PHD, Kent State University, 2023, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The purpose of conducting this qualitative research was to investigate Middle Eastern international students' perceptions of individual mental health counseling services at their colleges/universities in the U.S. An Interpretative Phenomenological Approach (IPA) developed by Smith et al. (2009) was used to analyze the data. Six participants (three females and three males) participated in two individual interviews. Both interviews were conducted during the Coronavirus pandemic (COVID-19). Therefore, interviews were conducted via Microsoft Teams rather than in a face-to-face format to keep participants and the researcher safe. Two superordinate themes and five subthemes emerged from analyzing the data. The first superordinate theme was Mental Health Counseling Services are Unsafe to a Point. The three subthemes that emerged within the first superordinate theme were influence of cultural stigma, misinformation surrounding mental health counseling services, and mistrust related to English as a second language. The second superordinate theme was College Mental Health Counseling is Progressively Effective and Supportive. The subthemes that developed within the second superordinate theme were shifting generational perceptions of mental health counseling services and personal experiences with professional counselors.

Committee: Cassandra Storlie (Advisor); Jason McGlothlin (Advisor); Natasha Levinson (Committee Member); Kelly Cichy (Committee Member) Subjects: Counseling Education

Master of Arts (M.A.), University of Dayton, 2023, English

English is the global language taught throughout the world by native speakers; however, it is also increasingly taught by multilingual teachers for whom English is not their first language. Problems can arise in TESOL classrooms when students question an international instructor's qualifications; some evenly prefer native-speaking English teachers despite the knowledge and expertise of their international TESOL instructors. TESOL teachers also encounter other kinds of bias related to their race, ethnicity, or different religious practices. These forms of prejudice can be overtly expressed in the classroom but can also be evidenced in teaching evaluations. Such experiences can lead an instructor to question whether their pedagogies are out of alignment, or if the source of students' negative perceptions might create an overwhelming and unhealthy environment. Therefore, it is worth knowing whether the attitudes or behaviors students display in a non-native English teacher's class seem to be particularly inflected with potential connections with racism, and how teachers might reduce student bias of American English speakers and the “native” identity as a marker of professional excellence. The author collected data from her personal vignettes and Students Evaluation of Teachers (SET) of her two composition classes in the 2022 Fall semester. The data were examined using an autoethnographic methodology, and they demonstrate the existence of both explicit and implicit bias toward the teacher. The project concludes with some recommendations for ways to offer support and resources to TESOL faculty in higher education.

Committee: Margaret Strain (Committee Chair); Patrick Thomas (Committee Member); Jennifer Haan (Committee Member) Subjects: Education; English As A Second Language

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

Until recently, the United States was the largest resettlement location for refugee and asylum seekers (Batalova & Blizzard, 2019). The resettlement process for school-aged populations hinges upon the context of reception. This study examines the research questions: What are secondary educators' perceptions of the schooling context of adolescent Students with Limited Interrupted or No Formal Education (SLIFE)? And how do secondary educators understand their role in teaching adolescent SLIFE? An adapted ecological-acculturation framework from Barry's (1997) acculturation theory allows me to examine the phenomenon and contexts of SLIFE's adjustment. In addition, I utilize cultural scripts as a conceptual framework to explore participants' underlying belief systems regarding their teaching and schooling of SLIFE. The data suggests that educators perceive SLIFE's schooling context as a hindrance to their academic achievement and psychosocial wellbeing, thus perpetuating certain acculturation strategies more than others. Further, educators position themselves within contradictory roles in the lives of SLIFE, which suggests the power of schools' conflicting agendas, prevailing institutional ideologies, and fluidity of cultural belief systems. Significant obstructions exist for SLIFE and SLIFE educators, which includes anti-immigrant sentiment seeping into schools, lack of SLIFE specific supports, and the failure to implement training regarding students from refugee and asylee backgrounds with various prior schooling experiences.

Committee: Christy Galletta Horner (Advisor); Hyeyoung Bang (Committee Member); Luis Moreno (Committee Member) Subjects: Education; English As A Second Language; Minority and Ethnic Groups; Secondary Education; Teaching

Doctor of Education (Educational Leadership), Youngstown State University, 2007, Department of Teacher Education and Leadership Studies

There is an expanding body of literature on the retention of students in higher education through programmatic efforts, but there is limited research on African-American students' perceptions of the impact of retention programs and services at predominantly White institutions. Programs and services are created by administrators, faculty and staff on college and university campuses for the purpose of increasing the retention of African-American students and a diverse student body, but many are based on the professionals' perceptions of students' needs. Rarely are programs and services created through dialogue from the student population that will be served or by what I call “listening to the voices” of the students. The premise of this qualitative study is to ascertain if African-American students find retention programs and services beneficial to their persistence on their respective campuses. This study explores the experiences of African-American junior and senior, traditional-aged, full-time, undergraduate students with a grade point average of 3.0 or below exclusively at four predominantly White institutions in Pennsylvania. The experiences of African-American students are different from other groups, including White males, white females and other minority groups. The use of focus groups permits dialogue that enables a researcher to be able to hear first-hand from African-American students giving voice to their personal feelings of the impact of retention programs and services at predominantly White institutions.

Committee: Robert Beebe (Advisor) Subjects:

Doctor of Philosophy (PhD), Ohio University, 2012, Higher Education (Education)

Available research and scholarship to serve as the basis for improving student services in Ghanaian universities are limited. The purpose of this study was to understand the perceptions of the work by deans of students at Ghanaian universities and to further understand the ways in which their experiences, values and philosophy influence their roles on campus. In particular, the deans of students' understanding of their work in providing student services, promoting student learning, student engagement, student development and success is of special interest in this study. Available literature on traditional and innovative models of student affairs practices in the United States served as the theoretical framework of the study. Interviews, observations, and document analysis were used as sources of data collection in four selected Ghanaian universities. Research findings from the data analysis showed that the traditional leadership mindset of many Ghanaian university staff members conflicted with the more liberal orientation of many students, leading to student-staff tension on the university campuses. I also found out that many deans of students' offices in Ghanaian universities use an administrative-centered model of student affairs practice which is often bureaucratic and less student-centered. Again, the study revealed that many students were not satisfied with the services provided by the deans of students' offices. While the deans of students perceive students as children who need parental care on campus, students are demanding more innovative and progressive approaches to providing student services on campus. Both students and staff acknowledged inadequate resources as a major challenge in the service delivery efforts of the deans of students.

Committee: Peter Mather PhD (Committee Chair); Bob Young PhD (Committee Member); Francis Godwyll PhD (Committee Member); George Johanson ED.D. (Committee Member) Subjects: Higher Education; Higher Education Administration

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2024, Leadership Studies

Higher education, like most charitable organizations, is dependent on alumni funding as donors pour a tremendous amount of dollars into these organizations. However, the nature of donor involvement in higher education institutions has evolved over the last four centuries. The generational change of the donor base from the Boomers to the Millennials in the wake of a generational wealth transfer has placed the future of philanthropy in higher education in the hands of the Millennial generation. This technology-centered generation of alumni donors continues to challenge the traditional view of philanthropy held by the previous generations and demands a donor-centered relationship that is based on engagement with their alma mater. This non-experimental quantitative research study explored whether there was a relationship between alumni giving and alumni attitudes regarding Feelings of Connectedness, College Experience, Perceptions about Student Loans, and Perceptions about Institutional Mission. Findings within this study indicated that alumni attitudes regarding Perception about Student Loans and Feeling of Connectedness had a non-significant relationship to alumni giving. Significant differences were reported between students who donated and those who did not donate when groups were compared. Women and First-generation alumni reported their attitudes regarding College Experience were significantly related to their decision to donate or not donate. Implications of the study highlighted the need for higher education administrators and fundraising professionals to maximize alumni engagement, thus resulting in sustainable alumni-institutional relationships that are donor-central.

Committee: Paul Johnson Ph.D. (Committee Chair); Luis Garcia Ph.D. (Other); Joshua Harraman Ph.D. (Committee Member); Christy Horner Ph.D. (Committee Member); Patrick Pauken Ph.D. (Committee Member) Subjects: Educational Leadership; Higher Education; Organization Theory; Organizational Behavior

Doctor of Education, Miami University, 2024, Educational Leadership

This qualitative study investigates teachers' perceptions of the challenges faced by students from low socioeconomic status (SES) backgrounds and their ability to implement equitable instructional practices. Guided by The Equity-Based Framework for Achieving Integrated Schooling, the research explored teachers' experiences through semi-structured interviews. Five teachers from a Midwestern U.S. middle school described their efforts to create equitable classrooms. The analysis revealed four key themes: providing resources, building strong relationships, creating diverse learning environments, and engaging in ongoing specialized professional development. While participants felt their experiences supported their ability to create equitable practices, they also identified a lack of sustained professional development in the area. The findings suggest that ongoing professional development programs focused on equitable instruction are crucial for teachers in high-poverty schools. This research has the potential to inform district leaders in developing policies and practices that address the challenges faced by students from low-SES backgrounds. Ultimately the study aims to contribute to positive social change by advocating for strategies that will help support students from a low socioeconomic status, leading to student success.

Committee: Guy Parmigian (Committee Member); Joel Malin (Committee Chair); Jason Abbitt (Committee Member) Subjects: Education

Doctor of Philosophy, University of Toledo, 2022, Health Education

Introduction: College students are spending approximately a third of their day on their cell phones (Penglee et al., 2019). Students' excessive use of phones is distracting, detrimental to students' grades, and can negatively impact students' mental health (Glassman et al., 2021; Lepp et al., 2014; Smetaniuk, 2014). There is a lack of research regarding the prevalence of phone use among students, how perceptions affect phone use, and what types of messaging may influence phone behaviors. Purpose: This alternative, or manuscript dissertation, includes two distinct studies. Study one is a quantitative study which examined the prevalence of phone use, addictive phone tendencies, the effects that perception (social norms) have on phone use, and whether phone in the classroom use is predictive of poor grades. Study two was an experimental, message manipulation where participants were exposed to one of several preventive messages. This study utilized a quantitative design (with qualitative elements) to assess which message was most effective in influencing willingness to change behaviors, and whether the Precaution Adoption Process Model (PAPM) and the Elaboration Likelihood Model (ELM) may be useful in influencing modifying college students' phone behavior. Methods: (Study 1) An online survey was distributed via Prolific with 40 survey items to measure the prevalence of phone use in class and while studying, perceptions of use among peers (including injunctive and descriptive norms), and to measure addictive phone behaviors (n=500). (Study 2) Using the same participant pool as study 1, an online survey was utilized to conduct an experimental message manipulation to determine which message type was most effective in influencing participants' willingness to change phone-use behaviors. Inclusion criteria for both studies was the same: current undergraduate students who own a smartphone. Results: (Study 1) Participants reported using their phones at high levels, (open full item for complete abstract)

Committee: Tavis Glassman (Committee Chair); Andy Geers (Committee Member); Ling Na (Committee Member); Nicole McKenzie (Committee Member); Aliaksandr Amialchuk (Committee Member) Subjects: Health Education; Public Health

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

The purpose of this study was to find a way to increase low literacy skills for 5th- grade students in a charter school. The research explored the relationship between the attitudes, behaviors, standardized test scores, and perceptions related to student reading; parents' attitudes and perceptions related to their student's reading; and teachers' experiences and perceptions related to their students' reading. The study addressed the following research questions: What are Midwest Charter 5th graders' attitudes, behaviors, standardized test scores, and perceptions related to reading? What are Midwest Charter parents' attitudes and perceptions about their student's reading? What are Midwest Charter 5th grader teachers' experiences and perceptions of their students' reading? The study's research design was a mixed method, consisting of quantitative and qualitative data to evaluate how to increase student literacy rates. For the quantitative portion, surveys were given to one hundred and fifty-one students and parent participants to analyze the attitudes, behaviors, and behaviors regarding literacy. The qualitative research method focused on individual teacher interviews and student focus groups to determine commonalities. The most important conclusion drawn from the study is a connection between student perceptions and literacy rates. The research identified a relationship between a visual text and increasing literacy rates for students and providing training for teachers to increase their knowledge to promote differentiating the type of reading structures and genres in any classroom setting. In conclusion, implementing graphic novels may increase student perceptions of reading and literacy rates.

Committee: James Olive (Committee Chair); Frederick Aldama (Committee Member); Mary Ziskin (Committee Member) Subjects: Elementary Education; Reading Instruction

Doctor of Philosophy (Ph.D.), University of Dayton, 2021, Educational Leadership

The perspectives of engineering faculty have been explored in this study to answer research questions related to their perceptions of their role in the success and persistence of underrepresented minority students and self-efficacy related to the implementation of evidence-based teaching practices in engineering. Semi-structured interviews were conducted with 17 faculty participants and interpreted through interpretive phenomenological analysis (IPA). This study resulted in key findings which provides the host institution with insights which can inform faculty development and student success and persistence strategies for engineering administrators. The key findings from this qualitative research indicate engineering faculty in this study had a keen awareness of the high demand for engineering talent in the US, and also an awareness that engineering students have varied lived experiences, strengths, and challenges which can influence their educational engagement. Faculty also demonstrated the perspective that they play an important role in building critical relationships with students, which can serve as a catalyst to student support, guidance, encouragement, and persistence. Additionally, faculty discussed the importance of students having a broader support system, of especially peers, as well as the importance of having an internal motivation to succeed and persist in engineering. Finally, many engineering faculty expressed not originally considering teaching as a career path. This along with their expressed limitations in time, and the lack of required training early in their faculty careers, has resulted in a lack of self-efficacy in implementing evidence-based teaching practices known to promote URM student success and persistence in engineering.

Committee: Mary Ziskin (Committee Chair); Margaret Pinnell (Committee Member); Matthew Witenstein (Committee Member); Novea McIntosh (Committee Member) Subjects: Educational Leadership; Higher Education; Higher Education Administration

Doctor of Philosophy (PhD), Ohio University, 2021, Instructional Technology (Education)

The purpose of this study was to investigate Saudi undergraduate students' perceptions toward using YouTube to support their academic learning at the University of Hail in Hail, Saudi Arabia. This study also intends to provide important information that will inform and aid curriculum developers at the Ministry of Education in the Kingdom of Saudi Arabia and instructors at The University of Hail in using YouTube in the teaching and learning setting. This study also, examined the differences in perception of YouTube users among male and female undergraduate students as well as focusing on how Saudi Arabian college students used the application (YouTube) for their educational purposes. Quantitative research methods were employed to investigate the role of YouTube in Saudi Arabian college students' educational lives. The students in this study have positive perceptions regarding the use of YouTube for educational purposes. The study showed that there is no significant difference between male and female Saudi undergraduate students in their perceptions of the usage of YouTube for learning purposes.

Committee: Greg Kessler PhD (Committee Chair); Krisanna Machtmes PhD (Committee Member); Wu Min Lun PhD (Committee Member); Geist Eugene PhD (Committee Member) Subjects: Education; Educational Technology; Instructional Design

Master of Science, The Ohio State University, 2020, Environmental Science

Every year the US produces roughly eight million dry tons of treated sewage sludge, or “biosolids.” Past research has shown that biosolids have the potential to be a viable and sustainable agricultural resource. However, negative stigmas and a general lack of understanding regarding the waste treatment process may prevent this resource from gaining more widespread adoption. Developing sustainable agricultural processes is becoming increasingly important, and biosolids application addresses both the need for sustainable sources of fertilization and the need to efficiently manage human waste. To expand this practice, it is crucial to both understand these stigmas, and develop tools to reduce them. Students are an understudied and accessible group whose perceptions on biosolids have the potential to shape policies and management of this practice. I administered electronic surveys that assessed how over 200 students perceived biosolids and other fertilizers while also taking into account basic demographic information and prior experience in agriculture. Analysis of survey responses showed that while most students are unfamiliar with biosolids, they express openness to their use in some capacity, particularly for ecological restoration and production of animal feed. Demographic factors and experience in agriculture did not appear to have a strong influence on how students perceive biosolids. An unexpected result from this study was that students expressed more wariness toward the use of synthetic fertilizers than biosolids. Based on these findings, college students are open to and interested in the idea of human waste recycling, and their perceptions of this practice ought to be considered by biosolids managers and policy makers.

Committee: Nick Kawa (Advisor); Casey Hoy (Committee Member); Moritz Mark (Committee Member); Forbes Lipschitz (Committee Member) Subjects: Agriculture; Environmental Science

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

As the student population in Minnesota continues to diversify, the school environment increasingly does not reflect student needs. In Adult Basic Education (ABE) programs, there is often an English as a New Language (ENL) track in which adults may participate. ABE students range from Students with Limited or Interrupted Formal Education (SLIFE) to students with advanced degrees from their country of origin. The dearth and aging body of ENL ABE research concerning overarching student perceptions has led to the following research questions I examine in this study: 1) How do low level English as a New Language adult Latino immigrant students experience their own learning? 2) How do these participants teach others in the community and their family? I use a combination of Culturally Sustaining Pedagogy (CSP) (Kinloch, 2017) and Cultural Capital Theory (Bourdieu, 1986) as a framework to analyze the perceptions of participants. I collected data from nine individual interviews with Mexican and Ecuadorian low level ENL students enrolled in an urban ABE program in Minnesota. I coded the data to examine common themes from the interviews. The data suggests adult Latino low-level ENL learners use and exchange their capital to access linguistic capital for different outcomes including agency, assimilation and personal fulfillment. Participants reported they teach others while seeking an outcome of building linguistic capital for their children, gaining United States school-cultural capital, and/or agency. Mediating factors such as gender, psychological factors, seeking different capital influenced this exchange process for participants.

Committee: Bruce Collet Ph.D. (Advisor); Christy Galletta Horner Ph.D. (Committee Member); Timothy Murnen Ph.D (Committee Member); Megan Strom Ph.D (Committee Member) Subjects: Adult Education; Education; English As A Second Language

Doctor of Education (Ed.D.), Bowling Green State University, 2019, Leadership Studies

The purpose of this mixed-method study was to determine if teacher professional development focusing on ethic of care influenced students' perceptions of teacher care. The study also examined if at-risk students perceived teacher care differently than non-at-risk students and if students' perceptions of teacher care growth differed by risk status. The current study is of vital importance as it illuminates the chasm that exists between students' perceptions of caring student-teacher relationships and teacher professional development intended to bridge the relational gap. Four English teachers from a high school NW Ohio participated in teacher professional development. Quantitative data were gathered from 286 students who completed the Student- Teacher Relationship Student Survey (Wilkins, 2014) prior to and following the teacher professional development. Semi-structured interviews were conducted with eleven students following the intervention. Changes in students' perceptions of teacher care were analyzed with quantitative and qualitative data. A paired-samples t-test revealed an overall decline in students' perceptions of teacher care, indicating teacher professional development did not improve perceptions of teacher care. Student interviews revealed significant changes occurred within student-teacher relationships during the study period. A t-test of independent samples was used to compare at risk and non-at-risk students' perceptions of teacher care prior to and following teacher professional development. Group differences in pre and post-subscales revealed that students' perceptions of teacher care differed according to risk status. Non-at-risk students reported higher pre and post scores on all subscales when compared to at-risk students. An Analysis of Covariance (ANCOVA), which controlled for pretreatment differences, did not reveal significant differences in gain scores between at-risk and non-at-risk students. However, results indicated (open full item for complete abstract)

Committee: Judith May Ph.D. (Advisor); Nermis Mieses D.M.A. (Other); Michael O'Shea Ed.D. (Committee Member); Patrick Pauken Ph.D. (Committee Member); Rachel Vannatta Ph.D. (Committee Member) Subjects: Education; Educational Leadership; Educational Theory

Doctor of Philosophy, University of Toledo, 2019, Higher Education

Do any law school involvement activities influence law student self-reported gains in writing skills? With Alexander Astin's Involvement Theory and I-E-O model as frameworks, this quantitative dissertation sought to answer this question. This study used a dataset containing survey responses from 3,803 full-time, third-year law students to the 2018 Law School Survey of Student Engagement (LSSSE). A blocked form of stepwise linear regression determined which independent variables related to law school involvement activities had a statistically significant impact on the dependent variable of law student self-reported gains in writing skills. The results showed that fifteen variables had a statistically significant relationship to student self-reported gains in writing skills. This dissertation has both academic and practical significance. It builds upon the limited number of studies analyzing law students' perceptions of their writing skills, dissertations utilizing LSSSE data, and research extending Astin's Involvement Theory and I-E-O model to legal education. Its findings can be used by law schools to help law students develop their writing skills before they graduate, since good writing is critical to bar exam passage and new lawyers' success early in the practice of law.

Committee: Ronald Opp Ph.D. (Committee Chair); Eric Chaffee J.D. (Committee Member); Robert Detwiler Ph.D. (Committee Member); Penny Poplin Gosetti Ph.D. (Committee Member) Subjects: Higher Education; Higher Education Administration; Law; Legal Studies

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 Psychology (Psy.D.), Xavier University, 2018, Psychology

Nonmedical use of prescription stimulants is increasingly common among college students (Schulenberg, Johnston, O'Malley, Bachman, Miech, & Patrick, 2017). Research into the motives behind this behavior indicates that students most often use prescription stimulants to enhance academic performance in response to academic stress, although there is little empirical data to suggest that using stimulants leads to positive academic outcomes. Factors that appear to perpetuate prescription stimulant use on college campuses include low perceived risk and high social acceptability associated with using diverted stimulants to improve academic functioning. The current study used experimental and self-report methods to compare perceptions stimulant use for academic purposes to other types of drug use for utilitarian and recreational purposes in a sample (N = 243 ; 79% Caucasian; 65.4% women) of college students. In general, approval of all forms of drug use, with the exception of recreational marijuana and alcohol use, was low. Consistent with hypotheses, results indicated that college students rated a peer who used Adderall for academic purposes significantly more favorably than a peer who used Adderall, Vicodin, or marijuana for recreation. However, overall social acceptability ratings for all types of diverted prescription drug use were low. This suggests that although students view using prescription stimulants as a study aid more favorably than other types of drug use, they still do believe that this is a socially unacceptable behavior.

Committee: Susan Kenford Ph.D. (Advisor) Subjects: Psychology

PHD, Kent State University, 2018, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

This study aimed at understanding the adjustment experiences of Zimbabwean international students as they study in the United States and exploring their perception of United States mental health counseling. Qualitative inquiry (basic interpretive approach) was selected as the research method due to the explorative nature of the research questions. Nine participants were recruited using the snowball sampling method and the United States was the only foreign country in which they had been college or university students. The following research questions guided the study: (a) What are the adjustment experiences of Zimbabwean international students as they study in the United States? (b) What are the Zimbabwean international students' perception of United States mental health counseling? Semi-structured interviews were used to collect data. NVivo, a Qualitative Data Analysis (QDA) computer software, was used to manage the data. Five overarching themes emerged from the data analysis: (a) limited resources, (b) navigating the United States' academic environment, (c) socio-cultural barriers, (d) limited exposure to United States mental health counseling, and (e) self-reliance and informal supports leading to acclimation. These findings were comparable to results of previous studies and they have important implications for higher education, counselor educators, college clinical mental health counselors, and Zimbabwean international students (both prospective and current).

Committee: Jane Cox (Committee Co-Chair); Lynne Guillot Miller (Committee Co-Chair) Subjects: Counseling Education; Education

Doctor of Education, Ashland University, 2017, College of Education

This study was done as a qualitative, phenomenological case study into the lived experiences of 10 English Language Learners (ELL) in a suburban high school in Ohio. The purpose of this study was to explore the experiences of ELL high school students in order to learn how their school experiences impacted their perceived successes and future goals. Specifically in this study, I looked at ELL students at the high school level. I believed I would have the opportunity to look at students' goals and plans for after graduation and what defined success for them. This study contributes to teacher awareness and literature in the areas related to ELL students and how to better help them adjust socially, and to help them succeed. The data revealed three primary themes, each with subthemes that describe the phenomenon experienced by the students.

Committee: Judy Alston Ph.D. (Committee Chair); Constance Savage Ph.D. (Committee Member); Donna Villareal Ph.D. (Committee Member) Subjects: Education; English As A Second Language; Minority and Ethnic Groups

Master of Arts, The Ohio State University, 2017, EDU Teaching and Learning

Inclusion practices have been spreading for students with visual impairments. The resource room is one of the service delivery options of inclusion settings. Students with visual impairments might need additional accommodations and receive them in a resource room. The purpose of this study is to explore how resource room teachers describe resource room practices based on their experiences with students with visual impairments in a resource room. A national survey was administered to teachers of students with visual impairments (TVIs) in the USA to describe resource room practices. The results indicate that the collaboration between resource room teachers and general education teachers on academic goals is more than social and behavioral goals. Additionally, the collaboration between resource room teachers and parents on social and behavioral goals is more than on academic goals. Lack of consultation and collaboration with regular education teachers and inadequate learning space/room conditions are main barriers that impede the efficiency of the resource room practices for students with visual impairments.

Committee: Tiffany Wild (Advisor); Peter Paul (Committee Member) Subjects: Education; Special Education; Teaching