Doctor of Philosophy, The Ohio State University, 2023, Educational Studies

Worldview diversity education is an integral aspect of preparing students to negotiate difference in an interconnected world and to work together toward solving global problems. It intersects with diversity and intercultural learning, contributing the missing piece of religious, secular, and spiritual worldviews to global learning. This study utilized a survey and comparative case study to explore non-U.S. global liberal arts colleges and universities' engagement in worldview diversity education, common approaches, and how senior campus leaders expressed worldview diversity education in relation to larger education purposes, policyscapes, and priorities. Incorporating a view of education practice as policy and of worldviews as representing not just systems of belief but also cultures of belonging, this study contributes to the identification and development of worldview diversity education policy and practice among global liberal arts colleges and universities.

Committee: Matthew Mayhew (Committee Chair); Amy Barnes (Committee Member); Tatiana Suspitsyna (Committee Member) Subjects: Education; Educational Leadership; Higher Education; Higher Education Administration; International Relations; Religious Education

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

This study focused on the way in which students engage with political and social issues through their use of social media. The study used a mixed methods design as emblematic of the pragmatic approach to conducting research. The design consisted of a survey followed by a series of focus groups, with questions for the focus groups influenced by the results of the survey. The results from the research suggested that students do not generally engage with political and social issues on social media, and that, in some instances, students view such engagement negatively. Using a framework of critical theory, including critical global perspectives, critical pedagogy, and critical theory of technology, the results indicated the need for educational approaches that encourage students to value the political and social possibilities of social media, which are, as yet, unrealized by conventional use.

Committee: Dean Cristol (Advisor); Michael Glassman (Committee Member); Binaya Subedi (Committee Member); Tracey Stuckey-Mickell (Committee Member) Subjects: Education; Educational Technology; Educational Theory; Social Studies Education

Doctor of Philosophy, Miami University, 2013, Educational Leadership

This study was designed to identify factors that contribute to undergraduate students' global perspective development. Global perspective is defined as a viewpoint that the world is an interdependent complex system and interconnected multi-reality whereby certain values, attitudes, knowledge, experiences and skills are demonstrated through cognitive, intrapersonal and interpersonal dimensions in an international, intercultural or global environment. This study utilized Larry Braskamp's Global Perspective Inventory (GPI) instrument and surveyed 1,637 students from regional campuses, school of business, and study abroad subgroups of a Midwest university. This dissertation included the much needed study of non-traditional students' global perspective development from regional campuses. GPI was informed by the holistic development theory in cognitive, intrapersonal, and interpersonal dimensions by Kegan (1994), King and Baxter Magolda (2005). Accordingly, students' global perspectives were evaluated through the six subscales of Knowing, Knowledge, Identity, Affect, Social Responsibility, and Social Interaction. Hierarchical multiple regression models were utilized in this research after validity and reliability tests. The findings were that students' global perspectives were strongly related with their curriculum, co-curriculum, and sense of community factors, but were not related to most social location and academic factors, such as parents' education and GPA. One surprising finding was that students' global perspectives were not related to their study abroad participation for the all-university dataset as well as business and regional campus subgroups. When using GPI, five of its six subscales (Knowledge, Identity, Affect, Social Responsibility, and Social Interaction) are recommended together with the Global Citizenship subscale. Implications for higher education leaders include cultivating an environment that focuses on quality and aims for long-term eff (open full item for complete abstract)

Committee: Kate Rousmaniere (Committee Chair); Sally Lloyd (Committee Member) Subjects: Higher Education

Bachelor of Science of Media Arts and Studies (BSC), Ohio University, 2010, Media Arts and Studies

This thesis focuses on how three specific documentary films could be used in high school and undergraduate classroom settings. More broadly, it uses feedback from a series of focus groups to discuss what role internationally focused documentaries may play in enhancing American students' global awareness. While reports from organizations such as National Geographic showcase young American's need for a broader understanding of the world, this research also discusses how ethnocentric teaching methods and increased use of standardized assessment impact global education in the United States. As the world grows more interconnected through globalization, I explore how developing a greater global conscious may be the next steps in a democratic education. In addition, this thesis looks at how documentary's basis in storytelling and media may facilitate students' understanding of international interdependency. Incorporating opinions from undergraduate and international graduate students, the thesis concludes with a realistic sense of incorporating films into high school and undergraduate classes. Although educators may face challenges in introducing controversial themes that are latent in most global issues, global education is not a need to be overlooked due to a lack of resources or support. While broadening students' scope of their world may be facilitated through many different methods, documentaries could be utilized in a variety of ways to help peak students' interest in global topics and help them consider solutions to the problems we face in a global age.

Committee: Dr. Jenny Nelson (Advisor); Dr. Jaylynne Hutchinson (Other); Dr. Arthur Cromwell (Other) Subjects: Communication; Education; Mass Media

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

Abstract This qualitative, grounded theory-based research studied social studies student teachers and their perceived role in developing citizenship (education) in the classroom. This research finds that there is a wide gap between the status quo of citizenship education in the U.S. and the citizenship education that students need to thoughtfully and cooperatively engage with our dynamic, globalized, and multicultural world. Status quo citizenship education in the U.S. is driven by a traditional focus on the nation-state and dominant culture. It is static, U.S.-centric, teacher-centric, linear in teaching focus, and positions students as passive recipients of knowledge. Status quo citizenship education lacks a critical global consciousness mindful of changing conditions, societal problems, and the interrelated complexity of local, national, and global dimensions. This research finds that there are significant and pervasive educational and societal barriers that maintain status quo citizenship education in the U.S. This research focused primarily on the school setting, but also investigated the family, media, participant experiences within community, and larger societal themes. Despite these barriers to change, this research investigated a U.S. transition to global citizenship education (GCE) — an educational framework specifically designed to meet the present and future needs of students. In order to test the viability of GCE, participants (social studies student teachers) planned, implemented, and reflected on week-long GCE teaching units in unspecialized high school social studies classrooms. Data of this study captured participants' perceptions and related pedagogical moves before, during, and after their GCE unit teaching. Data was primarily collected through pre and post-GCE survey questions, pedagogical reflection journals, and a group interview. This research finds that GCE causes beneficial and immediate classroom impact in terms of developing the c (open full item for complete abstract)

Committee: Binaya Subedi Ph.D. (Committee Chair); Cynthia Tyson Ph.D. (Committee Member); Diana Erchick Ph.D. (Committee Member) Subjects: Social Studies Education

Doctor of Education (Ed.D.), Bowling Green State University, 2020, Leadership Studies

No country can afford mass access and high quality-it will never happen (Altbatch, 2012). Massification has characterized global higher education since the mid-1940s starting in the United States, spreading to Europe and East Asia in the 20th Century, before expanding to Sub-Sahara Africa. Various scholars have linked massification, and the transformation of higher education to the dilution of quality university education, leading to Juakalization. The term Juakalization is a metaphor derived from the word `Jua kali' is used in this study to denote low-quality education standards witnessed in universities, by relating institutions of higher education in Kenya with the country's informal, economic artisan sector known as Jua Kali. The expansion of higher education in Kenya after the year 2010, resulted in confusion, frustration, lack of employee loyalty, and clashes in corporate culture, posing leadership challenges. This mixed methods, sequential, and explanatory study, sought to gain new insights into leadership behavior at seven public universities operating in Kenya before 2010. The research explored the relationship between leaders self-perception and the perception of their followers with regard to leadership effectiveness in managing the performance of universities during the Juakalization phenomenon. The findings indicated that university vice-chancellors frequently utilized effective leadership practices and that their followers were aware of effective leadership behavior. However, all indications point to the dilution of quality higher education. Three conclusions arise from the study findings: first, leaders and followers must produce change; second, the desired change ought to be transformational; and third, the leader follower relationship must produce quality products, because leading is about practice and transformation.

Committee: Patrick Pauken Dr. (Advisor); Chris Willis Dr. (Committee Member); Paul Johnson Dr. (Committee Member); Gituro Wainaina Dr. (Committee Member); Susan Peet Dr. (Other) Subjects: Educational Leadership; Higher Education Administration

Doctor of Philosophy (PhD), Ohio University, 2019, Curriculum and Instruction (Education)

Education plays a fundamental role in the identity formation of individuals. National identity has been at the heart of our understanding of our nation-states. Globalization has challenged long-lasting beliefs about various forms of identity. In recent years, a number of scholars have called for internationalizing teacher education. The movement for globalizing curriculum questions such concepts as national identity. Recent developments in education have heightened the need for conversation about the complex relationship between national identity and education. Some view national identity as a unifying force while others regard it as a divisive force. There are various areas in education where the role of national identity has been subject to considerable debate. In recent years, the majority of education research on American national identity has focused on students' perspectives. This dissertation is a qualitative study of reflections on American national identity, submitted starting Summer 2008 through Fall 2018 by 83 student teachers across all grade bands (K-12) and content areas (Language Arts, Social Studies, Science, Mathematics, Special Education and Modern Languages) who completed three months of student teaching in an overseas country through the Consortium for Overseas Student Teaching during their final undergraduate senior year. Thematic analysis was used as the data research method to identify themes across data. Despite the importance of overseas student teachers' (OSTs) perception of American national identity, this line of research has remained understudied. In this research study, the perspectives of 83 OSTs on American national identity as well as their perspectives on how citizens of their host countries perceived Americans upon completion of their overseas student teaching are described. The differences of OSTs' reflections across host countries are also analyzed in this dissertation. Therefore, this study contributes new findings to the (open full item for complete abstract)

Committee: Frans Doppen PhD (Advisor); Michael Kopish PhD (Committee Member); Emmanuel Jean Francois PhD (Committee Member); Mathew Felton-Koestler PhD (Committee Member); Charles Lowery PhD (Committee Member) Subjects: American Studies; Education; Educational Leadership; Higher Education; Language; Social Studies Education; Teacher Education

Doctor of Philosophy, The Ohio State University, 2019, East Asian Languages and Literatures

The purpose of this study is to determine why students at U.S. elite universities prefer to study abroad in Japan in short-term (8 weeks or less) programs rather than the traditional mid-length (more than 8 weeks but no more than 1 semester) and long-term (longer than 1 semester or quarter) programs. Although participation in study abroad among U.S. students to all destinations has increased by approximately 45% over the last decade, almost all of the increase comes from short-term programs. Conversely, mid-length and long-term programs have experienced steep declines in enrollment, dropping from 41% of total number of students studying abroad to just 36.6% and from 5.3% to just 2.4%, respectively, over the same period. The decrease in enrollment is a problem because extended participation and experience in the foreign country where the language is spoken and culture practiced aids the journey to high cultural and linguistic competency in a foreign language and culture (Davidson, 2010; Dwyer, 2004; MacAloon, 2008; Medina-Lopez-Portillo, 2004; Kehl and Morris, 2008; Zorn, 1996). Using a mixed-methods approach, 112 1st- and 2nd-year Japanese-language students at elite U.S. universities and 22 Japanese-language instructors were surveyed on the study abroad decision process, followed by seven interviews with respondents who volunteered to participate in the subsequent qualitative phase. Study findings clearly show that Japanese-language students at elite U.S. universities (a) have a strong interest in studying abroad in Japan, (b) mainly wish to study abroad to improve their Japanese-language skills and gain proficiency in the Japanese culture, and (c) are hesitant to study abroad in Japan in mid-length and long-term programs because they fear they lack time in their undergraduate curriculum and worry that appropriate courses needed for an on-time graduation are unavailable abroad. Importantly, no significantly statistical difference emerged between science, technology, (open full item for complete abstract)

Committee: Mari Noda Ph.D. (Committee Co-Chair); Xiaobin Jian Ph.D. (Committee Co-Chair); Charles Quinn Ph.D. (Committee Member) Subjects: Asian Studies; Education; Foreign Language; Sociology

Doctor of Philosophy (PhD), Ohio University, 2014, Instructional Technology (Education)

American undergraduates completing their degrees and entering the job market are expected to have twenty-first Century skills to be able to solve problems, work collaboratively, think globally, and to use new technology in support of these skills. Nationwide polling suggests that most graduates are entering the workforce lacking the skills that employers desire. Problem-based learning arose from medical education but has been adapted to fit in other disciplines where its outcome is the development of the twenty-first Century skills. Nelson's (1999) Collaborative Problem Solving instructional model was implemented in a client-based internationally-focused undergraduate problem solving program at a large, Midwestern university. The model was implemented once during the Fall Semester and a second time, with a revised version, during the Spring Semester of the 2013-2014 academic year. Data were collected throughout both semesters to evaluate the model's effectiveness, efficiency, and appeal through observations, interviewing, an evaluation questionnaire, and document analysis in the form of question prompted student journaling. Findings reveal changes for this context that include methods to help a facilitator model collaborative and problem-solving behavior and to give the students greater experience with collaboration. Specific recommendations for improvements are offered for instructional activities and participant roles. A separate focus is dedicated to the use and implementation of technology to support the CPS model and the development of twenty-first Century skills. Recommendations for the use of technology include discussions of potential uses for discussion boards, a learning management system, an online scheduling client, and a mobile group chat application. A practitioner may use the resulting recommendations for changes to the model in conjunction with the original publication when employing a collaborative problem-solving model in a higher education classro (open full item for complete abstract)

Committee: Teresa Franklin (Committee Chair); Dawn Bikowski (Committee Member); Greg Emery (Committee Member); David Moore (Committee Member) Subjects: Education; Higher Education

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

In order for global education to be an integral aspect of K-12 curriculum and meet the needs of an increasingly interconnected world, teacher education programs must increase their commitment to provide teacher candidates with the skills of the global educator. Framed by work in critical global education and the spiritual paradigm, this research departs from existing literature by examining the role spiritual pedagogy has on the development of open-mindedness, empathy, and interconnectedness. This approach allows me to illustrate the complementary nature of critical global education and spiritual paradigm and how this pedagogical approach advances how social studies educators think about teaching from a globally minded perspective. Through the use of multiple interviews, class sessions from social studies methods for Middle Childhood Education, in-class reflective writing, and online discussions, this ethnographic study helps us understand the following: (1) spiritual pedagogy as transformative, most specifically to influence open-mindedness, empathy, and interconnectedness; (2) the significance of listening and dialogue in the classroom; (3) the identification of spiritual pedagogy as connected to social studies education and global education; and (4) shifting understanding in the role of and place for spirituality in education. These findings indicate the importance of integrating spiritual pedagogy in the teacher education classroom, highlighting its ability to lay the foundations for developing critical global educators. Spiritual pedagogy creates space for teacher candidates to develop as open-minded intellectuals and as educators who value a shared sense of purpose in an interconnected global community. Education that encourages the inner and intellectual work of spiritual pedagogy and develops habits of mind challenges teacher candidates to examine how they view the world and their place in, as well as responsibility to, the larger global society.

Committee: Dean Cristol Dr. (Advisor); Binaya Subedi Dr. (Committee Member); Belinda Gimbert Dr. (Committee Member) Subjects: Social Studies Education; Spirituality; Teacher Education

Doctor of Philosophy, The Ohio State University, 2013, EDU Teaching and Learning

This dissertation examines quantitative data compiled from a web-based survey that examined the views and perspectives held by Saudi Arabian nationals enrolled in institutions of higher education across the United States. The project utilized data collected from nearly 300 respondents enrolled at 23 colleges and universities across the United States. Areas of focus include: Saudi perspectives related to the future of the Kingdom, the strengths and shortfalls of contemporary Saudi education and the factors that influence the unique Saudi outlook were examined. Results demonstrated a homogeneity of responses on the basis of gender, variance among respondents that chose to complete the survey in Arabic as opposed to English, and specific attitudes held by Saudi citizens regarding their self-identity, their educational experiences and the future of the Kingdom of Saudi Arabia.

Committee: Dean Cristol (Advisor); Merry Merryfield (Committee Member); Binaya Subedi (Committee Member); Jerome D'Agostino (Committee Member) Subjects: Education; Higher Education; Middle Eastern Studies

Doctor of Philosophy, The Ohio State University, 2011, EDU Teaching and Learning

Today, global interconnectedness is not simply a dream of the future, but is a present fact of our lives. With the increasing complexity of a global society, there is a good reason for schools to take an active role in developing students' competence to be effective players in the increasingly pluralistic, interdependent, and changing world in which they live (Kniep, 1986; Case, 1993; Merryfield, 2001). Respected scholars generally agree that the primary purpose of global education is to prepare young people to live effectively and responsibly in a global society (Anderson, 1990; Lamy, 1991, Selby & Pike, 2000). In order to maximize the potential of global education and to fulfill its purpose, there is a need to branch out from the trend of global education research that investigates how teachers infuse global perspectives in K-12 classroom subject teaching or how higher education's use of single destination or short term study abroad programs as a way to assist students in gaining a better understanding about the world, and investigate the process of students' learning about it as well as development of world-mindedness beyond the classroom especially through international cross-cultural experiential learning (Barnett, 1998; Taylor, 2000). I conducted a qualitative study to investigate the ways in which students retrospectively understand their transformation toward world-mindedness during their participation in an educational global voyage program. The purpose of this study is to gain better insights and understanding about the changing perspectives students have about the world and their relationship to it as a result of international cross-cultural experiential learning. For the purposes of this study, world-mindedness is defined as the ability to perceive the world as a whole and to see one's own position on a continuum of time and interconnected spaces (Alger & Harf, 1986; Case, 1993). I used a qualitative inquiry method mainly for its naturalistic approach, a (open full item for complete abstract)

Committee: Merry Merryfield (Advisor); Binya Subedi (Committee Member); Andrienne Dixson (Committee Member) Subjects: Education

Doctor of Philosophy, The Ohio State University, 2011, English

My dissertation, Becoming Cosmopolitan: Toward a Critical Cosmopolitan Pedagogy, names and explores the central features of a critical cosmopolitan pedagogical practice. My dissertation takes as a primary task the theorizing of cosmopolitan pedagogies that will fully and complexly realize the aims of ethical and engaged global learning. Because I am most interested in exploring the benefits and challenges of framing global learning within an explicitly cosmopolitan context, this project takes as a primary task the examination and elaboration of the notional relationship between the global and the cosmopolitan. How, for example, might cosmopolitan questions enrich and complicate contemporary discourse on the global in higher education? What might be gained from a more overt identification of the global with the cosmopolitan in pedagogical work? And, if we admit the usefulness of cosmopolitan frameworks for global learning pedagogies, why is it important that we define our investments as critically cosmopolitan? Critical cosmopolitanism, as I define it, is a variant of cosmopolitan discourse that resists abstract universal truths about human or global community; thinks the local and the global relationally; insists on a strong and broad ethical concern for the other that does not disregard difference; complicates and decolonizes ways of thinking about social identity and power; and challenges the uncritical commodification of cultural difference. I argue that this iteration of cosmopolitanism offers a socially relevant and transformative language for global learning, as it is intent on questioning and, ultimately, deterritorializing borders and boundaries that work to reify both identity and location. Because critical cosmopolitan pedagogy additionally seeks to complicate its relationship to abstract and imperial versions of universalism on the one hand, and insular and restrictive forms of civic identity on the other, I believe that it emerges as the most productive (open full item for complete abstract)

Committee: Marlene Longenecker Ph.D. (Committee Chair); Merry Merryfield Ph.D. (Committee Member); Dorothy Noyes Ph.D. (Committee Member) Subjects: Curricula; Curriculum Development; Educational Theory; Higher Education; Pedagogy; Teaching

Doctor of Philosophy, The Ohio State University, 2011, EDU Teaching and Learning

This qualitative study explored teachers' construction of ideas about controversial issues in the United States mid-West high schools and in Kenyan high schools. Apart from examining teachers' controversial issues pedagogical practices, I explored teacher perceptions and construction of ideas about local and global controversial issues. This study investigated the connections between teachers' ideologies and their teaching practices. Also, I examined how teachers' ideology and practices impacts the development of democratic, local and global citizenship education. Theoretical frameworks of critical theory and postcolonial theories informed this study. The works of postcolonial scholars were discussed in view of how they spoke to the research as well as how these theories inform and are informed by controversial issues pedagogy in the two regions. These theoretical frameworks were utilized because they are derived from the marginalized perspectives within which critical controversial issues pedagogy lie, as opposed to the mainstream canon that is advanced in the public conception of controversial issues. A decolonizing research framework was adopted. Decolonizing research practices are grounded in “culturally responsive research practices” and seek to empower the knowledge of marginalized communities (Denzin et.al. 2010, p.6). Therefore this methodology intended to bring to the fore practices and philosophies of the marginalized and to deconstruct the imperialist notions that have for centuries described those on the periphery. It sought to understand the epistemologies, experiences, their way of knowing, and activities of participants in my research regions (Smith, 1999). I employed qualitative research approaches since such approaches tend to give voice to and reclaim the marginalized discourses, in an attempt to liberate themselves from Western research frameworks. Western frameworks have been problematized for prescribing the indigenist in popular anthropological (open full item for complete abstract)

Committee: Binaya Subedi PhD (Advisor); Merry Merryfield PhD (Committee Member); Lupenga Mphande PhD (Committee Member) Subjects: Education; Social Studies Education

Doctor of Philosophy, The Ohio State University, 2009, ED Teaching and Learning (Columbus campus)

This study undertook a five month qualitative investigation into technology use amongst twelve high school social studies students in two different sites in the Midwestern United States. After looking at the ways in which selected students' use of technology related to their perceptions of democratic citizenship, this study examined any possible relationship between students' use of technology and democratic citizenship education. For this study, technology is defined as any computer mediated device, capable of maintaining an electronic network connection. Collecting data through semi-structured student, teacher and parent interviews, classroom observations, online-threaded discussions and document analysis, I triangulated findings, and employed a qualitative approach to generate theory from findings. While the research has come a long way in examining how teachers are using technology in the social studies, there has been very little investigation into how the use of technology by students relates to the civic mission of the social studies in a global and multicultural age. The study finds a relationship between digital natives' use of technology and their perceptions of democratic citizenship, and that students' use both mediates and complicates their gaining the skills, understandings, and attitudes necessary for informed and active democratic citizenship in a global and multicultural age. Researchers, educators, and administrators might consider these findings in better understanding how the use of technology by digital natives relates to civic development.

Committee: Merry Merryfield Dr. (Committee Chair); Steve Miller Dr. (Committee Member); Rick Voithofer Dr. (Committee Member) Subjects: Education

Doctor of Philosophy, The Ohio State University, 2004, Teaching and Learning

Peoples and cultures have been interacting since the dawn of history, but global conflict, recent advances in technology, and the changing demographics of the United States make peaceful coexistence in a multicultural world a matter of urgency for this and future generations. Although education is often cited as the key to the global village of tomorrow, little research has been done to explore how the lifeblood of literacy—the books of childhood that teach and entertain—can bridge cultures to connect worlds. This study seeks to address that very question by comparing the literary and lived experience of Australian culture with five pre-service teachers from the Midwestern United States. Children's literature was the foundation for the project, first as the focus of pre-departure readings in the home country, and then as the basis for a researcher-led three-week study tour where participants met with authors, illustrators, students, teachers, and others as they experienced Australian culture first-hand. Reflective journaling, class discussions, participant observation, and a post-program debriefing yielded data that were analyzed through grounded theory. The developmental model of intercultural sensitivity, and its associated inventory, was used to contextualize response to the phenomenological experience of culture in both literary and lived experience. Results of the study show that children's literature can be an enjoyable and dynamic means to facilitate cross-cultural learning, serving as common ground and catalyst for intercultural exchange through each phase of the program. Theoretical benefits were argued then demonstrated for children's literature as a tool in furthering global education with pre-service teachers. A five-stage model for cultural relativity is proposed that reflects the disparate ways in which culture is reflected in children's literature, thus laying the groundwork for further study on national identity and cultural imperialism in global pub (open full item for complete abstract)

Committee: Barbara Lehman (Advisor) Subjects:

Doctor of Education, Miami University, 2011, Educational Leadership

Children's International Summer Villages (CISV) identifies itself as a charitable,independent, non-political, volunteer organization promoting peace education and cross-cultural friendship. The specific focus of this research project is a program evaluation of the Train the Trainer (TTT) process as utilized by Children's International Summer Villages (CISV) for the purpose of leadership training. This project uses a participatory mixed-method program evaluation design. The intent of this research was to study the impact of the Train the Trainer (TTT) process by gaining a deeper understanding of the experiences and perspectives of those who have participated in the TTT process within Children's International Summer Villages. In addition, the study investigated the scope of the impact of the TTT process, not only on the direct participants, but also upon the organization as a whole. Data were gathered through a variety of strategies. Archival data were retrieved from the International office and provided historical information regarding CISV ingeneral, and leadership training specifically. Information from previous leadership trainingevaluations was reviewed. Interviews were held with members of the international office, the executive committee, international committee chairs and the international pool of trainers. An online survey was created and distributed to the 250 individuals who had participated in the TTT process during the past three years. Results indicated that participants perceived an enhancement of attitudes, skills and knowledge regarding the concepts of the TTT. These results were similar across three regions worldwide and throughout the three years of implementation. Data indicated that the TTT is meeting the aims of the four guiding principles and is strongly aligned with the newly developed common goals and indicators of the organization. In addition, participants acknowledged that the TTT is an effective avenue for promoting common training pract (open full item for complete abstract)

Committee: Sally Lloyd Ph.D. (Committee Chair); RIchard Quantz Ph.D. (Committee Member); Steven Thompson Ph.D. (Committee Member); William Boone Ph.D. (Committee Member) Subjects: Curriculum Development; Education; Educational Evaluation; Educational Leadership; Educational Psychology; Educational Sociology; International Relations; Multicultural Education

Doctor of Education, Miami University, 2022, Educational Leadership

This qualitative study explores the lessons learned by suburban superintendents as they led through the crisis of the COVID-19 global pandemic. As our world experienced the most disruptive and unprecedented event in our generation within the context of racial tensions and a volatile, divisive presidential campaign and election, superintendents were faced with leading school districts and communities through some tremendously difficult moments. The lessons learned during this time are unpacked through five vignettes that were constructed from data gathered through interviews, and connections are drawn between those lessons and the construct of authentic leadership in order to deepen our understanding of the role of authentic leadership in leading through crisis. Five common themes emerged: know and grow your core beliefs, live well to lead well, lead with transparency and vulnerability, slow down decision making in order to consider diverse perspectives, and lean into the support of a trusted team and strong network. Each vignette expands the roles themes played as superintendents grew in their authentic leadership while leading through the pandemic. Recommendations that came out of this study center on the environmental conditions and relationships needed for a leader to lead authentically, the practices of preparation that allow leaders to proactively grow and develop the core dimensions of authentic leadership, and the health/wellness support we are providing for superintendents, their teams, and their families. The participating superintendents found that authentic leadership was not simply a style, but it became a necessity as they led through the pandemic. The overarching lesson learned was that the core dimensions of authentic leadership became the very essence of their leadership that was needed in order to lead communities through the pandemic and beyond.

Committee: Lucian Szlizewski (Committee Co-Chair); Kate Rousmaniere (Committee Co-Chair) Subjects: Educational Leadership

Ph.D., Antioch University, 2021, Leadership and Change

Capacity building for globally competent educators is a 21st Century imperative to address contemporary complex and constantly changing challenges. This action research project is grounded in positive psychology, positive organizational scholarship, relational cultural theory, and relational leadership practices. It sought to identify adaptive challenges educators face as they try to integrate globally competent teaching practices into their curricula, demonstrate learning and growth experienced by the educators in this project, and provide guidance and solutions to the challenges globally competent educators face. Six educators participated in this three-phase project, which included focus groups, reflective journal entries, and an exit interview. Data were collected, grouped into emergent themes, and organized into cohesive categories. The data from this project supported the creation of two foundational models for educating for global competence. The first is pedagogical and the other, coaching. Both models are in developing stages and are grounded in key theoretical frameworks and the data shared by the participants. Globally competent and globally responsive pedagogy tasks educators with examining their practice through a global and cultural prism to gain clarity of perspective, build social capital, improve relationships, and meet ever-changing local and global challenges. The approaches honor and respect diversity so as to dismantle systems of oppression and fight policies and social norms rooted in cognitive biases. The model integrates theory and key findings from this study to support educators to integrate and implement global competence. This dissertation is available in open access at AURA, https://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/etd.

Committee: Lize Booysen DBL (Committee Chair); Jon Wergin PhD (Committee Member); Emily Schell EdD (Committee Member) Subjects: Adult Education; Bilingual Education; Black Studies; Community College Education; Continuing Education; Curricula; Curriculum Development; Education; Education Philosophy; Education Policy; Educational Leadership; Educational Psychology; Educational Sociology; English As A Second Language; Environmental Education; Ethnic Studies; Families and Family Life; Foreign Language; Gender Studies; Higher Education; Hispanic American Studies; Instructional Design; International Relations; Language; Language Arts; Middle Eastern History; Minority and Ethnic Groups; Modern Language; Multicultural Education; Multilingual Education; Native American Studies; Pedagogy; Psychology; Social Psychology; Social Structure; Social Studies Education; Sustainability; Teacher Education; Teaching

Doctor of Philosophy, University of Toledo, 2021, Higher Education

The comprehensive internationalization of higher education has long been viewed as important for student development and institutional global research engagement. The reasons for internationalization have been studied in-depth, but few studies exist linking higher education internationalization and institutional reputation, often measured through ranking systems. Grounded in internationalization literature and reputation theories from the field of organizational management, this dissertation examines the relationship between the comprehensive internationalization of higher education and the U. S. News and World Report college rankings reputation scores and overall rankings. Using a sample of 259 institutions that both completed the American Council on Education's 2016 Mapping of Internationalization survey and were ranked in the USNWR college rankings in 2016, this study found that multiple significant correlations exist between internationalization and the USNWR college rankings and reputation scores. Additionally, comprehensive internationalization emerged as a predictor of both reputation scores, explaining 34% of the variance, and of ranking scores, explaining 26.4% of the variance.

Committee: Snejana Slantcheva-Durst PhD (Committee Chair); Tony Lingham PhD (Committee Member); Gilbert Merkx PhD (Committee Member); Ronald Opp PhD (Committee Member) Subjects: Higher Education; Higher Education Administration