Master of Education (MEd), Bowling Green State University, 2014, Curriculum and Teaching

This study aim to know about what extent are the Islamic teaching methods, as dictated by Prophet Mohammed, employed by Islamic religion teachers in the high school classrooms in Riyadh, Kingdom of Saudi Arabia. To achieve this goal, the researcher used the quantitative research, which based on survey questionnaire in order to collect the data from the respondents. There were a total of 83 complete surveys. 59 were male and 24 were female. Most of the sample qualification was Bachelor. The teaching experience was an important consideration in this study. The most important results in this study indicate that the most frequently used method in this study was the dialogue method. On the other hand, the teaching method of dictation had the lowest mean indicating that it is the least frequently used method. Also, there were no gender differences across responses in this study. The result showed that there were no differences between the qualifications "Bachelor, Master and Ph.D." in using the Islamic teaching methods and years of experience. Teachers in this study suggested of using other methods, which not described in this study such as problem solving, role model and technological tools like PowerPoint presentations and Smart Boards. The study recommended that teachers must integrate the use of information technology in their teaching methods as all are proven to be good learning tools. Government officials should encourage teachers to use some of the teaching methods that help to develop the students' mind and behavior and teachers should motivate themselves to use it. Islamic religion teachers should use the Quran Instructions.

Committee: Tracy Huziak-Clark Dr. (Advisor); Bruce Collet Dr. (Committee Member); Mark Earley Dr. (Committee Member) Subjects: Education; Islamic Studies; 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

Doctor of Musical Arts (DMA), Bowling Green State University, 2024, Contemporary Music

The Festival Internacional de Flautistas en el Centro del Mundo has helped countless flute students across the globe to get an international education, increasing the development and knowledge of the next generations of musicians. This dissertation will explain how the Festival, through its abundance of rehearsals, performances, and masterclasses, has become an imperative resource for the growth of the international flute community. My intention with this document is to advocate for a more widespread dissemination of Latin American musical repertoire and educational opportunities and to build strong flute communities in every country, regardless of financial status or other limitations. This document also serves as a guide for flutists from any country who wish to benefit from the pedagogical ideas, repertoire selections, and historical performances from the Festival Internacional. Through historical and narrative methodologies, this research presents findings from over thirty years of festival performances and classes, including interviews with key guest artists and participants as well as a review of festival programs.

Committee: Teresa Sanchez D.M.A. (Committee Chair); Dominic Wells Ph.D. (Other); Elaine Colprit Ph.D. (Committee Chair); Kevin Schempf M.M. (Committee Chair) Subjects: Education; History; Latin American History; Latin American Literature; Music; Music Education; Pedagogy; Performing Arts; Personal Relationships; Social Research; Teacher Education; Teaching

Doctor of Philosophy, Miami University, 2022, Educational Leadership

In response to growing awareness of real-world limitations of narrowly linguistic language pedagogies, and of unintended but enduring negative consequences, research has continued to demonstrate that teaching languages interculturally is not merely educationally facilitative, but essential. Although increasingly sophisticated, intelligible, and creative theoretical discussions and research conclusions are presented within pertinent disciplines, there is comparatively little comprehensive knowledge concerning the extent to which instructional ideologies, practices, and professional circumstances align with crucial advancements in the designs and implementations of intercultural language learning and teaching. Even less is understood about how these relevant components of intercultural language education may vary among different groups of language instructors worldwide. To address these gaps within a framework engaging interdisciplinary insights from areas such as intergroup relations, translingual education, and cross-cultural psychology, this study investigated the perceived impact of scholarly advancements in intercultural language education upon the opinions, attitudes, practices, and wider learning environments of language instructors with differing educational backgrounds across the globe. Findings showed significant differences between groups with regard to degrees of supervisory support; intercultural language teaching ideologies; the frequency with which language instructors made efforts to teach culture, and their perceived preparedness in using various pedagogical methods to do so. Implications for critical and efficacious intercultural language education are discussed, along with recommendations for broader academic initiatives, psychometric analyses of different language educator groups, and new avenues for professional development and teacher education research.

Committee: Doris Bergen (Advisor) Subjects: Educational Leadership; Language; Teaching

Bachelor of Science in Nursing, Wittenberg University, 2021, Nursing

Lack of sufficient and effective medication education has resulted in low patient satisfaction scores on the Joint and Spine (JS2) unit at Miami Valley Hospital South. Improvements in the medication education process at all levels, from pre-operative to after discharge, could significantly improve overall patient satisfaction. Review of literature concerning medication education best practices indicates a need for evaluation and improvement of current practices. Recommendations for improvement based on best practices research can be implemented with commitment at all staff levels in an effort to improve patient outcomes and satisfaction.

Committee: Cherie Rebar (Advisor); Marie Bashaw (Committee Member); Margaret Goodman (Committee Member) Subjects: Medicine; Nursing

Doctor of Philosophy, The Ohio State University, 2021, Teaching and Learning

In an effort to explore methods that can challenge the research/practice divide in the field of mathematics education, this project develops a methodology for people- centered classroom-based research. I analyze the process of building teacher-researcher relationships and show how relationships work to support teachers as they make changes to their practice. In this project, I argue that relationships themselves are a methodological tool that can work to bridge the research-practice divide and analyze what those relationships enable for teachers. This study reveals both the methods involved in building relationships and the effects of relational work as expressed by teachers. As part of this work, I argue that making classroom-based research explicitly people-centered requires shifts in what we think research is going to produce and do, who we do research for, and what we think the role of the researcher is. These shifts have led me to understand the need to expand the epistemological base for classroom-based research. While many researchers seek to do work for and with people, the knowledge base that we look to must include people whose work is explicitly people-centered, not only from work that has been field-centered. I draw on the theories of organizers, including Dolores Huerta, Ella Baker, Bob Moses and the Black Lives Matter movement, and Honduran activists, Berta Caceres and Miriam Miranda.

Committee: Theodore Chao (Advisor); Elaine Richardson (Committee Member); Peter Sayer (Committee Member); Cynthia Tyson (Committee Member) Subjects: Education

Doctor of Philosophy (PhD), Ohio University, 0, Curriculum and Instruction (Education)

As the world observes paradigm shifts in almost every aspect of human life, educational processes in Saudi Arabia are also undergoing significant changes. The learning needs of contemporary Saudi Arabian students differ from the education requirements prioritized in previous centuries. Thus, there is a need for today's teachers to employ innovative teaching mechanisms appropriate to the students' needs in the present times. The purpose of this study was to identify the various teaching methods currently used by Islamic teachers in Saudi Arabia and to understand their rationale for utilizing these techniques. A total of 20 Islamic teachers were interviewed in this study. The findings show that lecturing, narrative method, teaching by practice, iterative, role modeling, preaching, indoctrination, and recitation methods are the most commonly used teaching methods that are used in religious courses. At the same time, several reasons, including teachers' beliefs, rigid course contents, and students' characteristics were found to be influential in determining the type of teaching method selected in their classrooms. Teachers in this study demonstrated that they do not understand learning theories, and therefore do not use them in their classrooms. From this study, the researcher concluded that Islamic teachers in Saudi Arabia are influenced by several barriers that limit their use of modern, more effective, technology-based teaching methods.

Committee: Geist Eugene (Committee Chair) Subjects: Elementary Education; Religious Education; Teaching

Doctor of Education (Ed.D.), University of Findlay, 2019, Education

The achievement gap between African American students and their White peers in language arts has prompted researchers to identify teachers' perceptions of the language of African American Vernacular English-speaking students as a contributing factor. The persistence of the achievement gap has created a social justice issue that is addressed with the transformative mixed methods paradigm by including the historically disenfranchised, their historical truths, and the issues of power that impact their current conditions. This study uses data from a Language Attitude survey on a 4-point Likert scale administered to ten teachers of African American Vernacular English-speaking students in grades K-5 and 14 African American Vernacular English-speaking students in grades 4-5 to examine how language bias impacts student achievement and motivation. Semi-structured interviews were conducted and coded to identify prominent themes. The study found participants have negative perceptions of African American Vernacular English and prefer Standard English in all communication. These findings suggest that students and teachers can benefit from culturally responsive teaching.

Committee: Christine Denecker (Committee Chair); Allison Baer (Committee Member); Erin Laverick (Committee Member) Subjects: African Americans; Black History; Education; Education History; Educational Tests and Measurements; Language Arts; Literacy; Multicultural Education; Multilingual Education; Teacher Education; Teaching

Master of Education, Cleveland State University, 2018, College of Education and Human Services

This case study examines the teaching methods and needs of an Intensive English Program (IEP) affiliated with a university in the United States upper Midwest. During the study, a class of upper-intermediate level students enrolled in a listening and speaking course and their instructor were observed for 10 weeks and were administered an extensive Needs Analysis questionnaire. The purpose of this effort was to discover the extent to which the objective needs of the curriculum and the instructor aligned with the students' subjective needs, with close attention given to the methods employed by the instructor. The findings suggest that the methods employed by the instructor aligned well with the needs of both the instructor and the students. Both agree that explicit instruction is important and value clear articulation of goals/objectives. The findings suggest that students preferred instructor-centered teaching and direct feedback on all mistakes during class.

Committee: Elena Andrei Ed.D. (Committee Chair); Wendy Green Ph.D. (Committee Member); Michele Bowman Ph.D. (Committee Member) Subjects: English As A Second Language; Higher Education; Multicultural Education; Pedagogy; Teaching

PHD, Kent State University, 2017, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

This mixed methods study examined student perceptions of social, cognitive, and teaching presence in a synchronous online environment based on participation in the environment, how the synchronous online environment affects social, cognitive, and teaching presence, and what aspects of teaching presence in an online synchronous environment support and enhance social and cognitive presence. Participants were students at a large, multi-campus community college enrolled in distance learning, blended learning, and web-enhanced courses. They attended either a live synchronous online session (n = 104) or viewed a recording of a live session (n = 65). Independent sample t tests compared the groups studied followed by correlation analyses to examine teaching presence as a predictor of social and cognitive presence. The quantitative results showed that students who participated in the live online synchronous sessions exhibited more positive perceptions of social and cognitive presences than those who viewed a recording of the session. Open, axial, and selective coding of the qualitative data produced findings that uncovered the themes of connection, confidence and transference among the participants' experiences in both groups. The study has implications for understanding the potential that online synchronous technologies have in establishing social, cognitive, and teaching presences for initiating a community of inquiry in the online environment.

Committee: Albert Ingram Ph.D. (Committee Co-Chair); Elena Novak Ph.D. (Committee Co-Chair); Catherine Hackney Ph.D. (Committee Member); Marty Jencius Ph.D. (Committee Member) Subjects: Educational Psychology; Instructional Design

Doctor of Philosophy, The Ohio State University, 1980, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1974, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1968, Graduate School

Committee: Not Provided (Other) Subjects: Home Economics

Doctor of Philosophy (PhD), Ohio University, 2016, Curriculum and Instruction Mathematics Education (Education)

Financial literacy is an important life skill, yet how are we fostering understanding in our youngest students? Unless schools begin instruction on money concepts and skills at an early age, the majority of the students will not have the needed exposure until much later in their educational career. This study used a mixed methods research approach to explore kindergarten through second grade teachers' perspectives regarding the curriculum and instruction of financial literacy. The study had two main phases. Both phases consisted of a two-step process of data collection and analysis. Phase 1 was qualitative and comprised interviews of teachers who taught in K–Grade 2 at three schools in Ohio. The interviews were coded descriptively, and the author used codeweaving to analyze the data for common themes. From these results, an online survey was created and distributed in Phase 2. Phase 2 was quantitative and involved a survey of a broader sample of K–2 teachers in Ohio. This phase tested the veracity of the Phase 1 results. Phase 2 determined whether generalizations could be made regarding teachers' perceptions of students' prior knowledge and skills, and of students' cognitive readiness to understand financial literacy content. Perceptions from the two phases were triangulated with theory and research relating to child development to explore what, when, and how teachers are teaching money concepts and skills in their classroom. The findings indicate that K–2 teachers see value in teaching financial literacy concepts and skills in their classroom, but they are unsure of the expectations for implementation. In particular, the majority of the participants were unaware of the Jump$tart Coalition for Personal Financial Literacy's National Standards in K–12 Personal Finance Education and demonstrated confusion on state and Common Core standard expectations. During this study, making connections and providing students with genuine experiences were frequently iden (open full item for complete abstract)

Committee: Gregory Foley (Advisor); Eugene Geist (Committee Member); Koestler Courtney (Committee Member); Machtmes Krisanna (Committee Member) Subjects: Applied Mathematics; Curricula; Early Childhood Education; Education; Educational Theory; Elementary Education; Finance; Literacy; Mathematics; Mathematics Education; Pedagogy; Teacher Education; Teaching

EdD, University of Cincinnati, 2008, Education : Curriculum and Instruction

Research suggests that computer self-efficacy, professional development, and years of teaching experience are critical factors that influence teachers' integration of educational technology in their classrooms. Results of a pilot study conducted by the researcher suggested a strong relationship between the degree of self-confidence teachers demonstrated toward technology and its use in their classrooms. This study builds upon previous research to focus on the relationships among computer self-efficacy and the technology integration perceptions of high school mathematics and science teachers in a Midwestern metropolitan area. This exploratory study selected this particular population to examine factors that may inhibit or encourage technology integration among secondary teachers. These factors were self-efficacy beliefs, professional development, and teaching experience. Data were collected from teachers who volunteered to participate in the study through surveys, semi-structured interviews, classroom observations, and teaching materials. The data were analyzed quantitatively and qualitatively to determine whether relationships existed among the factors under consideration, as well as to detect other patterns that emerged. A moderate, statistically significant correlation was found to exist between perceptions of computer self-efficacy and technology integration among the participants, a finding that was supported by qualitative analysis. The results can inform future research, as well as professional development, continuing education, technology training, and teacher education programs.

Committee: Kenneth Martin Ph.D. (Committee Chair); Glenn Markle Ed.D. (Committee Member); Janet Bohren Ph.D. (Committee Member); Rebecca Scheckler Ph.D. (Committee Member) Subjects: Continuing Education; Curricula; Education; Secondary Education; Social Research; Teacher Education; Teaching; Technology

Master of Science, The Ohio State University, 2010, Agricultural and Extension Education

The purpose of this study was to describe the frequency use of cooperative learning techniques by students enrolled in a university, methods of teaching in non-formal environments course. In addition, the researcher sought to describe student cognitive processing capability when answering higher or lower cognitive level questions during a ten-week university course. Students (N=14) enrolled in a ten-week university, methods of teaching in non-formal environments, course were the convenient population for the study. The researchers randomly assigned each student into one of two groups prior to the first class session; the groups were labeled lower cognitive and higher cognitive. Each group received a closing reflection at the end of each class session. A bonus question was added to each closing reflection; the lower cognitive group received a closing reflection with a lower cognitive level bonus question, while the higher cognitive group received a higher cognitive level bonus question. The researchers also demonstrated the use of cooperative learning techniques in three lectures during the course. Four instruments were used to describe student use of cooperative learning techniques, and student cognitive processing capabilities on the assignments. Results were that five of the students used cooperative learning techniques in their microteaching lessons, using a total of three techniques (timed-pair share, jot-thoughts, and window-paning), 12 times throughout their lessons. The majority (n=4) of the students who implemented cooperative learning techniques scored in the top 50% on the cognitively weighted final examination. Student answers in the lower cognitive group were assessed as right or wrong; on average, students answered ten questions correctly, three questions wrong, and had one missing closing reflection. The higher cognitive questions were assessed using a critical thinking rubric. None of the students scored higher than the lowest level of critical thi (open full item for complete abstract)

Committee: M. Susie Whittington (Advisor); Larry Miller (Committee Member) Subjects: Agricultural Education; Curricula; Education; Higher Education; Secondary Education; Teacher Education

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

Although much has been written about such important topics as teacher quality and professionalism, few discussions of these concepts draw upon theoretically integrated and empirically grounded formulations of professionalism in teaching. Most considerations of professionalism focus on individual-level characteristics rather than on properties of the organizations that contextualize the actual work of teaching. This exploratory study seeks to establish a theoretically grounded construct of teacher professionalism that can be validly and reliably measured. Both qualitative and quantitative data were collected from two dissimilar Midwestern high schools for the purposes of this exploration. Findings validated an individual level measure of teacher professionalism, and established its usability in future research of the construct at the organizational level.

Committee: Wayne Hoy (Advisor) Subjects: Education, Administration

Doctor of Philosophy, The Ohio State University, 2007, Teaching and Learning

Training in spoken grammatical accuracy at professional levels in English teacher education programs to ensure teaching quality is a program component. However, English as a foreign language (EFL) teacher education programs typically do not focus on this area in Taiwan. The present research employed a pretest-posttest control group experimental design to investigate the effects of an explicit grammar teaching method on a group of English teacher candidates' spoken grammatical accuracy. The main purpose of the study was to investigate if the proposed teaching method would improve the teacher candidates' oral English proficiency with respect to grammaticality, and if so, to what extent? Moreover, in light of concerns that second language speakers' attention to accuracy may impaired their fluency, the research also studied if explicit grammar instruction would impair speaking fluency of the teacher candidates. The research site was the Children English Teacher Education Program housed within National Taipei University of Education. Thirty-six participants were randomly assigned to two levels of the treatment on English conditional structures for five sessions of grammar instruction. The instrument used to measure the participants' performance on the pretest and posttest was the one-on-one oral interview. The data was analyzed using the ANCOVA procedures, controlling for any initial difference between two study groups. The study findings suggested that grammar instruction could improve spoken grammatical accuracy of English teacher candidates in Taiwan, who are advanced English learners. In addition, the increased grammatical accuracy was not obtained at the expense of fluency.

Committee: Charles Hancock (Advisor) Subjects: Education, Language and Literature

PHD, Kent State University, 2011, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

This research was a phenomenological study that explored exemplary counselor educators' reported experiences during their own self-perceived good teaching moments. An assumption of the researcher was that the participants would reveal beliefs about teaching and preferred pedagogical methods while sharing their experiences during moments of their own self-perceived good teaching. The research question that guided this study was: What are exemplary counselor educators' reported experiences during their own self-perceived good teaching moments? The researcher contacted the chairs, coordinators, or directors at CACREP accredited counselor education programs and requested they identify a tenured faculty member who they believed was an exemplary teacher. Six participants, three males and three females, were selected to participate in this study. Data were collected through phone interviews and analyzed by a process consistent with phenomenological research. Data revealed the following salient beliefs among the six participants that contributed to the structure of good teaching moments: (a) the process of teaching has similarities to the process of counseling, (b) sharing professional experiences is helpful to students, (c) students are capable of teaching each other and teaching themselves, (d) students learn to become counselors through experiencing content, (e) teacher reflection is important in good teaching, and (f) being authentic in the classroom is important to good teaching. The results of this research were discussed in relation to existing literature and unique contributions to the field were identified. Implications for counselor education, future recommendations for research, and limitations were shared.

Committee: John D. West EdD (Committee Co-Chair); Donald L. Bubenzer PhD (Committee Co-Chair); Alicia R. Crowe PhD (Committee Member) Subjects: Counseling Education

PHD, Kent State University, 2010, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this study was to examine how a science methods course in primary education might influence the curriculum decisions of preservice teachers in The Bahamas related to unit plan development on environmental science topics. Grounded in a social constructivist theoretical framework for teaching and learning science, this study explored the development of the confidence and competence of six preservice teachers to teach environmental science topics at the primary school level. A qualitative case study using action research methodologies was conducted. The perspectives of preservice teachers about the relevancy of methods used in a science methods course were examined as I became more reflective about my practice. Using constant comparative analysis, data from student-written documents and interviews as well as my field notes from class observations and reflective journaling were analyzed for emerging patterns and themes. Findings of the study indicated that while preservice teachers showed a slight increase in interest regarding learning and teaching environmental science, their primary focus during the course was learning effective teaching strategies in science on topics with which they already had familiarity. Simultaneously, I gained a deeper understanding of the usefulness of reflection in my practice. As a contribution to the complexity of learning to teach science at the primary school level, this study suggests some issues for consideration as preservice teachers are supported to utilize more of the national primary science curriculum in The Bahamas.

Committee: Mary Louise Holly PhD (Committee Chair); Andrew Gilbert PhD (Committee Member); Donald Bubenzer PhD (Committee Member); Autumn Tooms EdD (Committee Member) Subjects: Teacher Education