Doctor of Education (Ed.D.), University of Findlay, 2024, Education

This dissertation investigates the impact of the Ohio Blended Collaborative (OBC) on fostering 21st century skills among students. Utilizing a mixed-methods research design, this study aims to understand how participation in the OBC influences perceptions and self-assessments of critical thinking, collaboration, communication, and creativity. The quantitative analysis is derived from a validated instrument consisting of 30 Likert-style questions, complemented by qualitative insights from open-ended survey questions. The demographic data of 227 students and 29 teachers provided a foundation for understanding the context of the research participants. Quantitatively, both students and teachers reported high levels of confidence in collaboration and communication skills, with notable strengths in problem-solving and teamwork. Qualitatively, themes emerged around increased engagement, confidence, and student-centered learning, underscoring the value of personalized learning environments fostered by the OBC. Notably, the study identified a discrepancy between students' self-perceptions and teachers' assessments, particularly regarding the application of knowledge to a new contextual situation. Additionally, the interrelatedness of the four skill categories was highlighted, indicating a holistic approach to 21st century skill development. This dissertation contributes to the field of education by offering insights into the benefits and challenges of implementing personalized learning with ongoing collaboration and support through a structured professional learning community. The findings suggest that while the OBC positively impacts the development of 21st century skills, ongoing support and adjustments are essential for maximizing student outcomes. Recommendations for practice, limitations of the study, and future research directions are discussed, providing a comprehensive overview of the OBC's implications for stakeholders in education.

Committee: Nicole Schilling (Committee Chair); Brian Bowser (Committee Member); Amanda Ochsner (Committee Member) Subjects: Curriculum Development; Education; Teaching

Master of Arts, Wittenberg University, 2022, Education

The present study investigated the effects of a project based learning (PBL) unit on the academic achievement of sixth grade math students. A group of 61 students participated in the study during which they were asked to design a garden that could help supplement the local food pantry. All students were assessed on their ratio and proportion skills before the unit began and then again after the intervention, at the conclusion of the unit. The results showed that students' academic achievement was positively affected by the intervention. This study provides valuable information to the field of PBL as it pertains to the mathematics classroom. More research is still needed on PBL and its impact on federal accountability measures to increase the use of PBL as a teaching pedagogy.

Committee: Amy McGuffey (Advisor); Marlo Schipfer (Committee Member); Hillary Libnoch (Committee Member) Subjects: Education; Education Philosophy; Educational Psychology; Educational Theory; Middle School Education

MAE, Otterbein University, 2022, Education

The purpose of this study is to present a 21st century curriculum designed specifically for fourth grade students. The curriculum utilizes the Four Cs of learning and Project Based Learning frameworks, in order to provide best practices for all students to achieve academic success and 21st century skill development. The following question framed the literature research that was conducted to develop this curriculum: How can we create a curriculum that covers required academic content standards while incorporating 21st century skills in order to prepare our students to be successful in their future endeavors? The question was answered through literature research regarding best practices for incorporating 21st century learning within the classroom. The research was combined with culturally relevant pedagogy criteria to develop a cross curricular curriculum that teaches, English language arts, social studies, science, social emotional standards, as well as, 21st century skills. The sample unit plan is a guide for other educators interested in incorporating this curriculum into their own classrooms.

Committee: Dee Knoblauch (Advisor); Diane Ross (Committee Member); Daniel Cho (Committee Member) Subjects: Early Childhood Education; Education; Elementary Education; Higher Education

Doctor of Philosophy (PhD), Ohio University, 2021, Instructional Technology (Education)

The current context of learning spaces is guided by several factors but most importantly, from student opinions and perspectives. This study explores and addresses constructivist pedagogical practices and students learning experiences in higher education. Precisely, the dissertation attempts to find out and to understand the importance and the roles of collaborative learning spaces and the challenges students face in those learning spaces. First, the study uses relevant theoretical frameworks of constructivism (constructivist theory of learning) and distributed cognition (collective intelligence) to highlight the importance of understanding the big picture of focusing on students developing their own knowledge and understanding of the world in an environment that encourages engagement and collaborative learning. To further understand the concept of these constructivist practices, this study directed its investigation to the analysis and the interpretation of documentation that relates directly to the study both physical and online. The documentation inquiry includes the mission statements of the space, flyers, posters, training materials and official websites affiliated to the collaborative learning space. The next inquiry was through an online open-ended questionnaire that was directed to learners in the collaborative learning space. Here, the study was interested in understanding learners' experiences in the space from their point-of-view. This was done by first, probing on the physical structure and the design of the learning space, safety, comfort and impact the space has to their learning and engagement in search for knowledge and skills. Secondly, the examination was on various ways in which students learn, interact, and actively collaborate and the challenges involved in the space. Seven themes emerged after an inductive data analysis from the documentation and online qualitative survey: Collaborative learning, flexible learning environ (open full item for complete abstract)

Committee: Greg Kessler (Advisor); Jesse Strycker (Committee Member) Subjects: Adult Education; Education; Educational Technology; Instructional Design

PHD, Kent State University, 2020, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The purpose of this study was two-fold. First, to examine teacher and principal perceptions of three constructs: Superintendent Visionary Leadership, Digital Learning Vision, and Digital Learning Culture. Secondly, to examine the relationship between district academic performance and three constructs. This was a quantitative study that examined teachers and principals perceptions from 78 Ohio public schools with a total of 1244 individuals who participated in the study. This study used two questionnaires for data collection: an assessment of superintendent leadership indicators derived from the Ohio Standards for Superintendents (2008) and the Future Ready Gear Assessment for Empowered, Innovative Leadership (Collaborative Leadership, n.d.) derived from the Future Ready Framework. Descriptive statistics were conducted on the total scores for the Ohio Superintendent on visionary leadership, vision for digital learning, and culture of digital learning. Multiple Linear Regressions were conducted to examine the hypothesized relationship between district performance level and superintendent vision and digital learning. Regression analyses revealed that high performing districts was a significant predictor of teachers and principals perceptions of superintendent vision. The results also have important educational implications for current superintendents, boards of education, state organizations, and higher education institutions. The results provide guidance and support in the area of visionary leadership in the 21st century. This issue will continue to be increasingly pertinent if digital learning is a key to creating student-centered learning environments, which in turn is an integral component of transforming schools from the antiquated “factory model” to schools of tomorrow.

Committee: Rosemary Gornik Ph.D. (Committee Chair) Subjects: Educational Leadership

Doctor of Philosophy, The Ohio State University, 2019, EDU Teaching and Learning

Educational technologies have become a component of many classrooms in the 21st century, but the use of technology by beginning teachers is a concern of both educators and researchers. A gap exists between the way in which preservice teachers are taught with technology in their courses and how teachers are expected to use technology for instructional purposes. For decades research has focused on methods of instructional practices that support and improve education for student achievement. Although many studies have been conducted relating to technology, project-based learning, and 21st century learning, limited research exists in a conceptual model to prepare preservice teachers on technology integration, project-based learning, and 21st century learning in a flipped classroom environment. While preparing to teach a course for teacher preparation, a conceptual model was designed for modeling technology integration, project-based learning, and 21st century learning in a flipped classroom environment. The resulting syllabus was constructed around a student-centered, blended learning environment while using the Universal Design of Learning and social emotional learning. The conceptual model for the research includes transformative teaching & learning and technological pedagogical content knowledge (TPACK). This mixed-methods study examined how the nature of preservice teachers' use of technology is impacted in a preparation course in which the instructor modeled technology integration, project-based learning, and 21st century learning in a flipped classroom environment. Questions addressed in the study include: (a) How do preservice teachers engage in using technology, project-based learning, and 21st century learning during the teacher preparation course?; and (b) How do preservice teachers perceive their technological, pedagogical, content, knowledge (TPACK) self-efficacy after completing the teacher preparation course? Triangulation of findings from PT-TPACK s (open full item for complete abstract)

Committee: Patti Brosnan PhD (Advisor); Mandy Smith PhD (Committee Member); Betty Lise Anderson PhD (Committee Member) Subjects: Early Childhood Education; Education; Educational Technology; Middle School Education; Teacher Education; Teaching; Technology

Doctor of Education, University of Akron, 2015, Secondary Education

The purpose of this case study was to examine student technology choices when given the freedom to choose technology devices to complete a project-based learning activity in a content area of study. The study also analyzed factors affecting technology choice as well as how technology proficiency scores aligned to technology choices. Patterns and themes were identified during data analysis. Three research questions guided this study are: 1) When given a choice, what technologies do students use to accomplish a Project-based Learning mission? 2) Why does a student choose certain technologies to accomplish a Project-based Learning mission? 3) How do students' technology choices during a Project-based Learning mission align with their Atomic Learning's © Technology Skills Student Assessment scores? Data analysis of the first question indicated that for hardware choice, students overwhelmingly chose laptops to complete a project-based mission with smart phones coming in second to complete or enhance the mission. In my results section for software choice, all students chose some sort of cloud-based technology: Google Slides, Prezi, a blog, Twitter, and Google Sites. Data analysis of the second question concluded that both internal and external factors affected student technology choices. Students chose the software choice first to accomplish their project and then chose the hardware tool to work best with the software. Hardware was seen as the needed device to make the cloud based software work as best as possible. Data analysis of my final and third question indicated that self-efficacy and previous experiences are crucial components for secondary level students when choosing and using technology. Technology proficiency scores aligned to student technology choices.

Committee: Lynne Pachnowski Ph.D. (Advisor); Gary Holliday Ph.D. (Advisor); Harold Foster Ph.D. (Committee Member); John Savery Ph.D. (Committee Member); I-Chun Tsai Ph.D. (Committee Member) Subjects: Education; Educational Technology; Secondary Education; Teaching

Master of Arts, The Ohio State University, 2011, Art Education

Games are an emerging form of self-expression and communication. Considered plebeian, games have been ignored as an art from. Use of video games in the classroom incorporates and connects to many 21st century skills, helping students understand visual culture using something they are already familiar with – video games. Integrating games into the classroom curriculum applies current research to teaching and leaning. Game making in the art classroom develops students' ability to think non-linearly and to explore color, shape, balance, composition, rhythm, and storytelling, providing transformative experiences. Players learn basic game design principles, learning how to design games by playing and fixing games. Players can make their own games and post them online, receive feedback from classmates, teachers, and other players, and then revise and repost. This paper discusses how this researcher used the video game Gamestar Mechanic in an elementary art classroom and supported an art teacher in learning how to use this tool.

Committee: Christine Ballengee-Morris Dr, (Advisor); Patricia Stuhr Dr. (Committee Member) Subjects: Art Education

Doctor of Philosophy, The Ohio State University, 2009, Art Education

A study of a three-year environmental curriculum project is documented with attention to the process of co-constructing and implementing the curriculum while exposing the hidden potential for thoughtfully aligned learning communities to strengthen curriculum construction. The curriculum project is integrated across all disciplinary subjects and within the school community. The design of this curriculum relies heavily on inquiry based constructivist learning, and effectively utilizes service learning pedagogy to transform the learners. The community-based curriculum is student centered and provides opportunities for learning to take place using authentic processes with collaborators who contribute to curriculum construction. Collaborators become active members of learning communities who support student learning and professional development while examining the need to balance nature and community development. Many of the authentic products produced are as a result of problem solving focused on arts based solutions such as the installation of murals into a pedestrian tunnel, creating stained glass windows for the school library and making stepping stones to construct a path to enable the handicapped accessibility to the pond in addition to improving the natural environment surrounding a pond at this school. Importance is placed on the ability to organize and function effectively in learning communities where members' individual strengths contribute to shared goals providing a means to enable continuous construction of knowledge and lifelong learning. The lessons learned can benefit the field of education in understanding their options for viewing, structuring and organizing learning communities. The ultimate result is teachers and students who further develop their skills in becoming lifelong learners better prepared to successfully solve future challenges of the 21st century.

Committee: Patricia Stuhr (Advisor); Christine Ballengee-Morris PhD (Committee Member); Sydney Walker PhD (Committee Member) Subjects:

Doctor of Education (Ed.D.), Bowling Green State University, 2013, Leadership Studies

The purpose of this mixed methods embedded design study was to learn if engaging in a problem-based service-learning course could improve the demonstration of behaviors reflecting positive character traits in junior and senior high school students who are considered at-risk. Additionally, the investigation sought to determine the extent to which students could articulate the applicability of the problem-based service-learning course to their lives. A problem-based learning approach is one where students learn about a topic in the context of solving real-life problems. The service-learning methodology links academic learning to service that meets an authentic community need (Billig, 2002). This study successfully implemented a proactive curricular approach in an attempt to deter negative student behaviors as students learned how to display positive character traits in different situations. This embedded design study utilized mostly qualitative data with a quantitative component. The study was guided by three research questions and student discipline data was collected from both an experimental and control group. In addition to the discipline data, students were interviewed, observed, and they completed course assignments to assess whether students improved their behaviors reflective of positive character traits by developing their social skills, problem-solving skills, and coping skills over a one semester term. The experimental group completed the course while the control group did not. The first question researched was (a) Does participation in a problem-based service-learning course reduce behavior incidents requiring discipline intervention of junior and senior high school students considered at-risk? This question was answered through analyzing quantitative data. The second question (b) Does participation in a problem-based service-learning course improve behaviors reflective of positive character traits of junior and senior high school students c (open full item for complete abstract)

Committee: Judy Jackson May (Advisor); Marjori Krebs (Committee Member); Patrick Pauken (Committee Member); Mark Earley (Committee Member); Eric Worch (Committee Member) Subjects: Curriculum Development; Education Policy; Educational Leadership; Middle School Education; School Administration; Secondary Education; Teaching

Master of Education (MEd), Ohio University, 2013, Computer Education and Technology (Education)

The author of this study sought to explore the relationship between emotional intelligence and technology proficiency among undergraduate pre-service teachers enrolled in a teacher preparation technology course. The study seeks to contribute to the understanding of the relationship between two important educational elements (emotional intelligence and technology skills) that need to be applied to a twenty-first century education. The study analyzed 113 surveys administered to undergraduate pre-service teachers enrolled in teacher preparation technology courses. The results of this study indicated that participants own a high level of emotional intelligence and very low technology skills. The results also indicate that there is no significant relationship between emotional intelligence and technology skills among undergraduate pre-service teachers in a College of Education teacher preparation technology course at a Midwestern University.

Committee: Teresa Franklin Dr. (Committee Chair) Subjects: Educational Psychology; Educational Sociology; Educational Software; Educational Technology; Higher Education; Information Science; Information Technology; Multimedia Communications; Neurosciences; Psychology; Teacher Education; Teaching; Technology

Doctor of Education (Educational Leadership), Youngstown State University, 2021, Department of Teacher Education and Leadership Studies

Rigorous school curriculums and end-of-course (EOC) exams have brought the need for literacy interventions at the high school level to the forefront. As 21st-century learning evolves, curriculum is shifting from traditional teaching to more student-centered approaches that value differentiated literacy instruction. Furthermore, teachers are receiving resources and ongoing professional development on secondary literacy interventions through Ohio literacy grants. However, the concept of literacy intervention across courses at the high school level is often overlooked due to the assumption that students have mastered reading comprehension in elementary school. The current mixed-methods investigation focuses on the implementation of evidence-based literacy interventions in an Ohio designated Science, Technology, Engineering, and Mathematics (STEM) high school. The purpose of the current study is to determine the impact of 21st-century literacy strategies on student reading levels, as well as student and teacher perceptions of literacy interventions and instruction. The examined literacy strategies include vocabulary instruction, differentiated literacy instruction, and both Fountas' & Pinnell's System of Strategic Actions (SOSA) and Leveled Learning Literacy Intervention (LLI). Results from the current investigation can inform administrators and teachers on the impacts of literacy interventions at the secondary level. Quantitative data results suggest that students grew an average of three Fountas & Pinnell reading levels over one academic year, and an average of five Fountas & Pinnell reading levels over a longitudinal three-year time span when receiving literacy interventions across content areas. Qualitative student interviews demonstrated four emerging themes: Student Perception, Changing of Students' Perceptions, Student Perceptions of Instruction, and Students' Perceived Importance of Reading. Additionally, qualitative teacher interviews demonstrated three e (open full item for complete abstract)

Committee: Karen Larwin PhD (Advisor); Patrick Spearman PhD (Committee Member); Sharon Stringer PhD (Committee Member); Sherri Woods DM (Committee Member) Subjects: Education; Language Arts; Literacy; Reading Instruction

MAE, Otterbein University, 2019, Education

The purpose of this research to is examine the impacts teaching collaboration tools within Project-based learning, in a Kindergarten classroom.  Data collection was taken by video recording two PBL projects, observing and reflecting on field notes, and recording students reflection how they collaborated during each project. This data collection compared two different half day Kindergarten classes with similar demographics. The AM class was taught collaboration by using different collaboration tools while the PM class was not.  Both classes did the same PBL projects with small groups and the data was collected on collaboration in comparison between the two groups. The findings discovered the importance of teaching students how to collaborate and giving them collaboration tools. Students who were taught how to use collaboration tools were able to articulate how they collaborated during the lesson and they were less likely to argue and tattle on their peers throughout their projects.

Committee: Bethany Vosburg-Bluem Ph.D. (Advisor); Dee Knoblauch Ph.D. (Committee Member); Daniel Cho Ph.D. (Committee Member) Subjects: Curriculum Development; Elementary Education; Higher Education

Doctor of Education (Educational Leadership), Youngstown State University, 2019, Department of Teacher Education and Leadership Studies

PreK-12 technology leaders are the men and women in senior-level school technology leadership positions. The role of the PreK-12 education technology leader is complex and serves as the centerpiece of school technology leadership. The purpose of this Q methodology study was to examine and emphasize the importance of PreK-12 technology leader perspectives of Bring Your Own Device (BYOD) programs. The unique mix of data gathered in this study provides the information needed to answer the research questions posed; What are the benefits of BYOD from the PreK-12 technology leaders perspective and what are the drawbacks? The findings conclude that BYOD is seen as less of a pedagogical approach and more as a technical one that grants access to the school network and online resources. Technology's role in pedagogy is reflected in the benefits identified by participant viewpoints. The current study found that technology is viewed as improving collaboration, differentiation, and assessment methods. BYOD is seen as having many drawbacks like creating problems when students forget to charge their device, providing increased opportunities for hacking, creating excessive bandwidth usage, not providing a cost savings, exacerbating equitable access concerns, and not improving school-to-home communications. The current study indicates that some participants do not see BYOD itself providing benefits to teaching; they view technology in all its forms as being beneficial to instruction. This distinction is important because it provides evidence of a tarnished view of BYOD. Globally, participant views indicate that 1-to-1 technology programs are the preferred method of getting technology into the hands of students.

Committee: Karen Larwin PhD (Advisor); Lauren Cummins PhD (Committee Member); Shawn Golden PhD (Committee Member); Salvatore Sanders PhD (Committee Member) Subjects: Education; Educational Leadership; Educational Technology; Information Technology; School Administration; Teaching; Technology

Doctor of Education, Ashland University, 2014, College of Education

Project-based learning (PBL) is a teaching method that has the potential to address the Common Core State Standards and 21st Century skills. I described four teachers' experiences with implementing PBL in middle school science and its effects on teacher self- and collective-efficacy. Pre- and post-implementation administrations of the Science Teachers Efficacy Belief Instrument (STEBI) indicated that teachers' overall self-efficacy did not change; however teachers experienced moments of changing self-efficacy, and high effort indicated high efficacy. Belief in the ability of the group indicated high collective efficacy. Some of the teachers had to adjust their concepts of teaching and learning. The findings are a call to school leaders to provide collegial support for implementing new curriculum and methods.

Committee: Carla Edlefson Ph.D. (Committee Chair); Carol Engler Ph.D. (Committee Member); James Olive Ph.D. (Committee Member); Sarah Hall Ph.D. (Committee Member) Subjects: Education; Educational Leadership; Middle School Education

Ph.D., Antioch University, 2014, Leadership and Change

How can the public be assured of competency in those professing to protect its occupational health and safety (OSH)? Currently, in the U.S. there are 193 higher education OSH programs, 186 with baccalaureate degrees with over 55 different degree titles. This research seeks to define minimum OSH baccalaureate graduate core competencies across all programs by asking: What would employers look for in a portfolio to demonstrate competence in a new OSH graduate? Professional members of the American Society of Safety Engineers (ASSE) participated as subject matter experts in an anonymous online survey to provide framing data. The ASSE Educational Standards Committee and Framing the Profession Task Force engaged in an action research method of facilitated discussion and consensus building, (Modified Nominal Group Technique), distilling 741 portfolio examples to 22 competency themes, and 11 learning outcomes. Recommendations include: establish a standardized set of core competencies of evidence based learning outcomes across all OSH and related programs; look to the Nursing and Education professions' processes of shifting from prescribed courses to a learning outcomes model; shift pedagogy to student-centered, highly engaged, outcomes-based approach; enhance educational content for 21st-century knowledge and skills, including: teamwork, internship experience, organizational skills, ethics, critical thinking, scientific method, continuous improvement, systems thinking, sustainable applications, and strategic planning; enhance partnerships between professional safety associations and higher education for collaboration and consensus building; and collaborate with global OSH associations. The electronic version of this Dissertation is at the Ohio Link ETD Center at http://ohiolink.edu/etd.

Committee: Jon Wergin PhD (Committee Chair); Elizabeth Holloway PhD (Committee Member); Paul Specht PhD., CSP (Committee Member); Michael Behm PhD., CSP (Other) Subjects: Higher Education; Occupational Health; Occupational Safety

Masters in Education, Marietta College, 2007, Education

The 21st Century Learning Grant at Bartlett and Cutler Elementary School was designed to offer an academically oriented program enriched with activities to help students succeed in Reading and Math. According to grant guidelines these intervention programs could only be offered before school, after school, on weekends, or during the summer. The area of focus for the 21st Century Grant at Bartlett and Cutler Elementary School was in improving Reading and Math Scores. The effect of the 21st Century Grant program on Reading Scores was measured by using quantitative research.

Committee: Williams Bauer (Advisor) Subjects: Education, General

Doctor of Philosophy, University of Akron, 2005, Secondary Education

This study was a content analysis of nine chapters in three level one Spanish textbooks and their alignment with Goal One of the Standards for Learning Spanish. The researcher examined 251 communicative activities to determine how well they aligned with Communication Standards 1.1,1.2, and 1.3 and what skill areas the activities required. Moreover, the amount of Spanish the activities required of students was examined. Four research questions were developed for this study. Research Questions 1-3 were directly aligned with Communication Standards 1.1, 1.2, and 1.3. Research Questions 1-3 were designed to answer to what extent the communicative activities met the standards and what communicative paths or skill areas the activities required. Research Question 4 was designed to answer how much Spanish the activities' components required. Each research question had a corresponding coding form. The coding forms were evaluated and the researcher then conducted a pilot test of the forms. As a result of the evaluations and the pilot test, the forms were revised. The content analysis of the 251 communicative activities yielded 1,004 coding forms. Frequency counts and percentages were the basis of the data analysis. The findings from the study indicate that overall, the communicative activities did not meet Goal One, as defined by the three communication standards. Research Questions 1-3 focused on the standards and the communicative paths or skill areas aligned with each standard. More activities met Standard 1.1 than Standards 1.2 or 1.3. Thirty-five activities partially met Standard 1.2 and 24 activities partially met Standard 1.3. Zero activities fully met Standards 1.2 and 1.3. The analysis highlighted that the communicative paths used most frequently were receptive rather than productive. Reading and listening were used more frequently than other communicative paths. Research Question 4 (divided into three parts) was concerned with the amount of Spanish required in the d (open full item for complete abstract)

Committee: Susan Kushner Benson (Advisor) Subjects: