Doctor of Philosophy, Miami University, 2015, Educational Leadership

Skillful teachers are key to developing good schools. Because of this, understanding the school as a workplace is necessary to investigate why teachers leave and what encourages them to stay. The relationship between the principal, as the boss, and the teacher, as the employee, is one under-researched component of the school workplace which is important for developing a broad understanding of teacher turnover. This cross-sectional study uses a definition of principal mistreatment behaviors from the literature in the development of an original mixed method survey and a random sample of teachers from public schools in the State of Ohio to investigate how often principal mistreatment behaviors are experienced by a random sample of teachers in K-12 public schools. Mistreatment behaviors were paired with an opposite principal support behavior using Likert-style response options and were specifically focused on the 2012-2013 school year. Open-ended questions were included which asked for more general experience with principal mistreatment behaviors, effects on the teachers health, opinions about school culture and student bullying, and the effects of principal treatment behaviors on the teachers sense of efficacy and job satisfaction. The result of the study suggests that principal mistreatment and lack of support behaviors are widely experienced by teachers in the sample; however, these behaviors occur at a low frequency. Almost half of the teacher experienced severe level principal mistreatment behaviors, as defined by past research, during the school year. Mistreatment behaviors experienced by teachers resulted in a variety of teacher's health concerns. A majority of teachers considered the principal-teacher relationship as an important factor in their sense of efficacy and job satisfaction. It is recommended that the education of future teachers and principals include a model of administration leadership which is developed by actual teacher experience. Further researc (open full item for complete abstract)

Committee: Thomas Poetter (Committee Chair); William Boone (Committee Member); Kathleen Knight Abowitz (Committee Member); Andrew Saultz (Committee Member) Subjects: Educational Leadership; School Administration

Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

Students today have various feelings of distrust among many of their teachers and administrators regarding the handling of violent episodes. As such, an examination of existing educational research to assess strategies that promote school safety and how to access community partnerships within this study is warranted. The efficacy of nonviolent and restorative disciplinary practices, with characteristics of social/emotional wellness programs supported by community partnership school resource officer (SRO) initiatives, are examined. Demonstrations of how positive school culture, features of emotional wellness programs, and an SRO's community-based role can promote school safety rather than exacerbate the school-to-prison pipeline are shared. This study further builds on the current pool of knowledge through an investigation of the viewpoints of 18 participants including school personnel and recent graduates in rural, suburban, and urban school districts across three counties in Northeast Ohio. Specifically, the researcher examined the perspectives of four key stakeholder groups to study their ideas regarding school safety, SROs performing law enforcement duties at the school and the associated impacts on learning, recommendations for ensuring building-wide safety, existing school climate and safety strategies, and SROs implementing the triad model (i.e., law enforcement, teacher/mentor, counselor). The investigation utilized Q-methodology and follow-up questions. Seventeen of the 18 Q-sorts loaded significantly on one of the three factors (summarized as Factor 1: We Are In This Together, Factor 2: Keep Us Safe, and Factor 3: Teachers Teach), which together explained 67% of the study variance. Follow-up questions provided additional support and context for the researcher's operationalization of the participants' collective viewpoints across these three main lines. Implications of this research will provide districts and educational professionals a blueprint for restor (open full item for complete abstract)

Committee: Karen Larwin PhD (Advisor); John Hazy PhD (Committee Member); Ronald Iarussi EdD (Committee Member) Subjects: Education; Educational Leadership; School Administration; School Counseling

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

In 2021-2022, once routine school board meetings erupted into intense showdowns because of the presence of what many believed to be Critical Race Theory within the school curriculum, Comprehensive Sex Education, disagreement over gender identity, and the nature of parents' rights. There were shouting matches and accusations that schools, board members, and parents were racists, hated America and members of the LGBTQ community, were trafficking in communism, and were harming children. Commenters made fiery pledges to remove board members, and board members received hate mail including death threats. This research project interrogates parents', guardians', and concerned community members' publicly expressed beliefs and anxieties about Critical Race Theory (CRT), gender identity, and Comprehensive Sex Education (CSE), at 10 geographically diverse K-12 public school board meetings in the U.S. available online in 2021-2022. It considers what their comments at the board meetings reveal about their understanding of the world, of America, American identity, and of their own values, hopes, and fears. The methodology used in the project is anthropological. There is close textual analysis to better ascertain the content, context, and meanings of the discourse formations and cultural codes. These are the primary sources analyzed: comments at the school board meetings, written and televised speeches, personal letters, newspapers, op-eds, slogans, protest signs, campaign commercials, websites, and social media. In addition, historical and archival research trace the genealogy of these discourse formations within American culture among the secular and white evangelical Religious Right. The anti-CRT commenters and those who hold to traditional gender ideologies want to maintain a particular culture, an ordering of the world, including ideology and theology that is rooted in hierarchy, exclusion, and particular gender norms heavily influenced by the Southern way of life. (open full item for complete abstract)

Committee: Timothy Messer-Kruse Ph.D. (Committee Chair); Vibha Bhalla Ph.D. (Committee Member); Andrew Schocket Ph.D. (Committee Member); Jessica E. Kiss Ph.D. (Other) Subjects: African American Studies; American History; American Studies; Bible; Black History; Curricula; Education; Education History; Ethnic Studies; Families and Family Life; Gender; Gender Studies; History; Multicultural Education; Political Science; Spirituality; Teacher Education; Theology

Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

What do teachers perceive to be the impact of positive behavior management systems on supporting teachers, students, and families? This research investigated the implementation and impact of school-wide positive behavior support systems as a crucial approach to addressing behavior challenges and supporting both teachers and students. Recognizing the significant challenges teachers face in managing student behavior alongside their essential duties, this study delves into the potential benefits of positive behavior support systems as an alternative to punitive discipline methods. Building upon previous research, the results of this investigation underscored the positive outcomes associated with school-wide positive behavior support systems. The research employed a qualitative phenomenological case study involving 12 diverse educators, providing valuable insights from those directly responsible for classroom management. The findings revealed that these systems effectively reduced situations involving exclusionary practices, enhanced student-teacher relationships, and contributed to the establishment of a positive classroom culture and climate. Supported by observations, interviews, and artifact collection, the participants identified key factors influencing the success of positive behavior support systems, including administrative and parental support, access to professional development opportunities, and collaborative experiences among teachers and school administration. The study further highlighted the importance of consistent school-wide expectations, procedures, and guidelines in managing student behavior and advocates for tailored support for students with diverse backgrounds. Notably, positive restorative practices and training for teachers contribute to meeting the needs of all students and result in increased overall student achievement. Despite the evident benefits, the need for ongoing refinement of school-wide positive behavior support systems, (open full item for complete abstract)

Committee: Jane Beese Ed.D. (Advisor); Christopher Basich Ed.D. (Committee Member); Victoria Kress Ph.D. (Committee Member) Subjects: Behavioral Psychology; Behavioral Sciences; Behaviorial Sciences; Early Childhood Education; Education; Education Philosophy; Educational Evaluation; Educational Leadership; Educational Psychology; Educational Sociology; Elementary Education; Teacher Education; Teaching

Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

Public school education faces a critical challenge as a growing number of teachers are choosing to leave the profession every year, leaving school districts struggling to recruit and retain qualified teachers. Existing literature reveals that negative school culture is a significant contributor to teachers' job dissatisfaction, which is among the primary reasons behind teachers' decisions to leave and dissuades others from joining the profession. The role of principals in shaping and maintaining a healthy school culture is explored, with transformational leadership identified as a key factor in their effectiveness. This study aims to contribute to a deeper understanding of the factors influencing teacher attrition. Using a mixed-methods design through Q-methodology, the researcher examined the perspectives of 22 former K–12 public school teachers on their reasons for leaving the teaching profession. The participants had taught in K–12 public schools located in rural, suburban, and urban school districts. Data was collected using Q-Method Software. Results indicate that despite having positive relationships with colleagues and reasonable organizational arrangements and opportunities for learning, most participants had negative perceptions of their leadership, citing a lack of positive interactions, feeling undervalued, and a perceived absence of support from their principals. For school districts looking to foster a stable and resilient education system, the results of this research hold the potential to inform policy decisions and educational practices aimed at creating a more conducive and supportive environment for teachers.

Committee: Karen Larwin PhD (Advisor); Traci Hostetler EdD (Committee Member); Kenneth Miller PhD (Committee Member) Subjects: Education; Educational Leadership; School Administration

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

This study aimed to identify what school staff at a career-technical education high school believed about school discipline. The study employed Q Methodology to answer the research question regarding what school staff thought about discipline in schools. Participants completed a Q-sort and post-sort questionnaire to provide data. Qualitative and quantitative data analysis methods were used to interpret the results. The analysis revealed three factors: teachers expressed interest in using more proactive, positive approaches to discipline; teachers emphasized that context and background were important in making discipline-based decisions; and teachers believed that the school's culture suffered from an overemphasis on punitive measures along with other organizational concerns. The author identified several important areas the school could address to improve discipline policies and practices, and improve school culture, such as implementing PBIS, improving educational leadership, and providing more shared leadership opportunities.

Committee: Brian Barber (Committee Chair); Bridget Mulvey (Committee Member); Jennifer Schneider (Committee Member) Subjects: Education; Educational Leadership

Doctor of Education, Ashland University, 2023, College of Education

The problem of exclusionary discipline and the negative impact on students of color has been documented in the literature for many years. This pragmatic, qualitative dissertation examined teachers' and school administrators' practices and interventions they utilized to avoid exclusionary discipline. A structured interview process was used to interview eight teachers and two administrators from an urban school district in the Midwest. Teachers and administrators were asked what daily behavioral challenges they faced and what actions they took to avoid exclusionary discipline. Key findings from the research indicated efforts by school personnel to prevent disciplinary actions and exclusions. Interventions were built around relationship building, clear communication of expectations, and creating an inclusive school culture that is proactive versus reactive. There are also implications for teacher and administrator training, in creating caring, communities built around positive relationships.

Committee: Dr. Judy Alston (Advisor) Subjects: Education

Master of Arts (MA), Ohio University, 2023, Sociology (Arts and Sciences)

First available in the US in 2017, TikTok is a relatively new social media platform. This, however, has not prevented it from playing a massive role in people's socialization. Although some hail social media as the end of the culture industry's tyranny, the fundamental logic of capitalist ownership and production still guides TikTok, as evidenced by the prevalence of advertising, data collection, and censorship on the platform. In capitalist society, ubiquitous hints of emancipation that are often eclipsed by realities of alienation and manipulation lead people to crave something "real," or "authentic” – perhaps explaining the latter term's status as a buzzword in TikTok discourse. With authenticity being a socially constructed designation, I aim to discern the criteria people employ to determine (in)authenticity on TikTok. I ground my critique in the Frankfurt School to explore how determinations of authenticity reinforce or subvert capitalist reality. To gather data, I conducted a “scavenger hunt” study of 238 people in which they provided links to videos they deemed fake and authentic alongside justifications for why they thought a video was apt. After coding justifications with a Systematic Thematic Discovery approach, I found that most definitions of authenticity (relatability, vulnerability, good marketing…) reinforce the capitalist status quo; however, some – like the tendency to see profiteering as fake – suggest that “seeing through” is possible. This has notable implications for the creation of echo chambers, the formation of identity, and the definition of reality in capitalist society.

Committee: Thomas Vander Ven (Committee Chair); Howard Welser (Committee Member); Matthew Rosen (Committee Member); Cynthia Anderson (Committee Member) Subjects: Communication; Sociology

Master of Dental Hygiene, The Ohio State University, 2022, Dental Hygiene

As 63% of the limited English population are compromised by Latinos and Spanish being the second most spoken language in the United States, there is an opportunity for language concordant care to be used in dental hygiene clinics. To create culturally competent providers that demonstrate language concordant care, the study aims to understand dental hygiene students' and directors' perceptions of integrating a Spanish language course into their program. A Qualtrics survey adapted from two previous research studies, was sent via email to 327 CODA accredited dental hygiene programs during the months of October-November 2021. Dental hygiene program directors were directed to relay a separate email to final year dental hygiene students. Additionally, social media posts were used to gain more participation. One hundred and nineteen full student responses were recorded for this study. Of the 119 responses, 72.3% of the students indicated they are willing and able to develop their Spanish language skills to serve a limited English proficient community. These students noted the reason they believe it would be fundamental for students to learn Spanish was due to majority of their LEP population speaking Spanish in the dental clinic and it would also help students become culturally competent providers (56.3%). Thirty-four full responses were recorded from dental hygiene program directors. Most of the directors indicated there are no resources available to use for managing LEP patients and no formal instruction (41.2%). Based on plans to integrate a language training course, majority of hygiene directors indicated they would choose Spanish (55.9%). The responding directors also indicated that it would be “extremely unlikely” (52.9%) to accommodate a Spanish language into the existing curriculum. Growing Spanish speaking LEP communities provide an opportunity for language concordant care to be used in dental hygiene clinics. Studies are needed to reveal best practices for deve (open full item for complete abstract)

Committee: Rachel Kearney (Advisor); Erin Gross (Committee Member); Anjum Shah (Committee Member) Subjects: Dental Care; English As A Second Language; Foreign Language; Health Care; Latin American Studies; Medicine; Teaching

Doctor of Education, Miami University, 2021, Educational Leadership

This dissertation is published in the format a white paper series which tells the story about Butler Tech's Fifth Day Experience across six issues. FDE is a student-centered initiative that was launched in the spring of 2020, and aims to operationalize deeper learning by exploring student voice, teacher agency, equity, personalized learning and innovation. FDE also aims to serve as a catalyst to redesign schools. A mixed methods approach was used to capture the action research process. Each white paper issue ranges between 12-15 pages and focuses on different themes within the research. Each issue include narratives, trends, and patterns from the data and highlights the evolution of FDE as it moves in real-time from a 1.0 model, to the 2.0, and eventual 3.0 versions. Issue one focuses on the origin of FDE. Issue two unpacks student voice in the design process. Issue three centers on the student experiences during the implementation process. Issue four focuses on an unexpected Covid-19 influenced model. Issue five captures the structural changes and highlights the rich programming. Issue six offers an executive summary, compares the three design models and provides a vision for the future of FDE. My hope is that school leaders, policymakers, and change agents use this white paper series as a vehicle to influence their own efforts to transform the educational world. Each publication is practical, applicable and offer critical insights into the FDE journey.

Committee: Thomas Poetter PhD (Advisor); Lucian Szlizewski (Committee Member); Lucian Szlizewski (Committee Member); Joel Malin (Committee Member); Joel Malin (Committee Member); Stephanie Danker (Committee Member); Stephanie Danker (Committee Member) Subjects: Curriculum Development; Education; Educational Leadership; Educational Theory; Entrepreneurship; Higher Education; Multicultural Education; Pedagogy; Personal Relationships; Teacher Education; Teaching

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

School bullying has become a global concern due to its detrimental consequences on children's well-being. In the prevention and intervention of school bullying, teachers play a critical role, especially in detecting the signals of bullying, being aware of its consequences, and effectively responding to bullying incidents (Bradshaw et al., 2013; Horne et al., 2003). The current study aimed to explore teachers' personal and professional experiences of bullying, perceived school culture and climate, and motivation to combat bullying. A qualitative approach, a collective case study, was deemed appropriate to investigate these concepts through in-depth interviews. The participants of this study consisted of the regular education teachers (n =8) of a bilingual urban elementary school in the Midwest, United States. The results revealed that participants value anti-bullying practices and are intrinsically motivated to combat bullying. Their extrinsic motivation appeared to be negatively affected by the high workload and a lack of support systems available. Despite these concerns contributing to a lack of extrinsic motivation, the positive school culture and climate were significant external motivators. Teachers' experiences with bullying and perceptions of the school culture and climate are further interpreted to provide a holistic view of their motivation to combat bullying. Recommendations for future research and field practices are also discussed.

Committee: Kisha Radliff (Advisor); Antoinette Miranda (Committee Member); Mollie Blackburn (Committee Member) Subjects: Education; Psychology

Doctor of Education (Educational Leadership), Youngstown State University, 2021, Department of Teacher Education and Leadership Studies

The researcher utilized a correlational, non-experimental design to gain a better understanding of the relationship between teachers' ratings of factors of school culture and their motivation to integrate professional development into practice. The survey, a cross-sectional design, studied data from teachers who participated in professional development from Educational Service Centers (ESCs) in northeast Ohio (n=80). The constructs of leadership that impact school culture: vision, trust, power, and collective efficacy were also explored. Using the School Culture Survey (Gruenert & Valentine, 1998) and the Expectancy-Value-Cost for Professional Development scale (EVC-PD) (Osman & Warner, 2020), the researcher considered the relationship between teachers' ratings of their school culture factors (collaborative leadership, teacher collaboration, unity of purpose, professional development, collegial support, and learning partnership) and their quantitative measure of motivation from the EVC-PD scale. The results suggest that three out of the six school culture factors show a statistically significant positive association with the EVC-PD scale. Results show that the factors of school culture predict a significant variation in the EVC-PD composite scores. Additional variables were measured to investigate if demographic data and teachers' professional development experience would predict the outcome of teachers' motivation to implement professional development. The results suggest that following up with teachers or leaders after a professional development is associated with teachers' increased motivation to integrate the professional development into their practice Results of this study support previous research regarding instructional leadership practices, with specific connections to student-centered and collective leadership approaches.

Committee: Jane Beese Ed.D. (Committee Chair); Charles Vergon J.D. (Committee Member); Richard Rogers Ph.D. (Committee Member); Melissa Mlakar Ed.D. (Committee Member) Subjects: Educational Leadership

Doctor of Education (Ed.D.), University of Findlay, 2020, Education

Trust is a cornerstone to effective school leadership (Balkar, 2015; Cimer, 2017; Kucuksuleymanoglu & Terzioglu, 2017; Tschannen-Moran & Gareis, 2015; Yasir et al., 2016). Previous literature on trust between teachers and administrators focused on teachers trust in administrators. This study examined the effect of teachers' perceptions of being trusted by their administrator(s) and the leadership behaviors of the administrator(s) which led to these feelings on the overall trust between teachers and administrators. This was found through a qualitative study consisting of semi-structured interviews of ten teachers who had experience with multiple administrators. This research found teachers who felt trusted had higher overall levels of trust with their administrators than those who did not and what administrator behaviors led to these feelings. Administrators need to choose words and actions showing trust in teachers to build a stronger trust relationship.

Committee: Nicole Williams (Committee Chair); Amanda Ochsner (Committee Member); Gillham John (Committee Member); Rahman Dyer (Committee Member) Subjects: Education; Education Philosophy; Educational Leadership

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

Female students in public, coeducational high schools in rural Kenya encounter a lot of challenges, and the majority obtain low grades in the national exams. Lack of impact after massive activism for gender equality via education raises questions about the quality of efforts that schools put in to help the girl child. This study examined the systematic approach of two coeducational high schools in Western Kenya's Kakamega County in promoting women's education. The study also analyzed in-depth the role of gender in the educational experiences of female students. Two coeducational schools took part in the study. One school has single-sex classrooms, and the other one has mixed-sex classrooms. To capture the educational experiences of female students, I interviewed eight female students, two teachers, and two principals. These female students also filled open-ended questionnaires to express themselves more freely. Rural-based, coeducational high schools in this study provide a variety of support services such as gender-specific advice to female students. Nevertheless, there is too much of a burden on principals and teachers of these schools to go above and beyond to provide fees, food, sanitary towels, learning materials, and uniforms to female students in need. Poverty immensely hampers girls' education. The two coeducational schools need the government to employ more female teachers to act as role models to the girls and also to increase the funds it allocates them. On the role of gender in education, findings revealed that girls believe that their fellow girls do not take academics seriously, and neither do they provide much support and motivation. The likely cause of schoolgirls not performing well is that the majority look up to a man as a way of survival, and they do not work hard in class. These attitudes result from the way society socializes females. The articulation of masculine power and female subordination is rampant in a mixed-sex classroom. There i (open full item for complete abstract)

Committee: Bruce Collet Dr. (Advisor); Hyeyoung Bang Dr. (Committee Member); Christy Suzanne Galletta Horner Dr. (Committee Member) Subjects: African Studies; Cultural Anthropology; Education; Education Policy; Gender; Gender Studies; Literacy; Sub Saharan Africa Studies; Womens Studies

Master of Arts (MA), Bowling Green State University, 2020, Popular Culture

This research addresses a gap in the research of youth culture by examining the ways middle school students use informal economics, the exchange of goods or services not controlled or endorsed by an institution, and how it affects their social hierarchy. Specifically looking at food exchange in the lunchroom of the middle school, this study is an ethnographic look into this highly complex piece of youth culture, while attempting to create a framework to understand this understudied area. This framework hypothesizes four categories of factors of food exchange in middle school that will potentially impact the social hierarchy of the students: food, exchange, student identity, and technical. This framework is then tested using ethnographic at an area middle school, using a combination of observation during the lunch period and interviews with staff and students. Applying the data to this framework reveals a number of hypothesizes that are not relevant to the case study, that may be inaccurate, as well as a number of correctly estimated factors. Using this case study, the framework is critiqued and suggestions are given to future researchers and schools hoping to use this framework to better understand this aspect of youth culture, and to better promote positive learning environments for students in their middle-grade years.

Committee: Kristen Rudisill Ph.D. (Advisor); Esther Clinton Ph.D. (Committee Member); Patrick Vrooman Ph.D. (Committee Member) Subjects: Education; Folklore; Middle School Education

Doctor of Philosophy, Miami University, 2020, Educational Leadership

Teacher retention has become more of a problem for many school districts in the last two decades. Lack of administrative support have been found to be one of the top reasons for teachers leaving the profession. One way to address the problem of teacher retention is through creating professional learning communities (PLCs). Therefore, the purpose of my study was to investigate teacher retention through the implementation of a PLC for newly hired teachers in a high-poverty, urban school district. I created a district-wide program that implemented PLCs for newly hired teachers in order to provide collaboration and support and foster the relationships that are key to teacher retention. The data collected revealed that teachers want to share their struggles, connect with their colleagues, and need support from administrators and colleagues. My recommendation for school districts is to develop PLCs for newly hired teachers where administrators should participate in the PLCs with teachers by not only facilitating dialogue in the PLC, but also by being willing to share their own struggles and by being vulnerable with teachers.

Committee: Thomas Poetter (Committee Chair); Molly Moorhead (Committee Member); Lucian Szlizewski (Committee Member); James Shiveley (Committee Member) Subjects: Education; Educational Leadership

MFA, Kent State University, 2019, College of the Arts / School of Art

Anthem serves to share both analytical data and emotional connections to the viewer on the subject of school shootings in the US. Black and white flag pieces made by altering US flags are flown above grave shaped mounds that take up the room. Those flags are meant to communicate the messages a black and white flag each can represent in battle, this battle being in the fight to cull the epidemic of school shootings en mass in the USA. Each flag sits in front of a chronologically ordered wall mounted book comprised of 300 toe tags, each with the date, location and number of victims of a school shooting in the US. This information is meant to show any viewer how widespread and historic these events are, whole also showing how close to home they are. Anthem seeks to disseminate information and pull emotion, but the work is not designed to fix the issue directly but create dialogue with viewers to look for solutions to the issue inside and outside the gallery. Each flag can, should and will be utilized outside white wall spaces to protest and be performative so that non-art viewers can share in the discussion and work towards new strategies in taking on gun violence in the US system of current violent behavior.

Committee: Taryn McMahon (Committee Chair); Janice Garcia (Committee Member); Kuebeck Andrew (Committee Member) Subjects: Fine Arts; Mass Media; Modern History; Political Science

Doctor of Education, Miami University, 2019, Educational Leadership

PERCEPTIONS OF SCHOOL CULTURE AND THEIR INFLUENCE ON THE TEACHER-STUDENT RELATIONSHIP by Angela M. Ervin Teachers face many challenges in their work. These challenges include a growing number of expectations such as increased teaching standards, state-mandated testing, and other policies that are continually changing. In addition to these challenges, teachers also face challenges in the changes to student demographics including socio-economic, family dynamics, and mental health issues. All of these dynamics may create varying perceptions that teachers have of their school's culture. Despite these challenges and perceptions, teachers need to create classroom environments where students are succeeding in their educational outcomes. The purpose of this exploratory mixed-methods case study is to examine how teacher's perceptions of school culture, defined by the values, beliefs, traditions, and artifacts understood by the school community (Stolp, 1995), may influence the culture that they create in their classroom. The research question explored is as follows: How do teachers' perceptions of school culture influence their relationships with students? This question was addressed through research conducted at a Midwestern elementary school that services students in second through fifth grades. A survey, classroom observations, and teacher interviews were utilized. Based on the research conducted, it was found that the school was perceived as having an overall positive culture by the staff. Despite this finding, there were differences in classroom environments and relationships that teachers had with their students. These differences appear to be based on the differing perceptions that individual teachers had about the culture of their school.

Committee: Joel Malin Dr (Committee Chair); Lucian Szlizewski Dr. (Advisor); Amity Noltemeyer Dr (Other) Subjects: Educational Leadership; School Administration

Specialist in Education (Ed.S.), University of Dayton, 2018, School Psychology

Intercultural competence is an emerging topic of interest in service-based professions, including school psychology. The National Association of School Psychologists has long asserted the importance of interculturally competent practices in schools in the form of ethical and unbiased assessments and interventions, collaboration with families, and overall justice and advocacy for all students. Research indicates that participating in a study abroad experience during an undergraduate or graduate program of study is one option for future professionals in schools to gain intercultural competence. Previous research examined the impact of study abroad experiences on future teachers and school counselors, but little research exists on the impact of study abroad on school psychologists, who serve diverse student groups. This qualitative project examined the unique experiences and perceived intercultural competence growth of school psychology graduate students who participated in study abroad experiences, as well as how their experiences prepared them to serve diverse populations in schools. Implications regarding future research and practice are provided.

Committee: Susan Davies (Committee Chair); Elana Bernstein (Committee Member); Karen McBride (Committee Member) Subjects: Education; Special Education

Doctor of Philosophy (PhD), Ohio University, 2017, Curriculum and Instruction (Education)

Students from the Appalachian region, even those who participate in federal TRIO programs such as Upward Bound, face barriers preventing them from succeeding in postsecondary education. High performing, college educated students leave their hometowns for more urban environments, resulting in rural brain drain, while students who did not finish college stay in the community. This study uses a phenomenological approach to explore rural Appalachian Upward Bound graduates' experiences in high school and beyond to gain insight into what programs can do to assist student's success in college, as well as foster desire to live in Appalachian communities. This population has been found to want personal, individualized experiences in college even at the higher price tag of small, private institutions. They felt Upward Bound was of great value in preparing them for college academically and socially, but would have liked education in life skills. Participants also lacked understanding and appreciation of their Appalachian culture. Those who completed college were unwilling to stay in their hometowns because of the lack of diversity and social opportunities. Those who did not finish college planned to stay in their home communities. Rural Appalachian Upward Bound programs and educators from the region should incorporate positive cultural assets into the curriculum of their programs and schools. Upward Bound Programs should strive to include more education in general life skills, so students are able to function independently away from home. Additionally, larger colleges and universities should seek to provide an individual experience for rural Appalachian students.

Committee: Frans Doppen Phd (Committee Chair); Geoff Buckley Phd (Committee Member); Yegan Pillay Phd (Committee Member); Steve Scanlan Phd (Committee Member) Subjects: Education; Higher Education; Multicultural Education; Regional Studies; Secondary Education; Teacher Education