03/13/2026
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Erica Sansing “From Adversaries to Advocates: An Improvement Science Study Examining the Family Engagement Efficacy Beliefs of Experienced Ninth Grade Educators."

Candidate: Erica Sansing
Degree: Doctoral- Ed.D. Leadership in Schooling
Defense Date: March 26, 2026
Time: 4 p.m.
Location: Via Zoom
Thesis/Dissertation Title: From Adversaries to Advocates: An Improvement Science Study Examining the Family Engagement Efficacy Beliefs of Experienced Ninth Grade Educators

Dissertation Committee

  • Chair: Michelle Scribner, Ed.D., Clinical Professor, School of Education, University of Massachusetts Lowell
  • Committee Member: Christina Whittlesey, Ph.D., Adjunct Faculty, School of Education, University of Massachusetts Lowell
  • Committee Member: Joshua Yankell, Ed.D., School of Education, University of Massachusetts Lowell

Abstract 

In urban high schools, family-teacher relationships are undermined by limited teacher preparation for partnering with diverse families, school-centric engagement practices, and longstanding deficit narratives that erode relational trust. This three-manuscript dissertation-in-practice applies an improvement science methodology through a six-week professional learning community (PLC) of experienced ninth-grade educators focused on strengthening proactive, multimodal, two-way communication with families. The study examined the extent to which PLC participation influenced teachers' family engagement efficacy beliefs and the personal and professional factors that shaped those beliefs. Using a concurrent-mixed methods approach, quantitative results indicated a 1.29%-5.57% increase in the family engagement efficacy beliefs of educators. Qualitative analysis yielded three themes: (1) collaborative structures strengthen communication practices, (2) competing professional demands constrain teachers’ capacity to sustain family relationships, and (3) reflective practice enhances confidence across diverse experiences. Although the aim of 10% increase in efficacy was not met, the study demonstrated meaningful growth and the achievability of small-scale tests of change. Limitations included PLC timing, sample size, and a data management error addressed during analysis. Future recommendations include contractual protections for family engagement work and integrating best practices into existing structures. Overall, findings suggest that collaborative, reflective professional learning structures show promise for strengthening family engagement efficacy in urban high school contexts and offer a foundation for future PDSA iterations. 

Keywords: family engagement efficacy beliefs of educators, relational trust, improvement science, urban education, experienced educators, communication practices