Nancy Akhavan | California State University, Fresno (original) (raw)

Papers by Nancy Akhavan

Plan for Modifying Preparation Program (See following pages) 1. Describe the process in which you... more Plan for Modifying Preparation Program (See following pages) 1. Describe the process in which your program engaged to identify the changes needed to align your program to the revised standards.

Journal of school administration research and development, Jun 15, 2017

Journal of Staff Development, 2015

The Educational Forum, 2017

The study is a mixed-methods investigation of how urban schools are succeeding. The study surveye... more The study is a mixed-methods investigation of how urban schools are succeeding. The study surveyed 28 former students from urban schools in Oxnard, California. The qualitative responses represent themes that align to a high level of school connectedness and social-emotional learning (SEL) as key indicators of a successful urban school district. The responses also aligned with the thematic structures of the assets and relationships frameworks and to SEL standards.

The intent of this study is to present an argument for coaching as an effective professional deve... more The intent of this study is to present an argument for coaching as an effective professional development venue for teachers in elementary school settings. Adult learning suggests that coaching, where a teacher and coach work together through a cycle of planning, modeling and conferencing, is an effective method to increase teacher ability. Teachers who exhibit effective teaching methods often display high teacher efficacy and academic optimism. A mixed methods design was used to examine the construct of academic optimism which consists of three variables, teacher efficacy, trust in adults and students, and academic emphasis. A survey was given to teachers in four regions of the United

Currently, California education leaders face the task of implementing and sustaining proven pract... more Currently, California education leaders face the task of implementing and sustaining proven practices that increase student achievement. Teachers who are able to sustain change in their classroom practices possess purpose for the cause for improving student learning, passion for implementing quality instruction, and conviction to stay focused over extended time. Principals who sustain reform efforts lead schools with vibrant climates and cultures that exhibit these qualities. This paper reports on how these three traits were used in transforming Lee Richmond School, California, from an underperforming school into an example of educational success. A core leadership team for instruction was established that promoted a sense of purpose in the faculty. The principal, in becoming teacher, learner, and coach, helped instill a sense of passion in the faculty that their work matters and that, as their expertise increases, so the importance of their work. By encouraging reflective conversations among the faculty, the principal helped bolster the conviction that their reforms were taking effect. By making purpose, passion, and conviction permanent parts of the school culture, the school's reform efforts were ensured. (RT) Reproductions supplied by EDRS are the best that can be made from the original document.

Meeting minutes from December stand as distributed.

requested that Kremen members of the Faculty Senate advocate for placing the Multilingual Multicu... more requested that Kremen members of the Faculty Senate advocate for placing the Multilingual Multicultural Graduate Program on the agenda for approval. Dean Beare discussed the need for coordinators to examine class sizes. The reimbursement for program coordinator positions is insufficient to cover actual cost. These are costs that cannot be earned back. The University Budget Committee has not recognized the need for specialized coordinator positions in the school. The Dean will be appealing to the committee, based on the unique needs of the school. The school budget committee will be meeting Thursday at 1pm.

Journal of School Administration Research and Development, 2021

Using an embedded quasi-experimental mixed-method approach, this exploratory study aimed to under... more Using an embedded quasi-experimental mixed-method approach, this exploratory study aimed to understand the benefits of mindfulness training for elementary school teachers and leaders in one rural school district. After the delivery of two 90-minute mindfulness professional developments with on-the-job practice of strategies over 2 weeks, quantitative statistical comparisons of the intervention and inactive control groups were made using survey results from the Mindfulness in Teaching Scale (Frank et al., 2016). Qualitative analyses used intervention participant journal entry responses along with one-on-one interviews. After analyses, the results suggest mindfulness training can benefit teachers, specifically in the use of intrapersonal mindfulness practices, reshaping daily interactions with students, and reducing stress.

International Journal of Learning, Teaching and Educational Research, 2020

This single case study is a qualitative inquiry into the cultivation of doctoral candidates and g... more This single case study is a qualitative inquiry into the cultivation of doctoral candidates and graduates on their efficacy as leaders in using inquiry as to approach problems of practice in daily work. The study examined a doctoral program in educational leadership at one large public university in California, USA. The case study methods included artifact analysis, an examination of field notes, and semi-structured one-on-one phone interviews. The data analysis of all sources revealed three themes related to participants’ leader self-efficacy in using scholarly inquiry on problems of practice in the field. Findings indicate that the participants grew in their leader self-efficacy, transformed, and confident in their sense of self as an educational scholar-practitioner to enact change. As a result of their experience in a Carnegie Project on the Education Doctorate (CPED) program, graduate participants also highlight the focus on inquiry processes to solve problems of practice as vi...

Adult learning suggests that coaching, where a teacher and coach work together through a cycle of... more Adult learning suggests that coaching, where a teacher and coach work together through a cycle of planning, modeling and conferencing, is an effective method to increase teacher ability. For this study, a previously collected database was used to examine the construct of academic optimism which consists of three variables, teacher efficacy, trust in adults and students, and academic emphasis in relation to presence of coaching. A survey was given to teachers who had and had not been coached. Data mining was completed from public websites for district Annual Yearly Progress reports per No Child Left Behind mandates to determine changes in student achievement, which was a current measure when the data were collected. Findings indicate that teachers who receive coaching do have impact on positive change on student achievement. Professional development through coaching is significantly related to teacher efficacy, student achievement and teachers’ belief that coaching increases their ab...

Contemporary Issues in Education Research (CIER), 2018

Based on the reform movements over the past two decades, it is evident that while effective teach... more Based on the reform movements over the past two decades, it is evident that while effective teachers are critical to student learning, not all teachers are coming to the profession highly qualified. Policy and research continue to highlight the need to reorganize and refocus teacher preparation programs to produce higher quality teachers ready to meet the demands of the classroom from day one of employment. This study focuses on the enhancement of traditional preparation programs in public Institutions of Higher Education (IHEs) as this continues to be the context for which most teacher candidates come to the profession. Using a six-group, four measure mixed-methods design, the objective of the study is to determine the impact California Teaching Fellows Foundation (CTFF), a pre-service teaching and learning opportunity for future teacher candidates, has on developing higher caliber teachers prepared in a traditional University-based teacher preparation setting. Through the use of a...

Journal of Education and Learning, 2020

This article explains a mixed methods study utilizing multiple cases in which answers to the ques... more This article explains a mixed methods study utilizing multiple cases in which answers to the question of how cognitive learning theory can influence instruction that maintains the central role that teachers have in the classroom, responding to students’ learning needs as they work on authentic tasks. The researcher investigated the responses of teachers to training around a model of instruction incorporating cognitive learning theory. What emerged from the inquiry was a model of instruction based on cognitive apprenticeship titled Cognitive Apprenticeship Learning Approach (CALA). This paper outlines the analysis of CALA based on the fidelity of teachers implementing carefully constructed instruction to apprentice students in writing based on teacher observations and data on student writing after attending targeted professional development. The data were collected from a group of 132 classroom teachers spanning the grades of transitional kindergarten through eighth grade. One consis...

This mixed-methods, survey research explores the impact of instructional coaching in a mid-sized ... more This mixed-methods, survey research explores the impact of instructional coaching in a mid-sized California school district on teacher efficacy, as assessed in part by TschannenMoran and Woolfolk Hoy's (2001) Teachers’ Sense of Efficacy Scale. Literature highlights instructional coaching activities, roles, and supports that can positively impact teachers. Research also identifies instructional coaches have the greatest impact when developing collaborative, trusting teacher relationships. Significant findings between perceived use of instructional coaching and teacher efficacy in classroom management, student engagement, and instruction are indicated. The paper includes implications for intentional use of instructional coaching with novice teachers to increase efficacy and how differentiation of instructional coaching with veteran teachers might increase value of the coaching process for this subgroup.