Ph.D., Antioch University, 2022, Leadership and Change

Children benefit from engagement in early education and care (ECE) programs that support their learning and development while also providing a point of connection to critical resources for their families. For children from economically disadvantaged families, the lack of access to high-quality ECE results in a persistent achievement and opportunity gap (Garcia & Weiss, 2015). A significant portion of ECE occurs in home-based early learning environments, also known as family child care (FCC) programs, which play a critical role in supporting children from low-income and immigrant families (Layzer et al., 2007; Porter et al., 2010). Unfortunately, this sector of ECE has seen declining numbers of licensed caregivers over the past decade, due to increased regulatory requirements, low pay, competing commitments, low professional status, and working conditions involving long days in isolation from colleagues or peers (NSECE Project Team, 2016; Tuominen, 2003; Stitou et al., 2018). Using grounded theory methodology, this study explored the lived experience of successful FCC educators, examining the impact of professional identity, intentionality of practice, and management of competing demands on educators' efficacy, psychosocial well-being, and job satisfaction. The stories shared by educators in this study underscore the value of maintaining and supporting this sector of the ECE ecosystem. The findings provide a deeper understanding of the conditions and social processes that allow FCC educators to be effective and thrive in their work. This insight is the key to retaining high-quality programs, recruiting new professionals into the field, and developing strategies to support and strengthen FCC programs that serve young children and their families. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Doctor of Philosophy, The Ohio State University, 2016, Educational Policy and Leadership

Women's center professionals, volunteers, and supporters have worked for over half a century to create opportunities for women, advance gender equity, and dismantle institutional sexism in U.S. higher education. This critical phenomenological study explores how women's center professionals negotiate their racial and ethnic identities in their work for gender equity as well as how theory critically shapes their experiences. Two questions are explored: (a) How do women's center professionals understand their race and ethnicity related to their roles and work in women's centers? and (b) How do feminist theories inform, support, and/or fail women's center professionals as they negotiate their race and ethnicity in their work? The study is significant for its implications for feminist and antiracist practice and its exploration of the varied and complicated roles of feminist theory and intersectionality in women's and other identity-based centers.

Doctor of Education, Miami University, 2022, Educational Leadership

The purpose of this study was to build upon existing research that explored teachers' professional learning expectations and how teachers can utilize social media platforms or social learning environments to aid their professional learning. This information may be used to support thinking differently about time and space for both student and adult learning. Understanding to what extent and why teachers engaged in professional learning experiences in a social media environment can inform future learning options in utilizing these asynchronous platforms. Data generated may aid in the design of engaging professional learning experiences, through social media, that give teachers a venue for rapid, focused, personalized, and asynchronous learning. This qualitative study was limited to a non-random sample of interview participants, which ensured participants had a guaranteed proficiency in using social media environments for professional learning experiences. A survey was conducted to identify individuals who actively engaged in using social media platforms for professional learning, and six qualifying educators were invited to expand upon their experiences through their participation in semi-structured interviews. The open-ended questions inspired a dialogue about their lived experiences, resources located on social media platforms, and interests regarding professional learning during the 2020 pandemic time frame. Responses to the interview questions were coded to examine how and to what extent the teacher participated in a social media platform as a venue for professional learning during the pandemic. A theoretical, thematic analysis was used to identify how teachers participated in a social media environment for professional learning. The responses were coded based on CHAT's Four C's of Participation Taxonomy: Contemplator, Curator, Crowdsourcer, or Contributor (Trust, 2017). Additionally, the responses were coded to identify the type of informal learning experience th (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2020, City and Regional Planning

Food waste is a wicked problem. It is the result of agricultural economic policies, income inequality, deficient distribution networks, and food edibility enculturation among other factors. Food waste is generated at every level of the food system, with each level having numerous activities with enough uniqueness and reasons for wasting food. Equally, there are numerous ways to prevent, reduce and recycle food waste at each level of the food system, but solutions also depend on the same factors that causes it and are additionally influenced by sustainability policies, existing waste management infrastructure, land use priorities, and social and personal psychological norms. Hence it can feel that finding a solution for food waste is a never-ending battle. Solutions must be implemented at all levels of the food system and in order to do this food waste and solid waste management planners must look for causes and solutions at the macro and micro scales. The research presented here is concerned with implementing solutions and understanding how these solutions could be successfully implemented. In the first essay, I report the case study of a planning process undertaken in the Mississippi Gulf Coast to develop a food system plan that integrated strategies commonly included in regional solid waste management plans, in order to manage food waste more sustainably with strategies designed to accommodate local needs and unique circumstances. While most food system plans acknowledge the importance of managing food waste, this study was the first food system planning effort that included a committee composed of local solid waste management professionals and local stakeholders interested in food waste prevention, reduction, and recycling. The planning process was a three-step process that engaged stakeholders in the food supply chain from production, distribution, retail, and consumption through to post-consumption. The essay describes the specific steps taken to assess the g (open full item for complete abstract)

Doctor of Philosophy, Case Western Reserve University, 2018, Organizational Behavior

Social Inclusion is an emerging term, used most prominently by the United Nations to encompass ideas of equity, social, economic and civic participation, and the proactive protection of human rights. Posited as an antidote to the global phenomena of social exclusion, social inclusion is also increasingly understood as a process and outcome, rather than just an outcome. In the United States, one potential vehicle for the process of social inclusion is the development of mixed-income communities. Using a process perspective, this study explores the design and practice of social inclusion in the context of mixed income communities, by conducting a qualitative analysis of the federal Choice Neighborhoods Initiative, which funds mixed-income community development across the United States. Utilizing a combined content analysis and grounded theory analysis of archival grant reports and conducted interviews, this study aims to answer the question: How do mixed-income communities design and practice social inclusion? Within that question, what are the conditions for the practice of social inclusion? How do organizational structures, programs, and processes, enable the individual and collective practice of social inclusion? How is social inclusion designed and practiced at the structural, social, and individual levels? The content analysis focused on 55 Choice Neighborhoods planning grant Transformation Plans and 18 implementation grant narratives. This study also conducted and analyzed through grounded theory an additional 60 semi-structured interviews. The study generated an integrated process theory of social inclusion, through this analysis that identified 545 first order codes, 123 second order codes, and 24 aggregate dimensions. This study also presents the underlying dynamics that enable and limit social inclusion. In addition to this contribution to theory, this study will also contribute toward those working in the mixed-inco (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2005, Educational Theory and Practice

This is a field study of what a small Catholic school community in an inner-city Latino neighborhood says and does in its mission to “empower” students through literacy. The purpose of my study is to describe how the literacy initiatives at Santa Cruz School resonate with culturally responsive education practices identified in effective schools research. I represent my inquiry in two interrelated discourses that form a macro-micro textual pattern. In the macro textual discourse, I describe culturally responsive, empowering qualities in the mission, visions, beliefs, and organizational structures of the Santa Cruz school community. In the micro textual discourse, I describe responsive, empowering qualities in the culture of practice in one 8th grade teacher's language arts classroom. I use a social constructivist lens, multicultural orientation, and activity theory framework to illumine responsive features of the school and classroom cultures. I used two activity-centered questions to guide my fieldwork: 1) How did the Santa Cruz school community construct a culture that mediated the empowerment of students? 2) How did an 8th grade language arts teacher and her students construct a mediating, culturally responsive community of practice in the classroom? My findings suggest that: 1) shared vision, personal and communal witness, and collaborative decision-making are definitive qualities of the school community culture; 2) creation and maintenance of a mediative network of support programs are explicit expressions of solidarity with neighborhood students and families; 3) a joint, goal-oriented process of identity formation involves the entire school community; 4) reading as an empowering literacy is the core instructional commitment of the school community and one of its palpable daily cultural practices; and 5) recurring classroom themes of joint, goal-oriented activity and identity formation as a process of participation instantiate the Santa Cruz mission and vision o (open full item for complete abstract)

Ph.D., Antioch University, 2011, Leadership and Change

This theoretical dissertation examines the concept of growth and its core assumption—that the continual accumulation of wealth is both socially wise and ecologically sustainable. The study challenges and offers alternatives to the myth of endless accumulation, suggesting new directions for leadership and social change. The central question posed in this inquiry: Can we craft a more ethical form of capitalism? To answer this question, the study examines conventional and critical globalization studies; feminist scholarship on standpoint, political economy, and power; and the Enlightenment notions of progress and modernism, drawing on a number of works, including Aristotle on the three intelligences, Thomas Aquinas on human need and value, and Karl Marx on capitalism. From this broad disciplinary and historical perspective, a compelling narrative emerges, one that describes how the idea of growth has intersected with power and privilege to create an overarching global imperative that threatens the viability of our species and planet. The closing sections explore potential responses to that threat, introducing consciousness, wisdom, and caring to our understanding of growth, and emphasizing the importance of relational practice to effect real social and institutional change. The electronic version of this dissertation is at OhioLINK ETD Center (www.ohiolink.edu/etd).

Ph.D., Antioch University, 2009, Leadership and Change

Master's education in the social sciences provides a unique opportunity for students and teachers. Students often bring extensive professional and life experience to the classroom, as well as clarity regarding their academic goals. Professors who teach on the master's level are distinctly committed to the teaching mission and see their students' experience as valuable to their own growth as teachers and to the ongoing development and vitality of their academic programs. The purpose of this study is to explore what goes on in relational practice between master's students and professors. Ten matched pairs of recent alumni and professors (from six different schools) were interviewed. Participants reflected on their relationships while the student was enrolled in the master's program, and the evolution of their relationships in the alumni context. Grounded theory dimensional analysis was employed to analyze the interview data. Six dimensions each emerged from the professor and student data respectively. The professor dimensions are: Orienting, Self-organizing, Valuing, Advancing, Bounding, and Regenerating. The student dimensions are: Engaging, Navigating, Developing, Connecting, Reconstructing, and Collaborating. The professors' Regenerating and the students' Reconstructing are the core dimensions. A combined exploration of the professor and student dimensional analyses surfaced six theoretical propositions: energizing the relationship, teaching and learning are bidirectional, difference is potential, asymmetrical primacy, working close to the boundaries, and the connection paradox. This study draws from literature in the following domains: relational cultural theory, positive psychology, positive work relationships, mentoring, adult development, and adult learning. The wisdom of these literatures combined with the findings of this study, provide a deep consideration of the relational space and experience of master's students and professors, exploring elements such as (open full item for complete abstract)

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

The COVID-19 pandemic highlighted longstanding issues in student achievement in the United States, with only 37% of students from grades 4-12 showing proficiency in math and reading, as measured by the National Assessment of Educational Progress (NAEP). The East Coast Charter Authorizer (ECCA), which oversees one of the largest and most diverse public-school systems, has taken on the responsibility to address these systemic issues. While there are initiatives to diversify the teaching workforce, and an intensive focus on evaluating schools, there is a critical gap in ensuring school leadership is representative of the student population and has the environment necessary to be successful in their roles as school leaders, and in implementing the kind of creative change needed to address systemic inequities. This study focuses on the experiences of Black Women School Administrators (BWSAs) and the necessary organizational conditions to improve their retention and effectiveness. This study employed a convergent social justice mixed methods research design to address the inequity in the experiences and presence of Black Women Principals in K- 12 schools. Quantitative data from a Qualtrics survey (N=12) and qualitative data from interviews (N=10) were collected concurrently to provide a comprehensive understanding of the research problem. The integration of both data types, as well as available research - known as triangulation, allowed for a robust analysis of the impact of perceived 4 experiences with the ECCA on Black Women Principals. Ensuring participant confidentiality and honoring their wishes to contribute comfortably were paramount and as such, prioritized throughout the study. The findings underscore the need for the ECCA to provide more tailored support to Black women leaders, addressing specific challenges unique to their experiences and fostering a more equitable educational environment. The study resulted in an equity-oriented (open full item for complete abstract)

Ed.D., Antioch University, 2024, Education

Beginning at the onset of the COVID-19 pandemic, higher education experienced a sea change in reduced enrollment, altered course delivery models, and increased need for student support. While observing staff's actual impact on the student experience during this time, this study will address the question, “How do professional staff in small private universities a) perceive their contributions to the retention of students and b) perceive their overall value to the institutions they serve?” Owing to gaps in research on professional staff experiences, the literature review synthesizes current trends related to enrollment, retention, and persistence, focusing on small, private, non-profit 4-year institutions; discusses the disparate impact of these trends; examines the context of academic staffing trends; reviews the experiences of professional staff, focusing on critical connections between student and institution, student learning within liminal spaces, gender, and relational practice; and, examining social justice leadership in postsecondary education staffing. This qualitative study employs a constructivist grounded theory method using an initial anonymous questionnaire and interviews with volunteers for a deeper exploration of themes. The pool of nine interview participants comprises mid-level professional staff with at least three years of experience in student-supporting roles from five private universities with under 5,000 students. Potential implications relate to improving student retention practices and eliminating barriers by rethinking staff structures, resource allocation, and investment in student support areas. Further implications are related to staff role satisfaction, socially just models for professional development, and training of the next generation of professional staff. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

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

The implementation of Multi-Tiered System of Supports (MTSS) has been successful in elementary systems across the United States. For secondary schools, the implementation of MTSS has not been as successful. Secondary teachers often note difficulties include understanding data from different sources, what sources are available, and how it applies to interventions and student progress or growth. This study employed qualitative narrative analysis to understand better the difficulties with implantation of MTSS at the secondary level. Through semi-structured individual interviews, participants discussed their experiences with MTSS and its implementation. A two-cycle coding approach was utilized, beginning with a deductive coding approach and a second cycle was inductive analysis through in vivo coding, allowing the participants' narratives to appear. Utilizing this data, a Theory of Practice (ToP), a self-study of educators' teaching methods, pedagogy, actions, and behaviors within their teaching and reflects on their legitimization of those practices was developed. The objective of this action plan aims to have teachers develop Theory of Practice (ToP) learning objectives that drive a self-study of their teaching methods, pedagogy, actions, and behaviors within their teaching and reflect on their legitimization of those practices in reflection of data indicating student growth (Meijer et al., 2016).

Psy. D., Antioch University, 2024, Antioch Seattle: Clinical Psychology

The legacy of colonialism has created a modern-day reality where Indigenous populations of the United States (US) experience mental, physical, and emotional distress at disproportionately higher rates than other cultural groups in the country. Increased distress translates to an increased need for supportive services. Because the field of Western Psychology is based in colonialistic EuroWestern worldviews which positions that worldview as superior, Indigenous clients and communities have often experienced further harm in their encounters with mental health services. In recent decades, there has been increasing attention to adapting research, training, academic and clinical work in ways that are culturally appropriate for diverse populations. Native American/Alaska Native groups are rarely accounted for in these efforts and cultural adaptation in general does not go far enough to account for culturally grounded worldviews and psychologies. Native American/Alaska Native therapists bring a unique and valuable insider point of view to formulation and application of culturally appropriate services for Indigenous clients that is grounded in Indigenous Psychology. Employing a Critical Constructivist Grounded Theory approach, semi-structured interviews were conducting with seven Indigenous clinicians who provide services and advocate for Native American/Alaska Native communities. They generously provided insight into the challenges of working within a EuroWestern based system of mental health and specific ways their expertise informs adaptation of their services. They v shared the ways they adapt their work with Indigenous clients and communities, providing protective and advocacy functions within all facets of the Western mental health field and society in general. This research conceptualizes their work as a method for restoring relationships and connections with Indigeneity, which have been disrupted by historical and ongoing genocide, discrimination, and marginalizati (open full item for complete abstract)

EDD, Kent State University, 2023, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This study aimed to identify student perceptions of readiness to practice based on the self-assessment and preceptor scores, as well as post-graduation feedback in relation to their achievement goal orientation and evaluation scores of clinical skills and professional and personal skills. Post-graduation feedback, obtained through open-ended survey questions related to student educational experiences, allowed for an understanding of students' transition into professional practice. A mixed-methods approach was used. The Achievement Goal Questionnaire-Revised (AGQ-R) was used to determine student achievement goal orientation. Assessment scores from students and preceptors were obtained through the ATrackTM system, and student perceptions of their educational experiences were received from open-ended survey questions. Analysis of the quantitative data demonstrated that there was no significance between student self-evaluations and preceptor evaluation scores collectively or categorically. Additionally, there were no significant relationships between student self-evaluations and achievement goal orientations collectively or categorically. Qualitatively, participants found that the pandemic of COVID-19, and the shortage of opportunities for real-life experiences resulted in a lack of exposure to authentic situations and hands-on practice limiting them for professional practice. Conversely, many of the participants felt the diverse clinical rotations and clinical practice and competencies led them to feel prepared for their transition to professional practice as certified athletic trainers.

Doctor of Philosophy, The Ohio State University, 2023, Arts Administration, Education and Policy

Arts administrators labor to bring arts, artists, and audiences together. They develop policies and implement them as practice as they navigate, follow, and disrupt professional norms. This research is grounded in concerns for arts administrator well-being, weary of paying a passion tax, committed to creative ideologies. While worker well-being has become more central to occupational discourse with COVID-19 and social justice movements, more research is needed to understand how well-being is understood and addressed in arts administration. Additionally, as a creative field we know little about how practitioners use creativity in their work, and how it is supported. I argue that attention to bodies, minds, and generally accepted, broad benefits of creativity can improve the practices, policies, pedagogies, and profession of arts administration. The two main research questions of this inquiry seek new knowledge about the embodied experiences of arts administrators and the role of creativity in their lives. It also asks what queer theory might teach us about arts administration and the political stakes of connecting corporeal and systemic bodies in nonprofit arts administration. To begin answering these questions I employ an arts-based inquiry, utilizing creative approaches to study design (arts-based, queer, emergent), data collection (walking, making art, embodied), analysis (narrative, artful, discourse), and presentation of findings (visual, auditory, literary). A queer theoretical framework performs a queer study of bodies in a heteronormative field and researcher reflexivity as well as applying queer theory to rethink power, norms, failure, and joy in the field. This inquiry involves 23 participant collaborators who identify as full-time, nonprofit arts administrators working in the United States. They responded to snowball sampling recruitment strategies for an online call for art/ifacts or iterative interviews soliciting interest in being reflexive and c (open full item for complete abstract)

Doctor of Philosophy, Case Western Reserve University, 2022, Organizational Behavior

The generative nature of conflict has largely been undertheorized. While conflicts in organizational life are ubiquitous, extant organizational research largely characterizes conflict as a negative disruption to team productivity. My research addresses three essential problems regarding the conceptualization of conflict. They are (1) a predominant focus on conflict episodes and not conflict processes in organizational research; (2) inadequate treatment of ‘the body's' role (via affective and physiological experience) in the development of conflict construals (i.e., perceptions of conflict experiences, including conflict attributions); and (3) inadequate attention to the microfoundations of conflict in groups, specifically subjective experiences of conflict. Using a multimethod approach, I engage in a 21-month enactive ethnography (which employs gestural analysis of ethnographic interview video) in a central office divisional leadership team of a school district during the COVID-19 pandemic and use a complementary vignette experiment to conceptualize and investigate the nature of generative conflict processes. Three broad findings are compelling: the role of disruptions and disruptors in generative conflict processes, how shared authenticity and ritual practices create the conditions for conflict reflexivity (i.e., the turn toward generative conflict experiences), and ‘the body's' role in conflict generativity in racialized contexts.

Psy. D., Antioch University, 0, Antioch Seattle: Clinical Psychology

The majority of clinicians do not receive education pertaining to the legal aspects of immigration in their curriculum, training, or continuing education. In addition, the process of navigating the immigration system has been exacerbated in recent years due to rapid policy changes under the Trump administration, which has contributed to a hostile political climate, particularly for immigrants from Central America and Mexico. Using a classic grounded theory research approach, this study explored the relationship between the psychological implications of immigration and the legal challenges that immigrants face today, with a specific focus on immigration from Central America and Mexico. Through semi-structured, qualitative interviews with attorneys and clinicians with expertise in immigration, an in-depth understanding of the psychological ramifications of immigration law, policy, and practice was formulated and the grounded theory, The Strategically Broken System emerged. Further, U.S. citizenship privilege was examined, including the impact of participants' awareness of their own privilege on their work, as well as the factors that contributed to participants' awareness of U.S. citizenship privilege. The results of this research aim to bolster clinicians' awareness of the psychological implications of immigration law, policy, and practice by serving as a liaison between attorneys and clinicians, with the ultimate goal of improving the quality of care for immigrants.

Master of Arts, The Ohio State University, 2020, Educational Studies

Medical trainees lack basic knowledge and education in eating disorders, including diagnostic criteria and effective treatment according to prior research by Anderson et. al. An educational intervention is needed during training to improve the recognition, diagnosis, and treatment of eating disorders among adolescent patients. The purpose of this study is to investigate the effectiveness of retrieval practice on knowledge acquisition in the field of eating disorder education among medical trainees. A secondary aim is to evaluate change in self-perceived comfort, knowledge, and skills concerning eating disorders. An exploratory prospective cluster-randomized trial was conducted over fourteen, four-week blocks. Participants were randomized by block to either the retrieval-based educational format (intervention group) or the conventional lecture-based format (control group). Groups completed 9-item, multiple choice pre- and post-rotation knowledge tests as well as pre- and post-rotation surveys. The intervention group outscored the control group on the post-rotation knowledge test, though this difference was not significant (p=0.288). Despite the control group reporting improvements overall in self-perceived competence managing patients with eating disorders, reports of increased competence was inversely correlated with knowledge test scores, approaching significance (r=-0.502, p=0.011). Standard lectures may confer false confidence to learners which may not accurately align with actual knowledge acquisition.

PHD, Kent State University, 2020, College of Nursing

An important clinical relationship within our healthcare system is that between the certified registered nurse anesthetist (CRNA) and the anesthesiologist. What constitutes the phenomenon of collaboration has been intensely debated between CRNAs and anesthesiologists. The issue of collaboration is intertwined with consideration of scope of practice, supervision, autonomy, and job satisfaction. A deep examination of history brings forward the relationship between Agatha Hodgins and George Crile who together revolutionized the practice of anesthesia. Nurse Anesthetist Agatha Hodgins was the director of the Lakeside School of Anesthesia and George Crile a world-famous surgeon. The collaboration between Crile and Hodgins resulted in some prolific accomplishments that influence clinical practice to this day. This collaboration between Hodgins and Crile and the use of George Crile's considerable clout was the impetus that tipped the legal scales in support of nursing's first specialty - anesthesia. This relationship is an illustrative moment in history that allows for a forward-looking example of collaboration, shedding light into how to approach the phenomenon of collaboration. The purpose of this historical research study was to investigate the relationship between Agatha Hodgins and George Crile using post structuralism as a thematic guide to uncover how this collaboration informs future nursing practice. This study employed Joan Wallach Scott's theory of using gender as a category of analysis to investigate nursing's place in the history of healthcare in the United States with an emphasis on past and present interpretations of this history. This research contributes to the literature by uncovering those areas in anesthesia practice where the optimization of collaboration can lead to the better utilization of healthcare resources to vulnerable and marginalized populations.

PHD, Kent State University, 2020, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this narrative inquiry is to examine the everyday educational experiences of five Saudi men pursuing graduate degrees at a large Midwestern public university, how they come to negotiate their role as international students, and the kinds of social and cultural norms and values that trigger their anxieties. Data for this study were collected through individual interviews with each participant. This study suggests that the tensions and anxieties that the participants experienced in their new student role in academic settings are primarily the result of a rupture in their identity and their sociocultural negotiations around that rupture, negotiating the associated sociocultural norms and values. In addition to their identity struggle, this study suggests that the participants' encounters with new institutional practices such as admission, academics, writing, and research practices is another crucial factor that complicated their academic experiences by producing further anxiety in their enactment of their new student role in an academic setting. The findings of the study conclude that the Saudi men in this study are complex social beings who have experienced two educational and sociopolitical systems. Therefore, their participation and nonparticipation in the new social fields is a manifestation of their sense of agency in which they came up with projects of their own and utilized their resources to the best of their ability to achieve their culturally meaningful goals and ends.

Doctor of Musical Arts, The Ohio State University, 2020, Music

The music of Luigi Boccherini has experienced a slow and steady revival over the last half century, yet few of his twelve cello concertos are widely published. This document presents a newly engraved edition of Boccherini's ​Cello Concerto in D major G. 478,​ including solo parts and full score. I use carnal musicology to support a historically informed editorship of the cello part. In doing so I critique the anachronistic ways in which Boccherini's music has been edited and published, particularly by Friedrich Grutzmacher in his late 19th century Boccherini concerto mash-up. Grutzmacher's widely accepted version compromises the techniques that would have been implicit in Boccherini's music, such that these inventions are lost in modern cello pedagogy and performance. My approach offers a new way of teaching and historicizing music that is faithful to Boccherini and caring toward the cello playing body. This project provides resources for the well-being of musicians and their bodies through a musicology that re-centers practice as community rather than isolation. The primary historical contributions I make to what we know of Boccherini are embodied and transcribed into the performance edition itself. This carnal musicology serves as the connective framework between history and embodied feeling, such that musicians and students can feel both the music and the history. The practice guide develops an analytical teaching methodology toward mastery of Boccherini's unique musical style and technical inventions. The ​Concerto G. 478 s​ erves as a case study by which I teach historical performance using contemporary research methodologies of formal and harmonic analysis, topic theory, and carnal musicology. I offer insight for feeling, interpreting, and translating these components of text and history through the sound of the cello. I invent practice strategies that engage the student in technical and musical inquiries of the ​Concerto​ that allow them to take ownersh (open full item for complete abstract)