Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

What do teachers perceive to be the impact of positive behavior management systems on supporting teachers, students, and families? This research investigated the implementation and impact of school-wide positive behavior support systems as a crucial approach to addressing behavior challenges and supporting both teachers and students. Recognizing the significant challenges teachers face in managing student behavior alongside their essential duties, this study delves into the potential benefits of positive behavior support systems as an alternative to punitive discipline methods. Building upon previous research, the results of this investigation underscored the positive outcomes associated with school-wide positive behavior support systems. The research employed a qualitative phenomenological case study involving 12 diverse educators, providing valuable insights from those directly responsible for classroom management. The findings revealed that these systems effectively reduced situations involving exclusionary practices, enhanced student-teacher relationships, and contributed to the establishment of a positive classroom culture and climate. Supported by observations, interviews, and artifact collection, the participants identified key factors influencing the success of positive behavior support systems, including administrative and parental support, access to professional development opportunities, and collaborative experiences among teachers and school administration. The study further highlighted the importance of consistent school-wide expectations, procedures, and guidelines in managing student behavior and advocates for tailored support for students with diverse backgrounds. Notably, positive restorative practices and training for teachers contribute to meeting the needs of all students and result in increased overall student achievement. Despite the evident benefits, the need for ongoing refinement of school-wide positive behavior support systems, (open full item for complete abstract)

Committee: Jane Beese Ed.D. (Advisor); Christopher Basich Ed.D. (Committee Member); Victoria Kress Ph.D. (Committee Member) Subjects: Behavioral Psychology; Behavioral Sciences; Behaviorial Sciences; Early Childhood Education; Education; Education Philosophy; Educational Evaluation; Educational Leadership; Educational Psychology; Educational Sociology; Elementary Education; Teacher Education; Teaching

Doctor of Philosophy (PhD), Ohio University, 2017, Clinical Psychology (Arts and Sciences)

Teachers routinely report they are under-prepared for the classroom management challenges of the modern classroom and pre-service training programs are an important point of intervention. However, few studies have investigated classroom management training at the pre-service level. The present study compares two different training approaches across a single semester: (1) an internship-as-usual condition that includes mentorship by an in-service teacher and placement in a Pre-K through 3rd grade classroom: or (2) an intensive coaching condition that includes all activities from the internship-as-usual, plus experiential learning, observations, and performance feedback four times throughout the semester. Twenty-four senior undergraduate teacher trainees were randomly assigned to one of the two conditions. Results indicated that, on average, teachers in the intensive coaching condition demonstrated significantly greater improvement in several observed classroom management skills over time (e.g., concept summaries and behavioral praise); and that the magnitude of group differences in endpoint skills was moderate to large for all skills (between group effect sizes ranged from .44 to 1.31) Self-report measures (of knowledge, stress, self-efficacy for teaching, problems solving of classroom management challenges) showed little change over time and minimal group differences. Although both groups were satisfied with their experience, those in the intensive condition reported moderately more growth and satisfaction.

Committee: Julie Owens (Advisor) Subjects: Psychology; Teacher Education; Teaching

Master of Arts, The Ohio State University, 2007, Graduate School

Committee: Not Provided (Other) Subjects:

Doctor of Philosophy (PhD), Ohio University, 2024, Clinical Psychology (Arts and Sciences)

Professional development involving ongoing consultation can produce change in teacher use of effective classroom management strategies. However, once that consultation ends, teacher behavior change is sustained by only a small portion of teachers. The goal of this study was to examine factors, including individual- and organization-level supports provided during sustainment, associated with teachers' sustainment of Tier 1 and Tier 2 classroom management strategies in the school year after teachers received evidence-based consultation for such strategies. Teachers who consented to follow-up (n = 11, 37.93% of implementation year sample) received High or Low levels of individual context supports including implementation planning and performance feedback, as well as ongoing access to a consultant and a website (DRCO) to support use of a Tier 2 behavioral intervention. Additionally, each of the five participating schools had a team of school staff trained and supported in the use of the DRCO website. On average, teachers utilized Tier 1 strategies at a rate between 85 to 93% of the level of the implementation year and did not differ significantly in their sustainment rates based on High or Low Support conditions. In follow-up interviews, teachers described the observations with performance feedback as being the most helpful and reported that the Low level of support provided during the sustainment year was sufficient. For the Tier 2 intervention, 63% of teachers sustained use. Teachers at the school with the most facilitators of organizational support had the highest percentage of Tier 2 sustainment. Teachers who sustained Tier 1 and Tier 2 use had lower rates of student disruptive behavior during the sustainment year than teachers who did not sustain use. Performance feedback and helping schools to navigate issues of fit between interventions and their behavioral supports (both attitudes and logistics) were important.

Committee: Julie Owens (Advisor); Frances Wymbs (Committee Member); Deinera Exner-Cortens (Committee Member); Steven Evans (Committee Member); Darcey Allan (Committee Member) Subjects: Clinical Psychology

Master of Arts, Wittenberg University, 2023, Education

I conducted this study due to an increase in perceived problematic behaviors at Big River Intermediate School. I utilized an explanatory sequential research method to complete this study. I began my research by administering a survey to both students and staff from the school that returned permission slips to participate in my study. After analyzing the data from this collection method, I then invited certain students and staff to participate in interviews with me based on their responses. Overall, I found that the majority of students and staff members that participated in the study did not find the 7 Mindsets social-emotional learning curriculum to be effective, specifically in improving student behavior at Big River Intermediate School at this point in time. Due to this perceived ineffectiveness, my school and district could take these findings into consideration for the future of their social-emotional learning endeavors.

Committee: Layla Besson (Advisor); Alice Valley (Committee Member); Brian Yontz (Committee Member) Subjects: Education; Educational Psychology; Educational Theory; Elementary Education

Bachelor of Arts, Wittenberg University, 2023, Education

For this paper, I will provide educators with actions they can take to make their classroom a safe place for their students to learn and be themselves. If educators implement these actions within their classrooms, then they will be helping their students in many ways. Educators might see their students' education grow and flourish because students will create an environment where they feel like their teacher is a safe individual they can trust. The classroom and classmates will become like a second home and family, allowing them to freely express themselves without fear of being mistreated or outcasted. I will also discuss how I conducted observations and spoke with my cooperating teacher about social-emotional learning (SEL) within her classroom/school. Finally, I will discuss and reflect on an SEL activity I implemented in my student-teaching classroom.

Committee: Layla Besson (Advisor); Amy McGuffey (Committee Member); Stephanie Little (Committee Member) Subjects: Education; Educational Psychology; Elementary Education

Doctor of Business Administration (D.B.A.), Franklin University, 2021, Business Administration

Transformational leadership is identified as an innovative managerial approach that highlights empowerment, inspiration, and stimulation of followers (Wang, Kim, & Lee, 2016; Belschak, Den Hartog, & Kalshoven, 2015). Literature supports the idea that a transformational approach to leadership drives innovation and change and creates an environment where employees are inspired and encouraged (Lukowki, 2017). However, the focus of the literature and current research surrounding transformational leadership emphasizes the practical applications utilized within a corporate context, while research analyzing the academic forms of transformational leadership is minimal in comparison. The purpose of this study is to explore a possible relationship between the existence of behaviors by university instructors aligned with transformational leadership and whether these behaviors promote specific student results. The objective of this study is to quantify a correlational relationship between leadership behaviors exhibited by instructors and positive student outcomes, specifically the integration of an interactive teaching style, challenging of students, encouragement of independent thought, and the overall student intellectual stimulation score. The researcher used two existing survey instruments, the Multifactor Leadership Questionnaire (MLQ) (Bass & Avolio, 1995) and the Student Intellectual Stimulation Scale (SISS) (Bolkan & Goodboy, 2010), to test the presence of this correlation.

Committee: Timothy Reymann (Committee Chair); Brenda Jones (Committee Member); Brock Schroeder (Committee Member) Subjects: Academic Guidance Counseling; Business Education; Community College Education; Community Colleges; Education; Educational Leadership; Educational Theory; Higher Education; Instructional Design; Management

PhD, University of Cincinnati, 2020, Education, Criminal Justice, and Human Services: School Psychology

An ABAB design was used to analyze the effects of positive peer reporting plus a randomized dependent group contingency (PPR + GC). This intervention package was implemented across three classrooms in an alternative school setting for students diagnosed with emotional and behavioral disorders (EBD). The dependent group contingency component of the intervention package consisted of the teacher randomly choosing a student to watch throughout the 45-min class period to determine if that student was following classroom rules. If so, the entire class earned a random reward at the end of class. The other component of the intervention package included two opportunities, one at the start and one at the end of class for students to engage in positive reporting sessions. These opportunities allowed for students to have increased chances to practice sharing positive social statements. In addition to evaluating student engagement, off-task, and disruptive behavior, effects on positive and negative statements between students were also assessed. Results indicated an increase in engagement and decrease in off-task and disruptive behavior while the intervention was implemented. Peer statements were ultimately minimal throughout all classrooms and phases. However, social validity data indicated that teachers found the intervention package to be easy to include in their daily routine and stated they would continue using this intervention package in the future. Teachers reported that the PPR component was their favorite part of the intervention as they thought it was the most needed for students in their class. This study adds to the current body of literature related to effective intervention strategies for students with EBD as a successful demonstration of combining PPR + GC to improve engagement and reduce disruptive behavior in the classroom setting.

Committee: Renee Hawkins Ph.D. (Committee Chair); Tai Collins Ph.D. (Committee Member); Laura Nabors Ph.D. (Committee Member) Subjects: Psychology

Doctor of Philosophy, The Ohio State University, 2020, Educational Studies

This dissertation provides an examination of pre-service teachers' attitudes and dispositions toward Culturally Responsive Practices (CRP), as well as reflections on their pre-service teacher education programs. The importance of this study is framed within the context of educational inequities and achievement gaps for diverse learners in K-12 schools in the United States, with the perspective that pre-service teacher education can contribute to the mitigation of these problems as a preventative and foundational measure. A special purpose survey was distributed to pre-service teachers enrolled in their final year at a large Midwestern university. The survey consisted of the Dispositions for Culturally Responsive Pedagogy scale (DCRPS; Whitaker & Valtierra, 2018), as well as questions intended to provide reflections on the culturally responsive preparation attained, as crafted from literature supported strategies. Results indicated that participants generally held very positive dispositions toward CRP and their teacher education programs. Limitations included a small sample size, as well as potential response bias, and issues with validity. Reflections, discussions, and implications for future research and actions are discussed.

Committee: Antoinette Miranda Ph.D. (Advisor); Kisha Radliff Ph.D. (Committee Member); Yvonne Goddard Ph.D. (Committee Member) Subjects: Education; Psychology

Specialist in Education, Miami University, 2019, Educational Psychology

This study investigated preservice teacher self-efficacy and physiological stress response to a challenging classroom behavior scenario. More specifically, the study examined whether there are gender differences in preservice teachers' self-efficacy, and whether there is a relationship between preservice teacher self-efficacy and physiological indicators of stress. Practical implications and future avenues for research will be discussed.

Committee: Amity Noltemeyer Dr. (Committee Chair); Darrel Davis Dr. (Committee Member); Edwin Brath Dr. (Committee Member); Kyle Timmerman Dr. (Committee Member) Subjects: Education; Educational Psychology

Doctor of Philosophy (PhD), Ohio University, 2017, Clinical Psychology (Arts and Sciences)

The use of technology for delivering professional development (PD) shows promise for reducing common barriers (e.g., feasibility, access) to dissemination of teacher-implemented classroom management interventions. However, prior programs examined in research have been unable to produce satisfactory uptake and outcomes when used in isolation. Thus, the aims of this study were to examine a potentially more feasible level of support that leverages both online PD and low intensity consultation supports as a means of producing successful adoption of a Daily Report Card (DRC) intervention and positive student outcomes. Elementary school teachers who were determined eligible to participate (n = 33) were provided access to an interactive online program and, on an as needed basis, brief, solution-focused consultation. Over half of teachers (51.5%) who received access to the website adopted the intervention for at least 2 months. These teachers demonstrated acceptable levels of implementation integrity and their students demonstrated improvements in overall (d = .53) and hyperactive and inattentive (d = .83) problems. Importantly, teachers achieved these outcomes using an average of 33 minutes of face-to-face consultation. The results of this study suggest that, for some teachers, online supports may offer a more feasible means of supporting implementation of a DRC than more traditional forms of face-to-face consultation. Online supports may provide a promising direction for increasing the dissemination of the DRC and other evidence-based interventions. Future directions for improving technology and implications for integrating online PD into a continuum of supports for teachers are discussed.

Committee: Julie Sarno Owens PhD (Advisor) Subjects: Behavioral Sciences; Clinical Psychology; Educational Psychology; Technology

Master of Music Education, University of Toledo, 2017, Music Education

The purpose of this study was to investigate whether student behavior was more on-task when students were participating and engaged in active music making such as singing, dancing, moving, and playing instruments than in passive music activities such as listening, while teacher-lead instruction, and transitions between tasks. There were 142 students participating from nine fifth-grade general music classrooms at three public schools in Ohio and Michigan. There was a total of twenty-one combined music lessons of regularly scheduled music classes recorded. After each lesson, the students filled out a five-question survey about their music class experience. Each lesson was analyzed with a fixed interval on-task/off-task grid using a target male subject against rotating peers, and a target female student against the same rotating peers. The results show that when these students were actively engaged during music class by participating in music activities such as movement, dance, or playing instruments, the student behavior was more on-task. Students that did passive activities like sitting in class for longer periods of time listening to music or instruction without being active, demonstrated more off-task behavior. For example, students that were seated at their desks receiving instruction had challenges staying on-task. Students that had the opportunity to play instruments, move around the room, or dance were more on-task throughout the instruction. Physical movement was an asset to on-task behavior. The students were more involved as a class when completing an activity such as bingo, dancing, or playing instruments. Of the various music activities, there was almost 100% participation for those that required movement (dance, movement, playing instruments).

Committee: Pamela Stover PhD (Committee Chair); Timothy Brakel DME (Committee Member); Denise Bernardini DMA (Committee Member) Subjects: Elementary Education; Music Education

Doctor of Philosophy, The Ohio State University, 1989, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1987, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1987, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1986, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1984, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1979, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1978, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1975, Graduate School

Committee: Not Provided (Other) Subjects: Education