Specialist in Education (Ed.S.), University of Dayton, 2020, School Psychology

Social-emotional learning (SEL) is the process by which students incorporate skills, attitudes, and behaviors to deal effectively with life's daily obstacles (CASEL, 2019). Social and emotional skills are predictors of school success; thus, schools are increasingly looking for ways to develop students' social-emotional skills. SEL programs can have a long-term impact behaviorally and academically. Most SEL programs are implemented in after-school programs or added on to schools' pre-existing daily curricula. SEL is often integrated into a multi-tiered system of support (MTSS) and specifically provided to those students who demonstrate a need for it (Eklund, Kilpatrick, Kilgus, & Eckert, 2018). To date, few studies have investigated SEL programs that are delivered within the academic curriculum; programs that demonstrate alignment between SEL standards and academic learning standards remain largely unexplored. Using a qualitative inquiry design, the implementation of a social-emotional learning English/Language Arts program known as SELLA was examined from the perspective of participating teachers for its feasibility, acceptability, and alignment with the state's learning standards for ELA. Themes fell into two categories related to teachers' perceptions of the program experience, including: 1) areas of strength and 2) areas of suggested improvement. Additionally, three themes emerged specifically regarding alignment of the program with the state's learning standards in writing: 1) teachers needed to independently add content to meet writing standards; 2) teachers see improvements in their students writing after the SELLA program; however, they cannot deduce if that is a direct result of the SELLA program; and 3) students who do not normally participate in the general curriculum are now participating in the SELLA curriculum. The findings are presented along with implications for future research.

Committee: Elana Bernstein Ph.D. (Committee Chair); Sawyer Hunley Ph.D. (Committee Member); Treavor Bogard Ph.D. (Committee Member) Subjects: Education; Educational Psychology; Mental Health; Psychology; School Counseling; Teacher Education

Specialist in Education (Ed.S.), University of Dayton, 2022, School Psychology

In recent years, evidence supporting a whole-child approach to education—one that considers not only academic proficiency but also development of social-emotional competence (SEC) as important outcomes of education for students—has mounted. As the benefits of supporting student SEL skills have become more widely known, recognition of the value of supporting teachers' SEC has surfaced, too. Research indicates a range of positive classroom implications for teachers' having high SEC, including more effective management of student behaviors and higher quality implementation of evidence-based practices. Existing research demonstrates that schools can support teachers' SEC directly through SEL-focused professional development opportunities, but it is unclear if teachers' delivery of student-centered SEL programming indirectly results in similar improvements in SEC. Using a program evaluation with a comparison group design, the present study examined the impact of classroom delivery of the Social Emotional Learning Language Arts curriculum on teachers' SEC and whether factors such as implementation quality and perceptions of the curriculum predicted SEC levels. Results of a survey of (n = 64) K-6 teachers revealed no significant relationship between SELLA implementation and self-reported SEC level, and neither perceptions of the curriculum nor implementation quality significantly predicted teacher SEC. Nonetheless, the findings of this study contribute to an emerging research base exploring practical, effective, and efficient ways that schools can support teacher SEC. Implications for practice and suggestions for future research are discussed.

Committee: Elana Bernstein (Committee Chair); Amanda Deeter (Committee Member); Meredith Wronowski (Committee Member) Subjects: Education; Psychology

Specialist in Education (Ed.S.), University of Dayton, 2022, School Psychology

The positive impacts of social emotional learning (SEL) on student's well-being are well documented. With the recent adoption of the Ohio K-12 SEL standards in June of 2019, there is much to learn about the standards and the subsequent implementation of SEL programs statewide. Teacher awareness and perceptions are critical to ensure the standards are carried out with fidelity. This study examined data gathered from eight individual interviews of currently practicing teachers across the eight demographic typology categories in Ohio. Teachers shared their awareness and perceptions of the recently adopted SEL standards. Analysis of the interview transcripts revealed there was limited awareness of the contents of the SEL standards, and limited awareness of the specific standards or curricula that their respective school districts used for social emotional learning, across all school typologies and regions of the state. The SEL state standards were not mentioned initially by any of the participating teachers when asked to share their experiences with SEL to date. In exploring the perceptions of current teachers regarding the Ohio's K-12 Social and Emotional Learning standards, the analysis revealed four broad themes: 1) there is a need for SEL 2) certain teachers have limited involvement in district SEL programming 3) SEL standards are beneficial, and 4) adding standards without taking away other teaching responsibilities is a significant challenge. Subthemes emerged for theme four, including: getting buy-in from teachers is a barrier and time is a barrier. Although awareness was limited, all participants described the benefits of SEL programming for students, including academic success and the ability to express personal feelings and emotions. As a result, it is necessary that the Ohio K-12 Social and Emotional Learning Standards are disseminated to all of Ohio's teachers and that districts strive to implement social emotional learning that is align (open full item for complete abstract)

Committee: Elana Bernstein (Committee Chair); Brenda Gerhardt (Committee Member); Susan Davies (Committee Member) Subjects: Education; Teacher Education

Doctor of Education, Miami University, 2023, Educational Leadership

The purpose of this qualitative, narrative research study was to examine the perceptions of school social workers and their ability to serve as transformative Social Emotional Learning (SEL) leaders in public school settings. The study is significant because there is limited existing research from the perspective of a school social worker. The research applies a transformative leadership lens and transformative SEL leadership tenets to participant responses. Methods: Participants engaged in a semi-structured interview process and answered questions about school processes, procedures, and policies, which provided support or barriers to their transformative SEL work. Results: Factors influencing the SSWs' transformative leadership were identified as a) organizational structures, b) discipline policies and practices, c) communication, d) building relationships with families, e) community engagement, and f) professional identity. The identified factors demonstrate how clarity of roles and the SSW professional identity are critical to the success of their leadership practices. SSWs shared the challenges they face when helping school staff understand the SSW's role and how they are able to contribute to the school ecosystem. Participants reflected on the need to improve their capacity to serve as transformative SEL leaders. The results summarize the influencing factors and provide recommendations for further study as well as implications for school districts to limit the underutilization or undervaluing of SSWs in the public school setting.

Committee: Lucian Szlizewski (Committee Co-Chair); Stephanie Danker (Committee Member); Érica Fernández (Committee Co-Chair) Subjects: Educational Leadership; Educational Sociology; Social Work

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2024, International Institute for Innovative Instruction

Students faced many challenges during the onset of COVID-19 across the country, including isolation in their learning from not being able to be in the classroom with their peers. Although we are four years post- pandemic, a survey found more than 80% of public schools reported “stunted behavioral and socioemotional development” in their students because of the COVID-19 pandemic (De Leon, 2022). Public school leaders have seen an impact from the pandemic on students' socio-emotional and behavioral development and have seen increased incidents of classroom disruptions from negative behaviors in the classroom (56 percent) (National Center for Education Statistics, 2022). The purpose of this case study is to see how teachers have implemented SEL post- pandemic and the strategies used to improve behavior in the classroom and reduce office referrals, since COVID-19. There were 17 participants from one urban school district in the Midwest that participated in interviews and 12 of those participants participated in a classroom observation. Hearing the experiences of educators from the last four school years on students' SEL skills, looking at SEL competencies presently being taught in the classroom, along with office referral data from the last four school years provides results that will help guide educators as we move further away from the pandemic.

Committee: Eliot Jackson (Committee Chair); Linda Locke (Committee Member); Crissie Jameson (Committee Member) Subjects: Education; Middle School Education; Teaching

Doctor of Education , University of Dayton, 2023, Educational Administration

The problem of practice for this study is to examine the impact of teacher morale on instructional delivery amidst the COVID-19 pandemic. This is based on the premise that since the outbreak of COVID-19, teachers have been bombarded with an increase of work-related duties that have made it difficult for them to prioritize teaching at the expense of the self-care of students and themselves (Kralovec et al., 2021). Based on the literature (Mukhter & Chowdhary, 2020; Pressley, 2021), staff interviews, and observations, teachers are feeling more stress due to the pandemic (Pressley, 2021). The theoretical frameworks applied to this study were Herzberg's Two-Factor Theory of Motivation (TFTM) and the care and equity elements of Brooks' Critical Theory of Love (CToL). The research approach that was selected to answer the primary research question for this study was phenomenology. The types of data collection methods used in this study included interviews, surveys, and a focus group. The themes that emerged from the interviews, observations, focus group, and survey results show that teachers have not recovered from the challenges presented by the pandemic. Specifically, teacher SEL needs have not been met, additional planning time is needed, and more in-district and out-of-district collaboration is necessary.

Committee: Ricardo Garcia (Committee Chair); John Sutlive (Committee Member); Mary Beth Reardon (Committee Member) Subjects: Education

PhD, University of Cincinnati, 2023, Education, Criminal Justice, and Human Services: School Psychology

Despite a need for supports to combat poor body image and reduce risk for eating disorders among middle school girls, the research on intervention efforts to increase social-emotional competencies has been relatively neglected. The current study examines the effectiveness of a prevention program that combines two evidence-based intervention programs to increase middle school girls' overall self-awareness and self-management. A multiple baseline design across three groups was used to assess changes in students' social-emotional learning competencies. Visual analysis of the data showed no evidence of a functional relationship between the intervention implementation and changes in student's self-ratings on social-emotional learning competencies, a finding that supported previous research that the SEL intervention package has not yet produced the results of the original The Body Project (TBP). In the current study, all three groups reporting that they enjoyed the group intervention with the Grade 8 girls reporting higher levels of agreement that the intervention was effective, acceptable, and relevant. The implications of the research and future directions are discussed.

Committee: Julie Morrison Ph.D. (Committee Chair); Lori Vincent Ph.D. (Committee Member); Rachel Saunders Ph.D. (Committee Member) Subjects: Behavioral Sciences

Doctor of Education , University of Dayton, 2023, Educational Leadership

This participatory action research study took the conceptual framework of Social Emotional Learning (SEL), collaboration merging through solid relationships to analyze the realities of the teacher on special assignment (TOSA) role and the job description. This study involved individual interviews and a focus group; both were coded using inductive coding. The results of this study revealed themes of SEL, collaboration, relationships, transitional needs, and future job recommendations. In collaboration with the director of student support services, a two-goal action plan centered around continuing SEL growth and improving this role in the future was made. Due to financial needs that hold significant impact, Westview cannot consider this action plan as their focus and area of need do not align at this time.

Committee: Ricardo Garcia (Committee Chair); Nicholas DeGrazia (Committee Member); Joni Baldwin (Committee Member) Subjects: Education; Educational Leadership; Elementary Education

Doctor of Philosophy, The Ohio State University, 2022, EDU Teaching and Learning

My study contributes to the literature that examines diverse issues pushing back on and expanding Social and Emotional Education in elementary school contexts. Schools and educational institutions require more attention and responsibility to promote students' social, emotional, and relational lives. In my dissertation, I paid particular attention to everyday classroom interactions between first graders that took place away from the eyes and ears of teachers and explored how they engage in facilitating social and emotional practices and relationship building in these daily moments of classroom underlife (Goffman, 1961). Drawing upon CASEL's five core domains of SEL competencies (CASEL, 2020) and a languaging theory (Bloome & Beach, 2019), my microethnographic discourse analysis examined what social, emotional, and relational aspects were demonstrated and constructed in their underlife interactions and what interactional moves the students made that fostered social and emotional practices and relationship building. My findings show that (a) the students demonstrated and built up all of the CASEL's five core domains of SEL competencies in momentary classroom underlife interactions, and (b) they utilized tactful and sophisticated interactional moves (e.g., relational keys) to explore and construct various social norms and relationships with each other and the world while meeting expectations for classroom tasks. My findings highlight how the students fluently demonstrated and built each of the CASEL's five core domains of SEL competencies in an integrated way in fleeting moments of classroom underlife interactions. Moreover, my findings emphasize that the first graders are already doing the sophisticated social, emotional, and relational work in their underlife that constitutes an essential part of their everyday classroom lives. These findings challenge the dominant Social and Emotional Education approach the teaching of SEL knowledge and skills is explicitly (open full item for complete abstract)

Committee: Michiko Hikida (Advisor); Laurie Katz (Committee Member); Caroline Clark (Committee Member) Subjects: Early Childhood Education; Education; Elementary Education; Language; Teacher Education

Master of Arts, Wittenberg University, 2022, Education

The following study examined how using different Social Emotional Learning strategies in art impacts middle school students' ability to express their emotions. The participants in the study consisted of 10 seventh grade students from a large public district in Central Ohio during the 2021-2022 school year. Students completed three art projects that focused on expressing emotions using color, facial expressions, and design. My findings showed that based on the rubrics students understood how to express their emotions on their art projects because they scored highly on each rubric. When looking at the data from student reflections and surveys, it did not show a significant change over time. When looking at individual students, the results showed that the intervention positively impacted some students but did not have a significant impact on others. Due to the small number of students participating in the study and the short amount of time the study took place, further research is required to explore the effects of SEL intervention in the middle school art classroom.

Committee: Hillary Libnoch (Advisor); Jessica Tynan (Committee Member); Erin Hill (Committee Member) Subjects: Art Education; Education; Educational Psychology; Middle School Education

Specialist in Education (Ed.S.), University of Dayton, 2022, School Psychology

The coronavirus (COVID-19) pandemic has impacted nearly every student across America. Not only has students' academic well-being been impacted, but so has their social and emotional well-being. Specific literature on high school students' social emotional learning (SEL) needs is limited given the newness of the crisis. This qualitative study will share results from nine Zoom interviews with high school students at a private school examining different SEL needs amidst the COVID-19 pandemic. Students experienced a variety of SEL needs, including peer support, regular check-ins with adults, a desire for in-person schooling experiences even with the COVID-19 mitigation methods that included social distancing and mask wearing, and support in their decision making process regarding their future self. These students met their own SEL needs through utilizing different forms of technology to connect with peers, personal coping strategies when they felt stressed or anxious, necessary mental and communicative adjustments due to the COVID-19 mitigation methods of social distancing and mask wearing, and self-reflection and guidance for decision making regarding their future self.

Committee: Layla Kurt (Advisor); Elana Bernstein (Committee Member); Meredith Wronowski (Committee Member) Subjects: Education; Educational Psychology; Psychology; Secondary Education

Specialist in Education (Ed.S.), University of Dayton, 2022, School Psychology

Therapy dogs are often utilized in schools to promote reading skills; however, there is little research on how therapy dogs can be incorporated into social and emotional learning (SEL) programs. This qualitative study involved semi-structured interviews with administrators, teachers, and counselors regarding the potential use of therapy dogs in SEL programs in their schools. Participants described their experiences with social emotional learning, therapy dogs, and the feasibility of incorporating a therapy dog into a SEL program. Data were collected and transcribed interviews were coded for themes. Five themes emerged: Therapy Dogs Support SEL Needs of Students, Therapy Dogs Support SEL Needs of Staff, Therapy Dogs can Improve the Approachability of SEL Content, Training and Ownership Considerations, and Scheduling can Present Implementation Challenges. Implications for practice are discussed and suggestions are made for future research on the use of canines in SEL programming.

Committee: Elana Bernstein Ph.D. (Committee Chair); Susan Davies Ed.D. (Committee Member); Holly Rittenhouse-Cea Ph.D. (Committee Member) Subjects: Animals; Education; Psychology

Doctor of Philosophy, The Ohio State University, 2021, Educational Studies

Social and emotional learning has been recognized for positively impacting students' social, emotional, behavioral, and academic outcomes (Durlak et al., 2011; Dusenbury & Weissberg, 2017; Taylor et al., 2017). State departments of education have taken this research and implemented statewide social and emotional learning standards for educators to incorporate into their curriculum (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2019; Ecklund et al., 2018; Yoder et al., 2020). However, there is a dearth of research on the experiences of educators who plan, prepare, deliver, and evaluate the SEL standards. Additionally, the 2020-2021 school year was profoundly impacted by the COVID-19 health pandemic that created additional challenges for educators trying to meet academic and SEL standards (Darling-Hammond & Hyler, 2020). The purpose of this study was to explore the lived experiences of elementary educators who were implementing the state SEL standards during the COVID-19 health pandemic. Semi-structured interviews were conducted with 15 elementary educators licensed as either general education classroom teachers, principals, or school counselors and worked for at least two years. Participants were from a midwestern state that had kindergarten through twelfth grade SEL state standards. Moustakas' (1994) phenomenological reduction process was utilized to describe the essence of the participants' experience that included: a need to prioritize SEL, a focus on relationship building while navigating barriers to connection, awareness of adult SEL needs, and educational inequities highlighted by COVID-19. Implications for elementary educators, educational training programs, and educational policy makers are discussed in addition to recommendations for future research.

Committee: Brett Zyromski Ph.D (Committee Chair); Colette Dollarhide Ph.D (Committee Member); Belinda Gimbert Ph.D (Committee Member); Dustin Miller Ph.D (Committee Member) Subjects: Counseling Education; Education; Educational Leadership; Elementary Education; School Counseling; Teacher Education; Teaching

Doctor of Education (Ed.D.), University of Findlay, 2021, Education

K-12 public schools have increasingly implemented social and emotional learning (SEL) programs to improve student academic and life outcomes. To date, over 100 schools have purchased a framework created by Focus 3 called the R-Factor. The program was created for business and there is no research of its effectiveness in the school setting. This mixed methods study occurred in a Midwestern rural school. It examined how training staff and students in the R-Factor impacts student emotional intelligence (EQ), —a driver of SEL— school climate, and student discipline. To evaluate student EQ, 892 students in grades 3-12 took a Six Seconds SEI-YV EQ pretest and 905 students completed a posttest. To analyze school climate, 183 staff members took a pretest and 171 staff took a posttest Six Seconds Educational Vital Signs (EVS) survey; 10 staff participated in a semi-structured interview. Student referral data (n = 1,121) from the 2019-20 school year prior to R-Factor implementation were compared to the 2020-21 school year (n = 1,048) using descriptive statistics. Discipline analysis was also derived from a semi-structured interview with three principals in charge of discipline. Results of the study show that R-Factor does not increase nor decrease student EQ. The quantitative data did not prove R-Factor increases staff opinion of school climate, but qualitative analysis revealed an increase. R-Factor lowered student disciplinary referrals in both the quantitative and qualitative evaluation. Implications of these findings are discussed and recommendations are provided for school leaders who are considering implementation of R-Factor in their school.

Committee: John Gillham (Committee Chair); Rahman Dyer (Committee Member); Chris Moser (Committee Member) Subjects: Education

Doctor of Education, Miami University, 2021, Education

Social and emotional learning (SEL) is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. The purpose of this small case study is to explore the role of school social workers in social emotional learning, as well as the barriers school social workers experience to utilizing social emotional learning in Ohio schools. The study found that Ohio school social workers feel competent to assist students in achieving the social emotional learning standards that were adopted by the Ohio Department of Education in the summer of 2019. In addition to assisting with social emotional learning, Ohio school social workers report that most administrators do not understand what a school social worker is capable of doing in the educational environment, as well as how a school social worker differs from a school counselor, guidance counselor, or school psychologist.

Committee: Lisa Weems Dr. (Committee Chair); Lucian Szlizewski Dr. (Advisor); Kristy Brann (Committee Member) Subjects: Education

Bachelor of Science in Education, Ashland University, 2021, Teacher Education

Many contemporary researchers and educators agree on the need to implement social-emotional learning (SEL) in modern public education to teach necessary life skills not usually covered in academic instruction. Typically SEL instruction has focused on primary-level students, but research shows that middle and high school students also benefit from SEL instruction in a very meaningful way during the critical period of development these students experience during adolescence. The field of English Language Arts in itself is a venue for straightforward SEL instruction. Many English Language Arts teachers are already implementing SEL into their curriculum, whether intentionally or unintentionally. The very nature of the field of literature and the study of it embodies SEL as readers vicariously observe and empathize with the experiences of fictional characters. This characteristic of the field creates a unique pathway to SEL instruction through the use of literature that allows for straightforward intercurricular implementation, requiring few changes to the existing curriculum. Included in this document is a curriculum guide for high school English Language Arts teachers to implement SEL into their existing academic curriculum, based on the Ohio Department of Education's new K-12 SEL Standards.

Committee: Hilary Donatini Dr. (Advisor); Terri Jewett Dr. (Advisor) Subjects: Education; Educational Theory; Language Arts

Doctor of Philosophy, The Ohio State University, 2019, Music

The purpose of this study was to investigate the potential benefits of high school marching band participation from the perspectives of high school band directors, band students, and band parents. Through the use of survey methodology, this research aimed to examine the potential musical benefits as they pertain to the 2014 NAfME music education standards for ensembles. This study also examined the potential social benefits as they relate to the constructs for social and emotional learning outcomes as stated by the Collaborative for Academic, Social, and Emotional Learning (CASEL). The participants included 14 band programs purposefully sampled to represent a variety of demographic and philosophical variables. Three unique questionnaires were developed (one for the director, one for students, and one for parents) containing items for participants to rate on a Likert-type scale, as well as prompts which requested narrative response. Results from all three surveys (directors N = 14, students N = 431, parents N = 331) showed unanimous agreement that the improved concept of rhythm was the highest perceived musical benefit of marching band participation. Evidence regarding the social benefits showed that participants viewed marching band as an activity that mostly improves the SEL competencies of relationship skills, self-management, and self- awareness.

Committee: David Hedgecoth PhD (Advisor); Daryl Kinney PhD (Advisor); Russel Mikkelson DMA (Committee Member); Christopher Hoch PhD (Committee Member) Subjects: Music; Music Education

PHD, Kent State University, 2018, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The purpose of this quantitative study was to examine the influence of social-emotional competence (SEC) and various other student- and school-level variables on the academic achievement of kindergarteners. Data were collected on a nationally representative cohort of kindergarteners as part of the United States Department of Education's Early Childhood Longitudinal Study (ECLS-K: 2011) beginning in fall 2010 (n = 18,174). As part of the ECLS-K: 2011, students were assessed via a wide range of sources of information about the children's development, early learning, and school progress. The obtained data were analyzed via Hierarchical Linear Modeling to investigate the influence of student- and teacher-level factors on student achievement. The study found the following: 1) that there was a significant amount of variability in children's mathematics and reading achievement in spring of kindergarten that is explained by school-level variables, as opposed to student-level variables; 2) that children's membership in particular racial groups, gender categories, and socioeconomic statuses all resulted in significant within-school mathematics and reading achievement gaps in spring of kindergarten, controlling for various student background characteristics; 3) that various school-level variables significantly contributed to models predicting children's spring kindergarten mathematics and reading achievement; and 4) children's poverty interacted with their school membership to affect spring kindergarten mathematics and reading achievement.

Committee: Jason Schenker PhD (Committee Chair) Subjects: Early Childhood Education; Education; Education Policy; Educational Psychology; Educational Tests and Measurements; Mathematics Education; Preschool Education; Quantitative Psychology; Reading Instruction; School Administration

Master of Arts, Miami University, 2009, French, Italian, and Classical Studies

This thesis is an attempt to gain a more complete perspective about the plight of the poor, colonized Jewish intellectuals in twentieth century French North Africa, the obstacles they were presented with, and the few options that were available to them, through a literary and cultural analysis of Albert Memmi's strongly autobiographical novel La statue de sel. It is also an attempt to utilize Memmi's extraordinarily even-handed and sober analysis of the colonial situation in Portrait du colonise, Precede de Portrait du colonisateur to achieve a balanced understanding of the French colonial system in Tunisia that is absent from the majority of literature on the subject.

Committee: Mark McKinney PhD (Advisor); Jim Creech PhD (Committee Member); Claire Goldstein PhD (Committee Member) Subjects: Literature; Philosophy