Master of Arts, Wittenberg University, 2023, Education

The present study investigated how the implementation of High Leverage Practices related to instruction in the general education classroom impact teacher confidence in meeting the needs of students with and without disabilities. A group of 5 elementary teachers participated in this study in which they were asked to implement one practice in their classroom. Teachers were asked about their confidence and knowledge of High Leverage Practices via a survey. Meetings with teachers were also conducted at the beginning, middle and end of the study. The results showed that there was no significant change in teacher confidence when High Leverage Practices were implemented into the classroom instruction. This study provides valuable information to the field of High Leverage Practices and the impacts on teacher confidence to service students with and without disabilities in the classroom.

Doctor of Philosophy, The Ohio State University, 2017, EDU Teaching and Learning

This study explores how 5th grade EFL learners learn and use English in the primary EFL classroom in the complex sociocultural context of Korea. By exploring students' language learning and practices in their school setting triangulated with interviews about their out-of-school language as well as parents' perspective on English, the study highlights the interplay of in- and out-of-school language learning in EFL settings. This qualitative study consisted of semester-long persistent classrooms conducted along with audio-recordings of class sessions and interviews designed to target the complex realities of English education in this setting. Classroom observation focused on moment-to-moment teacher-student and student-student interactions as well as on the nature of language use by teachers and students, including the distribution of roles, rights, and duties closely examined using discourse analysis and triangulated with interviews. In addition, the macro-level values and beliefs prevalent in Korean English education were also examined. In this classroom, a Korean co-teacher (KT) and a native English-speaking co-teacher (NT) try to overcome their students' lack of exposure to the target language by providing meaningful contexts so that the students can learn and practice useful expressions with a variety of materials and modes of teaching and learning. The teachers' educational beliefs and interests thus influenced and constructed the students' language learning environment in the EFL classroom. For one semester, the students were socialized into new frames of teacher-controlled classroom routines through modelling, repetition, visual aids, and praise.In addition, this study reveals how the macro-level values and beliefs of Korean English education influences one local EFL classroom. The practice of teaching and learning in this local context has thus ecologically influenced by official themes promoted in the upper reaches of the national educational system. (open full item for complete abstract)

Doctor of Philosophy (PhD), Ohio University, 2016, Instructional Technology (Education)

Stakeholders are interested in using technology to integrate nutrition education into the regular school curriculum as one strategy, among many, to combat the childhood obesity epidemic. The primary purposes of this study were to: (a) gain a better understanding of elementary teachers' perceptions concerning technology integration in nutrition education, and (b) identify factors influencing elementary teachers' self-efficacy for integrating technology into nutrition education. An online survey was used to collect demographic information, teacher perceptions of barriers to using technology to teach nutrition, teacher perceptions of barriers to teaching nutrition in general, teacher perceptions of supports for using technology to teach nutrition, and technology integration self efficacy for teaching nutrition. Frequencies, means, and standard deviations were calculated to gain a better understanding of teacher perceptions related to technology integration and nutrition education. Multiple regression analysis examined whether the variables (nutrition training and technology training) could predict elementary teachers' self-efficacy for utilizing technology to teach nutrition. One hundred sixteen elementary educators from a six county region in West Virginia completed the survey. All educators taught at schools participating in Marshall University's Nutrition Education Program. Results indicate that “Unavailability of personal technology for students' home use to learn nutrition (iPad, laptop, fitness tracker)” was the greatest challenge for teachers in using technology to teach nutrition. The two greatest challenges for teaching nutrition in general were “lack of appropriate resources” and “lack of instructional time.” Results of the multiple regression revealed an overall significant regression (p = .011) with a small effect size. Multiple regression analysis with four forms of training revealed that the variables professional development, undergraduate course, gr (open full item for complete abstract)

MA, Kent State University, 2024, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The purpose of this thesis is to explore why schools ought to educate for sustainability in response to the climate emergency. Moreover, the author explores why the elementary school is an appropriate place to begin such education as well as how such education can be implemented in the field of music education, specifically elementary music education. The research questions for this thesis are as follows: (1) Why should schools educate for sustainability? (2) Why is elementary school an appropriate place to begin education for sustainability (EfS)? (3) Why is the general music classroom a worthy space for EfS? The author uses social and educational theory, philosophy, and findings from other research to answer these questions. This thesis reviews and synthesizes research, theory, and philosophy from various foundational disciplines. This thesis concludes that EfS ought to be included in the school and begin at the elementary level. Every subject and teacher ought to consider how their subject might help attune students to nature and its protection for the sake of our love for the world, our subjects, and teaching. This thesis specifically explores and argues for EfS in the general music classroom, but practitioners in every field ought to consider EfS in their subject's context.

Ph.D., Antioch University, 2024, Leadership and Change

This dissertation project used an interpretivist qualitative research design to study how the right-to-read claim made by seven teenagers attending Detroit public schools in 2016 reflects, addresses, or describes contemporary discussions about educational access. Using situational analysis (SA) as a theory/method, the entirety of the claim comprises the situation of the social phenomenon being studied, not the people. This research combines critical race theory (CRT) with Bronfenbrenner's ecological systems and uses situation analysis to map historical discourses to conduct a study that examines the history of a present situation of inquiry as presented by this question: How does the 2016 right-to-read claim made by high school students in Detroit, Michigan reflect, address, or describe contemporary discussions about educational access? The study collected data to allow me to construct a prosopography that articulates an answer to the question that claims access to literacy is a public school policy right. Because situational analysis (SA) is designed to open research data to aspects of a circumstance that may have been overlooked, marginalized, or silenced, I was not certain the research results would answer this exact question. Additionally, critical theory and SA were used to conduct this qualitative research, examining historical data that addresses the right-to-read claim as a Foucaultian programmatic social problem. As such, it seeks to understand the complexities of recurring and historically situated education practices that limit actualizing U.S. education policies that embrace access to basic literacy skills as a human right. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Master of Arts, Wittenberg University, 2024, Education

The science of reading is a framework that has been researched for decades to determine how the brain works and how reading is best instructed at each level of schooling. With years of research in the science of reading, researchers have found that phonics is a building block for foundational reading skills and needs to be incorporated into the daily classroom instruction. In the past, phonics was not incorporated into reading instruction, which many believe may be the reason some students are struggling to learn to read. In this research project, I will be looking at Phonics 95 unit assessments (phonics and comprehension) to compare if the growth in phonics matches the growth in comprehension. I will also be pulling MAP scores to compare if these assessments results are showing the same growth as the Phonics 95. I explored one major question throughout the course of this research related to how explicit, systematic phonics helps support students' overall reading achievement: What are the differences in second grade MAP achievement test scores for students with and without phonics instruction in a West Central Ohio Rural School District?

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

Teacher-student relationships have long been identified as an important factor in the success of a student, and in the investment of the teacher. Extensive research has been conducted on the perception and outcomes of teacher-student relationships from the perspective of the teacher and that of the students. However, research on the outcomes, insights, and expectation of teacher-student relationships from the perspective of parents, specifically parents of urban elementary students, is scarce. This study aimed to address the research gap by exploring the lived experiences of urban elementary parents through a phenomenological, qualitative study. Three semi-structured focus groups were held in which the researcher interviewed and facilitated discussions with parents of a child currently in kindergarten- second-grade in an urban school district in Northeastern Ohio. The 16 parent participants were asked to describe characteristics and expectations of high-quality teacher-student relationships, reflecting on their lived experiences and current state as a parent of an elementary student. Participants shared personal anecdotes, reflected on the impact of teachers in their own life, and emphasized the formative role teachers play in all aspects of a child's life. Responses indicated five primary themes when determining expectation and characteristics of teacher-student relationships from the perspective of parents: 1. Strong and consistent communication, 2. Teacher care and connection, 3. Teacher awareness and understanding to individual situations, 4. Holding students and families to high-expectations, and 5. Student engagement and recognition of individualized learning. The results of the study suggest that the teacher-student relationship is pivotal in making meaningful connections and creating a sense of belongingness and interconnectivity for students. Implications of the study indicate the importance of viewing the teacher-student relationship from a comprehensive l (open full item for complete abstract)

Doctor of Philosophy (PhD), Ohio University, 2024, Curriculum and Instruction (Education)

This dissertation investigates teacher candidates' definitions of inclusive learning and their preparation and confidence to collaborate to create accommodations and modifications for students receiving services and supports in the general education mathematics classroom. Further, the characteristics of the accommodations and modifications they create within small working groups of general educators and intervention specialist teacher candidates provide insight into their beginning attempts at this work.

Doctor of Philosophy, The Ohio State University, 2023, EDU Teaching and Learning

This teacher inquiry study documents my personal journey as a teacher. The main research question was how have my teaching practices as an early childhood educator changed over time in relation to my changing understanding of learning, teaching, and drama in education? This study is a story of my growth and transformation as a teacher over ten years. I draw on my experiences as a kindergarten teacher in Korea, my work using dramatic inquiry with emergent bilingual children in the United States, and my experiences as a graduate student at Ohio State. Using teacher inquiry and narrative inquiry as my methodologies, I analyzed raw data, such as journals, fieldnotes, photographs, and video-and audio-recordings to create narratives of my teaching practice. I engaged in reflective dialogue with my past selves as a teacher in different times and places when I had used play and dramatic inquiry in my own classrooms. I also analyzed the teaching practice of my advisor using dramatic inquiry. My analysis was shared in a community of inquiry as part of my coursework at Ohio State. This reflective process allowed me to better understand my changing teaching practices in more depth and to confront feelings of discomfort that became pivotal moments of realization that I analyzed to show changes over time. I used Cultural Historical Activity Theory as my main theoretical framework for analysis. In addition, I used a framework created by Janet Emig. I analyzed the narratives to identify my changing hidden assumptions, beliefs, and theories of teaching, learning, and drama in education. My findings showed significant changes over a ten-year time frame. I used an innovative approach to construct, present, and analyze the narratives as data. I present and then analyze narratives of the practice of four past teacher-personae. Each persona represents a unique phase in my teaching journey. Collectively, they show change and reveal some of the complexity of my growth and transformati (open full item for complete abstract)

Doctor of Education , University of Dayton, 2023, Educational Administration

This study explored how early childhood educators experience compassion fatigue and what the primary triggers of compassion fatigue are. Findings showed that the three primary triggers of compassion fatigue included poor communication, lack of administrative support, and lack of appropriate self-care opportunities. With this information, the study centered on alleviating compassion fatigue through administrative support, specifically through the coordinator role within the early childhood department. The action plan addressed the three main issues with the objectives of implementing a new communication system, monthly self-care stipends, and frequent administrative support through weekly check-ins and in-classroom support. As early childhood educators' compassion fatigue begins to alleviate, the number of call-offs will decrease, burnout will subside, and retention rates will improve (Palladino & et al., 2007). Overall, this action plan provides much-needed support to early childhood educators from administrators and demonstrates the importance of having a role such as a coordinator in early childhood 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.

Specialist in Education (Ed.S.), University of Dayton, 2022, School Psychology

Executive functioning (EF) skills are a vital part of human development, emotional regulation, and knowledge acquisition and retention. Executive functioning skills help to reduce externalizing behaviors, predict academic achievement, and maintain social relationships. Successful executive functioning skills help to make the classroom a more peaceful and structured environment for the teacher and student. The current research explored Ohio Kindergarten through fifth grade elementary school teachers' knowledge, awareness, and beliefs of executive functioning skills. Through quantitative analysis using a survey instrument which was adapted from a previous study examining middle school teacher's knowledge, beliefs, and awareness of EF skills (Biecheler, 2019). The study supported teachers have knowledge about the topic and believe they are important for academic success and behavior. Executive functioning skills are expected of students, but never explicitly taught. Teachers indicated their teacher training programs did not provide them with the proper training to address EF skills in the classroom, although they have the confidence in their ability to do so. Additionally, general and special education teachers' responses were compared to determine the difference in groups.

Doctor of Philosophy, The Ohio State University, 2021, EDU Teaching and Learning

This qualitative study explores the transition to kindergarten special education of four Somali autistic children in Minneapolis, Minnesota. This dissertation answers a single, two-part research question: What aspects of the transition to kindergarten process do stakeholders find facilitate the transition process? What parts of the transition do stakeholders find impede the transition process? I addressed these questions by engaging a range of stakeholders and by using the following data collection methods: (a) individual, semi-structured interviews, (b) participant observation, (c) focus group interviews, and (d) collection of relevant artifacts. I used Bronfenbrenner's Ecological Systems Theory (1979) as a framework for understanding the systems which supported and impeded the successful transition to the kindergarten of Somali autistic children. Findings highlight Somali autism parents, faith, Somali disability services professionals, and day treatment (St. David's) as supportive of families. Families' reported several barriers, including discrimination of Somalis in the US, stigma surrounding autism in the Somali community, and poor relationships between families and schools.

MS, University of Cincinnati, 2021, Allied Health Sciences: Nutrition

Background: Most children do not meet the recommendation for vegetable and fruit intakes. Packed lunches from home of school children may not contain adequate vegetables and fruits. Objective: To examine the acceptability and impact of nutrition education classes on nutrition knowledge, self-efficacy, and lunch packing behaviors of children in an elementary Montessori school setting. Methods: Single group experimental study design testing the efficacy of a virtual/remote nutrition education intervention named Lettuce Pack a Healthy Lunch (LPAHL), delivered in Fall 2020. Ten children in 4th and 5th grade from one classroom of the school participated. Nutrition knowledge, self-efficacy, and lunch-packing behavior were measured at baseline and after 6-weeks of nutrition education. Results: No significant differences were found in nutrition knowledge, self-efficacy, or lunch packing behavior after LPAHL. All respondents agreed they enjoyed what they learned with the LPAHL program and would share what they learned with others. Conclusions: LPAHL was well-received by participants but did not significantly change nutrition knowledge, self-efficacy or reported lunch packing behavior in a small sample of Montessori elementary children. Implications: Research in a similar setting using a larger sample size, a control group, and a longer intervention period may be necessary.

Doctor of Education (Ed.D.) in Leadership Studies, Xavier University, 2020, Leadership Studies and Human Resource Development

This exploratory case study identified administrative competencies that multiple stakeholders perceive to be important for fostering an inclusive and accessible learning environment for students with disabilities in a small, suburban school district located in Southwest Ohio. It consists of a comparative assessment of stakeholder perceptions of core administrative competencies including both knowledge and skills for leaders of special education programs as defined by the Council for Exceptional Children's (CEC's) standards. To investigate Research Question 1, this study utilized a survey to gauge the importance of each standard to multiple stakeholders in the educational process. Research Question 2 was investigated through open-ended survey questions asking stakeholders to provide additional competencies that they feel need to include the CEC standards in order to develop a more comprehensive list of inclusive leadership. Notably, data gleaned from quantitative analysis found that the administrators group marked higher priority than special education teachers and parents on the two competencies pertaining to 1) ongoing evaluations of Special Education programs (SPED) and personnel, and 2) data driven decision making regarding SPED programs and services. Further, overall school administrators tended to mark high priority on the multiple sets of survey items related to the skills compared with the other stakeholder groups. The findings for Research Question 1 suggest that future research should revolve around developing ways to assess SPED programs, services, and staff as well as reliable, consistent data sources to base these and other decisions pertaining to SPED programs upon. Another possible avenue of inquiry would be to seek to understand special education teachers varying perspectives regarding the priority they place on the individual CEC standards. Data regarding Research Question 2 yielded novel practices; knowledge items that emerged from the research incl (open full item for complete abstract)

Master of Arts (MA), Bowling Green State University, 2020, Cross-Cultural, International Education

Refugee population growth in the past two decades has caused Indiana to experience unprecedented growth in many of its cities and schools. This growth of the school age population has led to a higher demand on classroom teacher and English as a New Language (ENL) teachers to collaborate to make sure students are receiving what they need to succeed. This study examines this collaborative relationship between teachers and their administrators through a micropolitical lens focused on understanding the power dynamics that take place in collaborative efforts. The question asked in this study are: how do elementary classroom teachers work collaboratively with their English as a new language (ENL) teacher counterparts, how do administration play a role in this collaboration, and how has this collaboration informed how teachers understand their working relationships with each other? To answer this question, interviews were conducted with 12 participants from four elementary schools in a large urban school district in Northeast Indiana. I used Blase's (1987) framework for micropolitics in education along with Sneed et al.'s (2005) framework and model for power dynamics of collaboration between teachers with macro force impacts. The interviews were coded, and seven themes were found in the data. These codes highlighted the power structure within the three participant groups, showing that administrators hold the most power, followed by classroom teachers, and with the least power are ENL teachers. The study also showcases the collaborative actions that lead to a more cohesive working environment.

MA, Kent State University, 2020, College of the Arts / School of Art

This action research study examines restructuring my elementary visual art curriculum to allow for a higher level of student choice through a studio classroom. My curriculum transition to choice-based art education is influenced by the Teaching for Artistic Behavior philosophy and pedagogy. Using a case study as part of my action research, I study teachers who have already restructured their curriculums, classrooms, and teaching philosophies. Through dialogue and interviews with three visual art teachers I aim to better understand the components of Teaching for Artistic Behavior and how to implement it in practice. The literature review provides a historical context and contemporary thoughts on choice-based education, art education, and choice-based art education. The study's findings through data analysis aim to find balance within a choice-based approach and acknowledge the barriers, challenges, and positives of transitioning the art curriculum.

Master of Arts (MA), Bowling Green State University, 2020, Cross-Cultural, International Education

Considering concepts of acculturation, learner-citizens, policymaking and appropriation, and the framework for the education and well-being of low-income immigrant students, this thesis examines the case of Metro Elementary School in Southeastern Michigan, which has experienced a significant increase in refugee student enrollment over the last decade. Relying on interview data considering the perspectives of six educational administrators and support staff as they navigate education and refugee resettlement policies that comprise the world of refugee students, this study offers insight to educators regarding possible policy responses to arrivals of refugee populations and may serve as a guide for supporting refugee students as relevant for their background and status. The author identified six themes that contributed to the success of the elementary school examined: procedural change, administrators' initiative, the reprioritization of needs, resources, cultural considerations, and communication and collaboration. The study highlights the pivotal roles of school and district administrators in facilitating positive learning environments for refugee students and the ability of school communities to connect refugee families with available resources and supports.

Doctor of Philosophy, The Ohio State University, 2020, EDU Teaching and Learning

This study contributes to the paucity of research on transformative approaches to civic education in elementary school classrooms. In this dissertation, I explore how culturally and linguistically diverse fourth graders and their teacher in a Spanish-English two-way bilingual education (TWBE) classroom engaged in transformative civic education. Drawing on a five-component transformative civic education framework and ethnographic and discourse analytic methods, I examined how the students and teacher engaged in transformative civic education interactions across both social studies and Spanish language arts classes. I found that, across their social studies and Spanish language arts classes, students: (1) built civic knowledge for active equity-oriented civic engagement, (2) incorporated their own civic knowledges and experiences into classroom learning, (3) engaged in critical questioning of dominant civic discourses, (4) conceptualized U.S. American civic identities in more inclusive ways, and (5) engaged and expanded their bilingual linguistic repertoires as part of civic learning. I also found that the teacher fostered students' engagement in transformative civic education through a number of key pedagogical moves at the interactional level of classroom talk as well as at the curricular level of lesson planning. Teacher interactional moves such as fielding students' questions, encouraging students' intertextual relationships, and affirming students' contributions to discussions facilitated student-centered space in which culturally and linguistically diverse students challenged dominant civic discourses and expanded on mainstream curricula. A discourse analytic approach to civic education research allowed me to produce transcript-level examples of teacher and student interactions that I argue can assist elementary teachers in identifying and incorporating curricular and interactional pedagogical moves that support transformative civic education into their (open full item for complete abstract)

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

The purpose of this study was to explore students' mathematical practices while working on modeling problems using 3 interactive computer simulations. Three fifth grade students' interactions with computer-based modeling simulation were examined to identify how children defined and prioritized and coordinated variables and parameters in dynamically simulated environments to focus their work on modeling activities. I traced what students noticed at the point of entry into each simulation, key factors they considered to determine, explain, and predict the potential changes in the results of a simulation with altered parameters. Results of the study showed that students benefited from exposure to simulations to gain a better perception of a problem with interacting variables. In particular, animated graphics of the simulations helped the participants to visualize the problem, learn about the effect of different variables on the outcomes of the task situations hence, effecting the participants' modeling process across activities. Interactions with simulations increased the participants' ability to manage the scope of obstacles they had encountered when working on modeling tasks prior by serving as a visualization tool, a discovery tool, a virtual lab, a hypothesis tester, a solution tracker, and a calculator.