Master of Arts, The Ohio State University, 2009, ED Policy and Leadership

Amidst the growing number of school shootings taking place around the United States, the Clinton Administration called for the passage of the Gun Free Schools Act of 1994. The Act mandated that all states receiving federal funding enact policies that would expel students who were found in possession of a firearm on school grounds for a minimum of one-year. However, this federal statute did not prohibit states from enacting policies that barred more than just possession of firearms. California, for example, amended Section 48915(c) to the California Education Code, which indicated that an administrator had the authority to recommend expulsion of any student in possession of a firearm, knife, or explosive, or who sexually assaulted or battered another, or who engaged in the sale of illegal substances. Moreover, Section 48915(c) expanded other sections of the California Education, giving administrators greater discretion to recommend expulsion for minor offenses that normally warrant suspension. In addition, California courts emphasized that school districts have great deference in implementing their own regulations to satisfy California statutory law as long as those regulations are consistent with the state legislature's intent. This indicates that school administrators have broad discretion in implementing state law with minimal limitations. The purpose of this thesis is three-fold. First analyzes some of the ambiguities in the 1994 Gun Free Schools Act and California's zero tolerance policy under Section 48915(c) of the California Education Code. Second, it examines some of the implications associated with the enforcement of the language in these laws. Third, it observes some of the consequences that result from the implementation and enforcement of these laws. Ultimately, this analysis encourages school administrators to understand the laws and learn to adequately apply them without relinquishing their ethical responsibility to education and the well-being of stud (open full item for complete abstract)

Committee: Philip T.K. Daniel EdD/JD (Advisor); Scott Sweetland MBA/PhD (Committee Member) Subjects: Education

Doctor of Education, Miami University, 2022, Educational Leadership

The School-to-Prison Pipeline reflects the injustice that presents itself in our school systems. Strict Zero-Tolerance policies have led to the mass incarceration of specific communities of color. These policies have a hand in creating a revolving door that systemic racism has planted into our school systems. By drawing on the review of literature: Zero-Tolerance Policies, School-to-Prison Pipeline, Women in the School-to-Prison Pipeline, Systemic Racism and Discrimination, the literature provided context for addressing Black Women in the School-to-Prison Pipeline. The purpose of this study was to explore the lenses of six Black women over the age of 18 who were once incarcerated. Critical race theory and critical race feminism are the two theories that framed this research. Using this approach allowed for the six women in this study to tell their sides of their stories. The narratives of the six women will provide insight into their lives and provide help to all stakeholders involved in the educational system. Findings from the research indicated that dependency, family, financial disparities, negative school experiences and discipline are all key experiences that led Black women through the School-to-Prison Pipeline. This study reveals that there is a need for more attention to what is leading our Black girls into the prison system from school. There is attention needed from the community. There is also a need for schools to listen to each student and their individual needs. This dissertation offers possible solutions on how the schools can reach out more to their community stakeholders to bring in more programs for different students and enact change. INDEX WORDS: School-to-Prison Pipeline, Zero-Tolerance-Policy, Systemic Racism

Committee: Lucian Szlizewski (Committee Chair) Subjects: African Americans; Education

Doctor of Philosophy in Urban Education, Cleveland State University, 2021, College of Education and Human Services

This multi-site case study uses Policy Implementation Process Examination (PIPE) and a variegated diagram to represent the evolution of interpretations in a human sense-making framework as it relates to Ohio House Bill 410, legislated in 2016. The purpose of the research is to study how implementing agents such as school district personnel respond to legislation and carry out efforts to reduce chronic absenteeism while attending to local conditions. Because the COVID-19 pandemic occurred while this study was taking place, this study was able to include within its investigation how school district personnel responded to this crisis and changes in conditions during implementation. In examining the experiences of practitioners, the researcher is not seeking to prove or support a particular curriculum, school, model, or theory. Rather, this study seeks to draw on PIPE and theories of human sense-making to gain an understanding of the experiences and meaning district personnel give to policies enacted to reduce chronic absenteeism. The findings of the study may offer useful considerations for future policy-making in the area of chronic absenteeism and may contribute to theories of policy development and implementation.

Committee: Anne Galletta Ph.D. (Committee Chair); Joanne Goodell Ph.D. (Committee Co-Chair); Selma Koc Ph.D. (Committee Member); Mark Freeman Ph.D. (Committee Member); Jeffrey Snyder Ph.D. (Committee Member) Subjects: Education History; Education Policy; Educational Technology

Doctor of Education, Ashland University, 2021, College of Education

This study explored the impact of an urban school district's implementation of positive behavioral interventions and supports (PBIS) and the subsequent effects on exclusionary discipline practices for students with disabilities. Exclusionary discipline practices are those that remove a student from the educational environment, such as in-school suspension, out of school suspension, emergency removal, and expulsion from school. The study examined the number of exclusionary discipline incidents for students with disabilities in an urban school district for the school year prior to systemic implementation of PBIS compared to the data for the same subgroup for the school year after full implementation. Data was collected from the EMIS database for the school district, which identifies students' state-reported exclusionary discipline data and identifiable subgroup status. Research was conducted through an analysis of peer-reviewed qualitative and quantitative articles on the implementation of positive behavioral supports and interventions programs with the objective of linking positive student behaviors, decreased exclusionary discipline practices for urban students with disabilities, and the fidelity of implementation by teachers and building leaders. Included in this research is the advent of zero tolerance policies in schools, the history and definition of PBIS, as well as the specific areas of theme that resonated throughout the research review: implementation at varying levels (primary and secondary school systems), the impact on negative behaviors in urban school settings, and the impact on exclusionary discipline data for student subgroups. The intent of this study was to determine the effect on exclusionary discipline practices on students with disabilities following the systemic implementation of Positive Behavioral Intervention and Supports (PBIS) best practices in an urban public school district.

Committee: Judy Alston Ph.D. (Committee Chair); Robert Thiede Ph.D. (Committee Member); Peter Ghazarian Ed.D. (Committee Member) Subjects: Education; Elementary Education; Secondary Education; Teaching

Master of Science (M.S.), Xavier University, 2020, Psychology

Understanding what organizational characteristics influence perceptions of sexual harassment is essential to properly address it. Previous research has found that zero-tolerance policies have been the most successful in decreasing the prevalence of sexual harassment. Specifically, there are six features consistently included in policies addressing organizational injustice which may strengthen the impact of a zero-tolerance policy. Organizational climate, specifically gender climate, shapes what sexual harassment looks like and influences its prevalence. The current study examined the effects of sexual harassment policy (six features included vs. six features not included) and gender climate (pay discrepancy between genders vs. no pay discrepancy) on perceived organizational tolerance for sexual harassment. It was hypothesized that a more comprehensive policy and no pay discrepancy would lead to lower perceived organizational tolerance. It was also hypothesized that the relationship between policy and perceived organizational tolerance for sexual harassment would be significantly stronger when there was no pay discrepancy between genders. The study sample consisted of 185 MTurk workers who read vignettes regarding policy and climate and completed a survey measuring perceived organizational tolerance for sexual harassment. Results showed that contrary to the hypotheses, policy and organizational climate did not significantly influence perceived organizational tolerance for sexual harassment, and no interaction occurred. Although findings were not statistically significant, organizations should implement zero-tolerance sexual harassment policies and treat their employees equally to deter sexual harassment and create a culture of equality. Future research should investigate how other aspects of gender climate could affect perceived organizational tolerance for sexual harassment.

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

Doctor of Philosophy, The Ohio State University, 2020, Educational Studies

The Guns Free School Act of 1994 led to the overuse of zero tolerance discipline policies and practices in public schools. Policy evaluations, empirical studies, and the Department of Education's Office of Civil Rights found pervasive racial and gender disparities in school discipline in the decades following. When disaggregating discipline data for female students by race, Black girls consistently faced the highest rates of exclusionary punishments compared to any other racial group (regardless of other identifiers such as socioeconomic, disability, etc.). Despite this alarming trend, there is comparatively less scholarship and education policy focus on Black girls' educational experiences with school discipline. This sequential explanatory mixed-methods study used school and district-level data to investigate school discipline for female students in elementary, middle, and high-school in a Midwestern state. This study incorporated Black girls' voices to consider solutions by gathering their perspectives concerning current high school experiences related to discipline and effective alternatives and supportive resources for their schools.

Committee: Karen Beard Ph.D. (Advisor); Ann Allen Ph.D. (Committee Member); Minjung Kim Ph.D. (Committee Member); Kisha Radliff Ph.D. (Committee Member) Subjects: Black Studies; Education; Education Policy

Doctor of Education (Educational Leadership), Youngstown State University, 2018, Department of Teacher Education and Leadership Studies

In 21st century America, students are coming to school with greater social, emotional, and behavioral needs (Report of the Surgeon General's Conference on Children's Mental Health, 2000). The education profession identifies many of these children as at-risk of failing or dropping out of school “. . . due to circumstances that jeopardize their ability to complete school” (At-Risk, The Glossary of Education Reform, 2013, p. 1). The at-risk student's world-view is dichotomous; it is one of mistrust paired with the need to belong (Fisher, 2013). At-risk students experience toxic shame (Bradshaw, 1988). The shame-based person suffering from toxic shame has an adversarial relationship with oneself. Toxic shame says one is flawed and defective as a human being. It is not an emotion but rather a core identity (Bradshaw, 1988). Codependency comes from loss. At-risk students' relationships and circumstances cause them to experience loss daily. Boss (2003) has termed the effect of the kind of loss that has no closure as ambiguous grief. The authoritarian approach to discipline since the 1990s, based upon a dualistic theological/philosophical world view, has not met the needs of at-risk students. The challenge of the 21st century educator is to connect, motivate, and teach students who are angry, attracted to negative socialization, adopt physical, social, and emotional self-destructive risk-taking behaviors, and believe they are damaged, unloved, and possess attitudes devoid of hope for future success. A Trinitarian world view recognizes that what makes a student valuable is they are more than their minds. They are endowed with a human spirit and therefore are valued at a spiritual level creating the potential for building a relationship of acceptance (Lerner, 2000). This study utilized a non-experimental correlational research design (Gall, Gall, & Borg, 2007). A Worth-Teaching Index survey was created by the student researcher. Staff from one urban and one (open full item for complete abstract)

Committee: Jane Beese PhD (Committee Chair); Charles Vergon JD (Committee Member); Joshua Reichard PhD (Committee Member); Xin Liang PhD (Committee Member) Subjects: Education

Doctor of Education, Ashland University, 2017, College of Education

The purpose of this qualitative phenomenological study is to examine the self-perceptions and “lived” experiences of four African-American high school males who have been affected by the implementation of Zero Tolerance discipline policies in their middle to high school years. Through an interview process participants contribute their powerful voices of perseverance that bridge the gap in the literature on the racial disproportionality in discipline for African American males, the impact of discipline on self-esteem in African American young men, and Culturally Responsible Leadership. The participants identify the key factors that answer the secondary questions of how their experiences resonate with the constructs of Critical Race Theory and the School to Prison Pipeline and the internal and external factors that contributed to their perseverance. The findings also identify three major themes of isolation, misappropriated discipline, and the value of the African American high school male as human capital that have emerged and give deeper meaning to the impact of Zero Tolerance Policy on African American young men and the need for progressive leadership that embraces not alienates.

Committee: James Olive Ph.D. (Committee Chair); Judy Alston Ph.D. (Committee Member); Harold Wilson Ph.D (Committee Member) Subjects: African Americans; Secondary Education

Doctor of Education (Ed.D.), Bowling Green State University, 2016, Leadership Studies

The minority and socioeconomic gaps in academic achievement have brought much focus to urban schools; and while many efforts have been implemented to close these gaps, the discrepancies in academic outcomes remain, as existing research confirms. This study analyzes the impact of an urban district's CTAG (Closing the Achievement Gap) school based mentoring program on academic (GPAs and Ohio Graduation Test math and reading passage) and social performance variables (emergency removals, suspensions, expulsions, and juvenile court involvement). A causal-comparative approach was utilized to compare the outcomes of the three participating groups (middle school only participants, high school only participants, and participants who received both middle and high school CTAG services) in relation to their academic performance and reduction in exclusionary discipline practices that place students at a higher risk of school failure due to being excluded from class and school. This research sought to answer the question; "Is there a difference in academic and social performance based on the level of CTAG mentoring participation?" Quantitative procedures were utilized to compare the three groups, while also factoring in school attendance as a covariate in the analyses. The examination revealed that there was statistically significant evidence to conclude that students who participated in the CTAG program in both middle and high school were more likely to earn higher GPAs and pass the OGT reading and math, and less likely to exhibit chronic absenteeism, get expelled, or be involved with juvenile court.

Committee: Judy May (Advisor); Richard Anderson (Other); Patrick Pauken (Committee Member); Judith Zimmerman (Committee Member) Subjects: Educational Leadership

Specialist in Education (Ed.S.), University of Dayton, 2015, School Psychology

Across the nation, the education system is responding to student misbehavior with zero tolerance policies that parallel the punitive practices found in the juvenile and criminal justice systems. Zero tolerance policies have contributed to the “discipline gap,” wherein schools punish racial and ethnic minorities more often and more severely than they punish whites. One alternative to punitive punishment is restorative justice, which aims to foster respect, responsibility, and empathy in members of school communities. This project evaluates the relationship between restorative justice and out-of-school suspension rates in an urban school district. It also serves as one of the few studies that evaluate the effect of restorative practices on the discipline gap. The results validate previous research findings, as restorative justice is related to reductions in out of-school suspension rates. Further, the results reveal a promising alternative to the punitive practices that plague the education system, as restorative justice is related to reductions in the size of the discipline gap.

Committee: Susan Davies Ed.D. (Committee Chair); Elana Bernstein Ph.D. (Committee Member); Jamie Longazel Ph.D (Committee Member) Subjects: Education Philosophy; Educational Psychology; Educational Sociology; Psychology; Special Education; Teacher Education

Master of Health and Human Services, Youngstown State University, 2011, Department of Health Professions

The purpose of this study was to investigate disruptive behavior in the respiratory workplace. The prevalence, clinical setting, sources and types of disruptive behavior were explored. Four hypotheses were tested: First, respiratory therapists experience disruptive behavior in the workplace. Second, Verbal disruptive behavior is the most common form found in the healthcare environment. Third, the incidence of disruptive behavior is higher among bedside caregivers compared to managers and educators. Finally, the greatest source of disruptive behavior is described. Methods: A 23 question survey gleaned data to evaluate disruptive behavior in the respiratory workplace. Informed consent was obtained. The survey was distributed electronically to respiratory therapists who were members of the American Association for Respiratory Care. Results: A total of 119 of a possible 3,941 participants (3%) completed the survey. Ninety six percent of individuals surveyed had experienced a form of disruptive behavior. An equivalent percentage of individuals, 96%, witnessed a co-worker experiencing a disruptive event. No difference in the type of disruptive behavior was experienced by job class. Bedside practitioners or staff respiratory therapists did not experience disruptive behavior more often than department technical directors, educators or supervisors. Disruptive behavior was deemed unacceptable. “Zero tolerance” initiatives were identified as a means to control disruptive behavior. Conclusions: Respiratory therapists in all job categories experience disruptive behavior. Victims are willing to explore effective ways to control disruptive behavior.

Committee: Teresa Volsko MHHS (Advisor); John Hazy PhD (Committee Member); Salvatore Sanders PhD (Committee Member) Subjects: Health; Health Care; Health Care Management; Health Education; Health Sciences

PhD, University of Cincinnati, 2012, Education, Criminal Justice, and Human Services: Educational Studies

Abstract Bullying has been examined by a variety of international professionals, all intent upon stopping this unmanageable problem in the school setting. Many experts have designed and implemented strategic whole-group, anti-bullying campaigns that are purchased by school administrators in the attempt that bullying will be thwarted by a one-size-fits-all “fix” of the pervasive and troublesome behaviors. Bullying continues to impede the efforts of school officials, regardless of the program by which they are educating students. The reason? There are no anti-bullying campaigns that adequately address the dynamics of class, race, and gender. These factors act as a catalyst for different manifestations in the definition of bullying, the perceptions of bullying, and the reactions of teachers and staff towards bullying situations. These factors also account for the differences in behavioral manifestations among students. Race, class, and gender are major determinants of “how” and “why” and “what” perpetrators and victims experience when faced with a bullying incident. Therefore, it is necessary to understand these complex dynamics in order to develop a more substantial and pertinent solution to the bullying epidemic.

Committee: Marvin Berlowitz PhD (Committee Chair); Lynn Poynter MEd (Committee Member); Vanessa Allen-brown PhD (Committee Member); Stephen Sunderland PhD (Committee Member) Subjects:

Doctor of Philosophy, The Ohio State University, 2009, ED Policy and Leadership

A valid concern facing school districts within the state of Ohio, as well as across the country, is situated around methods to increase student performance on standardized high stakes tests and achieve the requirements of the mandated No Child Left Behind (NCLB) Law. Simultaneously, school districts are confronting a multitude of challenges to decrease the impact of student suspension and expulsion within school cultures and comply with local policies such as Zero Tolerance Discipline Policies. The contextualization of both the local Zero Tolerance Discipline Policy and the national NCLB mandate in relationship to standardized high stakes testing and the impact of the two upon one another define the purpose of this qualitative study. This study investigated the systematic methods in which K-12 faculty in an urban school district responded to the sometimes conflicting testing mandates of complying with NCLB and the Zero Tolerance Discipline Policy. The rationale was to use critical theory to examine an education faculty's opinions, perceptions, and strategies involving the implementation of: (1) Locally mandated Zero Tolerance Discipline Policies; (2) nationally mandated standardized high stakes testing laws; and (3) how both policy and law can be counterproductive to one another. The information discussed and the findings of this study have implications for legislatures, superintendents, administrators, teachers, students, parents, intervention specialists, state agencies and researchers.

Committee: Philip Daniel PhD (Advisor); Scott Sweetland PhD (Committee Member); Antoinette Miranda PhD (Committee Member); James Moore III PhD (Committee Member) Subjects: Education

Doctor of Philosophy, Miami University, 2009, Educational Leadership

The goal of the study was to investigate the question: What are school principals' perceptions of the effectiveness of zero tolerance policies as a preventive tool against school violence? School districts across the country are adopting zero tolerance policies to give communities a sense of safety and order. According to advocates of the policies, zero tolerance is beneficial for everyone. Some critics, however, suggest that this policy negatively affects marginalized groups. This study revealed that urban school administrators perceive that their schools are safer since the implementation of zero tolerance policies. However, administrators in the study did not view expulsion as a best practice. The study results revealed contradictions in principals' perceptions. Urban administrators are almost evenly split in their views of whether zero tolerance is effective for their students and if students welcome zero tolerance discipline policies. This discrepancy in views is noted throughout the study as a catalyst for discussion of zero tolerance policies in Ohio's large urban school districts and what makes each unique regarding zero tolerance policies.

Committee: Nelda Cambron-McCabe Dr. (Committee Chair); James Burchyett Dr. (Committee Member); Michael Dantley Dr. (Committee Member); Frances Fowler Dr. (Committee Member); Raymond Witte Dr. (Committee Member) Subjects: Education