Doctor of Education (Ed.D.), Bowling Green State University, 2023, Leadership Studies

The expectation of healthcare professionals is to provide quality, patient-centered care to all patients. Miscommunication between the healthcare team resulted in segmented care and medical errors. As disconnects were discovered, healthcare professionals began promoting a team-based approach to care. The team-based approach helped eliminate barriers that inhibited effective communication and quality care to patients, providing a more cohesive patient care experience. Implementing team-based, patient-centered care in professional practice requires training to be introduced at the educational level of healthcare programs. A teaching strategy called interprofessional education (IPE) was developed to help teach students from different healthcare professions to learn with, from, and about each other's professions. Over time, healthcare education program accreditors were able to integrate IPE recommendations into their learning standards. However, not all healthcare professions chose to include IPE in their educational accreditation standards which left the decision to use IPE in some healthcare programs up to the program director. One healthcare profession in particular, radiography, has not yet mandated IPE into its educational accreditation standards. This study explored if radiography program directors' self-reported attitudes, knowledge, and perceptions of IPE were associated with their self-reported level of use of IPE in their programs. The author created a survey to collect data from radiography program directors accredited by JRCERT (N = 262). Analysis of the data revealed a positive association between program directors' attitudes, knowledge, and perceptions of IPE and their decision to use IPE in their radiography programs. Investigating the relationship between program directors' attitudes, iv knowledge, and perceptions of IPE and their level of use of IPE contributed to an understanding of how educational leaders' make decisions that impact their progra (open full item for complete abstract)

Committee: Judith May Ph.D. (Committee Chair); Kristina LaVenia Ph.D. (Committee Member); Margaret Brooks Ph.D. (Other); Dawn LaBarbera Ph.D. (Committee Member); Patrick Pauken Ph.D., J.D. (Committee Member) Subjects: Education; Health Care; Medical Imaging; Radiology

Doctor of Education, Miami University, 2022, Educational Leadership

This study identifies the assets that principals use to support school based mental health care [SBMH] and makes several recommendations for increasing the efficacy of principals in interacting with SBMH systems and includes their recommendations for improvement in fostering, sustaining, and improving SBMH. Mental health needs are a historically underserved issue that greatly affects the ability of students to learn and flourish. Through a grounded theory analysis within a multiple case study framework, five cases are described and thereafter nine assets were developed as common to the cases informing on the beliefs, competencies, and traits possessed by principals. The identification of these nine assets supports emergent findings of a construct of interactions and describes common factors involved in a principal's support of SBMH.

Committee: Lucian Szlizewski (Advisor); Érica Fernández (Committee Co-Chair); Kristy Brann (Committee Member); Ann MacKenzie (Other) Subjects: Education; Education Policy; Educational Leadership; Elementary Education

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

The primary purpose of this qualitative study was to gain a more in-depth understanding of the student-teacher relationships and academic achievement of seven African American students who are from the millennial generation. This in-depth understanding was based on their perceptions of their student-teacher relationships with White college faculty members while they were enrolled in Early College High School. Early College High School (ECHS) is a specific type of dual enrollment program that provides the opportunity for high school students to enroll in high school and college courses and simultaneously earn their high school diploma and college credits toward an Associate Degree. Students begin their ECHS experience in the ninth grade. The seven participants in this study were all in their senior year of ECHS who had more experiences with White college faculty members at a Predominantly White Institution (PWI) than any other students in the program. Based on the analysis of the transcripts from an interview questionnaire, semi-structured interviews, classroom observations, and a focus group the emergent themes indicated that students perceived their student-teacher relationships as interactive and interpersonal, additionally they defined their personal definition of academic achievement as learning perseverance. The students felt as if their college instructors cared about them authentically which contributed to them working harder; however, caring instructors were less important than the positive self-image they believed academic achievement gave them as African Americans in society and their communities. The concept of care in this study was operationalized through Critical Race Theory, an Ethic of Care, and Womanist Caring.

Committee: Lisa Lenhart Dr. (Advisor); Qetler Jensrud Dr. (Committee Member); Jennifer Milam Dr. (Committee Member); John Queener Dr. (Committee Member); Sandra Spickard-Prettyman Dr. (Committee Member) Subjects: African Americans; Education; Secondary Education; Teacher Education; Teaching

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2024, Higher Education Administration

One of the most challenging times for campus communities is when a crisis occurs. It often causes higher education to question their policies, missions, and values. Additionally, the crisis managers and those affected by it may experience trauma as they navigate the crisis (Bataille & Cordova, 2014; Lynch 2023). Despite the research on crisis management, there are still gaps in knowledge. Because no two crises are alike, it is difficult to nuance how care is provided throughout a crisis and if communities transform post-crisis. This general descriptive-interpretive qualitative study aimed to understand how student affairs crisis managers incorporate ethics of care strategies in crisis management practices to aid social transformation. Two research questions guided this study: How do crisis managers provide care for those affected by a crisis? How have campuses and community members transformed after a crisis? Branicki's (2020) feminist crisis management framework underpinned this study. This framework considers the relationship between the cared-for and caregiver, the use of networks to provide care, and how the community recovers and transforms after a crisis. Twelve participants engaged in this general descriptive-interpretive study and participated in one semi-structured interview. They self-identified as middle managers during the crisis they discussed. All participants reported to a senior student affairs officer or the chief student affairs officer. Seven key findings emerged from this study. The first set of findings addresses how crisis managers provide care during a crisis and includes actions of care, provision of care, receipt of care, and influence on care. The second set of findings describes how campuses and their members transform after a crisis and includes middle managers reflecting on transformation. These findings contribute to a better understanding of how middle managers in student affairs provide care throughout a crisis. Furthermore, it (open full item for complete abstract)

Committee: Maureen E. Wilson Ph.D. (Committee Chair); Jacob Clemens Ph.D. (Committee Member); Amy French Ph.D. (Committee Member); Beth Sanders Ph.D. (Other) Subjects: Education; Higher Education; Higher Education Administration

Doctor of Education, Miami University, 2022, Educational Leadership

Teachers deserve a voice. Their experiences should be known in order to identify troublesome factors that often make school a constraining place. Their stories, no matter how messy, must be explored to better understand why our society loses many passionate educators. Through autoethnographic inquiry, I analyze my own story using creative works (narrative vignettes and art-based collage) to demonstrate the complicated experience of a modern-day K-12 educator. As a researcher engaging in critical autoethnography, I examine my experience through the principles of the radical imaginary, knowing thyself, understanding teachers as prisoners/oppressors, an ethic of care, critical/feminist lenses and critical hope. These influences are present and visible in the linguistic and visual data presented, which are intended to capture the complex paradoxes that young teachers face in their professional journey. By examining my lived experience, I hope to capture an authentic portrait of my time in public K-12 education to create meaning. This personal work elucidates themes felt by many young teachers to shed light on their difficulties and triumphs. The conclusion of the research provides suggestions for society based on interpretive data analysis.

Committee: Thomas Poetter (Committee Co-Chair); Sheri Leafgren (Committee Member); Lucian Szlizewski (Committee Co-Chair) Subjects: Early Childhood Education; Education; Education Philosophy; Educational Leadership; Secondary Education; Teacher Education; Teaching

Master of Science (MS), Ohio University, 2020, Journalism (Communication)

Although previous research has been targeted at the aspects of journalistic cultures within nations through the views of their population, such as the multinational Worlds of Journalism Study (2019), other avenues of study can offer a new perspective on these differences. To this end, the study provides a comparison of journalistic codes of ethics. Such codes (while differing in structure, implementation, and reach) share a common purpose in providing and defining standards of ethical action within the field of journalism. By making note of what standards are discussed within journalistic codes of ethics with national reach, and in what manner the ethical rationale is constructed and defended within said ethical codes, the study aims to provide insight into the similarities and differences of the journalistic cultures in which they are set. The study found that the 25 ethical codes examined discussed over 100 distinct generalized ethical situations, the documents often stretched beyond outlining the practice of ethical journalism. The codes of ethics were also found to primarily make use of deontological and virtue-based justifications, although examples of the other selected ethical frameworks were found in small numbers. Additionally, both the deontological and virtue-based justifications occurred dominantly within the examined codes of ethics with such frequency as to be considered ethical norms within the standards set by the study. In both cases, the findings provide a means to critique and point to ways these ethical codes could be improved in order to better relate to both the journalists they hope to guide and the public they hope to educate while laying the groundwork for similar examinations in the future.

Committee: Bernhard Debatin (Committee Chair); Aimee Edmondson (Advisor); Rosanna Planer (Committee Member); Bill Reader (Committee Member) Subjects: Journalism; Mass Communications

Doctor of Education (Ed.D.), Bowling Green State University, 2018, Leadership Studies

Student conduct professionals find themselves balancing legal mandates, the needs of the community, and the needs of the student in decision-making. Theories such as the ethic of justice and the ethic of care can bring clarity to the decision-making process. This study examined several variables to predict the moral orientation of student conduct professionals including years of experience, current position, type of institution, educational background, gender, and age. Moral orientation was measured using the Moral Orientation Scale (MOS) developed by Yacker and Weinberg (1990). This study collected demographic information to predict how the moral orientation of student conduct professionals. The population for this study was drawn from the membership of the Association for Student Conduct Administrators (ASCA). Very little research exists on the decision making of student conduct professionals and the results of this study provides more insight into the profession. The findings of this study indicated the gender of student conduct professionals was a statistically significant predictor of the moral orientation of student conduct professionals. In addition this study found there to be significant differences in the age and years of experience among men and women within the profession of student conduct. These findings will assist student conduct professionals in providing rationale to their decision-making, will inform hiring practices and will guide the importance of training and professional development on topics of justice and care. In addition, this study provides insight into gender differences in the profession, which offers opportunities for future research.

Committee: Patrick Pauken J.D., Ph.D. (Advisor); Lara Lengel Ph.D. (Other); Chrisopher Giordano Ph.D. (Committee Member); Kristina LaVenia Ph.D. (Committee Member); Judith May Ph.D. (Committee Member) Subjects: Educational Leadership; Educational Theory; Gender; Higher Education; Higher Education Administration

Doctor of Education (Ed.D.), Bowling Green State University, 2017, Leadership Studies

The purpose of this dissertation was to examine the experiences in leadership advancement of African American women. Over 10 million African American women are in the civilian labor force (United States Department of Labor statistics, 2015). The population of African American women with degrees having significantly increased over thirty years, with 264% more Bachelor's degrees and 353% more Master's degrees being earned, however barriers to opportunities continue to exist (Nooks-Wallner, 2008). Although anti-discrimination laws have existed since 1964, covert discriminatory patterns continue and are often entrenched in workplace systems, which prevent advancement opportunities (Cook & Glass, 2013). Phenomenology was the qualitative research method utilized for this study. Phenomenology is a scholarly study method that provides meaning-making, to more effectively comprehend the perspective of an individual or group of individuals. Meaning is gained through attaining data about situations or events surrounding a specific phenomenon. The intention is to determine how and why it influences others as it goes beyond the surface to gain depth. This study gathered data through various methods, such as an advance questionnaire, semi-structured interview protocol, review of participant leadership samples, and resumes/curriculum vitaes. This study contributes to understanding the leadership advancement experiences from African American women who have ascended to director-level or higher positions, across various industries. The key themes in this study were strategic preparation, and self-determination and courage. The data collected illustrate these themes and ten associated sub-themes. The purpose is to gain understanding from the experiences that influenced the advancement of African American women within this study into leadership positions. Interviewing African American women who have ascended into leadership offered contextual insight into their lived experie (open full item for complete abstract)

Committee: Patrick Pauken PhD (Advisor); Paul Christian Willis EdD (Committee Member); Paul Johnson PhD (Committee Member); Dalton Jones PhD (Other); Angela Logan PhD (Committee Member) Subjects: African American Studies; African Americans; Black History; Business Administration; Business Education; Education; Educational Leadership; Gender

Doctor of Philosophy, Miami University, 2016, Educational Leadership

This paper is a qualitative case study of how an African American female principal in an urban school with a predominately African American student population practices culturally responsive leadership. The study was designed to enhance the understanding of how culturally responsive leaders impact African American students and other students of color within a 21st century educational system. The participants were interviewed and asked questions that pertained to how the principal employed a culturally responsive leadership framework. The study yielded findings that may change the discourse within educational leadership. The methodological approach utilized was that of a narrative portraiture. The study provides a two-fold model, outlining the practices of culturally responsive leadership for use within the daily routines of the principal and five emergent themes that define the embodiment of those practices. According to the study results, a culturally responsive leader should: espouse a culturally responsive ethic of care, develop a culture and climate of excellence for all students (especially African American students), maintain a disciplined and structured environment, develop a familial culture within the school, and be driven by a greater purpose or higher calling. The paper also discusses limitations to the study and implications for future research.

Committee: Denise Baszile (Committee Chair); Tom Poetter (Committee Member); Lisa Weems (Committee Member); Anthony James (Committee Member) Subjects: African Americans; Educational Leadership; School Administration; Secondary Education

Doctor of Philosophy, The Ohio State University, 2014, Art Education

This study was designed with a desire to learn what happens when student artists step away from the traditional practice of self-expression and become facilitators of communication and catalysts of change in communities. How does such an experience influence their civic learning and what new pedagogical insights can be gained for fostering engaged citizen artists? This arts-based action research study was conducted through the vehicle of a newly designed community engaged arts course called the Citizen Artist Dine and Dialogue Initiative at Ohio State University. The course involved an intensive partnership between undergraduate students in the arts and youth artists from a local community arts organization called Transit Arts. Our process involved hosting a community breakfast dialogue series where the insights gained allowed us to create a culminating site-specific final project that was responsive to community concerns. All of this was driven by an interest in exploring the intersecting practices of arts and dialogue in civic engagement efforts. The conceptual framework for this study was informed by critical dialogue scholars Mikhail Bakhtin and Paulo Freire, as well as art historian Grant Kester who conceived the dialogical aesthetic. It also relied upon feminist scholars Nel Noddings, Carol Gilligan, and Megan Boler, who assert the ethic of care, a theoretical concept often cited in the growing body of civic engagement and civic learning scholarship that this study also references. In part, this study was a response to the numerous university arts educators and scholars in the broader field of education who have been calling for changes in arts education. There is a growing demand for students to be given a broader vision for a life in the arts so that they may be properly armed to take on the role of bridge builders and catalysts of change in communities. Findings from this study revealed that the lack of prior civic learning that is common for many st (open full item for complete abstract)

Committee: Karen Hutzel (Advisor); Sydney Walker (Committee Member); Valerie Kinloch (Committee Member); Patty Bode (Committee Member) Subjects: Art Education

PhD, University of Cincinnati, 2014, Education, Criminal Justice, and Human Services: Educational Studies

ABSTRACT In a constantly expanding and globalized world, the voice of Kuwaiti women teachers and their perception of their cultural identity is burdened with adapting to new educational trends mainly from the West, and accommodating an increasing student populations. This creates a disconnect between the basis where educators learn/gain their ethic of care and what's expected of them to perform. This dissertation sheds some light on the severity of this disconnection and the origins of the manifestation of the ethic of care in Kuwaiti women educators. The major findings of this study are the existence of an 'anchor relationship' the narrators had, and a strong familial foundation that served as an `anchor relationship' for some narrators. Other findings indicate the necessity of revamping the teacher preparation program (T.P.P.) in order to ameliorate the current gap in embracing the Kuwaiti cultural codes.

Committee: Stephen Sunderland Ph.D. (Committee Chair); Vanessa Allen-Brown Ph.D. (Committee Member); Marvin Berlowitz Ph.D. (Committee Member) Subjects: Education

Doctor of Philosophy, The Ohio State University, 2014, EDU Teaching and Learning

The study sought to examine how I, a teacher researcher, implemented a culturally relevant writing pedagogy in my first grade classroom, that integrated the funds of knowledge of my students and their families (Gay, 2002; Ladson-Billings, 1994, 2001; Moll at al., 1992). The particular goals of this study were to examine: how I learned about the funds of knowledge of my students and their families (Moll at al., 1992); how my teacher pedagogy changed and how the roles of my students changed; and finally, to examine how my role as a teacher researcher impacted the relationships with my professional colleagues and administrators within my school. The implications of this research for my own teacher pedagogy, for current practitioners, and for teacher education, indicate that by engaging in the process of inquiry with an ethic of care, changes to teacher pedagogy will result, specifically when implementing culturally relevant pedagogy (Noddings, 2005, 2012). The result of implementing a culturally relevant writing pedagogy with an ethic of care, that integrated the funds of knowledge of my students and their families, was the growth and academic achievement the students demonstrated. In addition to that growth I myself changed as a teacher researcher and the students’ roles changed. As I engaged in practitioner inquiry I developed the ability of “how” to implement culturally relevant pedagogy in my classroom.

Committee: Laurie Katz PhD (Advisor); Patricia L. Scharer PhD (Committee Member); David Bloome PhD (Committee Member); Mollie Blackburn PhD (Committee Member) Subjects: Early Childhood Education; Education

Doctor of Philosophy, Miami University, 2008, Educational Leadership

This research project analyzed student success, as measured by achievement tests, within communities of high poverty. The purpose was to develop a grounded theory that offered insights as to how schools located within communities of high poverty could experience success on achievement tests. A second, and equally critical focus of this research was to better understand how teachers and principals interpreted success on achievement tests. What did success on achievement tests mean for students and their chances to live the American Dream? Specific questions this study intended to answer included: Do some schools experience success on achievement tests even when social class predictors of academic success forecast differently? What is occurring in these schools that contributes to their success on achievement tests? How do teachers and school administrators interpret student success on achievement tests in connection to student life chances?

Committee: Michael Dantley PhD (Committee Chair); Nelda Cambron-McCabe PhD (Committee Member); Dennis Carlson PhD (Committee Member); Tammy Schwartz PhD (Committee Member) Subjects: Educational Sociology; Educational Theory; Elementary Education; Organizational Behavior; School Administration; Teacher Education; Teaching

Doctor of Education (Ed.D.), Bowling Green State University, 2008, Leadership Studies

The purpose of this qualitative biographical study was to develop a profile of five men in elementary principalships in Ohio public schools and gather information about specific career paths followed by these men. The study examined the influence social role theory had on male elementary educator career paths. In addition, the study explored the role that adult development theory, leadership styles, and the ethic of care played in shaping the career paths of these school leaders. The majority of research dealing with career paths of elementary school principals has been conducted in the context of the female principal. Little research, if any, has been completed on the topic of male elementary school principals. Research conducted in this study attempted to define the life experiences that contributed to the career paths and leadership of male elementary school principals as well opportunities seized by male elementary school principals toward achieving personal and professional success. Furthermore, research involved the long term career goals of the male educator prior to and after attaining the elementary school principalship. The findings of this study support that male elementary school principal's career paths are similar in nature. As they approached the time for a college education, personal and social forces repel the men away from a possible career in elementary education. After several years teaching at the secondary or primary education level or working in careers outside of education, some men feel a desire to work with young children in a school setting. This desire evolves from a decision that caring for the well-being of young children allows for personal and professional fulfillment. After several years administrating over the development of young children, the male elementary school principal may seek other opportunities in the field of education. The challenges facing males who desire to and become elementary school principals are significant and (open full item for complete abstract)

Committee: Patrick Pauken (Advisor); Mark Earley (Committee Member); Terry Herman (Committee Member); Dean Wittwer (Committee Member); Judith Zimmerman (Committee Member) Subjects: Education; Elementary Education; School Administration

Doctor of Education (Ed.D.), Bowling Green State University, 2007, Leadership Studies

The menstrual cycle is an intricate web of hormonal interactions within the female anatomy impacting a woman's fertility, health, and sense of wellbeing and is considered the “fifth vital sign” (Halpin, 2006). Although an understanding of the menstrual cycle is fundamental to a woman's awareness of her reproductive health, many seek healthcare without this basic knowledge. A woman needs to understand her cycle, be aware if it is not following the normal course and seek an opportunity to discuss her menstrual experience with her care provider. However, time constraints exist in the provision of patient education in our current healthcare delivery system. A review of the literature revealed that computer-based education has been shown to have advantages in the delivery of information. However, no studies were found regarding the use of computer-based education for teaching the menstrual cycle. The purpose of the study was to examine the effect of a computer-based, multimedia, educational module on the level of knowledge of the menstrual cycle when compared to a written information module and a PowerPoint module. It was intended to test a patient education tool on the menstrual cycle that would engage women in healthcare decision-making. The study was framed within Starratt's 1991 model of the ethics of critique, justice, and care. Seventy-two college-aged, undergraduate students at a Midwestern university participated in the study which involved a pretest, an intervention, and a posttest experience. The students were randomly assigned to a computer-based multimedia educational module (C-bmem), a written information module (IM), or a PowerPoint (PP) module intervention groups. The interventions were similar in content and varied only in the manner of presentation with the C-bmem including animation and narration. The hypotheses were: (1) There will be significant group differences in change in knowledge about the menstrual cycle in women who participate in the C-bmem r (open full item for complete abstract)

Committee: Judith May (Advisor) Subjects:

Doctor of Education (Ed.D.), Bowling Green State University, 2006, Leadership Studies

The purpose of this phenomenological study was to understand how natural mentoring helps at-risk African-American male adolescents avoid high-risk behaviors. Natural mentors are people with whom mentees have natural relationships outside of their immediate family, such as community members, teachers, ministers, extended family members and coaches. The participants were two current and two former at-risk African-American male adolescents who were either currently living in, or formerly lived in, high-risk environments. Participants had experience with a natural mentor-mentee relationship and were interested in talking about their experience. The present study's mentoring relationships consisted of three male-to-male relationships and one male-to-female relationship. Several characteristics of natural mentoring impacted the mentees in this study. Mentees related examples of mentors' caring behavior, understanding, comfortable conversations, unconditional support, and commitment to the relationship. When natural mentors display these characteristics in relationships with at-risk African-American male adolescents, the mentees voluntarily assist in changing their attitudes and behaviors and enhance their chances of living more meaningful and productive lives. Concept of a Natural Mentor and Effects of Natural Mentoring relationships were the two themes that emerged from the interviews of participants. The Concept of a Natural Mentor revealed that natural mentors are people who naturally assist in others' times of need. The concept of being a natural mentor is wrapped up in commitment and selflessness. Natural mentors' commitment focuses on their relationships with at-risk African-American male adolescents, their willingness to allow mentees to make mistakes without judging them, and the flexibility given to mentees to make their own decisions. The second theme to emerge was the Effects of Natural Mentoring relationships. Natural mentoring relationships allow mentees to a (open full item for complete abstract)

Committee: Patrick Pauken (Advisor) Subjects: