Doctor of Philosophy, University of Toledo, 2023, Curriculum and Instruction: Early Childhood Education

An Abstract of Quality in Early Childhood Education: Parent, Child, and Teacher Insight by Debora L. Belcher Submitted to the Graduate Faculty as Partial Fulfillment of the Requirements for the Doctor of Philosophy Degree in Curriculum and Instruction: Early Childhood Education The University of Toledo December 2023 The word ‘quality' in the phrase ‘quality early childhood education' (ECE) is notoriously difficult to define. There is no doubt it's important to have enforceable state-level standards in ECE, so consumers can have some assurance their children are being provided a safe and nurturing environment which fosters emotional, intellectual, physical, and social development. Unfortunately, in many instances the regulatory atmosphere born of these good intentions has become heavy-handed, stifling creativity, and rewarding those whose only goal is to comply with a static set of often outdated rules. Conversely, research has shown that methods of providing ever-better quality education to preschool children are likely to flourish in a responsive regulatory atmosphere that rewards innovation, and which seeks input from various stakeholders, such as parents, teachers, and young children. However, with respect to gaining an understanding of the ECE preferences or interests of young children, researchers have found difficulty in obtaining reliable data. Verbal interviews necessarily rely on subjects whose facility with language is at an early stage of development. The relatively new methodology known as Photo Elicitation Interview (PEI) research offers exciting opportunities for hearing the authentic voices of young children, potentially allowing the researcher to largely ‘bypass' complications created by ‘word-heavy' interactions. Therefore, the purpose of this study is to explore the preferences of end-state users of ECE: parents, teachers, and young children. The study does this by attempting to discover those preferences in the selectio (open full item for complete abstract)

Committee: Ruslan Slutsky (Committee Chair); Rebecca Schneider (Committee Member); Katherine Delaney (Committee Member); Susanna Hapgood (Committee Member) Subjects: Early Childhood Education; Education

Doctor of Education , University of Dayton, 2023, Educational Administration

This study explored how early childhood educators experience compassion fatigue and what the primary triggers of compassion fatigue are. Findings showed that the three primary triggers of compassion fatigue included poor communication, lack of administrative support, and lack of appropriate self-care opportunities. With this information, the study centered on alleviating compassion fatigue through administrative support, specifically through the coordinator role within the early childhood department. The action plan addressed the three main issues with the objectives of implementing a new communication system, monthly self-care stipends, and frequent administrative support through weekly check-ins and in-classroom support. As early childhood educators' compassion fatigue begins to alleviate, the number of call-offs will decrease, burnout will subside, and retention rates will improve (Palladino & et al., 2007). Overall, this action plan provides much-needed support to early childhood educators from administrators and demonstrates the importance of having a role such as a coordinator in early childhood education.

Committee: Elizabeth Essex (Committee Chair); Marilyn Llewellyn (Committee Member); Charles Lu (Committee Member) Subjects: Communication; Early Childhood Education; Education; Educational Leadership; Elementary Education

Doctor of Philosophy, University of Toledo, 2022, Higher Education

The present phenomenographic research aimed to explore the qualitatively different ways early childhood educators experienced career pathway transitions from a Child Development Associate credential to an associate degree program. I applied Schlossberg's Transition Theory as a data collection and analysis framework. I collected narratives from fifteen early childhood educators across Ohio who earned their credentials and transitioned to or graduated from associate degree programs in early childhood education within the past five years. I interpreted the data and created the outcome space identifying six categories of description highlighting the context, conditions, motivation, support, strategies, and progress of the collective transition experience. From the categories of the outcome space, I produced six key findings: (1) level of support needed, (2) impact of star-rating on the decision to transition, (3) swirling movement, 4) motivation despite obstacles, (5) benefits of higher education on teaching preparedness, and (6) a new application of Schlossberg's Transition Theory. The findings point to potential, actionable strategies to support early childhood educator professional development, including continued and increased scholarship funding to early childhood educators, empowerment of program administrators/directors, individualized higher education recruitment practices, and advocacy efforts to promote the profession by showcasing success stories.

Committee: Snejana Slantcheva-Durst (Committee Chair); Kimberly Kiehl (Committee Member); Katherine Delaney (Committee Member); Debra Brace (Committee Member) Subjects: Early Childhood Education; Education; Higher Education

Doctor of Philosophy (PhD), Ohio University, 2021, Curriculum and Instruction (Education)

Childhood trauma is ubiquitous and impacts millions of children each year in the United States. Previous research suggests that teachers are ill-prepared to support children in the classroom who experience trauma, contributing to misdiagnoses and the implementation of inappropriate supports for some students. The lack of knowledge teachers previously report suggests they do not receive sufficient education and training through their teacher preparation programs. This qualitative case study explores, from various stakeholders' perspectives, the ways that teacher candidates are prepared to support children who experience trauma and the ways that mentor teachers are prepared to guide and support teacher candidates in clinical field experiences. Analysis of data collected from a qualitative survey and semi-structure interviews revealed that teacher candidates feel prepared to support learners who experience trauma. Specifically, this perception of preparedness is provided through three supportive structures delivered through the Clinical Model of teacher preparation. Findings also reveal that mentor teachers receive varying levels and types of training related to trauma and experience a number of both, supports and barriers, regarding mentoring teacher candidates. These findings have implications and recommendations for teacher education as well as suggestions for future research.

Committee: Sara Hartman (Committee Chair); Jen Newton (Committee Member); Charles Lowery (Committee Member); Jeesun Jung (Committee Member) Subjects: Early Childhood Education; Teacher Education; Teaching

Doctor of Education, Miami University, 2018, Educational Leadership

The purpose of this mixed methods bounded case study was twofold: 1. to explore qualitatively the experiences of parent participants in the READY! for Kindergarten parent education program, and 2. to examine quantitatively the impact of the program on the outcomes of children of participants as compared to the children of non-participants. A dosage effect was also examined to determine if attending the program four or more times impacted students' school readiness on the same measures. Structured interviews were conducted with 19 READY! participants. On the whole, interviewees valued their experiences in the program; utilized, with their children at home, the knowledge and resources provided; improved their home learning environments; and highly recommend the program to other parents of preschoolers. Quantitative analysis was undertaken to explore the research question examining kindergarten readiness assessment results for three cohorts totaling 441 students. Independent sample t-tests were run with two kindergarten readiness assessments as dependent variables. The results indicate that although the children of READY! participants in the three cohorts studied achieved slightly higher mean scores on both assessments, there is no statistically significant correlation between participation in READY! and improved school readiness for the participants' children. No dosage effect was found in this study for students whose parents participated in four or more READY! for Kindergarten sessions.

Committee: Tom Poetter Dr. (Committee Chair); Lucian Szlizewski Dr. (Advisor); Kevin Bush Dr. (Committee Member) Subjects: Early Childhood Education

Master of Education (MEd), Ohio University, 2018, Special Education Early Childhood Special Education (Education)

Children receiving special education services in public classrooms in the United States are consistently suspended, physically restrained, and secluded at rates much higher than their peers who do not receive special education services. The use of these negative punitive practices during the early childhood periods of development have lasting, negative outcomes for students such as negative school attitudes, increased risk for dropping out of high school, and incarceration (Diamond, Justice, Siegler & Snyder, 2013; Garcia, Heckman, Leaf & Prados, 2016). These outcomes can be diminished through the use of equitable discipline practices for all students, including those with disabilities. However, scholars have previously identified gaps between the evidence-based practices identified to prevent or reduce challenging behaviors and teachers' use of these practices. In this study, the researcher aims to examine the beliefs (perceptions of students with disabilities and self-efficacy for teaching students with disabilities) and knowledge (content knowledge of behavior-specific evidence-based practices) teacher candidates possess about these evidence- based practices. Survey responses by teacher candidates in early childhood education, early childhood special education, and K-12 special education were compared. The researcher found teacher candidates across program types have positive perceptions of children and individuals with disabilities and that teacher candidates held high levels of self-efficacy for teaching, regardless of the type of teacher preparation program. Mean scores for knowledge measures were low for all teacher candidates. Teacher candidates enrolled in dual licensure early childhood and early childhood special education programs, on average, had higher mean knowledge scores than single licensure candidates enrolled in early childhood programs. This disparity may contribute to the disproportionate numbers of students with disabilities that are subjected (open full item for complete abstract)

Committee: Jennifer Ottley Dr. (Advisor); Dianne Gut Dr. (Committee Member); Sara Hartman Dr. (Committee Member); Sara Helfrich Dr. (Committee Member); Dwan Robinson Dr. (Committee Member) Subjects: Early Childhood Education; Education; Special Education

Doctor of Education (Educational Leadership), Youngstown State University, 2016, Department of Teacher Education and Leadership Studies

Early childhood education has proven to be a significant return on investment for society. Research studies have reported greater academic achievement levels, increased probability to graduate, hold a job, and earn higher wages, and be less likely to be involved in the criminal justice system. These results are predicated on one important factor: the early childhood program must be high quality. Unfortunately, there are no clear criteria to identify the measures of high quality. While there are a number of areas that may be considered indicators of high quality early childhood education, i.e., curriculum, class size, and teacher-parent relationships, the one area that has garnered significant attention, through research, is the teacher. The teacher is, perhaps, the most important factor in the success of students. But what characteristics of the early childhood teacher impact student achievement? The purpose of this study was to investigate training differences in early childhood teachers. The study sample was comprised of students in a 3- and 4-year-old federally and state funded program in Mercer County in Pennsylvania. The data were gathered over two school years and represented 55 classrooms in the county, 33 unique teachers, and 749 students in the assessment averages in order to answer the following question: To what degree do teacher variables of college degree, certification, years of experience in the county early childhood programs, higher education institution issuance of degrees, or state issuance of certification affect child outcomes? A correlational analysis was conducted in order to assess the association between the teacher variables and child outcomes. Based on the findings of this study there is a relationship between the teacher's degree, certification, and years of experience in the county early childhood program, with years of experience revealing the greatest impact. This information can inform hiring practices, certificat (open full item for complete abstract)

Committee: Karen Larwin Ph.D. (Committee Chair); Charles Vergon J.D. (Committee Member); Gail Saunders-Smith Ph.D. (Committee Member); Sharon Stringer Ph.D. (Committee Member) Subjects: Early Childhood Education; Education

Doctor of Philosophy, The Ohio State University, 2008, ED Physical Activities and Educational Services

Phonological awareness skills (i.e., phonemic awareness, rhyme awareness, awareness of alliteration, etc.) are important to the reading ability of all participants (National Early Literacy Panel, 2007; National Reading Panel, 2000). More specifically, these skills are critical to the success of participants defined as at risk for reading disabilities (Adams, 1990; Juel, 1988). This study analyzed the effects of explicit instruction in phonemic awareness, rhyme awareness and awareness of alliteration as well as instruction in discrimination of the differences among the skills and their relationships. This study also provided a basis for introducing a computerized format of the Get it, Got it, Go and to compare the results obtained from the computer-based version with the traditional format of the assessment. Results indicate that participants responded favorably to the explicit instruction through increased responding if they had evidence of the individual skills prior to the beginning of instruction and emergence of the skill and growth in responding after instruction started. The computerized format was also found to be a valid and reliable format of the Get it, Got it Go assessment instrument. Lastly, contributions of this study and future research are presented

Committee: Ralph Gardner, III PhD (Committee Chair); Gwendolyn Cartledge PhD (Committee Member); Sheila Alber-Morgan PhD (Committee Member) Subjects: Education; Educational Software

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

This ethnographic study explores aspects of how the natural sciences are represented in a Reggio Emilia-inspired laboratory preschool. The natural sciences as a discipline, a latecomer to preschool curricula, and the internationally-known approach, Reggio Emilia, have interested educators and researchers, but there is little research about Science in Reggio Emilia. The current research aimed to gain insight into natural science experiences in a Reggio Emilia-inspired classroom. To gain in-depth information, this inquiry-based study adapted a research design with ethnographic data collection techniques (i.e., interview, observation, document/artifact collection, and field-notes). The data were analyzed from an interpretive perspective using multiple lenses. These lenses included classroom culture, the Reggio Emilia approach, and Early Learning Content Standards. Several theories guided the study design, including data gathering and analysis. These theories included Spradley's (1980) Developmental Research Sequence Method, which is a well-known ethnographic method, and Corsaro's (1997) peer culture theory. The study involved 18 preschoolers, 10 teachers, and a program director. The results indicated that the Reggio Emilia-inspired preschool offered a science-rich context that triggered and supported preschoolers' inquiries, and effectively engaged preschoolers' hands, heads and hearts with science. The Reggio Emilia-inspired preschool classroom in this study even exceeded the pre-K standards for natural sciences. The results showed that the Reggio pedagogy, which is grounded in inquiry, is very compatible with science education goals.

Committee: Rebecca Kantor (Advisor) Subjects: Education, Early Childhood

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

This qualitative study explores the transition to kindergarten special education of four Somali autistic children in Minneapolis, Minnesota. This dissertation answers a single, two-part research question: What aspects of the transition to kindergarten process do stakeholders find facilitate the transition process? What parts of the transition do stakeholders find impede the transition process? I addressed these questions by engaging a range of stakeholders and by using the following data collection methods: (a) individual, semi-structured interviews, (b) participant observation, (c) focus group interviews, and (d) collection of relevant artifacts. I used Bronfenbrenner's Ecological Systems Theory (1979) as a framework for understanding the systems which supported and impeded the successful transition to the kindergarten of Somali autistic children. Findings highlight Somali autism parents, faith, Somali disability services professionals, and day treatment (St. David's) as supportive of families. Families' reported several barriers, including discrimination of Somalis in the US, stigma surrounding autism in the Somali community, and poor relationships between families and schools.

Committee: Leslie Moore (Advisor); Laurie Katz (Advisor) Subjects: Education; Special Education

Doctor of Philosophy in Urban Education, Cleveland State University, 2012, College of Education and Human Services

A review of the legislative and policy history of child welfare and early childhood education systems highlights gaps in communication, data sharing and planning between the two agencies. Closing these gaps can have a significant, positive effect on many aspects of the development and achievement of young children within the child welfare system. Using a mixed methods approach, this study analyzed the collaboration that exists in Cuyahoga County between the child welfare system, special education, and general education settings in early childhood for children up to age five. It highlights what strengths and challenges exist within the two Cuyahoga County systems in terms of cross-training, data-based decision making, developmental assessments, service delivery, and parent engagement.

Committee: James Carl PhD (Committee Chair); Anne Galletta PhD (Committee Member); Frederick Hampton PhD (Committee Member); Judy Stahlman PhD (Committee Member); Mark Tebeau PhD (Committee Member) Subjects: Early Childhood Education; Education Policy; Social Work; Welfare

MA, Kent State University, 2024, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The purpose of this thesis is to explore why schools ought to educate for sustainability in response to the climate emergency. Moreover, the author explores why the elementary school is an appropriate place to begin such education as well as how such education can be implemented in the field of music education, specifically elementary music education. The research questions for this thesis are as follows: (1) Why should schools educate for sustainability? (2) Why is elementary school an appropriate place to begin education for sustainability (EfS)? (3) Why is the general music classroom a worthy space for EfS? The author uses social and educational theory, philosophy, and findings from other research to answer these questions. This thesis reviews and synthesizes research, theory, and philosophy from various foundational disciplines. This thesis concludes that EfS ought to be included in the school and begin at the elementary level. Every subject and teacher ought to consider how their subject might help attune students to nature and its protection for the sake of our love for the world, our subjects, and teaching. This thesis specifically explores and argues for EfS in the general music classroom, but practitioners in every field ought to consider EfS in their subject's context.

Committee: Tricia Niesz (Committee Chair); Elizabeth Kenyon (Committee Member); Natasha Levinson (Committee Member) Subjects: Education; Education Philosophy; Educational Theory; Elementary Education; Environmental Education; Environmental Philosophy; Music; Music Education; School Administration; Teaching

Ed.D., Antioch University, 2024, Education

This dissertation research reports on the development and implementation of a pre-pilot for early childhood preservice teachers based on seven specified learning modules on Culturally Responsive Anti-Bias Education (CRABE). In accordance with Pennsylvania's Regulations, Professional Learning Standards, and Quality Rating Improvement Systems (QRIS), the learning modules were designed to prepare preservice teachers to teach diverse populations of students. This research has high implications for higher education, which plays a role in supporting preservice teachers through coursework and field experience. The topics of the learning modules are Demographics: There's a Shift in Education, Preparing Preservice Teachers Through The Course Catalog, Introduction To Culturally Responsive Anti-Bias Education, Advancing Diversity, Equity, and Inclusion in the Early Years, Anti-Bias Framework: The Four Core Goals of Anti-Bias Education, Getting to Know Students, Families, and Communities, Historical Context of Educating Black Children, Representations in Curriculum, Lessons, and Activities, Authentic Assessments: Observation, Documentation, Presentation and Reflection, Culturally Responsive Teacher Preparation Programs and Field Experiences, and Moving Beyond Awareness. Using a focus group of five early childhood education and education experts, the research seeks to answer the questions, how do experts in early childhood education explain the status of culturally responsive and sustaining education in pre-service teaching? How effective does one anticipate the Culturally Responsive Sustaining Education in Early Learning Modules will be in encouraging pre-service teachers to engage in culturally responsive and sustaining education practices? This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Committee: Emiliano Gonzalez Ph.D. (Committee Chair); Gary Delanoeye Ed.D. (Committee Member); Sarah Eckert Ph.D. (Committee Member) Subjects: Early Childhood Education; Education

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

This qualitative multi-case study delved into the perceptions of five immigrant and refugee high school students enrolled in an early childhood pathway program in a Midwest high school in the USA. The primary objectives were to explore how these aspiring teachers' Funds of Identity (FOI) influenced their perceptions of teaching in the USA, understand their motivations for choosing a teaching career, and uncover their perspectives on the roles of early childhood teachers. Data collection involved participant-created artifacts, in-depth semi-structured interviews, and focus group discussions conducted over several months. The study found that participants' perceptions of teaching in the USA were profoundly shaped by their FOI. Their previous informal caregiving roles and a strong desire to positively impact early childhood education motivated them to pursue teaching careers. Their social and family backgrounds reinforced the view of teaching as a moral duty aligned with principles of ensuring educational access for all children. Additionally, they thrived in structured educational settings as both learners and aspiring educators. However, language and cultural challenges emerged as complex issues within teacher education programs and the teaching field. As English language learners with diverse cultural backgrounds, participants recognized these challenges, including potential difficulties in navigating college life and concerns about financial stability related to higher education. Yet, they recognized their diverse language and cultural backgrounds as strengths that could positively impact others. They all believed they possessed the ability to make a significant difference in the lives of children and society, which drove them to pursue their dreams in the teaching field.

Committee: Monica Miller Mash (Committee Chair); Shannon Navy (Committee Member); Alicia Crowe (Committee Member) Subjects: Early Childhood Education; Teacher Education

Doctor of Philosophy, The Ohio State University, 2023, EDU Teaching and Learning

This teacher inquiry study documents my personal journey as a teacher. The main research question was how have my teaching practices as an early childhood educator changed over time in relation to my changing understanding of learning, teaching, and drama in education? This study is a story of my growth and transformation as a teacher over ten years. I draw on my experiences as a kindergarten teacher in Korea, my work using dramatic inquiry with emergent bilingual children in the United States, and my experiences as a graduate student at Ohio State. Using teacher inquiry and narrative inquiry as my methodologies, I analyzed raw data, such as journals, fieldnotes, photographs, and video-and audio-recordings to create narratives of my teaching practice. I engaged in reflective dialogue with my past selves as a teacher in different times and places when I had used play and dramatic inquiry in my own classrooms. I also analyzed the teaching practice of my advisor using dramatic inquiry. My analysis was shared in a community of inquiry as part of my coursework at Ohio State. This reflective process allowed me to better understand my changing teaching practices in more depth and to confront feelings of discomfort that became pivotal moments of realization that I analyzed to show changes over time. I used Cultural Historical Activity Theory as my main theoretical framework for analysis. In addition, I used a framework created by Janet Emig. I analyzed the narratives to identify my changing hidden assumptions, beliefs, and theories of teaching, learning, and drama in education. My findings showed significant changes over a ten-year time frame. I used an innovative approach to construct, present, and analyze the narratives as data. I present and then analyze narratives of the practice of four past teacher-personae. Each persona represents a unique phase in my teaching journey. Collectively, they show change and reveal some of the complexity of my growth and transformati (open full item for complete abstract)

Committee: Brian Edmiston (Advisor); Melinda Rhoades (Committee Member); Patricia Enciso (Committee Member) Subjects: Bilingual Education; Early Childhood Education; Education; Teacher Education

Doctor of Philosophy, The Ohio State University, 2022, EDU Teaching and Learning

I embarked upon this study with an interest in how one teacher educator supports pre-service teachers to recontextualize their literacy learning as they enacted the roles of both learner and future teacher in their education coursework. My research extends the current literature on modeling and feedback by examining the modeling and feedback given by one teacher educator to pre-service teachers across contexts and over time. I observe how pre-service teachers moved from literacy and pedagogical theories to practice as reflective practitioners during a literacy methods course with an embedded field placement, through the modeling and feedback of a skilled teacher educator. I drew upon ethnographic and discourse analytic methods to explore how pedagogical instructional interactions about literacy, in which pre-service teachers were sometimes the student and sometimes the teacher, informed how pre-service they understood what it meant to teach literacy. My findings indicate that professor modeling in multiple forms, coupled with an embedded fieldwork opportunity, allowed pre-service teachers to see teacher literacy instruction in action and immediately practice the learned strategies in their own teaching. In addition to professor modeling, I argue that pre-service teachers made shifts in their practice of teaching when they participated in an iterative lesson study cycle in which they were provided with professor feedback. Specifically, the pre-service teachers received feedback as learners and were then given the opportunity to apply that learning as they analyzed their literacy teaching and made changes to their language and instruction techniques as practicing teachers. I conclude that pre-service teachers recontextualized their learning and moved from the role of learner to the role of teacher through the support of a skilled teacher educator using modeling and feedback. Additionally, I argue that an embedded field placement in a literacy methods course ca (open full item for complete abstract)

Committee: Michiko Hikida (Advisor); George Newell (Committee Member); Mollie Blackburn (Committee Member) Subjects: Early Childhood Education; Education; Literacy; Teacher Education

Doctor of Philosophy (PhD), Ohio University, 2021, Curriculum and Instruction (Education)

Mathematics concepts in early childhood education are often predictors later outcomes for student success, because mathematics is a foundational area of academics. The purpose of the research is to engage educators in conversations regarding experiential learning opportunities in early mathematics through curriculum planning and instructional practices that benefit young children in general and special education contexts. The three manuscripts presented explore topics of play-based instructional strategies that foster growth mindsets, utilizing differentiation strategies in mathematics, and comparing mathematics intervention strategies for children with speech or language impairments. Each manuscript brings unique opportunities for educators through underlying connections including foundational mathematics concepts, special factors that contribute to learning difficulties in mathematics, play-based learning, and instructional strategies. Throughout the research foundational early mathematics concepts and developmental trajectories are examined, specifically in the number sense domain, which is essential for constructing later mathematical concepts including logical thinking and arithmetic processes. Curriculum planning and instructional practices such as play-based experiential learning strategies, explicit instruction, differentiation, and repeated practice opportunities are imperative to creating engaging and meaningful learning experiences in an early childhood classroom. The major outcome of the research has been opening a discussion with educators, administrators, and other stakeholders regarding the importance of mathematics curriculum in early childhood educations. Implications for the field include aspects of teacher preparation courses, bolstering mathematics curriculum, incorporating a variety of research based instructional practices, and considering a diverse range of special factors when designing mathematics interventions. Through the research ed (open full item for complete abstract)

Committee: Sara Helfrich Dr. (Committee Chair) Subjects: Curriculum Development; Early Childhood Education; Instructional Design; Mathematics Education; Special Education

Doctor of Philosophy, University of Toledo, 2020, Curriculum and Instruction: Special Education

As early childhood inclusion continues to grow, it is important to examine the quality of services that are provided for young children with disabilities. We need to especially investigate how early childhood general education teachers are involved in the special education process for their students in inclusive settings. This study describes the results of a statewide survey that explored general education preschool teachers' level of involvement in the steps of the Individualized Education Program (IEP) process. The study results indicate that although general education preschool teachers (N=125) report that they involved in the IEP process most of the time and feel responsible for the steps in the IEP, several factors still exist which hinder preschool teachers' involvement in the IEP process. Most preschool teachers stated lack of time to collaborate with itinerant teachers, too many teaching responsibilities, and a lack of flexibility in scheduling IEP meetings as barriers to their participation in the IEP process. The implications that are considered for this study concern policy, practice, and future research.

Committee: Laurie Dinnebeil (Committee Chair); Fox Christine (Committee Member); Katherine Delaney (Committee Member); Jackson Sarah (Committee Member) Subjects: Education; Special Education

PHD, Kent State University, 2019, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this participant selection model mixed methods study was to investigate early childhood education preservice teachers' perceptions on play. The study was conducted at one of the Midwestern universities' early childhood undergraduate education program in the United States. Within the program, 241 students at different stages (Cohort I, Cohort II, Cohort III, Cohort IV, and Cohort V) participated in the quantitative phase of the study. The quantitative results were used to select the 10 participants for the qualitative portion. The survey results demonstrated that participants at earlier stages within the program are more inclusive toward play and the participants at the later stages perceive play in more rigid and strict ways. Qualitative findings showed that play as a concept does not have a shared meaning. The 10 interview participants, from five cohort groups, with relatively similar backgrounds and going through the same teacher education program defined play based on their own childhood experiences which vary from person to person. Thus, the preservice teachers' preconceived images of play, that it is not related to formal learning, create mental barriers for connecting the concept of play to learning and development in early childhood. Study results indicate that preservice teachers leave teacher education programs with mixed beliefs and understandings about how play relates to teaching, learning, and curriculum-making in early childhood classrooms.

Committee: Monica Miller Marsh (Committee Co-Chair) Subjects: Early Childhood Education; Education; Teacher Education

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

Educational technologies have become a component of many classrooms in the 21st century, but the use of technology by beginning teachers is a concern of both educators and researchers. A gap exists between the way in which preservice teachers are taught with technology in their courses and how teachers are expected to use technology for instructional purposes. For decades research has focused on methods of instructional practices that support and improve education for student achievement. Although many studies have been conducted relating to technology, project-based learning, and 21st century learning, limited research exists in a conceptual model to prepare preservice teachers on technology integration, project-based learning, and 21st century learning in a flipped classroom environment. While preparing to teach a course for teacher preparation, a conceptual model was designed for modeling technology integration, project-based learning, and 21st century learning in a flipped classroom environment. The resulting syllabus was constructed around a student-centered, blended learning environment while using the Universal Design of Learning and social emotional learning. The conceptual model for the research includes transformative teaching & learning and technological pedagogical content knowledge (TPACK). This mixed-methods study examined how the nature of preservice teachers' use of technology is impacted in a preparation course in which the instructor modeled technology integration, project-based learning, and 21st century learning in a flipped classroom environment. Questions addressed in the study include: (a) How do preservice teachers engage in using technology, project-based learning, and 21st century learning during the teacher preparation course?; and (b) How do preservice teachers perceive their technological, pedagogical, content, knowledge (TPACK) self-efficacy after completing the teacher preparation course? Triangulation of findings from PT-TPACK s (open full item for complete abstract)

Committee: Patti Brosnan PhD (Advisor); Mandy Smith PhD (Committee Member); Betty Lise Anderson PhD (Committee Member) Subjects: Early Childhood Education; Education; Educational Technology; Middle School Education; Teacher Education; Teaching; Technology