Master of Arts, The Ohio State University, 1964, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Science (MS), Bowling Green State University, 1955, Educational Administration and Supervision

Committee: Melvin Hyman (Advisor) Subjects: Education

Master of Science (MS), Bowling Green State University, 1955, Educational Administration and Supervision

Committee: Melvin Hyman (Advisor) Subjects: Education

Doctor of Philosophy in Urban Education, Cleveland State University, 2016, College of Education and Human Services

Men teachers are not present in early childhood classrooms for many reasons, despite recruitment efforts. Many men who do choose to follow this feminized career path find themselves positioned as tokens and often quickly leave for administration. Informed by a three-dimensional narrative inquiry approach this research utilized identity and masculinities paradigms to investigate the experiences of veteran men teaching young children. A series of four interviews was used to explore and describe the individual professional life history of participants. The narratives of Frank, Jerry, and George provide a deeper understanding of how men negotiate identity and construct masculinities over time in early childhood education. Findings suggest a critical mass of men teachers can lead to their acceptance in early childhood education while augmenting the male privilege they receive. Themes emerging from the study offer paths for improving the recruitment and retention of men in early childhood education and continuing the discussion of gender and power in the workplace.

Committee: Dinah Volk Ph.D. (Committee Chair); Anne Galletta Ph.D. (Committee Member); Brian Harper Ph.D. (Committee Member); Karl Wheatley Ph.D. (Committee Member); Megan Hatch Ph.D. (Committee Member) Subjects: Early Childhood Education; Gender; Sociology

BA, Oberlin College, 2015, Politics

This thesis examines how teachers unions choose to endorse political candidates in a Democratic primary. I will argue that teachers unions are powerful enough that they are able to choose between Democrats based on their education policy positions, rather than making endorsement decisions based on candidates' positions on general labor policy. Although teachers unions act with the ultimate goal of promoting their members' interests as employees, the distinction between acting with a primary interest in education policy instead of a primary interest in labor policy is an important one. The distinction is significant because disagreement about education policy currently represents one of the most pronounced divides in the Democratic Party, with teachers unions staunchly pitted against education reformers. My thesis contributes to the larger question of whether or not teachers unions can effect change in education policy outcomes through their political power in the electoral endorsement process. This thesis is grounded in the historical relationship between Democrats and the labor movement in the United States, and in the development and politicization of teachers unions in the second half of the 20th century. I test my thesis with two case studies of democratic gubernatorial primaries that are clear examples of competitive elections where education policy played a role: the 2014 elections in New York and Rhode Island. I have found that teachers unions are capable of swaying policy positions at the electoral margins—that is, that they may exert a decisive influence in a tight race in which two candidates have markedly different perspectives on education policy. Overall, however, teachers unions are neither capable of setting a campaign's political agenda nor of setting the terms of discussions surrounding education policy.

Committee: Chris Howell (Advisor); Paul Dawson (Advisor) Subjects: Education Policy; Political Science

Psy. D., Antioch University, 2015, Antioch Seattle: Clinical Psychology

In this qualitative, Grounded Theory study, the researcher examined the process that primary caregivers go through when selecting a childcare placement for children who have special needs. Data were collected through participant interviews with primary caregivers (n=10) who responded to recruitment notices posted on (1) listservs by organizations directly affiliated with early intervention and child care services; (2) local Internet classified sites; and (3) through word of mouth. The research demonstrated that caregivers who learned of their child's disability in a prenatal diagnosis or prior to an adoption identified with having a greater sense of choice and control over their circumstances, and had more confidence in their ability to make competent, informed decisions regarding their child's needs than caregivers unaware prenatally of a diagnosis. The same was true for parents who had a primary support system in a spouse or significant other, thereby offering additional options over those available to a single parent. Second, due to poor provider training and education with special needs populations, caregivers were more likely to keep their child in the home and work around whatever financial hardship may result. Third, caring for a disabled child is an emotional paradox that is difficult, yet rewarding, and it is the unconditional love that caregivers have for their children that drives them to give tirelessly against the odds. Based upon the data, recommendations for future practice include a community model in which individual and/or family therapy is coupled with a strong referral base that places the family into contact with relevant early intervention resources within the community. By working closely with the family and helping them to connect with organizations and professionals in their community, the therapist can empower the family by way of resources, psychoeducation, and support. The electronic version of this dissertation is at OhioLink ETD Cente (open full item for complete abstract)

Committee: Patricia Linn Ph.D. (Committee Chair); Elin Björling Ph.D. (Committee Member); Michelle Felker Ph.D. (Committee Member) Subjects: Behavioral Sciences; Clinical Psychology; Developmental Psychology; Early Childhood Education; Education Policy; Educational Psychology; Families and Family Life; Preschool Education; Psychology; Social Psychology; Teacher Education; Teaching

Doctor of Philosophy, The Ohio State University, 2014, EDU Physical Activity and Educational Services

Past research has indicated that teachers play a vital role in supporting the educational development of children who stutter (CWS). Teachers' attitudes and beliefs regarding stuttering have been shown to influence CWS performance in the classroom. Therefore, teachers need to be appropriately trained and equipped to best serve CWS. Very few studies have focused on teacher training and interest in information regarding stuttering. This current study was designed to support and further the findings of Jenkins' (2010) study in the hopes of better supporting the interest and needs of teachers to better support CWS. Both studies explored teachers a.) Training in stuttering; b.) Interest in receiving training or information related to stuttering; c.) Awareness of stuttering resources; and d.) Preferred delivery method of stuttering information. Participants included 215 primary and secondary teachers from a large Midwestern school district who completed an on online survey regarding attitudes towards stuttering training and resources. Consistent with Jenkins' (2010) findings, results indicated teachers had limited to no prior training regarding stuttering; however, the vast majority of teachers expressed interest in receiving stuttering training and resources, with the preferred method for delivery or training being direct contact with speech and language pathologists. Data analysis also found statistically significant relationships between grade level taught (primary and secondary) and stuttering training, as well as interest in certain types of information related to stuttering.

Committee: Antoinette Miranda Ph.D (Advisor); Rebecca McCauley Ph.D (Committee Member); Laurice Joseph Ph.D (Committee Member) Subjects: Continuing Education; Education; Educational Psychology; Mental Health; Middle School Education; Psychology; Special Education; Speech Therapy; Teacher Education

Doctor of Philosophy, The Ohio State University, 2010, Art Education

The purpose of this study was to identify how Visual Arts can play a pivotal role in the implementation of an integrated curriculum in elementary education. In order to increase my knowledge base I reviewed a body of theoretical and philosophical writings that revealed how the arts, especially Visual Arts, have been valued in the field of education. Next I use case study methodology to investigate how an exemplary Visual Arts educator/teacher has been putting theories to practice by providing state-of-the-art teaching and learning in, with, through and about Visual Arts, as well as how she has been using Visual Arts as anchor for and an engine to drive an integrated curriculum in an elementary school setting. I explained how the data was collected using a triangulation research design process. These included on site observations, reflective journaling, interviews, and artifacts and document analysis. I reported and analyzed the data to ascertain the knowledge, skills dispositions and commitments the Visual Arts teacher displayed that reflected theoretical and philosophical knowledge of best practices related to art education, general education and teacher education. After stating my findings, I made recommendations for how teachers in Jamaica can implement an integrated curriculum that is anchored and driven by the arts, especially Visual Arts.

Committee: Vesta Daniel PhD (Committee Chair); Patricia Stuhr PhD (Committee Member); Robert Hite PhD (Committee Member); James Sanders III PhD (Committee Member); Ronald Solomon PhD (Other); Christine Balengee-Morris PhD (Other) Subjects: Art Education

DNP, Otterbein University, 2025, Nursing

Type 2 Diabetes (T2DM) is a chronic disease that impacts 27.2 million seniors 65 and older. Evidence-based care for T2DM includes a combination of medication and disease-management behaviors. Access to education to teach patients healthy behaviors to manage their disease is limited and even less accessible to geriatric patients with aging learning needs. The scholarly project addresses this gap in patient education by implementing evidence-based diabetes self-management education for geriatric patients to increase patient knowledge and confidence in implementing self-management behaviors. The scholarly project aims to assess health behaviors in patients aged 65 and older with established type 2 diabetes and compare a change in participants' knowledge and health behaviors after implementing diabetes self-management education (DSME). The project implements DSME for a geriatric patient population in a primary care office in a suburban setting. The Diabetes Self-Management Questionnaire (DSMQ) is a 16-question survey designed to assess behaviors associated with glycemic control. The DSMQ is implemented pre- and post-education to evaluate and compare patient knowledge and behaviors at baseline and after education. The final study results are limited due to sample size and time constraints. Overall, there was no mean interval difference in the DSMQ survey before and after education. From these results, clinical practice incorporating DSME can help educate geriatric patients through multiple sessions to help improve learning outcomes and support consistent behavioral changes to improve disease management.

Committee: Regina Prusinski (Committee Chair); Bonnie Fagan (Committee Member); Joy Shoemaker (Committee Member) Subjects: Health Care; Health Care Management; Medicine; Nursing

Doctor of Philosophy, Case Western Reserve University, 2025, Nursing

Purpose: Veterans hold a set of health care expectations specifically related to cultural values derived from their military service. Although veterans expect veteran culture—specifically veteran identity and the five veteran core values of honor, duty, courage, respect, and trust—to be an integral part of their health experience, health professionals are not educated on these concepts. Health professionals' knowledge and integration of veteran culture is essential because veteran identity and veteran core values guide veteran perceptions and health decisions that can lead to optimal health. The purpose of the study was to describe the five veteran core values in a health context. Methods: A qualitative design was used to explore veterans' (N = 21) experiences with the five veteran core values in a healthcare context. Qualitative data were analyzed using a deductive and inductive approach analysis and were validated by two content experts. Results: Veterans expect VA primary care providers to deliver values-based health care. Violations of the veteran core values were interpreted as disrespect or trust issues. Conclusion: The study confirmed earlier studies regarding the impact of veteran identity and expanded knowledge about the five veteran core on the veteran health experience. Knowledge gleaned from the study is an important first step to advance the limited body of evidence about veteran identity and the veteran core values of honor, duty, courage, respect, and trust that may confirm or contribute to health professionals' knowledge of the importance of culturally competent care for veterans in all healthcare settings. Future research will expand the reach of VA provider cultural competence to ensure that veteran health care reflects the veterans' value system. Implementing culturally competent care is showing appreciation for our national heroes and sincerely thanking them for their service.

Committee: Dr. Mary Dolansky, PhD, RN, FAAN (Committee Chair); Dr. Sherry Ball, PhD (Committee Member); Dr. Christopher Burant, PhD (Committee Member); Dr. Jaclene Zauszniewski, PhD, RN-BC, FAAN (Committee Member) Subjects: Health Care; Military Studies; Nursing

Master of Science (MS), Bowling Green State University, 1955, Educational Administration and Supervision

Committee: Charles W. Young (Advisor) Subjects: Education

Master of Science (MS), Bowling Green State University, 1953, Educational Administration and Supervision

Committee: Charles W. Young (Advisor) Subjects: Education

Master of Science (MS), Bowling Green State University, 1955, Educational Administration and Supervision

Committee: Charles W. Young (Advisor) Subjects: Education

Master of Science (MS), Bowling Green State University, 1953, Educational Administration and Supervision

Committee: Charles W. Young (Advisor) Subjects: Education

DNP, Kent State University, 2022, College of Nursing

Obesity is a chronic disease climbing at epidemic rates across the United States. Ohio is fourteenth among states with obesity. Despite the growing numbers of individuals affected by obesity, chronic disease of obesity, and the cost of obesity, treatment by primary care providers is limited. Only 22% of primary care providers screen and document body mass index (BMI) at each medical visit. Primary care providers need to provide comprehensive care to those affected by obesity. This includes diagnosis and documentation of the BMI at all medical visits, education, and providing evidenced-based treatment. With the increase in advanced practice nurses as primary care providers, the need for knowledgeable obesity treatment will be crucial to the care and prevention of this disease. Numerous studies show advanced practice providers lack the knowledge required to provide treatment for those with obesity (Croghan et. al, 2019; Fruh et. al, 2019; Petrin, 2017). The purpose of this quality improvement project is to educate advanced practice providers on the evidenced-based guidelines for the treatment of obesity using academic detailing. Utilizing Lewin's Change Theory, this project enrolled seven advanced practice providers (APPs) in primary care employed at a large medical center in Cleveland, Ohio. The pre and post-intervention groups were analyzed for obesity screening, documentation, attitudes towards obesity treatment, awareness of clinical practice guidelines, factors that influence prescribing antiobesity medications, and referral to bariatric surgery. Statistical significance was noted for documentation of obesity screening and obesity was identified as a lack of self-control. The remaining questions did not show a statistical difference between the pre and post-intervention survey.

Committee: Lisa Onesko (Committee Member); Denise Pacholski (Committee Chair); Tracy Motter (Committee Member) Subjects: Nursing

Master of Arts, The Ohio State University, 2022, Latin American Studies

The heightened awareness and denial of racism in the United States shines a unique light on the complexity of Latinx identity. Latinx people, specifically those that are racially white, need an identity reckoning in order to combat white supremacy that is both internalized and forced upon the community. This thesis will illustrate the complexity of Latinx identity in the United States, the necessity of identity development in primary education and, ultimately, address how we, Latinx people in the United States, can work to eliminate white supremacy that is steeped in our identity. Focusing on Latinx students in primary education can be considered a preventative measure against racism and illuminate how identity development scales could potentially unravel Latinx racial ambiguity that is historically, theoretically, and legally afforded to phenotypically white Latinx folx, but not to phenotypically Black and Indigenous Latinx folx (Dache, 2019; Fordham, 2010).

Committee: Donna Y. Ford (Advisor); Peter Sayer (Committee Member) Subjects: Latin American Studies

DNP, Kent State University, 2021, College of Nursing

Dietary supplement use by adult patients in the United States has increased over the past 30 years (Schaffer et al., 2016). In 2014, approximately 50% of all adults were using dietary supplements (Schaffer et al., 2016). Supplement use goes under-reported by patients to their primary care providers. When patients consider supplement use, they often obtain their information from sources that may not be evidence-based such as family, friends, television, and the Internet. Many supplements can improve health and evidence-based practice (EBP) supports their use. However, dietary supplement use does not come without potential dangers. Supplements may interact with prescription medications or other supplements causing detrimental health events. There may not be any evidence to support the use of certain supplements and patients may be wasting their money when they purchase them. The purpose of this project was to determine what types of supplements patients use in a primary care office, provide general and supplement specific education to patients, and to implement a reference library with information about commonly used supplements for providers and patients. The outcomes of the project were used to determine the impact of patient education on patient dietary supplement use and the sustainability of the reference library.

Committee: Lisa Onesko DNP (Committee Chair); Tracey Motter DNP (Committee Member); Jo A. Dowell PhD (Committee Member) Subjects: Health Care; Health Education; Nursing

Master of Music (MM), Ohio University, 0, Music Therapy (Fine Arts)

The American Music Therapy Association (AMTA) is seeking to clearly define music therapy as a profession. Currently, AMTA is reexamining the educational requirements for a Music Therapy degree and is reviewing the AMTA Professional and Advanced Competencies. As a result of a recent survey through the AMTA, the organization has determined that a reduction in the performance requirements for primary music instrument training in music therapy education may be necessary. The purpose of this philosophical thesis is to present an argument in favor of primary music instrument training to remain as a part of Music Therapy educational training. The author provides evidence through an in-depth examination of the literature related to the benefits of primary music instrument training. The author's argument is supported by evidence in the literature, her own personal musical experiences, and by discussing the relevance of arguments against and barriers related to the continued inclusion of primary instrument training in music therapy education. Although results of a recent survey of a convenient sample of Music Therapists in the United States indicates that those who responded question the need for primary music instrument training, the research reviewed in this paper point to the opposite, in fact, to an overwhelming support for keeping primary instrument training in the curriculum. Training on a primary music instrument provides essential benefits to music therapy training, which includes helping the student form an identity as a musician, providing opportunities to learn nonverbal communication and improvisation, and creating opportunities to use primary instruments in clinical practice. This research evidence supports the author's argument for primary music instrument training to remain in the educational programs for Music Therapy. Additionally, the author provides recommendations for future research, including that AMTA conduct a survey with a random sample of current mus (open full item for complete abstract)

Committee: Kamile Geist (Advisor); Alison Brown Sincoff (Committee Member); Alejandra Ferrer (Committee Member); Ciro Scotto (Committee Member); Garrett Field (Committee Member) Subjects: Music; Therapy

DNP, Kent State University, 2021, College of Nursing

This publication is co-authored by Susan Mayne Changes in the healthcare workforce coupled with increased demand for dermatologic care has led to rapid growth in Nurse Practitioners (NPs) providing care of common and complex skin conditions. Currently, there is variation in educational preparation for those treating skin disease in both primary care and specialty settings. Improved dermatology education at the graduate and postgraduate levels may provide NPs the additional skill necessary to improve the safety and quality of care, provide a more successful transition to practice, reduce the high costs of turnover, and increase efficiency and NP job satisfaction. Identified gaps provided the basis for curriculum content changes and curriculum development to help nurse practitioners feel more confident and competent in the care of dermatologic disease, which was the culmination of the project.

Committee: Lisa Onesko DNP, APRN-BC (Committee Co-Chair); Lynn Gladdis DNP, APRN, CNP-BC (Committee Co-Chair); Debra Cifani DNP, RN (Committee Member); Louise Knox DNP, RN, FNP-BC (Committee Member); Margaret Bobonich CNP, DNP (Advisor) Subjects: Nursing

Doctor of Philosophy, The Ohio State University, 2020, EDU Physical Activity and Educational Services

The purpose of this study is to examine the effectiveness of an educational video shown to patients during their visit with a hospital resident. The main research question examined whether a video providing education about mental health counseling, shown to patients during a medical visit, was positively correlated with patients reporting having a conversation with their doctor about mental health counseling during the medical visit. There were 147 patients in this study and 93 did not watch a video about counseling and received the standard level of care while 54 patients watched the video about mental health counseling. The study used a series of regression analysis to examine the main research questions and found a significant difference between patients who watched the video and those who did not in their reported conversations about mental health counseling with their doctor. The study also found that patients who viewed the video were more likely to have more positive attitudes towards seeking help (ATSPPH-SF). Finally, the study examined whether there were differences in outcomes for those patients who reported having a conversation with doctor and those who did not have a conversation and found those who reported having a conversation with their doctor were more likely to have lower knowledge about counseling.

Committee: Darcy Haag Granello (Committee Chair); Colette Dollarhide (Committee Member); Christopher Wolters (Committee Member); Perry Lin (Committee Member); Waleed Khalil (Committee Member) Subjects: Behaviorial Sciences; Counseling Education; Mental Health; Psychotherapy