what they taught me when making decisions today. When I decided to make the transition to Cleveland, Eric Gordon was there to fill the void that leaving Virgil, Larry, and Karol had created. Even though Eric was responsible for leading the academic development of the district’s 100 schools, he always had time to talk to me and work with me. He elevated my thinking to a new level and showed me that servant leadership did not have to change just because the numbers of people that you serve increases significantly. Santo Nicotera coached me in Lima and has continued to work with me since I have moved to Cleveland. His experience and wisdom have helped me to understand who I am as an educator and a person. Dr. Gina Weisblat has been my local mentor and thought partner through this entire project. Gina is a brilliant thinker that has graciously spent time pushing my thinking, keeping me organized, and keeping me on a schedule. I am not sure that I believed that I could actually get this completed until she started to work with me. Finally Dr. Norman Weston was able to get me through this process. He has always made time for me. He has taught me how to express my thinking and formulate my research. He has modeled academic scholarship and discipline for me. vii DEDICATION This dissertation is dedicated to the students of MC Squared STEM High School. Your passion and commitment in the face of extreme obstacles continues to inspire me. You have profoundly impacted my ability to understand and I will continue to work to find the best methods by which to unleash your limitless potential and the limitless potential of your peers. I have heard your message. viii TABLE OF CONTENTS ABSTRACT……………………………………………………………………… v ACKNOWLEDGEMENTS……………………………………………………… vi DEDICATION…………………………………………………………………… viii TABLE OF CONTENTS……………………………………………………….... ix LIST OF TABLES……………………………………………………………….. xi LIST OF FIGURES……………………………………………………………… xiii EPIGRAPH……………………………………………………………………… xiv CHAPTER ONE: INTRODUCTION…………………………………………… 1 The Call…………………………………………………………………….. 1 The Journey Begins: Who am I that teaches?................................................ 2 I Accept a Formal Leadership Position…………………………………….. 8 The MC2 STEM High School Opportunity………………………………… 10 Design Features Built from Design Principles……………………………... 12 Where We Are Today……………………………………………………… 14 Academic Program…………………………………………………………….. 14 Curriculum……………………………………………………………………… 16 School Schedule………………………………………………………………… 17 Early Indicators of Success…………………………………………………. 19 Background and Purpose of the Research………………………………….. 20 The Research Questions……………………………………………………. 25 CHAPTER TWO: REVIEW OF LITERATURE……………………………….. 27 Introduction…………………………………………………………………. 27 Learning in the Flat World………………………………………………….. 28 Motivation…………………………………………………………………... 33 Maslow’s Hierarchy……………………………………………………………. 34 Foundational Research on Motivation………………………………………. 35 Expectancy Value Model………………………………………………………. 38 Goal Theory……………………………………………………………………... 39 Intrinsic/Extrinsic Motivation………………………………………………… 39 Achievement……………………………………………………………………... 41 Mixed Approaches……………………………………………………………… 41 An Integrative Approach………………………………………………………. 42 Social Engagement………………………………………………………… 44 Social Connectedness………………………………………………………….. 45 Youth and Social Connectedness…………………………………………….. 46 Connectedness and Cognitive Development……………………………….. 48 School and Connectedness…………………………………………………… 48 Benefits of School Connectedness…………………………………………… 50 Social Capital and Connectedness………………………………………….. 51 Teamwork………………………………………………………………………. 53 ix Challenges of Teamwork………………………………………………………. 58 Social Integration………………………………………………………………. 61 Institutional Environments……………………………………………………. 62 Self-Management…………………………………………………………... 63 Family……………………………………………………………………………. 64 Approach to School and Culture……………………………………………... 65 Well-being………………………………………………………………………. 66 Healthy Behaviors – Sleep, Diet, and Exercise……………………………. 68 Academic Achievement…………………………………………………… 70 How People Learn (HPL)…………………………………………………….. 71 Problem/Project Based Learning (PBL)…………………………………… 73 HPL and PBL………………………………………………………………….. 75 Chapter Summary…………………………………………………………. 76 CHAPTER THREE: METHODOLOGY……………………………………… 77 Introduction………………………………………………………………. 77 Research Methodology……………………………………………………. 78 Case Study………………………………………………………………… 79 Research Design…………………………………………………………… 80 Study Population……………………………………………………………….. 80 Study Participants……………………………………………………………… 81 Data Collection…………………………………………………………………. 83 Student Survey ………………………………………………………………….. 83 Group Interviews……………………………………………………………….. 83 Individual Interviews…………………………………………………………... 84 Data Analysis……………………………………………………………… 86 Chapter Summary…………………………………………………………. 89 CHAPTER FOUR: STUDENT VIGNETTES…………………………………... 90 Introduction………………………………………………………………… 90 Garrett……………………………………………………………………… 91 Mae…………………………………………………………………………. 95 Raul…………………………………………………………………………. 99 Ralph………………………………………………………………………... 105 Angela………………………………………………………………………. 110 Mary………………………………………………………………………… 114 Conclusion………………………………………………………………….. 118 CHAPTER FIVE: FINDINGS…………………………………………………… 119 Introduction…………………………………………………………………. 119 Motivation…………………………………………………………………... 124 Goal Orientation……………………………………………………………….. 126 Conscientiousness……………………………………………………………… 130 Academic Self-Confidence…………………………………………………….. 132 x Social Engagement…………………………………………………………. 136 Team Work………………………………………………………………………. 136 Social Activity……………………………………………………………………
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