Master of Science (MS), Wright State University, 2012, Educational Leadership

Authentic Leadership is an emerging leadership approach that is still in the formative stages of development. There has been noteworthy research on strategies to develop or enhance authentic leadership behaviors (Northhouse 2010) that can lead to high employee retention, however there has been only a small amount of research examining the relationship between authentic leadership and employee retention. This descriptive study examined the perceived level of authentic leadership on the four scales of the Authentic Leadership Questionnaire by retained and non-retained employees in one organization to determine if there is a relationship between authentic leadership and employee retention.

Committee: Scott Graham PhD (Committee Chair); Mindy McNutt PhD (Committee Member); Glenn Graham PhD (Committee Member) Subjects: Educational Leadership; Management

BA, Kent State University, 2016, College of Arts and Sciences / Department of Psychological Sciences

The need for authentic leaders has been increasing due to corporate scandals, banking failures, and an overall lack of accountability within leadership positions. Corporations can measure authentic leadership using assessment centers. Our study aimed to answer whether leadership assessment center (LAC) measures measure underlying concepts of authentic leadership and whether these measures cluster together in ways consistent with the theory of authentic leadership. Our study consisted of 88 employees from the Hyland Software Company who volunteered to partake in a LAC experience that involved participating in scenarios, simulations, roleplays, and interviews over the span of three days while being evaluated by trained observers. Using a common factor analysis with a maximum likelihood extraction method and an oblique, oblimin factor rotation, results showed a four factor solution with good model fit and strong internal consistency. Thus, the assessment center measured the authentic leadership construct through four established factors labeled: “Communicating with Integrity,” “Leading Through People,” “Confident Problem Solver,” and “Task Project Oriented.” The implications and potential of leadership assessment centers are discussed along with the possible use of cultural assessments to tie organizational culture and leadership together into a cohesive unit.

Committee: Mark Whitmore Dr. (Advisor); Joel Hughes Dr. (Advisor); Elizabeth Howard Dr. (Committee Member); Steve Riczo Dr. (Committee Member); Clarissa Thompson Dr. (Committee Member) Subjects: Management; Occupational Psychology; Organizational Behavior; Psychology

Doctor of Education (EdD), Ohio University, 2024, Educational Administration (Education)

This study seeks to investigate and illuminate what Superintendents perceive to be their democratic ethos and how they maintain their orientation in the context of school board interactions and/or relationships. A democratic ethos is seen by this study as the intrapersonal convictions needed to enable Superintendents to continually drive forward with their practices, even when policy, school-boards, and the community seem to falter. The schoolboard-Superintendent relationship represents a microcosm of American society and overarching democratic values. The research is concerned with the relational synthesis of two concepts by Superintendents as a mechanism for sustaining a system of governance and ensuring the longitudinal growth and progress of the educational systems they work in. Approached as a multiple-case analyses, this study presents the narratives of a group of 10 Superintendents who self-identify democratically. This research sees the concepts of political literacy and social democracy as intertwined. The study has implications for informing the leadership of practicing Superintendents as well as leadership preparation programs, both for K-12 settings as well as post-secondary institutions and can extend to inform the practice of any individual who is charged with organizational leadership throughout the course of their daily demands.

Committee: Michael Hess, Ph.D. (Committee Chair); Bruce Martin, Ph.D. (Committee Member); Dwan Robinson, Ph.D. (Committee Member); Jerry Miller, Ph.D. (Committee Member) Subjects: Education; Education History; Education Philosophy; Education Policy; Educational Evaluation; Educational Theory; Ethics; Philosophy; Political Science; Social Research; Sociology; Sustainability

Doctor of Philosophy, Case Western Reserve University, 2024, Management

There is a growing body of literature highlighting the significance of adopting Environmental, Social, and Governance (ESG) principles, which contribute positively to an enterprise's value. The influence of stakeholder theory has prompted global organizations to increasingly embrace ESG principles, garnering heightened attention in recent years, a shift from the past. However, there is a paucity of literature on empirical studies investigating the impact of organizational behaviors on the decision-making process of adopting ESG principles. This dissertation employs a sequential mixed-method research design to explore the effects of leadership styles on the perceived importance of ESG factors in organizations. Initially, an exploratory qualitative inquiry, involving semi-structured interviews with thirty respondents, examines the factors influencing the decision to adopt and implement social-related issues in organizations. Subsequently, an archival study delves into the mechanisms through which ESG indirectly influences firm profitability via employee satisfaction. The research also investigates the direct effects of authentic and ethical leadership on perceptions of ESG. Informed in general by the upper echelons theory and the stakeholder theory of the firm, the study considers leadership authority as a factor driving the embrace and implementation of ESG principles. Leaders exert influence in allocating organizational resources to achieve desired outcomes. Additionally, other factors such as costs, regulation, and reputation play a role in the decision to adopt ESG-related policies. The second phase of the dissertation explores the direct and indirect effects of positive performance indicators of environmental, social, and governance aspects on corporate financial performance (CFP) through employee satisfaction (ES) among S&P 500 companies from 2015 to 2019. The findings indicate a significant positive impact of employee satisfaction on corporate financial perf (open full item for complete abstract)

Committee: Timothy Fogarty, Ph.D. (Committee Chair); Olubunmi Faleye, Ph.D. (Committee Member); Yunmei Wang, Ph.D. (Committee Member); Philip Cola, Ph.D. (Committee Member) Subjects: Management

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

Background: Equine facilitated learning (EFL) leadership programs have recently gained recognition as a novel approach to teaching leadership but are not widely known or researched. Methods: A study was conducted from the text of 13 selected EFL leadership program websites using qualitative thematic content analysis. Program characteristics, missions, values, and program goals and objectives were researched. Also investigated were program leadership themes listed on the 13 websites, their relationship to authentic, servant, situational, and transformational leadership theories, evaluation tools used by those theories, and how leadership incorporates into programs. Results: Program characteristics were inconsistent and may be confusing to potential participants. Programs do not specifically tie to leadership theories when teaching their classes, do not appear to be training leadership in specific ways, and lack evidence regarding how they, and their evaluations, relate to authentic, servant, situational, and transformational leadership theories. Conclusions: More consistency among programs and further research is recommended.

Committee: Dr. Kara Parker (Committee Chair); Dr. Jon Brasfield (Committee Member); Dr. Amanda Ochsner (Committee Member) Subjects: Business Administration; Business Education; Curricula; Education; Education Policy; Educational Evaluation; Educational Leadership; Management; Teaching

Doctor of Nursing Practice , Case Western Reserve University, 2023, School of Nursing

Problem and aim: Authentic nurse leadership has the potential to enhance nurses' job satisfaction, healthy work environment, work engagement, nurse retention and organizational commitment. Medical-surgical nurses constitute the largest nursing specialty. The aim of this DNP project was to expand current knowledge regarding authentic nurse leadership by assessing medical-surgical nurses' perceptions of their nurse manager's authentic nurse leadership. Methods: This study was guided by the Authentic Nurse Leadership Conceptual Framework. A quantitative, descriptive, cross-sectional design was employed to collect data using electronic surveys from nurse members of the Academy of Medical Surgical Nurses. Authentic nurse leadership was measured using the Authentic Nurse Leadership Questionnaire encompassing five subscales of self-awareness, moral ethical courage, relational integrality, shared decision making and caring. Pertinent findings: The sample was 34 participants. The mean for overall Authentic Nurse Leadership was 3.08/4.0 (SD 0.7) and the means for the subscales ranged from 2.97/4.0 (SD 0.69) to 3.19/4.0 (SD 0.75). Conclusions: This was the first study to engage the ANLQ within the medical-surgical nurse population. As in previous studies regarding the ANLQ, the instrument was beneficial in discerning aspects of authentic nurse leadership exhibited by nursing managers. Overall, the participants perceive a moderately high level of authentic nurse leadership in their nurse manager.

Committee: Deborah Lindell (Committee Chair); Rosanne Raso (Committee Member); Joyce Fitzpatrick (Committee Member) Subjects: Nursing

Ph.D., Antioch University, 2022, Leadership and Change

Children benefit from engagement in early education and care (ECE) programs that support their learning and development while also providing a point of connection to critical resources for their families. For children from economically disadvantaged families, the lack of access to high-quality ECE results in a persistent achievement and opportunity gap (Garcia & Weiss, 2015). A significant portion of ECE occurs in home-based early learning environments, also known as family child care (FCC) programs, which play a critical role in supporting children from low-income and immigrant families (Layzer et al., 2007; Porter et al., 2010). Unfortunately, this sector of ECE has seen declining numbers of licensed caregivers over the past decade, due to increased regulatory requirements, low pay, competing commitments, low professional status, and working conditions involving long days in isolation from colleagues or peers (NSECE Project Team, 2016; Tuominen, 2003; Stitou et al., 2018). Using grounded theory methodology, this study explored the lived experience of successful FCC educators, examining the impact of professional identity, intentionality of practice, and management of competing demands on educators' efficacy, psychosocial well-being, and job satisfaction. The stories shared by educators in this study underscore the value of maintaining and supporting this sector of the ECE ecosystem. The findings provide a deeper understanding of the conditions and social processes that allow FCC educators to be effective and thrive in their work. This insight is the key to retaining high-quality programs, recruiting new professionals into the field, and developing strategies to support and strengthen FCC programs that serve young children and their families. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Committee: Elizabeth Holloway PhD (Committee Chair); Harriet Schwartz PhD (Committee Member); Rachel Gooze PhD (Committee Member) Subjects: Early Childhood Education; Education; Education Philosophy; Education Policy; Educational Leadership; Educational Psychology; Educational Theory; Families and Family Life; Gender; Gender Studies; Occupational Psychology; Organization Theory; Personal Relationships; Preschool Education; Teacher Education; Teaching

Doctor of Education (Ed.D.) in Leadership Studies, Xavier University, 2022, Leadership Studies and Human Resource Development

This study assessed a linkage between father-nurture or lack thereof and the development of leadership capacities through the lens of Bowlby's (1969, 1988) Attachment Theory. The constructs of father-nurture or lack thereof, which was theoretically grounded in Bowlby's key parental attachments of Secure, Anxious-Resistant, and Anxious-Avoidant, were measured by the five constructs of Safe, Fearful, Parentified, Distant, and Dependent relationship with fathers or father-figures during childhood and adolescence, delineated from Michael and Snow's (2019) Adult Scale of Parental Attachment. The leadership capacities were measured by the aspects of cognitive, moral, and social-emotional development that have been emphasized from well-established leadership theories—Authentic, Charismatic, Servant-Leadership, and Transformational/Transactional. In a sample of 38 adult participants, multiple linear regression models provide evidence that 1) those with a lower level of feeling Safe with fathers or father-figures exhibit a significantly lower level of leadership capacities from the aspects of cognitive and moral development, and 2) those with a higher level of feeling a Distant relationship with fathers or father-figures are significantly more likely to show a lower level of leadership capacities from the aspect of cognitive development. This study signifies the roles of fathers or father-figures during childhood and adolescence in the development process of leadership capacities from the aspects of cognitive and moral development.

Committee: Ahlam Lee Ph.D. (Committee Chair); Michael A. Riley Ph.D. (Committee Member); Stacey Raj Ph.D. (Committee Member) Subjects: Behavioral Psychology; Behavioral Sciences; Developmental Psychology; Educational Leadership; Educational Psychology; Evolution and Development; Families and Family Life; Organizational Behavior; Psychology; Quantitative Psychology; Social Psychology

Doctor of Education, Miami University, 2022, Educational Leadership

This qualitative study explores the lessons learned by suburban superintendents as they led through the crisis of the COVID-19 global pandemic. As our world experienced the most disruptive and unprecedented event in our generation within the context of racial tensions and a volatile, divisive presidential campaign and election, superintendents were faced with leading school districts and communities through some tremendously difficult moments. The lessons learned during this time are unpacked through five vignettes that were constructed from data gathered through interviews, and connections are drawn between those lessons and the construct of authentic leadership in order to deepen our understanding of the role of authentic leadership in leading through crisis. Five common themes emerged: know and grow your core beliefs, live well to lead well, lead with transparency and vulnerability, slow down decision making in order to consider diverse perspectives, and lean into the support of a trusted team and strong network. Each vignette expands the roles themes played as superintendents grew in their authentic leadership while leading through the pandemic. Recommendations that came out of this study center on the environmental conditions and relationships needed for a leader to lead authentically, the practices of preparation that allow leaders to proactively grow and develop the core dimensions of authentic leadership, and the health/wellness support we are providing for superintendents, their teams, and their families. The participating superintendents found that authentic leadership was not simply a style, but it became a necessity as they led through the pandemic. The overarching lesson learned was that the core dimensions of authentic leadership became the very essence of their leadership that was needed in order to lead communities through the pandemic and beyond.

Committee: Lucian Szlizewski (Committee Co-Chair); Kate Rousmaniere (Committee Co-Chair) Subjects: Educational Leadership

Doctor of Philosophy, The Ohio State University, 2021, Educational Studies

Students' value for mathematics often declines, especially in the middle school years. Value, however, and expectations of success are predictors of performance and achievement in mathematics. To improve performance, we need to influence students' beliefs about the value of mathematics and their expectations that they can be successful. Digital mathematics curriculum that incorporates authenticity, interactivity, and ease of use may influence utility value beliefs and expectations, which may lead to higher application knowledge. For this study, a quantitative research methodology was employed. Surveys were used to determine students' perceptions of digital curriculum, their utility value beliefs about mathematics and their expectations of success in mathematics along with post-test measures to determine students' mathematical performance. Using path analysis, this study found that authentic and easy to use curriculum is related to students' utility value and expectations of success, and that higher expectations of success predict higher performance on assessments of application knowledge. This study makes a contribution to the literature by highlighting the importance of utility value and expectancies interventions through the use of digital curriculum.

Committee: Kui Xie (Advisor); Azita Manouchehri (Committee Member); Minjung Kim (Committee Member) Subjects: Curriculum Development; Education; Educational Psychology; Educational Technology; Mathematics Education

Ph.D., Antioch University, 2021, Leadership and Change

Weber (2001) defines race as “the grouping of people with certain ancestry and biological traits into categories for differential treatment” (p. 74). Yet, according to the American Anthropological Association (1998) and countless doctors, scientists, geneticists, and scholars, in theory, the term “race” does not scientifically correspond to biological and physiological distinctions and has no empirical basis. Despite the lack of biological basis, racial categories are powerful frameworks for defining self-concepts and structuring opportunities within American society. Within the framework of a racially stratified, White dominated society, individuals who self-identify as White (or are perceived by Whites to be White) receive privileges that are not equally attainable for non-Whites. Even in the 21st century, as in prior centuries, race continues to be used as one of the most instrumental signifiers of differences between people within the United States. Racial categorization has undergirded hierarchical structures powerful enough to determine a group's access to fundamental human necessities (clean water, food, and safe living conditions), intellectual and economic resources, infrastructures, agricultural and commodity trade markets, and financial systems. Socially and politically, race continues to be an important variable in how individuals are categorized and treated in the United States. The proposed research aims to understand how African American male leaders experience and make sense of their race in the workplace. The knowledge and skills acquired from being an African American male leader in the United States includes navigating a multifaceted intersection of domains such as racial identity, masculinity, and leader development, which encompasses personal and professional lives. This research asserts that African American males' understanding of race affects their professional relationships and leadership experience in the workplace. This study will explore (open full item for complete abstract)

Committee: Laura Morgan Roberts Ph.D. (Committee Chair); Elizabeth Holloway Ph.D. (Committee Member); Oscar Holmes, IV Ph.D. (Committee Member) Subjects: African American Studies; African Americans; Behavioral Psychology; Black Studies; Business Administration; Communication; Gender; Gender Studies; Management; Occupational Psychology; Organizational Behavior; Personal Relationships

PHD, Kent State University, 2021, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

This qualitative study identified and explored the experiences of counselor educators living their Preferred Teaching Narratives (PTN). The methodology used was Interpretative Phenomenological Analysis (IPA; Smith et al., 2013) because of the focus on interpreting personal lived experiences (Landscape of Action; Bruner, 1986) and interpreting the meaning (Landscape of Consciousness; Bruner, 1986) of those experiences (Smith, 2011). The research question was: What experiences (Landscape of Action) do exemplary counselor educators identify as being consistent with their PTN and what meanings (Landscape of Consciousness) do they make of their experiences and narrative? Eight exemplary counselor educators participated in the study. During two semi structured interviews, they were asked to identify their PTNs and asked about their experience of living their PTNs in the classroom. Data analysis was completed using the guidelines for IPA. Six super-ordinate themes emerged from this process. Exemplary counselor educators experienced the following when teaching in alignment with their PTN, they: (a) perceive students' internal experiences during class, (b) have the courage to be vulnerable and authentic in the classroom, (c) are aware of how they use power in the classroom, (d) build relationships with students, (e) connect teaching to a larger mission, specifically a “sacred responsibility” to future clients, and (f) are aware of internal experiences as a teacher. Recommendations for counselor education programs, future research, and limitations and delimitations of the study were shared.

Committee: Jane Cox PhD (Committee Chair); Lynne Guillot Miller PhD (Advisor); Alicia Crowe PhD (Advisor) Subjects: Counseling Education

Doctor of Education, Ashland University, 2020, College of Education

The experiences of African American women are often omitted in leadership literature. The literature that does focus on women mostly centers on the experiences of White women. In order to have a full understanding how women connect to leadership, it is critical to not only acknowledge how women with different identities experience leadership, but also how those identifies impact their journey. The purpose of this study was to understand the experiences of African American female senior level student affairs administrators, specifically looking at the role of confidence throughout their journey and the impact confidence has on their ability to lead authentically and make positive change in the workplace. Based on the foundation of intersectionality, this multi-pronged conceptual framework involved tempered radicalism, authentic leadership, and confidence. This phenomenological qualitative study explored the central theme of confidence. There were eight research participants who were at the time of the study senior level student affairs administrators at both public and private institutions of higher education across the country. The participants gave insight into how confidence impacted their professional journeys, their ability to lead authentically, and make lasting change. The lived experiences of the research participants help to shed light on how confidence is acquired and how it connects to leadership.

Committee: Judy Alston Ph.D. (Committee Chair); Peter Ghazarian Ed.D. (Committee Member); Anita Howard Ph.D. (Committee Member) Subjects: Educational Leadership; Higher Education Administration

PHD, Kent State University, 2019, College of Business and Entrepreneurship, Ambassador Crawford / Department of Management and Information Systems

Followers accept influence when target leaders meet their perception of what it means to be a leader. Impression management (IM) is an important means of influencing these perceptions. However, extant literature on leader IM is fragmented and lacks a clear explanation of how the influence process occurs. I unify the literature in this area by creating a multi-dimensional typology and multi-level model of IM in leadership. I examine the multi-dimensional nature of IM as composed of information processing, communicative, and goal-directed components, creating eight IM archetypes. Further, I develop an instrument used in experimental studies to test the IM model within transformational leadership theory, highlighting followers' cognitive categorization processes and testing how the addition of a moderator, ethical work climate (EWC), impacts causal predictions from the model. Across two empirical studies, I find that authentic IM behavior leads to greater transformational leadership perceptions (TL perceptions) than inauthentic and pro-social IM behavior leads to greater TL perceptions than pro-self. There is no significant difference between automatic and controlled IM behavior and TL perceptions. Also, an EWC strengthens the positive effects of authentic communication on TL perceptions. Finally, I provide a cognitive explanation for the IM influence process by showing that certain IM behaviors are implicitly associated with transformational leader behaviors. I integrate my results within existing literature and explain how the model can be used in future research.

Committee: Mary Hogue (Advisor); Pratim Datta (Committee Member); Greta Polites (Committee Member); Jennifer Wiggins (Committee Member) Subjects: Behavioral Sciences; Business Administration; Management; Organizational Behavior

Doctor of Philosophy, University of Toledo, 2019, Curriculum and Instruction: Educational Technology

The value of personal experience in learning is a concept that has been around for thousands of years dating back to the time of Confucius in 450 B.C. Today, personal experience can be accomplished through immersive technology, such as augmented reality, a technology simulating real-world and authentic experiences. Kolb's Theory of Experiential Learning (1984) and Dale's Cone of Experience (1946) theorized not only the importance of learning by doing, but that the type or authenticity of the experience is important in learning outcomes, retention, and learner motivation. Immersive technology has advanced to the point that it is not only accessible, but also user friendly. However, research into the impact of immersive technology remains focused in K-12 settings with students as the consumers, rather than creators of authentic experiences. The purpose of this study was to refocus the research to higher education preservice teachers, a unique population who are the potential creators of these experiences. The study investigated if the use of immersive technology in a preservice teacher project-based learning experience influenced knowledge attainment and retention of a key pedagogical concept and if it affected preservice teacher motivation. The key pedagogical concept selected for the study was Universal Design for Learning (UDL). The individual project-based learning experience required preservice teachers to implement these principles into a functional lesson appropriate for their grade level and subject. The study utilized a baseline/post/posttest design and the Instructional Materials Motivational Survey (IMMS) as instruments. The results of the level of knowledge attainment and retention were inconclusive due to underperformance of the baseline/post/posttest instrument. A more functional, hands-on test of the application of the UDL principle would provide more reliable results. In the motivation construct, the results indicated that the type of ex (open full item for complete abstract)

Committee: Judy Lambert Ph.D. (Committee Chair); Tony Sanchez Ph.D. (Committee Member); Gregory Stone Ph.D. (Committee Member); Claire Stuve Ph.D. (Committee Member) Subjects: Adult Education; Curriculum Development; Early Childhood Education; Education; Educational Technology; Instructional Design; Teacher Education; Teaching; Technology

Doctor of Education (EdD), Wright State University, 2018, Leadership Studies

Leadership behaviors are associated with organizational commitment for a unique niche of individuals – those who produce less work while in the workplace due to health-related problems, such as anxiety, stress, or depression. New research shows followers' perceptions of leaders' positive support and organizational justice (procedural and distributive) are significantly positively associated with followers' perceived organizational commitment. This quantitative correlational study explored the relationship between followers' perceptions of leadership support, leadership procedural justice, and leadership distributive justice, as well as their own perceptions of their emotional stability, and organizational commitment using the authentic leadership framework. Further research using multiple linear regression investigated if a combination of two or more variables, including leadership support, organizational justice (procedural and distributive) or emotional stability, could predict organizational commitment. The study found that followers' perceptions of their leadership support and followers' emotional stability could predict organizational commitment for individuals with low psychological capital (PsyCap).

Committee: Mindy McNutt Ph.D. (Committee Chair); Glenn Graham Ed.D. (Committee Member); Huma Bashir Ed.D. (Committee Member); Cassie Barlow Ph.D. (Committee Member) Subjects: Educational Leadership; Organization Theory; Organizational Behavior

Bachelor of Science, Marietta College, 2018, Leadership

Coming out is the way that LGBT individuals disclose their sexual orientation. This act is often perceived as making an LGBT individual more authentic. This authenticity continues throughout the characterization of LGBT leadership; however, this perceived authenticity does not mean that an LGBT leader is an authentic leader. This paper investigates the relationship between LGBT leadership and authentic leadership by using coming out as a paradigm. Coming out develops self-awareness, a key component of authentic leadership, and it is what creates an LGBT leadership identity. This study determines that coming out may aid in the development of authentic leadership, but there is a distinction between LGBT leadership and authentic LGBT leadership.

Committee: Robert McManus Ph.D. (Committee Chair); Janet Bland Ph.D. (Committee Member); David Torbett Ph.D. (Committee Member) Subjects: Glbt Studies

Doctor of Philosophy (PhD), Ohio University, 2016, Instructional Technology (Education)

Learner autonomy is a fundamental phenomenon in the teaching and learning of languages. The growth of digital technology and the Internet appears to have changed the manifestation of learner autonomy, particularly in Less Commonly Taught Languages (LCTLs). The purpose of this phenomenological research study was to examine the experiences of LCTL instructors and students by discussing how LCTL instructors and students describe the phenomenon of learner autonomy, investigating what strategies are perceived to promote learner autonomy in LCTLs and report on how to create more opportunities for promoting learner autonomy. The researcher applied a qualitative phenomenological approach to gather and analyze data through memoing and interviewing nine participants. Three themes emerged from the data: description of learner autonomy; authentic language-learning experiences; and strategies for promoting learner autonomy. Overall, motivation, authentic experiences, and use of technology were identified to play a vital role in promoting learner autonomy. Data generated from this study lead to recommendations for utilizing personalized instructional design principles for learning that allows language learners to collaborate using technology tools that promote engagement, create an authentic language-learning environment for language learners, and exploiting iPedagogy opportunities presented by the 21st century technological tools that foster autonomy and encourage learner control.

Committee: David Moore Dr. (Advisor) Subjects: Bilingual Education; Educational Technology; Instructional Design; Language; Linguistics; Teacher Education

PHD, Kent State University, 2015, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

Using a constructivist paradigm, the purpose of this qualitative case study was to examine what helps or hinders adult students to learn ratio and proportion when the topic is not the central focus of the mathematics course. This was of interest as there was a lack of scholarly research and literature on adult learners' understanding of ratio, proportions and proportional reasoning. Further, this study tied theory to educational practice in mathematics education by providing a model of authentic investigative activities that can be used in an IT or seated mathematics classroom. Through a case study approach, four diverse adult learners from a 7 week IT finite mathematics class, required in a degree completion program, were asked to complete a pre-test questionnaire on ratio/proportion and attitudes, watch authentic investigative activities and then complete a post-test questionnaire on ratio and proportion and attitudes. Document analysis, interviews and observations were conducted to determine if their mathematical thinking and attitudes were impacted by the videos and supporting materials. Three theoretical frameworks structured this study: Lamon's seminal theories on rational numbers and proportional reasoning, Ben-Chaim's theory on the implementation of authentic investigative activities to adult learners, and Lesh's theory on representations and translations. Because this study focused on adult learners, the discussion of the results was organized to reflect the three major components that form and construct adult numeracy: context, content, and cognition and affect. Each one of these components was impacted positively by the implementation of the authentic investigative activities on ratio and proportion.

Committee: Joanne Caniglia PHD (Committee Chair) Subjects: Adult Education; Education; Educational Theory; Mathematics; Mathematics Education; Pedagogy; Teacher Education; Teaching; Technology

Master of Arts, The Ohio State University, 2014, EDU Teaching and Learning

Data from mandated standardized testing reveals an Achievement Gap amongst students of various racial, socioeconomic, and linguistic groups. Within my own school district of employment, administrators requested that teachers focus on all students from the subgroup of economically disadvantaged in order to close our gap in achievement, per No Child Left Behind legislation. Requests such as these create a deficit perception that can harm these students and their ability to succeed. This case study seeks to explore and define the meaning(s) and use(s) of literacy within the home of an economically disadvantaged student in my classroom. With a focus on learning and understanding how this student navigates through his literate world at home, as a teacher this case study will aide me in adapting the traditional literacy curriculum of public schools to address his home-based skills and interests. By creating a literacy curriculum that addresses each student as unique individuals with authentic skills and interests, higher levels of motivation and engagement can create an environment in which all students can succeed.

Committee: Valerie Kinloch (Advisor); Timothy San Pedro (Committee Member) Subjects: Education; Families and Family Life; Literacy