Doctor of Philosophy, The Ohio State University, 1981, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1981, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1981, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1979, Graduate School

Committee: Not Provided (Other) Subjects: Education

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

Committee: Not Provided (Other) Subjects: Education

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

Committee: Not Provided (Other) Subjects: Education

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

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 2007, Educational Policy and Leadership

This investigation explores how in-service teachers conceptualize teaching, integrate the personal and the professional dimensions of their lives, and develop teacher identities. This instrumental case study of 10 teachers builds on the previous work regarding personalization of practical and professional educational knowledge. All teachers studied were teaching in a single urban charter school guided by an experiential philosophy. This qualitative investigation lasted for one school year and included extensive time observing and interviewing the teachers. This study found that major resources for these foundational processes are relational experiences, both informal and formal. A metaphor of a black box is used to describe an inner collection of influential and remembered events and is a place where the personal and professional meet. The black box emphasizes the relational aspects of teaching and is found to respond to two major influences: (a) biographical experiences, including K-12 experiences and personal qualities, and (b) the exploration of self as teacher, including developing perspectives of what it means to be a student. Other less defined qualities of the black box are passion and motivation, both linked to the main characteristic of the relational. This investigation reveals that teachers responding to a school's educational philosophy still conceptualize teaching through their own personal experiences. The study informs teacher educators that they must recognize how individuals develop their identities as teachers, rather than simply focusing on what teachers need to know to be teachers. The study found that preparation programs had limited impact on teacher development. Teachers emphasized a need for active learning that encourages taking the perspective of student and teacher. Further research on the personalization of teacher knowledge is needed to further develop the idea of the relational quality of teacher conceptualization and to identify how th (open full item for complete abstract)

Committee: Anita Woolfolk Hoy (Advisor) Subjects: Education, Teacher Training

Doctor of Philosophy, The Ohio State University, 2019, EDU Teaching and Learning

Argumentative writing is a crucial skill in the school years and beyond, and there is an emphasis in various local, state, and national standards on argumentative writing. However, such writing is known to be a challenging and complex genre for English Learners (ELs) with limited English proficiency as well as cultural differences in terms of how argumentative thought and writing are conceptualized (Hirvela, 2013). It can be equally challenging and complex for many English as a Second Language (ESL) teachers, who are often ill-equipped for writing instruction (Larsen, 2013, 2016). From a research perspective, there have been few studies exploring the abilities and needs of ESL teachers as relates to instruction in argumentation, especially in high school settings, where various learning and achievement standards are increasingly requiring a focus on argumentation despite the difficulty of teaching and learning argumentative writing regarding ELs. To address the gaps in the scholarship discussed above, this dissertation explores how a ESL teacher, Ms. Patrick, sought to develop her expertise in teaching argumentative writing in a suburban high-school ESL class for ELs over a two-year period using a classroom-based research methodology that involved ongoing observations of her class sessions, interviews with her and her students, and examination of her teaching activities and materials as well as her students' responses to her instruction. This study employed as an analytical tool the notion of expertise, particularly a distinction between what is known as routine and adaptive expertise, to examine how Ms. Patrick initiated and engaged in change as a teacher over time with respect to her understanding of argumentative writing, her curricular planning, and her instructional activities. The study's findings revealed that Ms. Patrick acquired at least a degree of Hedgcock and Lee's (2017) three types of knowledge essential for ESL teachers: (1) subject matter knowled (open full item for complete abstract)

Committee: Alan Hirvela (Advisor); George Newell (Committee Member) Subjects: English As A Second Language; Pedagogy; Teacher Education

Doctor of Philosophy, University of Toledo, 2011, Higher Education

This study addressed a need for comprehensive quantitative empirical studies to determine the effectiveness of using popular culture media as a teaching technique. A quasi-experimental design was implemented to examine whether a group of community college students taking a first-semester introduction to business course who were exposed to a teaching method incorporating popular culture media (Treatment Group) would have increased levels of knowledge and stronger preferences toward this method versus a group of students taking the same course who were not exposed to this teaching style (Control Group). Specifically, this study examined: (1) Do differences exist relative to student learning; (2) Do differences exist relative to perceived student comprehension; (3) Do differences exist relative to student semester retention; (4) Do differences exist relative to student semester attendance; (5) Do differences exist relative to student interest in the discipline of business; (6) Do differences exist relative to student's interest in taking additional business courses; (7) Do differences exist relative to student satisfaction; (8) Do differences exist relative to student satisfaction between Millennial students and non-Millennial student. The 143 students taking part in the study comprised six intact groups, meaning they selected the days and times of the sections available that appealed to them (non-random samples). Without the students' knowledge, the researcher/instructor arbitrarily selected three sections as the Treatment Groups and three as the Control Groups. Throughout the semester, general business concepts from the course textbook were taught to the Treatment Group using films, television shows, comic strips, and music. The Control Group were taught the same concepts but without the use of any popular culture media. Participants completed Pre-Delivery and Post-Delivery attitudinal questionnaires and took five multiple-choice exams during term. The fit of survey (open full item for complete abstract)

Committee: David Meabon PhD (Committee Chair); Mary Ellen Edwards PhD (Committee Member); Angela M. Nelson PhD (Committee Member); Gregory E. Stone PhD (Committee Member) Subjects: Adult Education; Business Education; Education; Educational Tests and Measurements; Experiments; Higher Education; Inservice Training; Instructional Design; Mass Media; Pedagogy; Teacher Education; Teaching

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

This mixed-methods study delves into the intricate relationship between pedagogy, pedagogical measures, and equity concerns in education, focusing on implementing Inclusiveness, Diversity, Equity, and Accessibility (IDEA) principles. The findings underscore the necessity for educational institutions to navigate legal constraints while prioritizing the creation of inclusive learning environments. Key recommendations include establishing robust support mechanisms such as guidebooks to help educators adapt to legal changes without compromising their teaching approaches. Additionally, future research should explore innovative strategies to promote IDEA, particularly from the perspectives of marginalized communities. Advocating for collaboration among educational institutions, policymakers, and stakeholders, the study emphasizes the importance of fostering conducive learning environments that facilitate the growth and success of all students. It stresses the significance of inclusivity, transparency, diversity, and accessibility in constructing a more just educational system. Combining qualitative observations with quantitative analysis, the study offers a comprehensive understanding of the diverse impacts of legislative changes and equity issues in education. Its practical implications are valuable for policymakers, educators, and stakeholders striving to create inclusive educational settings. The study calls for immediate action and targeted interventions to achieve equitable outcomes and address complex challenges. The study proposes explicitly the creation of an instructional guidebook for general education instructors to assist them in navigating evolving legal frameworks and addressing issues related to IDEA.

Committee: James Olive (Committee Chair); Melissa Cordia (Committee Member); Davin Carr-Chellman (Committee Member) Subjects: Education; Education Policy; Educational Leadership; Teacher Education; Teaching

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.

Committee: William Bintz (Committee Chair); Lori Wilfong (Committee Member); Alicia Crowe (Committee Member) Subjects: Adult Education; Composition; Curricula; Curriculum Development; Education; Educational Theory; Language; Multicultural Education

Doctor of Education (Ed.D.), Bowling Green State University, 2023, Leadership Studies

This qualitative study used Glaser and Strauss' (1967) grounded theory design and explored leader and teacher perspectives of driving and restraining forces when implementing Finnish strategies for joyful leading, teaching, and learning. The study examined teacher perceptions of autonomy as well as differences between Ohio school district typologies with higher or lower populations of students from historically marginalized groups. Twelve participants, including six leaders and six teachers represented five of the eight Ohio school district typologies. Participants completed a Qualtrics demographic survey and the Oxford Happiness Questionnaire (OHQ) (Hills & Argyle, 2002), had a pre-implementation and post-implementation Zoom interview using Seidman's (2019) semi-structured interview protocol, completed three weekly Qualtrics journal entries, and a member checking Qualtrics survey. Participants implemented strategies for joyful leading, teaching, and learning using a Joy Menu created by the researcher, which condensed strategies from Timothy D. Walker's (2017) book Teach Like Finland: 33 Simple Strategies for Joyful Classrooms. Dedoose software was utilized along with memo writing and a hybrid coding approach to analyze transcripts with constant comparative methodology. Through the lens of Kurt Lewin's Force Field Analysis Model, findings from the analysis were condensed into eight emergent themes, five driving forces, and five restraining forces, all of which were synthesized to create a theoretical model. Findings suggested that benefits of joy included improved connections and relationships, improved school culture, increased student engagement, and stress relief, all from a cost-effective initiative. Barriers to joy included overarching stress, changes to childhood, limited background knowledge, perceptions of joy, and a culture of accountability. Mastery and autonomy may need to coexist to fully realize joy in education, and leaders should provide (open full item for complete abstract)

Committee: Judy Jackson May Ph.D. (Committee Chair); Andrea Cripps Ph.D. (Other); Patrick Pauken Ph.D., J.D. (Committee Member); Deborah Margolis Ph.D. (Committee Member); Christy Galletta Horner Ph.D. (Committee Member) Subjects: Curricula; Curriculum Development; Early Childhood Education; Education; Education Philosophy; Education Policy; Educational Evaluation; Educational Leadership; Educational Theory; Elementary Education; Ethics; Families and Family Life; Higher Education; School Counseling; Teacher Education; Teaching

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2023, English (Rhetoric and Writing) PhD

Writing Across the Curriculum (WAC) programs are an educational initiative that aim to support faculty in implementing writing into their classrooms and engaging students in their learning through writing. WAC courses are typically those outside standard English and Literature courses at postsecondary institutions. This project investigates perspectives at a Midwestern University to explore practices and definitions of WAC, writing, advocacy, and feedback. Specifically, the research focuses on two questions: 1. What are the current understandings and practices of WAC, writing, advocacy, and feedback at Midwestern University? 2. How do WAC programs benefit from collaboration with Writing Centers and community connections from a sustainability standpoint? Using humanistic approaches, this study focuses on the shared experiences of a History WAC faculty member, History WAC student, and the Writing Center Coordinator at Midwestern University. Data was collected through a series of interviews with each participant and coded according to a Grounded Theory approach. The findings from each participant's interviews are represented as an individual chapter sharing their stories as perspectives important to ongoing conversations regarding how WAC is understood, writing is defined and experienced, and advocacy is identified, as well as practices of WAC instructor written feedback on student writing. The project draws connections between WAC, writing, feedback practices, and advocacy discourse as important concepts to WAC sustainability and concludes with potential implications for WAC programs, WAC scholars, and writing instructors. Focusing on inclusionary practices, this study pulls from the experiences at Midwestern University to provide frameworks of race for WAC and self-reflective inclusive sentence-level training for faculty, students, and writing consultants. Furthermore, the study indicates that feedback practices in the WAC classroom should consider students' (open full item for complete abstract)

Committee: Lee Nickoson Ph.D. (Advisor); Lisa Hanasono Ph.D. (Committee Member); Kimberly Spallinger M.A. (Committee Member); Neil Baird Ph.D. (Committee Member) Subjects: Pedagogy; Rhetoric

Doctor of Philosophy, University of Toledo, 2023, Curriculum and Instruction

Although researchers have studied the impact of teacher evaluation laws on teachers and administrators, we know very little about how administrators, who assume most of the responsibility for implementing the state-mandated teacher evaluation system, proceed in making use of the evaluation tool their district uses for its performance evaluation system for teachers. Using an ethnographic approach, this multiple-case study seeks to gain a more comprehensive understanding of these complexities by examining the practices of three assistant principals from the same southeast Michigan school district. Major findings triangulated using multiple data sources including reflective journaling, questionnaires, interviews, artifacts, and focus groups, revealed administrators face substantial challenges implementing the state-mandated teacher evaluation system. Nonetheless, they persist, developing innovative solutions (e.g., tools) to help them implement the system with fidelity and engage in continuous cycles of self-improvement, which leads to increased self-efficacy.

Committee: Susanna Hapgood (Committee Chair); Mark Templin (Committee Member); Katherine Delaney (Committee Member); Edward Januk (Committee Member) Subjects: Education

Master of Education (MEd), Bowling Green State University, 1966, Curriculum and Teaching

Committee: Ralph L. Beck (Advisor) Subjects: Education

Master of Arts (MA), Bowling Green State University, 1966, Curriculum and Teaching

Committee: Lois A. Cheney (Advisor) Subjects: Communication; Secondary Education

Master of Arts (MA), Bowling Green State University, 1965, Educational Administration and Supervision

Committee: Charles Boughton (Advisor) Subjects: Elementary Education

Master of Education (MEd), Bowling Green State University, 1965, Curriculum and Teaching

Committee: Charles Young (Advisor) Subjects: Higher Education; History; Secondary Education

Master of Arts (MA), Bowling Green State University, 1965, Curriculum and Teaching

Committee: Raymond Yeager (Advisor) Subjects: Education