Doctor of Philosophy (Ph.D.), University of Dayton, 2022, Educational Leadership

This study used a survey conducted from September 2021 November 2021 to examine the perceptions of College Credit Plus (CCP) educator credentialing for college in high school programs known as dual enrollment. Over 400 responses were received representing educators from southwest Ohio. Respondents spanned roles in public schools of superintendent, principal, high school teacher, and school counselor. The findings showed that educators generally agreed on knowing the requirements for educators to become qualified to teach College Credit Plus courses at the high school location. The respondents with the most knowledge of CCP credentialing requirement were superintendents, school counselors, and educators with higher levels of education were more aware of credentialing requirements. The findings also revealed that educators generally agree with the perceived barriers to meeting the qualifications to meet the faculty credentialing requirements. The perceived barriers of financial and time costs of obtaining graduate coursework were the biggest barriers to meeting the CCP credentialing requirements for respondents who work in districts classified as an urban setting and with 16-20 years of experience. Recommendations for removing barriers to meet CCP educator credentialing requirements were made in the conclusions.

Committee: Thomas Lasley II (Committee Chair); Pamela Cross Young (Committee Member); Kathryn Kinnucan-Welsch (Committee Member); Richard Stock (Committee Member) Subjects: Higher Education; Secondary Education

PhD, University of Cincinnati, 2024, Education, Criminal Justice, and Human Services: Educational Studies

Although decades of research attest to the importance of vocabulary teaching and learning, and recent research points to principles of effective vocabulary instruction, the small number of studies on actual classroom practice suggest that teachers continue to use the least effective approaches, often focusing on memorization of definitions. Research suggests that high-quality vocabulary instruction is multifaceted, including four components as described by Graves (2016): 1) providing rich and varied language experiences; 2) teaching individual words; 3) teaching word-learning strategies; and 4) fostering word consciousness. This dissertation research explored multifaceted vocabulary instruction in one 10th grade English classroom. Using a self-study design and action research methodology, qualitative data were collected over 14 weeks in an effort to shed light on the instructional change process. Findings were analyzed using Graves' four components as well as three theoretical lenses: 1) the metalinguistic complexity of word learning; 2) situated-sociocultural theory; and 3) culturally relevant pedagogy. Themes related to multifaceted vocabulary instruction include: word consciousness as a frame for word learning, academic vocabulary as the focus of individual word learning, fostering student agency to build vocabulary, and my paradigm shift. Additional themes related to the instructional change process focus on teacher knowledge, beliefs, and practice. Implications for teaching practice, teacher professional development, teacher preparation, policy, and future research are discussed.

Committee: Susan Watts-Taffe Ph.D. (Committee Chair); Stephen Kroeger Ed.D. (Committee Member); Holly Johnson Ph.D. (Committee Member) Subjects: Teaching

Doctor of Education , University of Dayton, 2024, Educational Administration

This dissertation delves into the intricate dynamics of school mergers within the Blue Grass Independent Public School system (BIPS), offering a nuanced understanding of their repercussions on teacher experiences. Led by principal researcher Sean Bohannon, this study meticulously examines the impact of experienced leadership, intentional identity-building, and targeted professional development on addressing teacher inequities post-merger. Through in-depth interviews with seasoned educators, the research underscores the intertwined nature of teacher retention, motivation, and the efficacy of post-merger initiatives. Central to this inquiry is identifying disparities in professional development, resource allocation, and support systems among educators within BIPS. Moreover, the study delves into the pervasive issue of teacher attrition and its implications for student outcomes. The research scrutinizes existing strategies and interventions by conducting a comprehensive literature review, explicitly focusing on culturally responsive professional development to mitigate these inequities and foster a more equitable educational environment. The overarching goal of this study is not merely to rectify systemic imbalances but to catalyze transformative change within BIPS. Through participatory action research, Sean Bohannon engages colleagues in a shared exploration of their experiences with professional development, particularly emphasizing culturally responsive teaching practices. By understanding how these experiences shape classroom practices and impact the learning environment, the study aims to empower educators to cultivate inclusive and equitable learning environments for all students. This dissertation offers valuable insights and actionable recommendations for administrators, educators, and policymakers grappling with the challenges and opportunities of school mergers in the educational landscape. By emphasizing the importance of experienced leadership, intenti (open full item for complete abstract)

Committee: Ricardo Garcia (Advisor); Roger Cleveland (Committee Member); Wen Qi (Committee Member) Subjects: Educational Leadership

Doctor of Philosophy, The Ohio State University, 2024, Educational Studies

Students' cost perceptions represent a negative aspect of motivation that may undermine academic success. To date, little is known about how costs change over time in high school, and how they might dynamically relate to other important contextual factors in learning environments. Thus, it is important to examine these patterns of change and factors that may limit the negative effects of cost perceptions, such as teacher-student relationships. There is a robust literature on teacher-student relationships; however, there is considerably less research on these relationships during high school despite their potential benefits. These relationships have also rarely been examined at a fine-grain level that can identify how they develop over shorter timeframes. Finally, the demographic predictors of these relationships have been understudied within high school settings. To address these gaps in the literature, this study examined (a) patterns of change for four dimensions of cost (task effort, outside effort, loss of valued alternatives, and emotional) and two dimensions of teacher-student relationships (teacher-positivity and teacher-negativity), (b) dynamic relations between these cost dimensions and students' positive and negative conceptualizations of their relationships with their teachers in English Language Arts, and (c) gender identity and socioeconomic status (SES) as predictors of the initial values of these constructs. I recruited ninth grade students (N = 189) in their English I course in a large suburban school district and administered nine weekly surveys during one academic quarter to investigate these research questions. Results from univariate and bivariate latent change score model analyses indicated several noteworthy findings. First, students' cost perceptions were higher at the outset of the academic term and declined over time, with the exception of loss of valued alternatives cost. Second, a decreasing trend was also found for both subscales (open full item for complete abstract)

Committee: Shirley Yu (Committee Chair); Christoper Wolters (Committee Member); Patrick Beymer (Committee Member); Eric Anderman (Committee Member) Subjects: Educational Psychology

Ed.D., Antioch University, 2023, Education

The objective of this dissertation was to explore how the principles of culturally sustaining pedagogy (CSP) can inform the design of a junior high school curriculum to enhance science learning by providing meaningful learning experiences to all students. The transformative paradigm provided a framework used as a lens to emphasize the importance of understanding the social, cultural, and historical context in which individuals and communities are situated. CSP and Backward Design Model were applied to develop a curriculum for a sheltered science literacy elective class for below grade level readers. The purpose of using CSP in the curriculum design was to create a more inclusive and culturally sustaining learning environment that would support students in developing strong science literacy skills. Project–based learning (PBL) was used with CSP to allow for flexibility and creativity in project designs that give students the opportunity to explore and experiment with different ideas and approaches in the learning environment. The California Department of Education's descriptions for effective use of CSP in a classroom was incorporated into the curriculum to be used as an assessment tool measuring the effectiveness of the curriculum. The implications of this curriculum development suggest the effectiveness of CSP on science literacy and its connections enhance student performance in science. This dissertation is available in open access at AURA: Antioch University Repository and Archive, https://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/

Committee: Michael Raffanti Ed. D. (Committee Chair); Emiliano Gonzalez Ph. D. (Committee Member); Heather Curl Ed. D. (Committee Member) Subjects: Curriculum Development; Education; Educational Leadership; Educational Theory; Literacy; Multicultural Education; Pedagogy; Teacher Education; Teaching

Master of Arts, Wittenberg University, 2023, Education

I explored the potential ways teaching during the COVID-19 Pandemic impacted teachers' outlook on their profession. Participants included 30 full-time teachers and two former teachers from Marazul High School (MHS), a suburban high school in Northern California. I utilized an explanatory sequential mixed methods design for the study combining the Maslach Burnout Inventory – Educators Survey (MBI – ES), focus groups, and interviews. The MHS teachers who experienced high levels of burnout left the profession, and the MHS teachers who did not experience burnout stayed in the profession. Student behavior was the most discussed topic when in the focus groups and interviews. Based on the data, it is also possible that teachers' relationships with administrators impacted their decision to remain in (or to leave) the profession.

Committee: Hillary Libnoch (Advisor); Joy Donny (Committee Member); Amy McGuffey (Committee Member) Subjects: Education; Educational Psychology; Mental Health; Psychology; Secondary Education

Master of Arts, Wittenberg University, 2023, Education

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

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

Ph.D., Antioch University, 2023, Leadership and Change

Of the roughly 3.5 million public school teachers in the United States, approximately 80% are White. In contrast, about 51.7% of the nation's students are African American, Hispanic, Asian, and American Indian. This mismatch is expected to grow as the number of BIPOC students in our nation's public schools continues to increase. Studies have shown that strong positive relationships are essential for learning, but often, the relationships between White teachers and BIPOC students are strained at best, leading to poorer learning outcomes. The purpose of this Constructivist Grounded Theory study was to explore an understudied question: How do White teachers who have been deemed exemplary by educators and parents of Color perceive their relationships and experiences with BIPOC students in an educational system and a society that often marginalizes them? Open-ended interviews were conducted with 19 middle and high school teachers in Massachusetts. Dimensional analysis revealed Being-and-Becoming Across Difference as the core dimension. Five primary dimensions were identified: Reflecting, Relating, Embodying Humility, Affirming Culture, and Holding Hope. Results of this study suggest that significant changes are needed in the recruitment and hiring of White teachers and that pre-service and in-service professional development must support White teachers in far more robust and sustaining ways than currently exist. This dissertation is available in open access at AURA, https://aura.antioch.edu/, and OhioLINK ETD Center, https://etd.ohiolink.edu.

Committee: Elizabeth Holloway PhD (Committee Chair); Harriet Schwartz PhD (Committee Member); Maureen Walker PhD (Committee Member); Christine Sleeter PhD (Committee Member) Subjects: Curriculum Development; Education; Education History; Education Policy; Educational Leadership; Educational Psychology; Educational Theory; Ethnic Studies; Inservice Training; Middle School Education; Minority and Ethnic Groups; Multicultural Education; Pedagogy; Personal Relationships; Psychology; Secondary Education; Social Psychology; Social Research; Sociology; Teacher Education; Teaching

Doctor of Education , University of Dayton, 2022, Educational Leadership

Special education within urban, public schools does not always look the same from state to state, district to district, or teacher to teacher. More specifically, teacher knowledge, abilities, and experiences also oftentimes differs in inclusive classrooms that service both students with disabilities as well as students without disabilities. These differences can present problems of practice between co-teachers as well as within the classroom procedures and practices. The purpose of this qualitative study is to explore the lived experiences of special education teachers in urban schools with experience in both co-teaching and independent teaching of students with disabilities. The findings revealed the following themes reported by special education teachers: teacher-assistant role playing, communication replacing co-planning, and desire to share input.

Committee: Corinne Brion (Committee Chair); John Jackson (Committee Member); Carol Rogers-Shaw (Committee Member) Subjects: Education; Secondary Education; Special Education; Teacher Education; Teaching

Doctor of Philosophy, University of Akron, 2022, Secondary Education

This study examined the degree of flourishing, turnover intention, and perception of organizational support in 55 Adolescent/Young Adult English language arts (AYA ELA) teachers in Ohio. Using an online survey from April 5-22, 2022, data were collected from teachers from randomly selected high schools. Descriptive statistics were calculated for years of teaching experience and highest level of education achieved. A Pearson correlation, Chi-square Test of Independence, and independent means t-test were used to analyze the relationships between variables. The majority of the participants were moderately mentally healthy followed by those who were flourishing. None of the participants were languishing. A Chi-square Test of Independence indicated that a statistically significant difference did not exist between years of experience and degree of flourishing or highest level of education achieved and degree of flourishing. There was, however, a statistically significant difference between teachers who were moderately mentally healthy and flourishing in turnover intention (p = .0012). There was also a statistically significant difference between degree of flourishing and perception of organizational support (p < .0001). A Pearson correlation coefficient determined that there is a strong negative correlation between perception of support and turnover intention (r = -.75, p < .001). The results of this study indicate that teachers' degree of flourishing impacts their turnover intention and perception of support. Additionally, as teachers' perception of support increases, their intention to turn over decreases. Education leaders (i.e., school administrators, mentors, lead teachers) focusing on improving teachers' degree of flourishing and perceptions of support could lead to reduced teacher turnover.

Committee: Susan Kushner Benson (Committee Chair); Rebecca Erickson (Committee Member); William Visco (Committee Member); Lynn Klein (Committee Member); Harold Foster (Committee Member) Subjects: Education; Educational Leadership; Teaching

PHD, Kent State University, 2022, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this qualitative research case study was to better understand how high school teachers who teach the subject of English Language Arts (ELA) perceive and identify their personal dispositions, professional teacher dispositions, and English Language Arts pedagogical content knowledge. How teacher dispositions and English Language Arts pedagogical content knowledge align was also explored. Shulman's (1986) pedagogical content knowledge theory and the construct of teacher dispositions (Bair, 2017) shaped this study. Teachers who participated in this study were grouped by years of service and identified as novice (1–5 years), experienced or mid-career (6–15 years), or veteran (16 or more years) educators. The following four research questions guided this study: 1. How do high school English teachers identify, perceive, and construct their personal dispositions and the professional dispositions they deem necessary to the success of the profession? 2. How do high school English teachers perceive that they have developed their pedagogical content knowledge? 3. In what ways do high school English teachers' dispositions and their pedagogical content knowledge seem to align? 4. What differences exist in the responses of veteran high school English teachers versus novice high school English teachers versus mid-career high school English teachers in terms of their perceptions of their own dispositions and pedagogical content knowledge? Teacher dispositions and pedagogical content knowledge are both relevant constructs in education that have been researched for decades, but they are still not universally understood, clearly defined, or consistently applied.

Committee: Timothy Rasinski Ph.D. (Committee Chair); William Kist Ph.D. (Advisor); Craig Resta Ph.D. (Other); Sara Newman Ph.D. (Committee Member) Subjects: Education; Pedagogy; Secondary Education

Doctor of Education, Ashland University, 2021, College of Education

This study explored the extent to which a student advisory program in a large public high school fostered adolescent resilience. To address the void in scholarly literature, this study explored how adults and students experienced and perceived a student advisory program designed to foster adolescent resilience. Resilience is vital in the context of adolescent suicide and suicidal ideation combined with a worldwide pandemic. Resilience is a necessary skill as students navigate adolescent life coping with stress and dealing with daily challenges. This investigation lasted for one school year and included interviews and carefully reviewed documents. Ten students and seven adults who had participated in the advisory program for two years were interviewed in this qualitative case study, using a structured protocol that drew out nuanced versions of adult and student perceptions relating to this topic. The findings revealed five themes: (a) the role of caring adults in creating connections, (b) the development of connectedness to a positive school climate, (c) the meaning of groups, (d) the influence of student advisory on academics and resilience, and (e) the impressions of student advisory. The findings are significant in understanding the potential challenges to engaging in this work. The structure of the advisory program was designed to offset risk factors while focusing on protective factors to foster resiliency. An advisory program that incorporates teachers as mentor advisors cultivating strong, caring relationships between students as a primary focus may contribute to adolescent's protective factors. This study sought to answer the following research questions: (1) how did the participants experience the student advisory program? (a) what were their perceptions of advisory during the 2018/2019 initial year of implementation and the subsequent year in 2019/2020; (b) what did it mean to the participants when advisory was suspended during the spring of 2020 because o (open full item for complete abstract)

Committee: Judy Alston (Committee Chair); Peter Ghazarian (Committee Member); Teresa Purses (Committee Member) Subjects: School Administration; Secondary Education; Teacher Education

Doctor of Philosophy (PhD), Ohio University, 2021, Curriculum and Instruction (Education)

Student learning outcomes in economics are improved when teachers are prepared to teach economics. Middle Childhood and Secondary social studies teacher candidates are not confident in their abilities to teach economics. Few studies have examined social studies teacher candidates economic pedagogical content knowledge to assess how to prepare candidates to teach economics in their future classrooms. A critical pluralist economic pedagogical content knowledge framework guided this single-case embedded mixed methods case study. Social studies teacher candidates from two methods courses participated in the study. This study confirms previous findings that social studies teacher candidates struggle with their economic pedagogical content knowledge. This study furthers the field of social studies teacher preparation research by exploring how the preparedness to teach economics differs between Middle Childhood and Secondary candidates, and also explores how the Test of Economic Literacy and qualitative findings are not supportive of one another. Middle Childhood and Secondary candidates need more opportunities to improve their economic pedagogical content knowledge in social studies methods courses and in education courses, including explicit and consistent occasions to apply the content they learn in their economics coursework.

Committee: Sara Hartman (Advisor); Michael Kopish (Committee Member); Frans Doppen (Committee Member); Lisa Harrison (Committee Member); Charles Lowery (Committee Member) Subjects: Economics; Education; Social Studies Education; Teacher Education

Master of Music, Youngstown State University, 2021, Dana School of Music

Despite calls to broaden and diversify course offerings in music education, many music programs remain focused on large ensembles such as band, choir, and orchestra. One way to expand music programs can be through the inclusion of non-traditional music ensembles. An example of a non-traditional music ensemble is a rock band. This convergent mixed design study surveyed high school music teachers in the state of Ohio (N = 73) on their perspectives toward the inclusion of rock ensembles in their high school music classrooms. Statistical analyses showed a moderate relationship between jazz ensembles and rock bands and suggested that teachers who prefer and feel prepared to teach jazz may be more likely to offer a rock ensemble (p < .05). The results from open ended questions indicated complexity within teachers' factors surrounding the inclusion of rock band ensembles in a music curriculum. Teachers reported a variety of factors that would motivate or prevent them from offering rock ensembles, which included a fear of losing students from traditional ensembles and concern that students would be too busy to participate in a new ensemble. Furthermore, this study indicates that music teachers feel that they need training to feel more comfortable in offering non-traditional ensembles such as rock bands. The results of this study could have implications for both collegiate music education programs and high school music programs. University music education programs may consider creating a course in popular music pedagogy or incorporating popular music pedagogy into current methods courses. High school music programs may consider incorporating elements of rock music into established jazz programs.

Committee: Daniel Keown PhD (Advisor); Ewelina Boczkowska PhD (Committee Member); Kivie Cahn-Lipman PhD (Committee Member) Subjects: Music; Music Education

PHD, Kent State University, 2021, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this study is to examine the support elementary and middle school teachers need to implement high quality movement (embodied pedagogies) in their classroom practice. High quality movement is an effective learning and teaching tool because it is based on students' nature to learn, it improves students' physical health, mental health, cognition, and academic success. Moreover, teachers can implement learning and physical activity in their classrooms, hence combining academic learning and moving at the same time. The purpose of this study is to better understand teachers' perceptions and perspectives because teachers' experiences and views of high quality movement are not well investigated. A sequential explanatory mixed method approach was used. The quantitative survey (n=97) and 21 qualitative interviews revealed that teachers see high quality movement as an efficient and desirable instruction tool. The survey also showed the lack of a common understanding of what high quality movement denotes and the need for another term that is more universally understood. The researcher proposes embodied pedagogies as a term to universally describe learning academic content through movement. Moreover, teachers requested professional development, teacher collaboration in the school building and beyond, and pedagogical strategies to successfully implement embodied learning in their classrooms. In addition, the researcher also sees higher education as a way to educate preservice teachers with regard to embodied pedagogies.

Committee: Jennifer Walton-Fisette (Committee Chair); Karl Kosko (Committee Co-Chair); Rosemary Gornik (Committee Member); Jacob Barkley (Other) Subjects: Curriculum Development; Elementary Education; Health; Middle School Education; Preschool Education; Teacher Education

Doctor of Philosophy, Miami University, 2020, Chemistry and Biochemistry

Student responses to formative assessments are a valuable source of data high school chemistry teachers can use to inform continued learning in their classrooms. To effectively use the data from formative assessments, high school chemistry teachers must carefully craft items that elicit chemistry knowledge and be able to interpret responses to comprehend student reasoning. Guidance and support for designing and interpreting assessments is often provided in a domain-general context, leaving teachers with the burden of translating assessment practices into a chemistry context. This study was designed to investigate the relationship between high school chemistry teacher assessment beliefs and practices, with the goal of informing chemistry-specific support for designing and interpreting formative chemistry assessments. A cohort of five high school chemistry teachers participated in a long-term professional development program to collaboratively improve their assessment practices for chemistry assessments. Findings show not only that teachers value assessing for conceptual understanding at a variety of representational levels, but also that the participants were critical friends who readily translate domain-general guidelines into chemistry-specific practices. The professional development continued with teachers designing formative chemistry assessment items. An investigation into the chemistry teachers' assessment design process revealed that teachers consider the task to demonstrate competency, representation of the information, and chemistry content during assessment item design. Separately, an investigation of teacher assessment items, learning goals, and learning activities showed that task, representational level, and chemistry content serve as useful criteria for evaluating assessment quality (via alignment). A final investigation characterized inferences drawn by the chemistry teachers from assessment results, finding that teachers may use criteria to judge perf (open full item for complete abstract)

Committee: Ellen Yezierski (Advisor); Stacey Lowery Bretz (Committee Chair); C. Scott Hartley (Committee Member); Richard Taylor (Committee Member); Kate de Medeiros (Committee Member) Subjects: Chemistry; Education

Doctor of Philosophy in Urban Education, Cleveland State University, 2019, College of Education and Human Services

The International Baccalaureate Diploma Program (IBDP) has grown exponentially around the world and particularly within the United States over the past decade, and numerous studies have been conducted on a wide range of issues related to the IBDP and the other three IB Programs—the Primary Years, Middle Years, and Career-related Programs. Much of the research, naturally, focuses on student achievement within the IBDP and the ways in which the Program benefits students who participate. Fewer studies have been done on teacher perceptions of the IBDP. Typically, when teacher perceptions are investigated, the focus is on their perceptions of student achievement, rather than on teachers' perceptions of their experience in the IBDP. The purpose of this case study was to explore the perceptions and experience of IB-trained teachers who currently teach in the IB Diploma Program (IBDP) or who have taught in the program at some point since its implementation in a high school of an inner-ring suburb of a medium-sized, Midwestern city in order to understand better the potential impact of an IB Diploma Program (IBDP) on teacher attitudes, approach, and pedagogy over its first seven years. Seventeen IBDP teachers were interviewed for their perceptions of the IBDP curriculum, autonomy for teachers, equity for students, and student emotional and psychological well-being; in addition, their perceptions of interactions with colleagues and other stakeholders, as well as of how their perceptions evolved over the time that each has spent as an IBDP teacher, were analyzed. Teachers evinced generally positive perceptions of the IBDP curriculum, particularly in relation to the Advanced Placement (AP) curriculum; they found equity to be an issue that the school and district proactively address; they found student stress to be a significant concern, though they felt that it can also promote growth; and they conveyed various perceptions of informa (open full item for complete abstract)

Committee: Brian Harper Ph.D. (Committee Co-Chair); Anne Galletta Ph.D. (Committee Co-Chair); Catherine Hansman Ed.D. (Committee Member); Ronald Abate Ph.D. (Committee Member); Megan Hatch Ph.D. (Committee Member) Subjects: Education

Doctor of Philosophy, Miami University, 2019, Educational Leadership

This case study is a qualitative study of the phenomenon of a blended learning model that includes online curriculum coupled with direct instruction. This study allowed for a deeper understanding of the experiences of two teachers assigned to instruct blended courses in a traditional 9-12 public high school system. Building relationships with students, the role of the teacher as a facilitator, and the integration of technology in this non-traditional teaching model are explored. Research questions considered: What is the experience of high school teachers assigned to instruct in a blended model concerning technology integration and online content? How do high school teachers build rapport with students when instructing within a blended learning model? How is the role of the teacher affected by the experience of teaching blended learning courses with high school students? Findings were that building relationships with students, and teacher efficacy with technology remain vital for teacher satisfaction when instructing in a blended model. Classroom space design, and technology integration, and selection of devices to be used in this teaching model are also critical to the efficiency of the teacher as a facilitator in high school blended learning courses.

Committee: Thomas Poetter (Committee Chair) Subjects: Educational Leadership

MA, Kent State University, 2019, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The period of adolescence is when the differences between undocumented and American born youth may come to light and, therefore, is a time when undocumented students may benefit most from their educators' guidance and support. This study provides empirical evidence of secondary school teachers' knowledge, attitudes, and preparation as they relate to immigration policy and undocumented youth. Two hundred seventy-five teachers from 38 states participated in an online survey. Grounded in the Positive Youth Developmental Model and completed during a time when the social climate was less than ideal for immigrants residing in the US, this study illustrated that although the teachers reported receiving little training on undocumented youth, they were generally knowledgeable about immigration policy relevant to these students and had positive attitudes towards them. They also expressed a willingness to be a supportive ally, which has been found to be a developmental asset to vulnerable youth.

Committee: Maureen Blankemeyer Dr. (Advisor); Kathleen Bergh (Committee Member); Kathleen Walker Dr. (Committee Member) Subjects: Education; Individual and Family Studies; Inservice Training; Minority and Ethnic Groups; Multicultural Education; Secondary Education; Teacher Education; Teaching

Doctor of Philosophy (PhD), Ohio University, 2018, Curriculum and Instruction Mathematics Education (Education)

When students engage in mathematical modeling, they use mathematics to solve open-ended, real- world problems. This process helps students to make connections and fosters their learning of mathematics itself. Engaging students in mathematical modeling, however, is not an easy task for teachers due to their lack of experience in such teaching. Hence, professional development is needed to advance mathematics teachers' capacity to enact mathematical modeling. This study examined the Mathematical Modeling and Spatial Reasoning (Modspar) professional development program, designed for high school mathematics teachers in Ohio. Two research questions were asked: (a) What is the nature of the professional development program? and (b) What did the participants learn as a result of participating in the program, and how did the program affect their teaching of modeling? To provide data sources for the research questions, (a) I interviewed each of 5 of the 28 participating teachers three times (once before the summer 2016 Modspar program and twice during the 2016–2017 school year), (b) I observed all of the activities enacted during the summer program and collected daily reflections from the 5 selected participants, and (c) I observed 4 of these participants enacting modeling in their classrooms twice during the 2016–2017 school year. For the first question, I examined the level of engagement and the type of modeling enacted during the summer program as all of the participating teachers completed the 20 institute activities: 8 involving modeling with algebra and 12 related to modeling with geometry. For the second question, I examined how the Modspar program advanced the 5 selected participants' knowledge and instruction of modeling. I coded the data thematically and constructed case reports. Results for the first question suggest that the algebra activities focused on mathematical modeling (i.e., using mathematics to solve real-world problems); whereas, the geometry a (open full item for complete abstract)

Committee: Gregory D. Foley Ph.D. (Advisor) Subjects: Mathematics Education