The COVID-19 pandemic, along with historical inequities, resulted in a widening of the achievement gap between underserved populations and more advantaged students. In response to this issue, California took action by allocating additional funds to public school districts for out-of-school-time services through the Expanded Learning Opportunities Program (ELOP). This study examined how a public school district and three external organizations negotiated the development of a viable plan for implementing the first year of summer ELOP programming. The multiple case study included qualitative analysis of the collaborative process between each district–organization dyad. Each dyad was analyzed as an independent case and then a cross-case analysis was completed. Results revealed two significant components of the emergent collaborative relationship, including developing a shared vision and creating new practices. The study identified key competencies from previous domains that support or obstruct the development of a shared project and highlighted the critical role of a broker in fostering alignment and community development. Implications for practice include strategies for effective interorganizational collaboration and innovation in educational programs.

The purpose of this study was to explore factors and personnel involved in the decision-making process used to determine electronic heath record (EHR) training methods employed by healthcare organizations in 2023. Additionally, the purpose was to learn more about EHR training leaders’ perspectives of various training methods, and to determine how and to what extent EHR training methods were impacted by the COVID-19 pandemic. Bounded rationality and the theory of transactional distance were the two guiding theories for this study.This mixed-methods action research study was conducted in a virtual setting and included 47 EHR training leader participants who worked at various health systems across the United States. Data was collected via an 11 item EHR training methods survey. Quantitative data was analyzed through descriptive statistics and a Wilcoxon rank test was used to analyze changes in EHR training methods in 2019 and 2023. Qualitative data was reviewed, coded, and analyzed in such a way as to be consistent with the grounded theory approach. Data was triangulated to corroborate findings. Results indicated that the pandemic, or other contributing factors between 2019 and 2023, had a statistically significant effect on EHR training methods. In addition, the majority of EHR training leaders felt that the most effective training method was a majority in-person with some virtual/remote/eLearning, and that the most efficient training method was a majority of virtual/remote/eLearning with some in-person. EHR Training Directors, EHR Training Managers, and Executive Leaders were the most identified roles involved in the decision-making process which typically involved collaborative meetings and discussions with various stakeholders. Furthermore, resources, cost, and effectiveness were the most identified driving factors related to EHR training method decisions. The discussion focuses on answering the four guiding research questions and provides implications for practice including suggestions for organizations to minimize cognitive limits in the decision-making process, re-evaluate EHR training decisions to ensure appropriate decision-makers were involved and that decisions aligned with their goals, and consider if resources and cost should be the leading driving factors related to EHR training methods.

When Black women step into leadership roles, they confront well-documented organizational obstacles that hinder their progress. Existing research indicates that they experience differential treatment due to their intersectional identity as Black females, and these hindrances significantly impede their path to success. To increase the success of Black women in leadership roles, they need to be supported by professional development dedicated to strengthening their leadership self-efficacy. Through the theoretical lenses of intersectionality and the glass cliff phenomenon, this study investigates how an arts-based sister circle model impacts the leadership self-efficacy of Black women in leadership positions within the arts and culture sector in predominantly white organizations. Using an arts-based Experiential Learning Theory paradigm, this mixed-methods participatory action research design incorporated three virtual sister circle meetings, a participant interview, and a pre- and post-Leadership Self-Efficacy survey. Qualitative data also included digital journals, artistic reflections, and word clouds. I invited participants to join based on the following criteria: (a) Black woman, (b) manager or administrator, (c) working in a predominately white arts and culture organization such as a community arts school, art gallery, or music organization, and (d) commitment to engage in online and workplace learning experiences. Five participants throughout the United States began the study, though only two completed the innovation due to attrition connected to their work. Assertions deduced from the results were: (1) Black women face many challenges when promoted into leadership positions in predominantly white organizations, driving them to seek opportunities to network and create community with other Black women leaders; (2) Sister Circle meetings serve as community spaces providing opportunities for deep conversation and problem-solving without fear of retribution about the social, cultural, and emotional challenges they face as Black women leaders in their organizations; and (3) Participation in Sister Circle meetings may enhance leadership self-efficacy and career development and positively impact work-life balance. Survey results reinforce the sister circle model's positive influence on Black women. The findings collectively suggest that sister circles, as a coaching model, fulfill a crucial role in addressing the nuanced needs of Black women in leadership positions.

This dissertation examines the dynamics of research-practice partnerships (RPPs) through a qualitative multiple-case study that explores the boundary work between university researchers and K-12 practitioners. It is framed within Wenger’s communities of practice theory and focuses on the concept of ‘boundary work,’ which is pivotal in understanding the collaboration and knowledge exchange in these partnerships. The study is titled “A Tale of Two Brokers” reflecting the critical role of individuals who bridge the divide between academic and practical spheres. It argues that the concept of boundary work is critical in understanding and improving the functioning of RPPs, suggesting that more attention should be paid to the role of brokers in facilitating these partnerships. Key findings reveal that effective boundary work in RPPs is contingent on mutual respect, shared goals, and a deep understanding of each community’s values and practices. The study highlights that while researchers and practitioners often have different priorities and approaches, successful brokers can harmonize these differences to create a productive partnership. These brokers often possess qualities such as flexibility, strong communication skills, and a deep understanding of academic and practical contexts. In conclusion, this study contributes to the broader understanding of how university researchers and K-12 practitioners can effectively collaborate. It underscores the importance of recognizing and nurturing the role of brokers in RPPs, providing valuable lessons for future collaborations between academic researchers and practitioners in various fields.

The Pennsylvania Department of Education recently adopted the new academic standards for Science, Technology & Engineering, and Environmental Literacy and Sustainability (STEELS). Scaling STEELS across the commonwealth is a challenging endeavor that depends upon local school districts' implementation of STEELS-based instruction. Therefore, it behooves local school districts to develop strategies supporting local STEELS adoption. The current action research study examined the influence of an intervention built around a Professional Learning Community (PLC) to support a local school district’s implementation of STEELS guided by the Concerns Based Adoption Model (CBAM; Hall & Hord, 2020). Four secondary science teachers from the Bellwood-Antis School District participated in a PLC. The implementation process of the PLC group was measured via the three diagnostic dimensions of CBAM: Innovation Configurations (IC), Stages of Concern (SoC), and Levels of Use (LoU). A concurrent mixed-methods action research design was employed to collect and analyze CBAM measures. The SoC dimension was measured quantitatively via the Stages of Concern Questionnaire. Individual scores were converted to a whole-group PLC SoC Profile for analysis. SoC, LoU, and IC dimensions were assessed qualitatively via semi-structured interviews. Meta-inferences were developed from combined data analysis of quantitative and qualitative data. A CBAM diagnosis for the PLC group was the primary outcome of this action research cycle, which indicated that the PLC members moved into the early phases of implementation during the intervention. Findings from the current cycle of action research informed an updated intervention game plan to be used in the next phase of implementation.