PhD Oral Exam - Jennifer Beaudoin, Education

When studying for a doctoral degree (PhD), candidates submit a thesis that provides a critical review of the current state of knowledge of the thesis subject as well as the student’s own contributions to the subject. The distinguishing criterion of doctoral graduate research is a significant and original contribution to knowledge.

Once accepted, the candidate presents the thesis orally. This oral exam is open to the public.

Abstract

Regarded as the soul of the school, embedded within community, safety, academics, and institutional environment, robust school climates are correlated with student engagement, achievement, and ultimately retention (National School Climate Center, 2024). Given the multifaceted nature of school climate, educational stakeholders wishing to embark on improvement initiatives benefit from practical direction with regards to the most effective and impactful course of action. By involving all stakeholders, including students, in the investigation of the social aspect of school climate, meaningful and sustainable growth is possible. The three studies included in the dissertation invited youth to interrogate three aspects of school climate: student-staff relationships, student behavior management, and student advocacy and empowerment in classroom and school-based decision-making.

Study 1 examined the link between student-staff staff relationships and healthy school climates. Student participants equated heathy relationships staff as those which: 1) showed an interest in students outside of class; 2) managed their classrooms with equity and discretion; and 3) fostered redemption following infractions or conflict. It was determined that healthy student-staff relationships were the primary factor in creating healthy school climates which encourage student engagement and retention.

Study 2 investigated youth perspectives with regards to how their behavior was managed and how this affected school climate. The findings showed that while the determinants of behavior are complex, engagement and behavior was heavily dependent on the adult students were interacting with. Practices which prevented infractions and minimized escalation included: 1) staff displaying care and concern for the whole student in and outside the school environment; 2) differentiated pedagogical practices which allow for student voice and choice; and 3) opportunities for redemption following infractions. It was concluded that strong school climates were ones that adopted restorative behavior management measures which addressed wrong-doing while protecting the integrity of all involved.

Study 3 explored the relationship between school climate and the levels of student advocacy and empowerment in classroom and school-based decision-making. Again, it was concurred that strong school climates are ones which implicate students in classroom and school-based decision-making as much as possible. To respond to the severe lack of student advocacy opportunities at the high school level, Universal Design for Learning (UDL) practices which empower students to select their own learning modalities, pace, and evaluation protocols, was recommended for classrooms. As for implication in school-based decision-making, the creation of a student governance body was seen as a viable step to increase authentic student voice.

Together the studies provide direction to educational stakeholders seeking an effective course of action to maximize student engagement. By prioritizing the social aspect of school climate (holistic student-staff relationships; restorative behavior management practices; and student voice and choice in classroom and school-based decision-making) school communities can, together, build sustainable school climates which address the complex needs of all stakeholders.