Courtney Vick

Date of Award

5-2021

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Esther Howard, Ed.D.

Second Advisor

JJ Wedgeworth, Ph.D.

Third Advisor

Jodie Winship, Ph.D.

Abstract

The purpose of this study was to determine if participation in the Community Action Poverty Simulation (CAPS) had an impact on rural educator candidates’ attitudes toward poverty (ATP). The CAPS is a one-hour simulation made up of four 15-minute weeks. Participants in the simulation take on the roles of individuals living in poverty. Three research questions were analyzed to determine if a difference existed in the ATP at three points in time: Pretest, Posttest #1, and Posttest #2. Next, Research Question 2 looked to determine the relationship between rural educator candidates’ ATP and their level of field experience in education courses. Finally, Research Question 3 sought to determine what difference exists in rural educator candidates’ ATP based on the geographical location of their formative public schooling experience. Each participant completed a demographic information sheet and Pretest #1 before participation in the CAPS. Following the debrief portion of the simulation, Posttest #2 was conducted. Finally, four-weeks after participation in the CAPS, Posttest #2 was sent to participants. Statistical analysis using SPSS was conducted. Research Question 1 was analyzed using a Within Subjects ANOVA and results were statistically significant (p=.033). A Correlation Coefficient was performed on the data for Research Question 2. It showed a correlation coefficient of .439, which indicates that no relationship existed between ATP and the level of field experience courses. Lastly, an independent samples t-test showed that Research Question 3 did not have statistically significant results (p=.172).

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