Ph.D., Antioch University, 2024, Leadership and Change

This dissertation project used an interpretivist qualitative research design to study how the right-to-read claim made by seven teenagers attending Detroit public schools in 2016 reflects, addresses, or describes contemporary discussions about educational access. Using situational analysis (SA) as a theory/method, the entirety of the claim comprises the situation of the social phenomenon being studied, not the people. This research combines critical race theory (CRT) with Bronfenbrenner's ecological systems and uses situation analysis to map historical discourses to conduct a study that examines the history of a present situation of inquiry as presented by this question: How does the 2016 right-to-read claim made by high school students in Detroit, Michigan reflect, address, or describe contemporary discussions about educational access? The study collected data to allow me to construct a prosopography that articulates an answer to the question that claims access to literacy is a public school policy right. Because situational analysis (SA) is designed to open research data to aspects of a circumstance that may have been overlooked, marginalized, or silenced, I was not certain the research results would answer this exact question. Additionally, critical theory and SA were used to conduct this qualitative research, examining historical data that addresses the right-to-read claim as a Foucaultian programmatic social problem. As such, it seeks to understand the complexities of recurring and historically situated education practices that limit actualizing U.S. education policies that embrace access to basic literacy skills as a human right. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Committee: Philomena Essed PhD (Committee Chair); Harriet Schwartz PhD (Committee Member); Shawn Bultsma PhD (Committee Member) Subjects: Adult Education; African American Studies; African Americans; African History; African Literature; American History; American Literature; American Studies; Black History; Black Studies; Community College Education; Community Colleges; Continuing Education; Counseling Education; Curricula; Curriculum Development; Early Childhood Education; Education; Education Finance; Education History; Education Philosophy; Education Policy; Educational Evaluation; Educational Leadership; Educational Psychology; Educational Sociology; Educational Theory; Ethnic Studies; Gender; Gender Studies; Gifted Education; Higher Education; Higher Education Administration; Hispanic American Studies; Hispanic Americans; History; Multicultural Education; Philosophy; Political Science; Preschool Education; Public Administration; School Administration; Teacher Education; Teaching

Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

School reform has long been a challenge in public education, with limited focus on the leadership qualities essential for successful reform implementation. This dissertation examined the role and impact of transformational leadership in navigating educational reform efforts within Ohio's school districts. Utilizing a qualitative descriptive study, it focused on the experiences and strategies of long-standing school district leaders. Participants included a diverse group of school leaders who have been instrumental in implementing reform initiatives. Through in-depth interviews and thematic analysis, the study uncovered how these leaders describe and implement mandated reform efforts, highlighting the challenges and successes encountered. Results reveal key strategies for effective change management, emphasizing the importance of visionary leadership and community engagement. The conclusions drawn from this research offer valuable insights for policymakers, educators, and future leaders in education reform.

Committee: Jane Beese Ed.D. (Advisor); Charles Jeffords Ed.D. (Committee Member); Jake Protivnak Ph.D. (Committee Member); Patrick O'Leary Ph.D. (Committee Member) Subjects: Education; Education Policy; Educational Leadership

Doctor of Philosophy, Miami University, 2021, Educational Leadership

The No Child Left Behind Act (NCLB) passed in 2002 was the "most extraordinary expansion of federal power over public schools in American history" (Sunderman & Orfield, 2006). NCLB had two major impacts on educational policy. First, it legitimized and strengthened the federal government's role in both influencing and regulating state and local compliance with educational policy mandates. Second, it codified student performance on content-specific standardized tests as the most reliable and valid measure of how well those who lead and teach in public schools are preparing students for the workforce (Bracey, 2009; Pinar, 2012; Schneider, 2017; Sunderman & Orfield, 2006). Without much public debate, and no longer questioned, performance metrics reduce the purpose of schooling to raising test scores and preparing students for the workforce (Eisner, 2001; Pinar, 2012; McDermott, 2011; Schneider, 2017). NCLB also set in motion market-based reforms expanding school choice options which threaten the very sustainability of public education (Bracey, 2009; Manna, 2007; Pinar 2012; Schneider, 2017). Anderson and Cohen (2018) have suggested that we are a pivotal moment where it is possible to move into a post-reform era which should be led by educators to reclaim their professional agency and the legitimacy of public schooling by decentering performance accountability as the primary driver of educational policy. This interpretivist, case study was comprised of five district superintendents from central Ohio who participate in a collaborative group called the Hart County Design Team (HCDT). The study found that participating in the HCDT collaborative facilitated the ability of the superintendents to engage in leadership practices to counter, not just resist, the impacts of performance accountability on their professional agency, the districts they lead, and the communities they serve. The HCDT functioned as an alliance that created a space where the group could discuss shared va (open full item for complete abstract)

Committee: Thomas Poetter (Committee Chair); Denise Taliaferro Baszile (Committee Member); Joel Malin (Committee Member); Brian Schultz (Committee Member) Subjects: Educational Leadership

Doctor of Philosophy, The Ohio State University, 2019, Arts Administration, Education and Policy

The purpose of this dissertation is to provide an intrinsic case study investigation of The City of Miami Beach and Miami - Dade County Public School's Education Compact. The Education Compact provides a model of how school districts are using innovative educational governance strategies to improve failing and low performing schools. The impetus for the design and instigation of The Education Compact was to address the rapidly growing changes in 21st century demographics of The City of Miami Beach and Miami-Dade County. The underlying goals of this case study are not to build theory, but to provide context-specific knowledge, and provide a detailed example and understanding of the intrinsic value of The City of Miami Beach and Miami-Dade County Public School Education Compact.

Committee: Candace Stout (Committee Chair); Joni Acuff (Committee Member); Wayne Lawson (Committee Member); James Sanders (Committee Member) Subjects: Art Education; Arts Management; Curricula; Curriculum Development; Demographics; Education; Education Policy; Educational Evaluation; Educational Leadership; Minority and Ethnic Groups; Multicultural Education; Organizational Behavior

Doctor of Education (Ed.D.), Bowling Green State University, 2018, Leadership Studies

A theme in education stems from comparing international students' scores on standardized tests with sub-par American students' scores. The gap between the scores of international students and American students has prompted educational reforms to be passed by state and federal legislatures in the United States. This study begins with an investigation in the A Nation at Risk report and includes No Child Left Behind, Race to the Top, Common Core, and the Every Student Succeeds Act. States and school districts across the United States have struggled with adapting these educational reforms over the last few decades. Therefore, research on educational leadership over the decades has provided insight into strategies educational leaders can utilize to successfully implement educational reform. Additionally, the National Policy Board for Educational Administration (NPBEA) established the Professional Standards for Educational Leaders (2015) to provide a set of updated standards for educational leaders. Often tasked with implementing educational reform, principals routinely bear the brunt of guiding the people in their buildings through the maze of changes. The purpose of this phenomenological study is to discover how six principals see their role and what those six principals do to implement educational reforms. The intended method of coding and data analysis is an existing method by Moustakas (1994). The research questions guiding the study are (1) What do principals from secondary schools in Northwest Ohio perceive to be their role as instructional leaders concerning the implementation of Ohio's Learning Standards and assessments? and (2) What leadership strategies do principals utilize to carry out implementation of Ohio's Learning Standards and assessments in their school environment? Themes from this study that revealed principals' role perspective included their desire to practice distributed leadership and build relationships to foster a culture of collaboration. T (open full item for complete abstract)

Committee: Patrick Pauken (Advisor); Stephen Demuth (Other); Jamison Grime (Committee Member); Tracy Huziak-Clark (Committee Member); Paul Johnson (Committee Member) Subjects: Educational Leadership

Doctor of Philosophy (PhD), Ohio University, 2015, Curriculum and Instruction (Education)

This research explored gugus Pramuka school district's sixth grade teachers's perceptions of the National Examination and what strategies these teachers have adopted since 2000 as an outcome of Regulation No. 20/2003 (Jalal, F., Sardjunani, N., Musthafa, B., Purwadi, A., & Suharti, 2003). Since then, the exam has become a national concern (Darmaningtyas, 2005; Tilaar, 2007; Tilaar & Nugroho, 2008). However, teachers' voices regarding the issue have been less considered. This study contributes literature on the subject of the National Examination from the point of view of elementary teachers in Purwokerto, Central Java, Indonesia. The project sought to answer three research questions: (1) How do sixth grade teachers perceive the National Examination? (2) What are the reactions of sixth grade teachers to the changes in the National Examination? (3) What strategies do sixth grade teachers adopt in preparing students for the National Examination? The findings were based upon analysis of government documents and semi-structured interviews with 15 selected sixth grade teachers. Eight themes emerged: (1) Learning from one another; (2) Extra time, Extra class; (3) Religious dimension of mundane work; (4) Interstice; (5) Mutual assistance; (6) Family-like atmosphere; (7) Reluctant but proud, and (8) Spectrum of opinions.

Committee: Frans Doppen (Committee Chair); Sara Helfrich (Committee Co-Chair) Subjects: Education

Doctor of Philosophy (PhD), Ohio University, 2015, Curriculum and Instruction (Education)

Play as pedagogy is waning in kindergarten classrooms as state mandated educational reforms are shifting emphasis from developmentally appropriate practices that emphasize play and child-centered learning to standards-based instruction, heavily reliant on standardized measures of assessment and teacher directed instruction. This phenomenological study investigated the lived experience of two kindergarten classrooms, with emphasis on teachers and students perceptions of play and how play was experienced in each classroom. Outcomes demonstrate that the teachers' perceptions of educational reforms and accountability measures have the greatest impact on the experience of play in each classroom. Each classroom experiences play differently, with one classroom experiencing an average of 60 minutes of play a day, and the second classroom experiencing 5 hours and 45 minutes of play each day. Student perceptions of play demonstrate that kindergarten children view play as a fun experience that is an open- ended and child-directed, allowing them to make decisions about both with whom and what they play. Further, kindergarten students shared their perceptions about work in kindergarten. Work was overwhelmingly described as a teacher-directed activity that was required by the teacher and elicited some type of formal learning.

Committee: Eugene Geist PhD (Committee Chair); Machtmes Krisanna PhD (Committee Member); Jung Jeesun PhD (Committee Member); Janson Greg PhD (Committee Member) Subjects: Early Childhood Education

Doctor of Philosophy, Miami University, 2014, Educational Leadership

The groundswell of resistance to corporate educational reform among teachers over the last few years is palpable. What some have termed “The Education Spring” reflects efforts by teachers from across the nation to develop a collective voice in opposition to the standardization of their students. This dissertation provides empirical data on the lives of teachers and their work as teacher activists outside the classroom. Using narrative inquiry of teachers' individual and collective participation in acts of resistance in local, regional, and national events, as well as critical discourse analysis of textual sources including interviews, observations, social media and print news media, I found that this movement has elements of both individual development through becoming agentic (self-authorship) as well as collective action. Specifically, I identify four emergent themes of discomfort, disruption, connection, and sustainability. These emergent themes suggest that a sense of self-authorship is at the core of teacher resistors' work when they decide to become involved in the struggle for a collective voice.

Committee: Lisa Weems (Committee Chair); Kathleen Knight-Abowitz (Committee Member); Thomas Poetter (Committee Member); Sheri Leafgren (Committee Member) Subjects: Education; Educational Leadership; Educational Sociology

Doctor of Philosophy, Miami University, 2014, Educational Leadership

Politicians and educators frequently refer to the lack of science being taught in public schools. President Obama has voiced concerns about employers' economic interests not being served through public school's science education. An understanding of science is also required in order to evaluate political and social justice issues. This project identifies aspects of the epistemological understandings of science known as Nature of Science (NOS) that were found in elementary school teachers' science identities and their teaching practices. The case study used surveys, interviews, and classroom observations, to construct individual stories that capture participants' science identities. Emergent themes were identified within the teachers' identities. Experiences with informed NOS instruction (K-16) were lacking. Instructional practices of teachers aligned with their understandings of science epistemology. Consequences of national, state, and local, education policies were identified. All participants acknowledged needs and desires for professional development in science instruction. However, no efforts were being undertaken to pursue or provide in-service training for science. The statuses of these teachers cannot be unique in a nation possessing numerous similar rural settings. The insight gained through this study provides an important glimpse of U.S. education that policy makers need to appreciate in order to be able to generate the political advocacy necessary to enact quality science education reform. This project concludes with proposals for future training designed to foster understandings of science epistemology that are necessary for effective science teaching. Providing support effecting informed science epistemology (NOS) requires alterations to professional and personal identities; not lists of standards or administrative directives to teach science. Teachers' naive science identities, transformed through an acculturation of NOS, may gene (open full item for complete abstract)

Committee: Richard Quantz PhD (Committee Chair); Thomas Poetter PhD (Committee Member); Lawrence Boggess PhD (Committee Member); Nazan Bautista PhD (Committee Member) Subjects: Education Policy; Educational Leadership; Elementary Education; Epistemology; Inservice Training; Public Policy; Science Education; Teacher Education; Teaching

MLS, Kent State University, 2014, College of Arts and Sciences / Liberal Studies Program

I pursued a Liberal Studies Masters so that I could choose a combination of courses that best served my interests: Classical Latin, Curriculum/Methodology, and Marketing. I realized quickly in my first year of teaching that I needed various ideas and materials with which to engage students' interests for learning Latin. In fall, 2009, I copyrighted my first instructional material. A marketer for an educational catalog was interested in this material, yet when she presented me with options (sell the copyright, produce the materials myself, or collect royalties from the company's productions), my attachment to my work inhibited negotiations. This classroom calendar and accompanying instructional plans had been my first production and copyright, so I had not expected to received such quick interest in it. I had so much pride in it that I could not part with the copyright. Additionally, I did not have the means to produce it myself. By the time that I had made a decision, I lost the contract. Thus my need for Liberal Studies arose. I wanted not only to further my knowledge in Latin, its curriculum and methodology, but also to acquire the business skills that would teach me how to share my instructional strategies with others. This narrative capstone essay will report the ways in which educational reform influenced my teaching strategies and demonstrate how my Liberal Studies' subjects came together cohesively to assist me in developing marketable instructional materials so that I can not only facilitate students' language acquisition but also aid the preservation of Classical Latin in public schools.

Committee: Jennifer Larson (Advisor); Michael Mayo (Other); Richard Berrong (Other) Subjects: Education; Education, General; Educational Tests and Measurements; Educational Theory; Foreign Language; Marketing

Doctor of Philosophy, The Ohio State University, 2013, EDU Teaching and Learning

At the time of this study, there were 165 Expeditionary Learning (EL) schools in the United States, but there was little research on the EL spaces of Crew, Community Meeting (CM), and Electives. The purpose of this study was to address that gap by (a) investigating the spaces of Crew, CM, and Electives in an EL school, (b) discovering the literacy events and practices that existed in these spaces, and (c) reporting on the student experiences in an EL school in regards to literacy, agency, and cultural diversity. This study drew from a theoretical framework that combined socicocultural theory, New Literacy Studies, and theories on agency and adolescents to foreground the socially situated nature of youth and their literacies. The qualitative research design was informed by ethnographic methods in order to grasp how those within the culture understood it and how they made sense of their experience. The data included observations, interviews, focus groups, and document analysis over a year long pilot study and subsequent four month study. In particular, this data reflected the stories of eight case study students across three spaces central to the EL school reform model, Crew, CM, and Electives, in a newly developed EL middle school in a large Midwestern city. Within the three school spaces, I focused my analysis onto two Crews who met every day for three months, fifteen all school Community Meetings, and three Electives that met twice a week for four months. The findings in this study are presented through descriptions of (1) the history and structure of EL as a school reform movement, (2) student experiences within this model, (3) literacy events and practices, and (4) claims about student experiences in Crew, CM, and Electives with regard to student agency, literacies, and cultural diversity. The findings of this study indicated that the EL model comes from and is perpetuated by a privileged, white, middle to upper class male, Christian, heterosexual, and Europe (open full item for complete abstract)

Committee: Caroline Clark (Committee Chair); Mollie Blackburn (Committee Member); Valerie Kinloch (Committee Member) Subjects: Education

EdD, University of Cincinnati, 2005, Education : Curriculum and Instruction

This research attempted to answer the question, “To what extent is student voice a factor in educational reform?” Student voice is defined as giving students the ability to influence learning to include policies, programs, contexts and principles (Harper, 2000). Many factors of current reform efforts support the concept of student voice to include multiliteracy pedagogy (New London Group, 1996), psychological learning principles such as student centered learning (McCombs, 1999), and emerging technologies as tools for learning (Kulik, 1994). Theoretical considerations bring to light how students and teachers must share power within the learning environment moving students along a spectrum from apprentice to expert. These ideas of situated learning (Brown, Collins and Duguid, 1989) and communities of practice (Wegner, 1998) support the call for student voice. To validate these arguments, the researcher conducted a Delphi Study (Linstone, Turoff, 1975). A group of experts in student voice, literacy, cognitive psychology, educational technology, teacher education, and educational reform participated in a process which generated significant aspects of student voice and consolidated them into a single instrument to measure student voice within a school culture. With this student voice survey instrument, which was tested for reliability and validity, the researcher then conducted a stratified, random survey to measure student voice within K-12 public schools in the United States. Due to a low response rate, no statistical or practical significance could be found. However, insights into possible relationships and information regarding student voice emerged. Student voice appears to have some value in accomplishing educational reform. Further investigations could lead to implementations of educational reform models that assist schools in preparing students for citizenship in a global, diverse and technologically advanced society.

Committee: Joyce Pittman (Advisor) Subjects:

Doctor of Education, University of Toledo, 2008, Educational Administration and Supervision

This qualitative study was designed to gain an in-depth understanding of the views and perceptions of third grade teachers regarding the participation of students with disabilities in statewide testing. This phenomenological study was prompted by the testing and accountability mandates under No Child Left Behind. Three questions guided this study. First, what are the views and perceptions of third grade teachers regarding the participation of students with learning and language disabilities in statewide testing? Second, what are teachers' perceptions of the intended outcome of increased student achievement? Third, what are the unintended outcomes of statewide testing?Research for this study was conducted with ten third grade general education teachers. Interviews were completed according to a semi-structured format. The interviews were recorded, transcribed, and analyzed. Several themes emerged from the analysis of data including testing experience, level of achievement, impact on curriculum, impact on instruction, number of identified students, and instructional setting. The teachers in this study reported that the testing experience for students with disabilities was not always positive. Teachers shared that students with disabilities are often overwhelmed by the testing experience. For the most part, teachers felt that a single standardized test score was not an appropriate measure of a student's level of achievement. Teachers did not feel as if the achievement gap between students with disabilities and students without disabilities was closing. All teachers viewed their curriculum as better aligned to Ohio's Content Standards as a result of mandated testing. They shared mixed results regarding whether the curriculum had expanded or narrowed. Teachers reported that their instructional strategies had changed and that teaching was not as fun for them or for their students as it had once been. More students with disabilities are receiving their instruction in the ge (open full item for complete abstract)

Committee: Caroline Roettger Ed.D (Committee Chair); Barbara Bleyaert Ed.D (Committee Member); Eric Myers Ed.D (Committee Member); Lloyd Roettger Ph.D (Committee Member) Subjects: Education; Educational Evaluation; Elementary Education; Special Education

Master of Education, University of Toledo, 2004, Physical Education

An Abstract of Engaging Cognitive Neurosciences in the Classroom Marie Vasquez-Cropper Submitted as partial fulfillment of the requirements for the Master of Education degree in Physical Education The University of Toledo December 2004 Educators' work in a value-laden profession is interwoven into the seams of our society. Parents, pupils, oversight agencies, and peers make up the fabric of daily classroom practices. A global view of our nation's classrooms reveals a noticeable absence in education design and implementation - thoughtful and systematic inclusion of scientific knowledge to guide practice. Sylwester (1995) identified that educators do not have the freedom to wait for results of research to guide their classroom practices. Students who fit societal profiles of highly motivated, having strong family support, and belonging to secure homes fare better in our educational system. Educators face the frustrating reality of their students' widely varying knowledge and support base. A review of where cognitive research has been, how it validates some currently successful educational practices, and where it is heading can stir debate. This review summarizes historical and current forays into cognitive neuroscientific research and pedagogical practices from books, observations, and current professional journals.

Committee: Celia Regimbal (Advisor) Subjects: Education, Sciences

Doctor of Philosophy, The Ohio State University, 2010, English

“The Lure of Literacy: A Critical Reception of the Abolition Debate” uses the century-long tradition of proposals for the abolition of compulsory composition to uncover pervasive assumptions about literacy. Chapters of this project revisit touchstones in the debate to show how arguments on all sides of the issue depend on ambiguous and contradictory attitudes about literacy as well as exaggerated expectations of the consequences of possessing it. This project re-contextualizes calls to abolish compulsory composition and proposes questions that may be used to inform a new model for first-year writing, one aspiring to complicate students' attitudes about literacy more generally. In arguing for a different model for compulsory composition programs, this dissertation offers a way out of an unproductive debate that has gripped composition for over a century. Following a prologue that surveys relevant literature in the abolition debate, Chapter 1 demonstrates how exaggerated expectations of the powers of literacy underline calls to abolish compulsory composition. Using principal contributors of the New Literacy Studies, I reread the first printed calls to abolish compulsory composition. I show how the period of academic specialization (1865-1920) and exaggerated understandings of the ostensible powers of literacy inform these proposals, complicating attempts to bring about lasting reform in the teaching of composition. Chapter 2 supplements existing histories of the abolition debate by incorporating overlooked voices of both abolitionism and reform. I question the validity of a distinction posited by contemporary receptions of the abolition debate; namely, between “abolitionists” and “new abolitionists.” My view is that this division is only possible if we ignore persistent continuities in the debate, especially with respect to the attitudes and definitions of literacy that inform these studies. In Chapter 3, I challenge dominant narratives of abolitionism in composition (open full item for complete abstract)

Committee: Kay Halasek (Committee Co-Chair); Harvey Graff (Committee Co-Chair); Cindy Selfe (Committee Member); Louie Ulman (Committee Member) Subjects: Composition

Doctor of Philosophy, The Ohio State University, 2008, Educational Policy and Leadership

This dissertation explores the existence of relational trust as defined by Bryk and Schneider (2002) in an urban school with an identified effective principal. Specific attention is given to principal-teacher relationship dynamics. Bryk and Schneider (2002) posited that relational trust exists between principals and teachers when teachers feel respected as professionals by their principals, see their principals as competent school managers, perceive their school-site administrators as having integrity, and when teachers believe that their principals have a genuine interest in their personal well being.A literature review on leadership in general, effective educational leadership, and appropriate headship for schools undergoing restructuring is presented. Moreover, included is a distinction between urban schools and their rural and suburban counterparts, highlighting the unique and complex challenges faced by students in inner-city public educational centers. Employing a mix-method approach within a case study design, teachers completed a questionnaire on their perception of their principal. Observations were conducted for a seven month period as well as relevant documents were analyzed. Drawing from the review of the literature, survey findings, notes from observations and from the gathered relevant files, questions were developed for a teacher focus group session and a principal interview. The points made in the focus group discussion also informed the principal interview instrument. Findings revealed that teachers in the study had high relational trust in their principal and that he conveyed trustworthiness in numerous ways. Furthermore, respecting the integrity of qualitative research, other themes that substantiate the literature on effective leadership for urban education and trust establishment emerged and are discussed. The findings imply that the tenets of relational trust are viable and effective constructs that can be materialized in the behaviors of princ (open full item for complete abstract)

Committee: Beverly Gordon PhD (Committee Chair); Dorinda Gallant PhD (Committee Member); Antionette Miranda PhD (Committee Member) Subjects: African Americans; Education; Educational Sociology

Doctor of Philosophy, The Ohio State University, 2004, Educational Policy and Leadership

This is an instrumental case study that explores the influence of a leadership transition (from one principal to another) on a sustained school reform process in an elementary school in Netanya, Israel. The subjects of this study include internal and external stakeholders such as school principals, teachers, and municipal representatives. The purpose of this study is to derive insights from a successful transitional process that may be applied to other schools in transition. The theoretical aspect of the research began in May 2001, including on-site visits to the school. The initial visits consisted of interviews, data collecting, and observations. The data analyses began immediately after the interviews were completed. The analyses included coding, pattern search, assertions, and laying the ground for broader descriptions of the case. Data analyses also comprised member checks with the principals involved in the process in order to validate the basic assumptions of the researcher. The findings of this research reflected three main phases in this particular school's history: (a) A successful sustained reform process, characterized by principal modeling; a clear vision of how to approach and express knowledge; a shared understanding of the necessity of the change; and an investment of responsibility in teachers and students. (b) A well-prepared-for transition, characterized by engaged staff; clear communication methods; and shared ownership of (and accountability for) the school community. (c) A post-transitional phase, characterized by continuity of school culture; pedagogical practice that continues to be based on a shared vision; individual growth of staff members; and recruitment of students as active partners of teaching and learning. Of the components of each phase, three were identified as the most significant throughout the process in enabling a successful transition: (1) Continuity of vision, (2) the persistent promotion of teachers' professional knowledge a (open full item for complete abstract)

Committee: Brad Mitchell (Advisor) Subjects: Education, Administration

Doctor of Philosophy, The Ohio State University, 2004, Educational Theory and Practice

The purpose of this study was to look at the issues surrounding the education of Somali Refugee students in the public schools system in Italy and the United States. The focus of the investigation was to study the social, linguistic, and academic issues that facilitate or hinder academic acquisition of the students in the schools. In addition, the intent of the study was to create among educators, administrators, and policy reformers an awareness of the educational concerns these students have in their new contexts. For a period of two years, four participants, two girls and two boys were studied across two countries, Italy and the United States. Data in the form of observation, participatory approach, interviews, document analysis, and field observations and notes were analyzed inductively through a naturalistic ethnographic approach. Four themes were the primary focus of this study: socio-linguistic, socio-cultural, socio-political issues and pedagogical issues. Socio-linguistic issues focused on the linguistic variables associated with second language acquisition and the ability of the students in the study to function linguistically in a new language and culture context which is different from the native language and culture backgrounds of the students in this study. Socio-cultural issues related to the acquisition of a culture through means of assimilation, integration, and marginalization were explored and problematized. The impact of the native culture, family life and social life were also explored and analyzed. Socio-political issues were studied and analyzed in response to educational policy reform adopted by administrators in both countries in relation to meeting the academic and linguistic needs of the Somali Refugee students who were the focus of this academic exploration. In addition, the patterns of behavior in response to the educational environment were studied within the context of school and the classroom in general. Crucial aspects of the life of (open full item for complete abstract)

Committee: Charles Hancock (Advisor) Subjects:

Doctor of Philosophy, The Ohio State University, 2004, Art Education

The purpose of this study was to explore the emerging characteristics of team-mentoring and to discover ways higher education faculty have applied these mentoring techniques and concepts to an educational school reform initiative, TETAC (Transforming Education Through the Arts Challenge 8/1996 – 8/2001). TETAC was a national educational initiative that took place in five regional institutes across the nation. This case study focused on the mentoring processes of the Ohio TETAC Regional Institute. The shape this model of mentoring took was one of team-mentoring, wherein a mentor or pair of mentors worked with a group of teachers to provide guidance and assistance in the implementation of art education reform and integrated curriculum at five partner school sites. Data was gathered from document review, observation, formal interviews with the eight mentors involved in the study, and questionnaire responses from the eight mentors as well as the mentors taking part in this reform initiative on the national level. Documents reviewed were obtained from the archives of the TETAC project and included mentor case studies, documentation of mentor meetings, and quarterly reports documenting the TETAC project. Five topics were investigated in this case study. These topics were embedded in the initial interview questions and were arrived at though reflection by the researcher regarding the TETAC Project. The topics were; relationships and rapport developed, processes encountered by the mentors, challenges faced during the mentoring process, significant achievements, and suggestions for future projects. Through data analysis and interpretation five themes surfaced that shaped the model of team-mentoring under investigation in this research. Those were, unclear and changing goals, time constraints and school structures, differences in partner school sites, group dynamics, and the importance of reflection. The interpretative findings of this case study reveal that the eight mentors (open full item for complete abstract)

Committee: Patricia Stuhr (Advisor) Subjects:

Doctor of Philosophy, The Ohio State University, 2003, Educational Policy and Leadership

This dissertation will describe and analyze how state officials, educators, publishers, and historians in Poland have addressed the task of reforming its national curriculum standards and supporting textbooks in the period of transition from the end of Communist rule in 1989 to the introduction of a new system of education in 1999. The goals of this study are to determine (1) the sources of transitional curriculum policies in history education and the role of reform actors in Poland since 1989; (2) why the history education curriculum reforms changed as they did between the creation of proposals and the eventual codification of the reform into law; (3) the influences on the reform of history textbooks during the transitional period; (4) the differences between anticipated goals and actual outcomes of the curricular and textbook reforms, and (5) how to account for those changes in light of the greater scope of the historical development of democratic education in Poland. This grounded study is based on multiple data sources, including documentary evidence, professional journals, and personal interviews with individuals participating in the reform of the history curriculum. The reader is presented with a historical summary of educational development of Poland since the 16th century, as well as with descriptions of history textbook reform and the process involved in rewriting the national standards for history. Textbook reform was influenced mainly by economic factors, which affected both the speed and direction of the reform. Curriculum reform was heavily influenced by both the historical inheritance of Communism and of pre-Communist educational development, as well as by the contradictory context of transition itself. The study concludes that the reform of history education in Poland during the transitional period 1989-1999 is best understood through the application of institutional frameworks which offer the most explanatory power for the events that transpired.

Committee: Antoinette Errante (Advisor) Subjects: Education, History of