Ph.D., Antioch University, 2024, Antioch Seattle: Counselor Education & Supervision

This multilevel mixed methods investigation examines the experiences of developing self-evaluation skills for simulation fellows in an interprofessional simulation fellowship program. Interprofessional fellows (N = 12) and faculty (N = 4) engaged in a three-phase study using video-assisted learning tools to explore the differences in self-evaluation (perceived performance) and faculty evaluation (actual performance) in developing debriefing skills. For the quantitative component, fellows and faculty completed the DASH© tool to evaluate the quality of debriefing to help close the gaps between fellow self-evaluation and faculty evaluation. For the qualitative component, video-stimulated think-aloud and video-assisted debriefing the debriefer were utilized to understand how video-assisted learning tools contribute to self-evaluation skills from each level separately. A combined focus group and thematic analysis were utilized to identify facilitators and barriers to self-evaluation. Integrative case examples of developing self-evaluation skills are restoried for mixed analysis and data integration. Through which, meta-inferences are drawn out to understand the experiences, interactions, and mechanisms of the multilevel phenomenon. The results indicated that fellows generally overestimate their skills performance, and video-assisted learning tools support in the development of more realistic self-perception eliminating underestimation and closing the gap between perceived and actual performance. A model for interprofessional collaboration is proposed for scaffolded feedback practices to promote self-evaluation of skills and performance. Implications for counselor education, healthcare simulation, and health professions education are presented.

Committee: Stephanie Thorson-Olesen (Committee Chair); Michael Meguerdichian (Committee Member); Katherine Fort (Committee Member) Subjects: Adult Education; Continuing Education; Counseling Education; Curriculum Development; Educational Evaluation; Educational Psychology; Educational Theory; Health Care; Health Education; Instructional Design; Medicine; Mental Health; Nursing; Pedagogy; Social Work; Teacher 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

Master of Science, The Ohio State University, 2023, Agricultural Communication, Education and Leadership

School-based agriculture education teachers (SBAE) are tasked daily with a multitude of demands inside and outside of the classroom. While these demands can be daunting, teachers continue to focus on how they can improve their practice through relevant and authentic professional development. The study's purpose was to describe the relationship between SBAE teacher social media use for professional purposes and self-confidence. A random sample of SBAE teachers responded to the survey instrument. Findings showed SBAE teachers are generally self-confident in the classroom and agriculture content. SBAE teachers are also using social media channels for professional purposes. Overall, there was not a statistically significant relationship between the self-confidence of SBAE teachers and their social media use for professional purposes. Future research should explore the self-confidence of SBAE teachers by experience, age, and certification.

Committee: Kellie Claflin (Advisor); Caryn Filson (Committee Member) Subjects: Educational Technology; Teacher Education; Teaching

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

This dissertation used interpretive case study methodology focused on the story of rebuilding the national education system of Afghanistan destroyed by decades of conflict. The study documents the challenges and progress in preparing adequate and qualified teachers for the nation. The dissertation is based on critical analysis of available documents tracing events, policies, and programs. The research asks: What are the critical leadership strategies and organizational frameworks that promote or impede institutional change? What are the barriers to change in teacher education in a conservative Islamic society? The dissertation is unique in that this story of educational intervention in a small war-torn, socially fragmented, and politically fractured nation is documented by a participant observer who is both of the nation and from the nation. The study records the steps and missteps of the changes and leadership processes implemented by both international donor-advisors and national leaders to restore education to Afghanistan in a critical contemporary time. The story encompasses many aspects of education in Afghanistan, past and present, including urgent efforts to fulfill the promise of the new Constitution for universal nondiscriminatory and free education for all, not only of a population in residence but of the masses returning from exile expecting schools for their children. The central core of the dissertation is a focus on the national effort to recruit and train teachers, competent in subject knowledge and teaching methods. A basic and recurring theme is the education of girls and women and their role in this society. Although gender equity is a priority theme through the dissertation, the central message of the dissertation is the evolution of teacher training. This story is framed against the larger picture of historical traditions, the disruptions of conflict, and recent overall national education reconstruction, expansion, and reform. The record of cult (open full item for complete abstract)

Committee: Jon Wergin PhD (Committee Chair); Laurien Alexandre PhD (Committee Member); Edna Mitchell PhD (Committee Member) Subjects: Teacher Education

Doctor of Education (Ed.D.), Bowling Green State University, 2022, Leadership Studies

The purpose of this qualitative, phenomenological study was to explore how and to what extent teacher educators evaluate, align, and demonstrate technology within teacher preparation programs. The literature revealed the need for teacher educators to follow frameworks, taxonomies, and standards containing technological, pedagogical, and content knowledge utilized appropriately within various contexts. In addition, teacher preparation program leadership can provide relevant and purposively professional learning as well as the support needed for teacher educators when the TPP leadership possesses a basic understanding of adult learning. Using Teacher Educator Technology Competency #1, ten teacher educators were interviewed regarding their experiences utilizing technology within their teacher preparation program. The findings revealed teacher educators, whose technological knowledge, skills, and attitudes varied, utilized a variety of paths in the evaluation, alignment, and demonstration of technology. When their knowledge and skills were put to the test during the COVID-19 pandemic, most teacher educators transitioned smoothly to the various formats required by the pandemic and have also seen the “blessings in disguise” from this global challenge. Leadership varies among the institutions represented in the study, particularly in the area of technology integration. Many teacher educators have stepped up to the plate and provided the needed leadership in technology integration. This study has implications for policy and practice in the realms of teacher educator technology competencies, technology infusion throughout teacher preparation programs, professional learning, and leadership.

Committee: Patrick Pauken Ph.D. (Committee Chair); Ellen Gorsevski Ph.D. (Committee Member); Kristina LaVenia Ph.D. (Committee Member); Savilla Banister Ph.D. (Committee Member); Teresa Foulger Ed.D. (Committee Member) Subjects: Education; Educational Leadership; Educational Technology; Higher Education; Teacher Education; Teaching

Doctor of Philosophy, The Ohio State University, 2017, EDU Teaching and Learning

Reliance on online media in providing educational opportunities has gained tremendous momentum in mathematics education. Genre of studies that explore pedagogical practices of mathematics teacher educators in the online environment is still in infancy. Using survey method and three in-depth case studies in this work I examined pedagogical practices of mathematics teacher educators who provide online professional education programs for prospective and practicing mathematics teachers to unpack the nature of their decision making. Over a hundred mathematics teacher educators in the US completed the survey. Individual case analysis followed by the interviews using Schoenfeld's (2010) decision making framework with special attention to the MTEs' goals, orientations, and knowledge. Boyd's (1993) eight decision dimensions of distance learning was used to identify types of decisions that MTEs made and Perks and Prestages' (2008) mathematics teacher educator knowledge tetrahedron was used to analyze domains of knowledge that MTEs relied on when they made pedagogical decisions. Results indicated MTEs' epistemological perspectives about the nature of mathematics and mathematics learning shaped their practices and decisions. Additionally, two knowledge domains that were specific for MTEs' decisions about online mathematics teacher educating were identified: knowledge of mathematics teachers and teachers' needs (KMT) and knowledge of the online environment for mathematics teacher educating (KOMTE). KMT was drawn when MTEs made decisions about the PD goals and KOMTE was drawn when they designed and organized learning activities for their teachers. The study conceptualized the relationship among MTEs' goals, orientations, and different domains of knowledge utilized when they make decisions about implementing online mathematics teacher professional development programs.

Committee: Azita Manouchehri Dr. (Advisor); Theodore Chao Dr. (Committee Member); Anika Anthony Dr. (Committee Member) Subjects: Mathematics Education

Doctor of Philosophy, University of Toledo, 2009, Counselor Education

The purpose of this investigation was to examine the perceived leadership development, training, and education of counselor education doctoral students enrolled in CACREP-accredited universities and colleges. Participants of this study were 228 members of the American Counseling Association (ACA) who were doctoral students enrolled in CACREP-accredited counselor education programs in the United States. The participants were chosen using a database of names obtained from the ACA. The general research questions investigated were: To what degree do counselor education doctoral students believe they are being prepared in the domains of leadership? Is there a relationship between the number of courses completed and the perceived leadership ability of counselor education doctoral students in the domains of leadership as listed? To what degree do counselor education doctoral students believe they are receiving the prescribed CACREP leadership training and education as listed? Is there a relationship between the number of courses completed and the degree to which counselor education doctoral students believe they are receiving the prescribed CACREP leadership training and education as listed? What do counselor education doctoral students think are important influences in their leadership development? What do counselor education doctoral students think are the most important influences in their leadership development? What do counselor education doctoral students think can be done to better prepare them for the roles of leadership? Do the sexes differ on what they think they need in terms of formal leadership training? Are there differences between doctoral students who have a master's degree in school counseling, community counseling, psychology, or other, and what they think they need in terms of formal leadership training and education? Do years of clinical experience predict the student's response to survey items 10-14? The respondents indicated they were confident in th (open full item for complete abstract)

Committee: John Laux PhD (Committee Chair); Martin Ritchie EdD (Committee Member); Nick Piazza PhD (Committee Member); Jean Heafner PhD (Committee Member) Subjects: Education; Higher Education; Mental Health; Teaching; Therapy

Specialist in Education (Ed.S.), University of Dayton, 2013, School Psychology

This study examined the efficacy of school-based training paired with ongoing consultation and continued dissemination of information to improve educator's knowledge and response related to concussions, through a quasi-experimental design. The experimental group (N = 14) received ongoing consultation and continued dissemination of concussion resources via email for four months following the training; the control group (N = 6) received the training but no further consultation or dissemination of information. It was hypothesized that the experimental group would be more likely to retain the knowledge and improve services with students who sustained concussions. This was measured through a Pre-Training Questionnaire, Post-Training Questionnaire, and four month Follow-Up Questionnaire. While there was no statistically significant difference between the two groups; there was a main effect for training with both groups demonstrating an increase in concussion knowledge, recognition, and response across three time periods. Furthermore, 15 students were provided accommodations after sustaining a concussion by participants in the experimental group, whereas one student was provided accommodations after sustaining a concussion in the control group. In addition, the school psychologist in the experimental group consulted on 17 concussion cases, whereas the school psychologist in the control group consulted on zero concussion cases.

Committee: Susan Davies Ed.D. (Committee Chair); Elana Bernstein Ph.D. (Committee Member); Joni Baldwin Ed.D. (Committee Member) Subjects: Education; Educational Psychology; School Administration; School Counseling; Secondary Education