Ed.D., Antioch University, 2024, Education

This dissertation describes the experience of a group of international school teachers engaging in a cooperative inquiry exploring the influence of mindfulness-based social-emotional learning (MBSEL) practices on their personal and professional lives. The current reality for educators is one of systemic stress and burnout, with teachers working under increasing pressure, and communities still reeling from the effects of the global COVID-19 pandemic. In international school settings, many expatriate educators are living far away from their country of birth and searching for belonging and community. MBSEL practices have been demonstrated to support wellbeing, however adult learning of these skills is often glossed over in schools. Our cooperative inquiry group co-created the research question: “What do we notice when we practice mindfulness-based social-emotional learning?” Group members held bi-weekly meetings to practice mindfulness meditation and reflective practices within the SEL domains of Self-Awareness and Self-regulation. Participants also practiced independently and journaled about their experiences in between meetings. Transcripts from group meetings as well as personal journal entries and introductory interviews were coded and analyzed using reflexive thematic analysis. Our findings indicated that this was a transformative learning experience for members. Five themes highlighted these findings: a) increased self-awareness in times of emotional overwhelm, b) increased levels of self-compassion, c) sharing learning with the community, d) community of practice as a supportive structure and e) deep desire to do something different. The group took initial action by creating a definition for MBSEL and starting an online MBSEL group for international school teachers with the intention of building community and supporting others in their learning. Though this was a small sample size of self-selected participants, the findings are consistent with the current recomm (open full item for complete abstract)

Master of Arts, Wittenberg University, 2023, Education

I conducted this study due to an increase in perceived problematic behaviors at Big River Intermediate School. I utilized an explanatory sequential research method to complete this study. I began my research by administering a survey to both students and staff from the school that returned permission slips to participate in my study. After analyzing the data from this collection method, I then invited certain students and staff to participate in interviews with me based on their responses. Overall, I found that the majority of students and staff members that participated in the study did not find the 7 Mindsets social-emotional learning curriculum to be effective, specifically in improving student behavior at Big River Intermediate School at this point in time. Due to this perceived ineffectiveness, my school and district could take these findings into consideration for the future of their social-emotional learning endeavors.

Bachelor of Arts, Wittenberg University, 2023, Education

For this paper, I will provide educators with actions they can take to make their classroom a safe place for their students to learn and be themselves. If educators implement these actions within their classrooms, then they will be helping their students in many ways. Educators might see their students' education grow and flourish because students will create an environment where they feel like their teacher is a safe individual they can trust. The classroom and classmates will become like a second home and family, allowing them to freely express themselves without fear of being mistreated or outcasted. I will also discuss how I conducted observations and spoke with my cooperating teacher about social-emotional learning (SEL) within her classroom/school. Finally, I will discuss and reflect on an SEL activity I implemented in my student-teaching classroom.

Doctor of Education (Ed.D.), University of Findlay, 2023, Education

This mixed-method study examines the impact hybrid learning had on sixth-grade students during the COVID-19 pandemic. Under normal circumstances, students complete their coursework in a classroom with their peers under the supervision of a teacher with little disruption. Due to the COVID-19 pandemic, students were required to alter their learning spaces and begin studying from home until they were able to go back to school in the fall of 2020. Even then, most schools had incorporated a hybrid learning model. With the hybrid approach, not all schools followed the same schedule so there were times when half of the students may have been learning from home while their peers were at school. An examination of how sixth-grade students were affected by the hybrid learning model during the COVID-19 pandemic can help determine what resources, if any, are needed in the event schools are required to incorporate a similar model in the future. Data were collected from 9 sixth-grade teachers from three local school districts in Northwest Ohio using a survey sent by electronic mail. Interviews were also conducted with two of the participants. Based on the findings, recommendations for additional professional development and education for both the teachers and the students are discussed.

Doctor of Education, Miami University, 2022, Educational Leadership

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

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.

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.

Master of Science (MS), Wright State University, 2015, Computer Science

We create a robust and general feature set for learning to rank algorithms that rank tweets based on credibility and newsworthiness. In previous works, it has been demonstrated that when the training and testing data are from two distinct time periods, the ranker performs poorly. We improve upon previous work by creating a feature set that does not over fit a particular year or set of topics. This is critical given how people utilize social media changes as time progresses, and the topics discussed vary. In addition, we are constantly gaining new tweet data. Thus, it is important to be able to have a set of features that can perform well across many different topics, and across different years. In our approach, we present a methodology for selecting features based on how they can capture credibility and newsworthiness regardless of year and topic. In order to derive such features, we use the studies done on credibility perception of social media as well as the clues provided in past works in this domain. We also present new features that, to our knowledge, have not been used in previous works in this domain.

Ed.D., Antioch University, 2025, Education

Although puppetry has a long history as a holistic teaching tool, it remains an underutilized arts integration technique in elementary and secondary schools. To better understand Waldorf teachers' perspectives on pedagogical puppetry and the necessary training to effectively implement the work, this explanatory mixed-methods dissertation sought to fill the gap in research on teachers' views of puppetry and what training they believe is important to feel comfortable doing the work. Committed to using an action research approach, a professional development workshop and lesson plans were created for 1st-8th grade Waldorf teachers based on the feedback from this dissertation's explanatory interviews and preliminary survey. The professional development program was created to closely align with Waldorf education practices by linking puppetry experiences within the Waldorf curriculum, Core Arts standards, and potential social-emotional growth. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Ed.D., Antioch University, 2024, Education

Leveraging the researcher's unique diverse cultural and educational background, this dissertation explores integrating social emotional learning (SEL) within an innovative pedagogy of “with ness” (PoW) towards planetary well-being in educational settings. The overarching purpose is to redefine educational strategies through SEL and PoW to advance planetary well-being in tertiary contexts. As such, this dissertation critically engages with three published articles authored during the researcher's doctoral tenure to highlight transformative SEL practices that are fundamentally attuned to ecological consciousness. Informed by critical theory, feminist perspectives, and process philosophy, the hermeneutic circle reflects on these articles to address complex 21st-century challenges educational systems face such as technological disruption, language and culture diversity, mental health and emotional awareness amidst global scale events. Ultimately, the research from this project suggests there is further potential for SEL to contribute significantly to an educational and eventual societal shift that prioritizes planet Earth. By centering planetary well-being, this dissertation aims to help the researcher and readership gravitate towards a more empathetic, equitable, and ecologically conscious generation. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

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

Research shows that the at-risk population entering college dropout or land on probation within their first year in college. Through a longitudinal comparative research design, this study examines at-risk students' academic standing, retention, graduation, and tutoring usage within a cohort program compared to a non-cohort initiative at a community college. The analysis focuses on the at-risk population, exploring community college attendance, online education, student involvement, and social and academic integration. The study yielded several insights relevant to the impact of cohort design on a comprehensive approach that includes educational and non-academic support contributing to the development of evidence-based practices to improve outcomes for at-risk students. The findings can assist in enhancing the academic success, retention, and graduation rates of at-risk students. The study results can also help policymakers and higher education institutions make informed decisions about the effectiveness and potential benefits of cohort and non-cohort programs for at-risk students.

Doctor of Philosophy (PhD), Ohio University, 2024, Clinical Psychology (Arts and Sciences)

School administrators, as gatekeepers and leaders of change initiatives in schools, play a crucial role in the adoption of new practices, including social and emotional learning (SEL) interventions. This study employed an innovative data analytic strategy, conjoint analysis, to advance the understanding of elementary school administrators' preferences by (1) identifying key attributes of school interventions (e.g., training time, student outcomes) that are most important to building-level administrators, including principals and assistant principals; (2) discerning the segments of decision-makers within this group; and (3) using simulation analyses to predict preferences for various intervention packages with differing attributes. Analyzing data from 184 school administrators through Hierarchical Bayes estimation, latent class analyses, and market simulation analyses, the study found that administrators prioritized the fit of interventions with school values or culture (Importance score M = 15.4, SD = 3.8), followed by teacher buy- in (M = 12.8, SD = 3.7) and research evidence over peer endorsements (M = 12.8, SD = 3.1) based on importance scores. Teacher buy-in, information source, demographic characteristics of the student body, and improving academic student outcomes was deemed two times more important than training time required for the intervention. Latent class analysis identified three segments of decision-makers: Transformational Leaders 4 (62.8%), Evidence-Seekers (26.2%), and Realists (11%). Simulation analyses revealed that minor modifications to intervention attributes enhanced preference for different intervention packages among decision-making segments. I discuss implications for practice, including how to market and disseminate SEL programs effectively, as well as for future research on administrator preferences.

Master of Arts, The Ohio State University, 1960, Graduate School

Master of Arts, The Ohio State University, 1962, Graduate School

Master of Arts, The Ohio State University, 1983, Graduate School

Master of Arts, The Ohio State University, 1967, Graduate School

Doctor of Philosophy (PhD), Ohio University, 2024, Curriculum and Instruction (Education)

The impact of oral anxiety (OA) in the context of a second language learning (SLL) environment cannot be overemphasised. Understanding the experiences of teachers from diverse cultural and geographic contexts can help in shedding light on this especially important phenomenon. This researcher seeks to gain a better understanding of teachers' experiences with OA, and their perceptions about effective ways to reduce OA in second language (SL) classrooms. Through a qualitative comparative methodology and case study design, data was gathered utilising semi-structured interview instruments, and teachers' journals. A purposeful sample of participants was obtained from secondary school SL teachers, in Guyana and the US, through a snowball sampling method. Subsequently, the data was analysed first through open coding, then closed coding, and finally, through cross themes analysis. Cross-case analysis was used to examine the data gathered. Implications for SL teaching and culturally responsive teaching may be garnered and promoted through this research. In the context of this dissertation, second language learning and foreign language learning are used interchangeably.

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

There are five developmental areas: gross motor, fine motor, communication, adaptive behavior, and social-emotional. If social-emotional skills are delayed, all other developmental areas are negatively impacted. Preschool-aged students are incapable of kindergarten readiness if they have a delay in social-emotional development as it impacts their ability to gain and retain academic knowledge. An integrated public preschool in Ohio expressed concern of increased delays in social-emotional skills following the COVID-19 shutdown. Staff noticed an increase in classroom disruptions and emotional dysregulation. To counteract this, the social- emotional program, The Zones of Regulation, was adapted and implemented throughout the preschool environment. Through the theoretical framework of street-level bureaucracy and a bottom-up approach, this qualitative participatory action research study examined the staffs' perspectives on the ease of implementation and effectiveness of the adapted version of The Zones of Regulation. The data that was collected and analyzed revealed that, in the opinion of the participants, the building-wide implementation of this program was successful and improved classroom management. Areas of the program that need improvement were revealed and an action plan was developed.

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

The underrepresentation of African American male teachers in K-12 education significantly impacts educational equity and student success, especially in urban areas where these students often lack relatable role models. Historically, African American males were a significant presence in teaching, but their numbers have drastically declined since the Brown v. Board of Education decision. This shortage limits cultural representation and mentorship opportunities essential for the academic and personal development of African American male students. This qualitative phenomenological study, conducted within the Columbus City Schools system, explores the motivations of African American male teachers and their impact on students. Using Social Learning Theory and Social Identity Theory, the research involved in-depth interviews revealing key themes such as the influence of positive role models, the critical need for cultural representation, and the desire to mentor and advocate for young African American males. The study highlights the importance of targeted recruitment, supportive environments, and professional development programs to attract and retain these educators. Increasing the presence of African American male teachers enhances student engagement, achievement and fosters a more inclusive and equitable educational environment.

PHD, Kent State University, 2024, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this self-study was to examine my enactment of 3S Understanding, a holistic, democratic and inquiry-based curriculum theory, in a university-based, English-to-speakers-of-other-languages (ESOL) writing course grounded in Subject Learning, Self Learning, and Social Learning. Through disciplined reflective inquiry and collaboration with critical friends, this study set out to unpack the complexities of course planning and teaching. Data collection and analysis involved a structured, five-stage approach to identify themes, compare relationships, and interpret findings within the 3S framework. The Subject Learning findings stressed identifying the “wiggle room” for teaching artistry to address students' learning challenges and advocated for a multimodal approach to accommodate diverse learning needs. These findings also highlighted the significance of reflective inquiry in improving pedagogical practices. The findings on Self Learning emphasized fostering self-awareness and autonomy among students through reflective practices and empowering activities. They also highlighted the value of incorporating personal stories into teaching to strengthen teacher-student connections. The Social Learning findings foregrounded the importance of a collaborative, authentic, and critical thinking-focused educational environment to deepen learning and prepare students for societal participation. This study emphasizes a holistic ESOL pedagogical shift, urging teachers to integrate comprehensive, reflective, and collaborative approaches. It recommends inquiry-based, reflective practices for teacher educators, and supportive, diverse teaching environments by administrators. Learners are encouraged towards active, self-reflective engagement, connecting learning to real-world relevance. Such an approach aims to enhance language proficiency and democratic participation, fostering a deeper understanding and engagement in ESOL education across various educational roles.