Doctor of Education, Miami University, 2018, Educational Leadership

The purpose of this mixed methods bounded case study was twofold: 1. to explore qualitatively the experiences of parent participants in the READY! for Kindergarten parent education program, and 2. to examine quantitatively the impact of the program on the outcomes of children of participants as compared to the children of non-participants. A dosage effect was also examined to determine if attending the program four or more times impacted students' school readiness on the same measures. Structured interviews were conducted with 19 READY! participants. On the whole, interviewees valued their experiences in the program; utilized, with their children at home, the knowledge and resources provided; improved their home learning environments; and highly recommend the program to other parents of preschoolers. Quantitative analysis was undertaken to explore the research question examining kindergarten readiness assessment results for three cohorts totaling 441 students. Independent sample t-tests were run with two kindergarten readiness assessments as dependent variables. The results indicate that although the children of READY! participants in the three cohorts studied achieved slightly higher mean scores on both assessments, there is no statistically significant correlation between participation in READY! and improved school readiness for the participants' children. No dosage effect was found in this study for students whose parents participated in four or more READY! for Kindergarten sessions.

Committee: Tom Poetter Dr. (Committee Chair); Lucian Szlizewski Dr. (Advisor); Kevin Bush Dr. (Committee Member) Subjects: Early Childhood Education

Doctor of Education, Miami University, 2024, Educational Leadership

In recent years, secondary education has experienced a significant transformation driven by the need to better prepare students for life beyond graduation. Central to this shift is the integration of Career Readiness Programs, which not only provide academic knowledge but also equip students with practical skills, vocational insights, and an understanding of professional landscapes. This study investigates whether an embedded Career Readiness Program influences the development and enhancement of partnerships between schools and businesses. Guided by Ohio's legislative framework, which emphasizes college and career readiness, this research explores how career readiness programs can foster effective collaborations between educational institutions and the business sector. The study employs a qualitative case study methodology to understand how these partnerships evolve and their impact on students' preparedness for post-secondary pathways. The data collection involved face-to-face interviews with business representatives and school personnel directly engaged with the Career Readiness Program. Thematic analysis of the interview notes revealed patterns and themes that highlighted the potential of these programs to bridge the gap between education and workforce demands. The study's findings suggest that integrating Career Readiness Programs strengthens school-business partnerships by aligning educational practices with industry needs, creating opportunities for internships, mentorships, and hands-on experiences. This collaborative approach not only enhances student readiness for professional careers but also benefits the local business community by developing a skilled workforce.

Committee: Guy Parmigian (Committee Chair) Subjects: Business Education; Education; Education Philosophy; Educational Leadership; Educational Theory

Doctor of Philosophy, University of Akron, 2007, Urban Studies and Public Affairs

Goals of social equality, eradication of poverty, and national security have peppered U.S. educational history. In response curricula, policies, and processes are constantly evolving to meet perceived needs. Nowadays “academic achievement” and “accountability” are of greatest interest to stakeholders. While students are tested for proficiency in a myriad of subjects and schools are held responsible for the outcomes, we are just beginning to understand the conditions that must exist within a school to ensure students are able to learn—what it takes for schools to be “ready.” This study extends what has been recently learned about schools' readiness for children, as defined by the National Education Goals Panel and measured by an abridged version of the High/Scope Ready School Assessment (2005). It examines the relationship of social context to schools' readiness for children. Social context data is drawn from the Ohio Department of Education and the U.S. Census databases. Multiple linear regression analysis is employed to assess the effect the independent variables have on school readiness.

Committee: Sonia Alemagno (Advisor) Subjects:

Master of Science, The Ohio State University, 2006, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Science, The Ohio State University, 2007, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 1966, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 1961, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Science, The Ohio State University, 2007, Graduate School

Committee: Not Provided (Other) Subjects:

Doctor of Philosophy, University of Toledo, 2023, Higher Education

An Abstract of Perceptions of Dually Enrolled, Eighth-Grade College Students' College Readiness: A Qualitative Study by Kenneth D. Hale Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy in Higher Education The University of Toledo December 2023 Throughout the United States, dual enrollment programs enable high school students to earn college credit by completing college classes while in high school. In 2015, the State of Ohio expanded grade-level eligibility to participate in the state's dual enrollment program, College Credit Plus, to seventh- and eighth-grade students. The purpose of this study was to explore the college readiness perceptions of a newer and expanded audience of dual-enrollment participants: students who completed college classes at a community college as eighth graders. Using a semistructured interview guide, data were collected from nine students who participated in in-depth interviews responding to questions related to their eighth-grade college experiences and their self-perceptions of their college readiness. Using a systematic qualitative data analysis process, eight themes emerged from the study and were interpreted using Conley's college readiness theoretical framework. The study's key findings revealed study participants, as dually enrolled, eighth-grade college students, possessed aspiration and motivation; found the cognitively stimulating college environment appealing; demonstrated content mastery; and felt college ready. Findings also revealed participants felt positive instructor rapport was meaningful, and most participants were socially comfortable in their college classes. Though the study revealed students demonstrated ownership of learning and adapted, matured, and persevered in their college classes, challenges were nonetheless experienced. Extending empirical research primarily examining high school students, this study contributes to the body of knowledge (open full item for complete abstract)

Committee: Edward Janak (Committee Chair); Penny Poplin Gosetti (Committee Co-Chair); Alex Johnson (Committee Member); Dennis Lettman (Committee Member); David Meabon (Committee Member) Subjects: Community College Education; Education; Higher Education

Doctor of Education (EdD), Ohio University, 2022, Educational Administration (Education)

In addition to equipping high school students with the knowledge and skills needed for college success, secondary school leaders must also consider if, how, and to what extent students are learning career skills and habits that add value to an ever-changing global economy. To address this need, some school leaders are turning to Career and Technical Education programs of study. Using Seidman's three-series approach of interviewing, this qualitative, collective case study examined the college and career readiness perspective and practices of seven comprehensive high school administrators in Central Ohio who lead CTE programs in their respective schools. From the analysis of the data, nine thematic leadership implications emerged, which include: (1) equipping students with the knowledge and skills to be college and career ready, (2) embracing CTE programs as technology advances, (3) keeping CTE programs in comprehensive high schools due to limited access in career centers, (4) focusing CTE programs on the needs and interests of students, (5) engaging high school students in CTE programs despite challenges, (6) supporting staff and repurposing spaces with resiliency and creativity, (7) partnering with higher education and industry to provide post-secondary experiences, (8) encouraging policymakers to interact with students to cause positive change, and (9) articulating CTE program needs to central office leadership to improve student outcomes. These findings provide fresh insights on the role that comprehensive high school administrators play as the synthesizing agent to meet the needs of students as well as the expectations of industry through the implementation of CTE programs of study.

Committee: Dwan Robinson (Advisor); Edward Fletcher Jr. (Committee Member); Emmanuel Jean-Francois (Committee Member); Peter Mather (Committee Member) Subjects: Educational Leadership; School Administration; Secondary Education

Specialist in Education, Miami University, 2022, Educational Psychology

Due to an increase in mental health needs in students, schools and state educational agencies are turning towards Social and Emotional Learning (SEL) programs in order to teach students needed social and emotional skills. However, there are many barriers to successful implementation of programs, one of which can be discrepancies in staff perceptions of readiness for change in their school system. In order to consider readiness for change, schools can use the Interactive Systems Framework (ISF) as a framework to administer a Readiness for Change assessment. Staff at a Midwest alternative school were sent a virtual survey that assessed different themes of Readiness for Change (e.g., motivation, general capacity). Survey results were analyzed to examine differences in the perception of readiness for change based on a staff member's role at the school and prior SEL experience. Survey results found a moderate average level of Readiness for Change among staff members. Results failed to find a statistically significant difference in Readiness for Change based on staff member's role at the school. And finally, results failed to find a statistically significant difference in Readiness for Change between staff members with prior SEL experience and staff members lacking SEL experience.

Committee: Kristy Brann (Advisor); William Boone (Committee Member); Paul Flaspohler (Committee Member) Subjects: Educational Psychology; Psychology; Teaching

Master of Science (MS), Ohio University, 2017, Clinical Psychology (Arts and Sciences)

Readiness for change, defined as “the cognitive precursor to the behaviors of either resistance to, or support for, a change effort” (Armenakis, Harris, & Mossholder, 1993), can serve as a facilitator or barrier to dissemination of evidence-based services. Limited research has been conducted to understand the role of readiness for change in educational contexts and its relationship to the success of evidence-based school mental health (SMH) initiatives. The current study examined three community's (i.e. teachers, school mental health staff, and principals) readiness for change in schools from the perspective of three key informant groups. Participants were recruited from 11 elementary schools in Ohio and included school administrators (n=13), teachers (n=194), and school mental health staff (n=47). All participants completed a modified version of Change Orientation Scale (COS; Kearney & Smith, 2009), and answered questions about their use of a specific positive behavior support strategy and their participation in a recent school mental health initiative. Replicating previous work, the subscales of the COS exhibited good to excellent internal consistency (as = .85 – 92). Results demonstrated variability in COS scores across schools, suggesting that COS scores may be used to identify schools that are ready for adoption of a new initiative. Differences were detected among informant's perceptions of readiness and among community readiness levels. Building administrators tended to rate readiness the highest and the teacher community was consistently rated as the least ready. When individual ratings were used, there was a significant, positive correlation between teacher readiness and teachers' reported use of a positive behavior support strategy (r =.38). When school-level ratings were used there were positive correlations between teacher readiness and teachers' use of a positive behavior support strategy (r =.62) and their intention to use a daily report card interventi (open full item for complete abstract)

Committee: Julie Owens (Advisor); Steven Evans (Committee Member); Brian Wymbs (Committee Member) Subjects: Psychology

Doctor of Philosophy, The Ohio State University, 1973, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Education (EdD), Ohio University, 2016, Educational Administration (Education)

The journey to understanding career readiness has never been more difficult for today's Kindergarten through grade 12 (K-12) educational leaders. In this study, data was analyzed using Q-methodology which discovered three factors holding five interpretable viewpoints. K-12 educational leaders not only presented an understanding about career readiness as developing the appropriate knowledge, skills and abilities to compete in the 21st century global economy, but also identified with aspects of vocational psychology's perspective of career including self-awareness, making meaning in one's life, and having a drive and desire to succeed. Data interpretation and analysis emphasized the need for K-12 educational leaders to re-create K-12 school culture by developing students who are employable while strategically positioning each student's unique life stories to find purpose and meaning in life.

Committee: Dwan Robinson Dr. (Advisor); Krisanna Machtmes Dr. (Committee Member); William Larson Dr. (Committee Member); Jason Stoner Dr. (Committee Member); Steven Brown Dr. (Other) Subjects: Counseling Education; Counseling Psychology; Education; Vocational Education

Master of Arts (M.A.), Xavier University, 2016, Psychology

Career and Employability Skills (C&ES) training programs are developing as a method to train students to be effective workplace citizens. Despite the increasing popularity of C&ES training programs, there has been little academic research on their effectiveness, particularly at teaching organizational citizenship behavior (OCB). The purpose of this study was to examine whether a C&ES training program had an impact on the OCB intentions of participants. The study consisted of a sample of 135 recent high school graduates of a rural high school who completed a 24-item survey measuring a five-dimension model of OCB: conscientiousness, civic virtue, sportsmanship, altruism, and courtesy. Participants also completed a 10-item trait level conscientiousness measure and a 13-item social desirability measure. Results indicated that a participants in a C&ES training program reported significantly higher intentions to engage in many OCBs, including conscientiousness, civic virtue, sportsmanship and altruism. However, when controlling for trait level conscientiousness, only courtesy intentions were significantly higher for those participating in C&ES programs. These results form a first step towards demonstrating the efficacy of C&ES training programs to influence participants' OCBs in the workplace. This research has implications for the effectiveness of C&ES training programs, particularly the training of participants to exhibit higher levels of overall OCB.

Committee: Mark Nagy Ph.D. (Committee Chair); Diab Dalia Ph.D. (Committee Member); Morrell Mullins Ph.D. (Committee Member) Subjects: Business Education; Education; Psychology

Doctor of Philosophy, University of Toledo, 2015, Higher Education

High school exit exams (HSEEs) are administered to approximately 70% of all public school students in the United States. These exams were designed to prepare students to be successful in the workforce and postsecondary education. However, many students are still entering college underprepared. The purpose of this dissertation was to examine the impact of high school exit exams on college readiness. College readiness was defined as enrollment in remedial courses at the first postsecondary institution. Because other factors can influence college readiness, this study controlled for multiple variables (e.g., demographic, educational, school, involvement, intermediate, institutional) using a blocked form of stepwise multiple regression. Alexander Astin's Input-Environment-Output (I-E-O) conceptual model and his theory of student involvement were used as the framework for the study. A nationally representative sample of high school students from the graduating class of 2004 was examined using data from the Education Longitudinal Study of 2002. The study found that having an exit exam policy had a negative impact on college readiness, even though certain types of exit exams had a positive impact. The strongest positive predictor was the highest level of math taken in high school. Stakeholders can use the results of this study to implement alternative strategies to develop high school environments that facilitate preparation for college.

Committee: David Meabon Dr. (Committee Chair); Ronald Opp Dr. (Committee Member); Cynthia Beekley Dr. (Committee Member); Dennis Lettman Dr. (Committee Member) Subjects: Education; Educational Tests and Measurements; Higher Education; Secondary Education

EdD, University of Cincinnati, 2010, Education, Criminal Justice, and Human Services: Special Education

This study explored the predictors of multiple year kindergarten experiences. Using the Early Childhood Longitudinal Study–Kindergarten data, the study examined whether child and family variables predicted who would receive more than one year of kindergarten. Data for 15,936 kindergarten students were analyzed. A backward Multiple Logistic analysis was conducted. Strong predictive relationships were found for gender and disability status. Boys and children with disabilities were found significantly more likely than girls and children without disabilities. Non-two parent families strongly predicted multiple year experiences. Mothers' expectations for academic achievement and mothers' age at first birth were strongly predictive. Whether children entered kindergarten on time or not was strongly predictive. And, the child's reading assessment score was found to be strongly predictive of multiple year kindergarten experiences.

Committee: Lawrence Johnson PhD (Committee Chair); Victoria Carr EdD (Committee Member); Peggy Elgas PhD (Committee Member); Roger Collins PhD (Committee Member); Dorothyann Feldis PhD (Committee Member); James Deddens PhD (Committee Member) Subjects: Preschool Education

Doctor of Philosophy, University of Toledo, 2011, Curriculum and Instruction: Elementary Education

This multiple case study aimed to characterize the home learning environments of six Arab American families who had at least one child of kindergarten age to understand parents' perspectives about their roles in their children's early learning experiences and in preparing their children for entry into U.S. schools. Data included interviews, an oral survey, field notes about home observations and samples of the children's writing and drawings. The findings revealed that the Arab American homes were rich environments where parents provided many educational resources and materials. Parents reported that their young children learn about their heritage, including language, religion, family and cultural values, customs and traditions. Analyses revealed that among the case study families, both recent immigrant families and families who have been in the United States for a long time provided the same levels of support in their children's learning and development. A cross-case analysis revealed that parents do not view their roles as teachers, nor do they only emphasize teaching skills that will be needed for school. Parents defined their roles as preparing their young children to adapt socially in the school environment and in life as a whole. They reported focusing on their children's emotional development, teaching them how to enjoy school and respect their teachers and classmates. Although they teach Arabic and English alphabets and numbers to their children, the parents said that they emphasize obeying rules and overcoming the fear of meeting new friends, regarding these skills as important as academic skills. Parents reported that they expect teachers at school to teach their children manners and safety issues as well as the basic academic subjects. The parents also expressed wanting teachers to know their children's personalities, weaknesses, and strengths. They said that they do not want teachers to assume their children are proficient in English. This study provid (open full item for complete abstract)

Committee: Susanna Hapgood (Committee Chair) Subjects: Early Childhood Education

Master of Science, The Ohio State University, 2011, Human Ecology: Human Development and Family Science

The goal of this study was to explore how home and school environment could promote behavioral self-regulation in preschool children for successful school-readiness. Based on Ecological Systems Theory and Self-Determination Theory, this study has explored the influence of home structure, preschool classroom structure, and preschool teachers' autonomy-support on the development of preschool children's behavioral self-regulation. The results of this study showed that Teacher's autonomy-support was the only significant predictor for behavioral self-regulation after controlling for child age and family income. No interaction effect between home and preschool environment could be found. This study suggests that the teacher's interaction with the child is more important than the class organization for development of child behavioral self-regulation in preschool classrooms. Also, the influence of family income was the largest, implicating that the intervention effort should be focused on children from economically disadvantaged families. Future directions regarding the age-appropriate measures and optimal teacher-child interaction relationship have been suggested.

Committee: Cynthia Buettner (Advisor); Xin Feng (Committee Member) Subjects: Behavioral Sciences; Education; Families and Family Life

Master of Science, The Ohio State University, 2010, Human Development and Family Science

Realizing a number of children in early childhood are not sufficiently prepared to enter school, this study was designed to examine and improve contextual features of the home and preschool environment for school readiness. Little research has explored the association between household chaos and children's development of social competence. Additionally, as several states in the US have launched state government-funded “Quality Rating and Improvement System (QRIS)” to improve the quality of early childhood education, an evaluation of the system was needed. The current study examined the links among household chaos, QRIS quality, and children's social competence, using a sample of 4844 parents with a preschool age child from 568 QRIS rated preschool programs in Ohio. Analysis revealed that a disorganized and chaotic home environment was a significantly unique risk factor of a child's social competence after controlling for the child age, gender and family SES. There was little evidence of QRIS influences on child social competence, and no significant moderating effect of QRIS between the relationship of household chaos and child outcomes; however, this study guided future research on QRIS and home environment. Finally, this study emphasized the importance of early childhood intervention and prevention programs for young children's school readiness.

Committee: Cynthia Buettner PhD (Advisor); David Andrews PhD (Committee Member) Subjects: Education; Families and Family Life