EdD, University of Cincinnati, 2006, Education : Urban Educational Leadership

The purpose of this study is to gain insight in order to better understand the reasons contributing to the underrepresentation of African American male educators as perceived by African American male educators via their personal narratives. This qualitative study examines the perspectives of African American male educators' perceptions toward the underrepresentation of African American male K-12 public school educators. Semi-structured, one-on-one interviews with eight African American male educators who are currently or were formerly K-12 public school educators were conducted to capture their voice and allow them to share their understandings and experiences regarding the representation of African American males throughout the field of K-12 public education. This study identified three major themes as a result of the interviews with the participants: 1) Reasons contributing to the lack of African American male educators 2) Perspectives that describe the potential benefits of an increased representation of African American male educators and 3) Effective methods to increase the representation of African American male educators. Findings from the study suggests that having African American male educators would help debunk the stereotypes associated with African American males in both public education and society, that African American males are choosing careers other then education, that African American males are having trouble graduating from high school, and that teacher recruitment does not focus on African American educators. Findings from the study also indicate that the increased representation of competent, caring, and committed African American male educators will have a tremendously positive impact not only the academic success of students, but also positively impact their perceptions of themselves and how they are perceived within society. Implications from the findings of the study are presented as strategies that may increase the representation of Afric (open full item for complete abstract)

Committee: Dr. Mark Gooden (Advisor) Subjects: Education, Secondary

Master of Arts, The Ohio State University, 2020, Arts Administration, Education and Policy

Did Brown v. The Board of Education of Topeka, Kansas, 1954, have an adverse impact on the employment of Black art educators? In this study, I questioned what specifically happened to Black art educators and Black art education in desegregated schools after Brown? Also, with the disappearance of Black and minority culture being taught in primary schools after Brown, how was Black and minority art impacted? The sub question of my research explores the capacity in which Black art educators were teaching art to Black students prior to Brown and the possible implications Brown had on their employment in desegregated public schools. Included in this study is a brief history of art departments established at Historically Black Colleges and Universities (HBCU) by pioneering Black art educators. As there is scarce research regarding how Brown potentially effected the employment of Black art educators, this research explores the possible connection between Brown and the displacement of Black art educators. In this study I aim to articulate why Black art educators and culturally inclusive art curricula could have been rejected from desegregated public primary schools.

Committee: Joni Acuff Ph.D (Advisor); Karen Hutzel Ph.D (Committee Member) Subjects: African American Studies; African Americans; Art Education; Art History

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

Black women have a legacy of excellence as teachers, administrators, colleagues, and community members in the field of English language education. However, their expertise, perspectives, and voices continue to be underappreciated, under-researched, and therefore, too often unheard. Furthermore, given the ongoing impact of racism as a systemic force shaping U.S. society and the world, due to the global reach of U.S. culture and economy, Black women's personal and professional lives are necessarily affected. More specifically, Black women are regularly stereotyped and regarded as intellectually, professionally, and aesthetically inferior to their White and male counterparts. Therefore, this dissertation highlights the experiences of Black women teachers of English to speakers of other languages as counternarratives that can “shatter complacency, challenge the dominant discourse on race, and further the struggle for racial reform” (Solorzano and Yosso, 2002, p. 32). Researchers have published important work on the experiences of teachers of color who are Teachers of English to Speakers of Other Languages (TESOL), and of Black women in education, but there is scant literature specifically centering the experiences of Black women in TESOL. Therefore, this dissertation attends to the following research questions: How do race, gender, and racism impact the personal and professional lives of Black women educators in TESOL? How can their counternarratives enrich the existing literature that examines relationships among race, gender, and racism for women of color, generally, and Black women educators, specifically? My research is grounded in Critical Race Theory and Black Feminist Epistemology—intellectual traditions that definitively center Black and Black women ways of knowing and coming to know and understand the world, and that are unapologetically oriented toward racial equity and justice for all people. Critical race methodology guided my process of collecting, analyzin (open full item for complete abstract)

Committee: Carlotta Kinloch (Advisor) Subjects: African American Studies; African Americans; Education; English As A Second Language; Gender Studies; Multicultural Education

Doctor of Philosophy, The Ohio State University, 2007, Art Education

In this case study, I examine the extraordinary work of contemporary artist Aminah Brenda Lynn Robinson and the intersection of my experience as an educator serving as a co-curator for Symphonic Poem, a major retrospective exhibition of her work in 2003. I examine the role of museum educators in developing and presenting exhibitions that empower visitors to discover their own meaning in Aminah's complex and layered work. My examination of the case and my research related to it highlight the challenges and opportunities that face museum educators and all museum workers in an era when museums are examining their relevancy as they compete with all types of cultural and commercial events and venues for people's time and attention. This collaboration between a curator of contemporary art and an educator provides an alternative approach to traditional museum practices and organizational structures and raises important questions concerning the training and practice of museum professionals. In addition to examining the role of museum educators in exhibitions, this work presents strategies to encourage K-12 students and visitors of all ages to critically confront issues of identity, race, and oppression that hover just below the rich patterns and button-encrusted surface of Aminah's work. In the world the artist has created, being black is the norm, but everyone is invited to participate by sharing their memories, stories, and dreams. Art like that of Aminah Robinson helps to fill in the gaps that the modern museum created in regard to marginalizing and ignoring the voices of women and minorities. Educators in the post-museum can become border-crossers themselves in creating exhibitions, linking them with a broad range of communities, and encouraging visitors to become border-crossers as well.

Committee: Christine Ballengee Morris (Advisor) Subjects: Education, Art

Doctor of Education , University of Dayton, 2024, Educational Administration

This mixed-methods study delves into the intricate relationship between pedagogy, pedagogical measures, and equity concerns in education, focusing on implementing Inclusiveness, Diversity, Equity, and Accessibility (IDEA) principles. The findings underscore the necessity for educational institutions to navigate legal constraints while prioritizing the creation of inclusive learning environments. Key recommendations include establishing robust support mechanisms such as guidebooks to help educators adapt to legal changes without compromising their teaching approaches. Additionally, future research should explore innovative strategies to promote IDEA, particularly from the perspectives of marginalized communities. Advocating for collaboration among educational institutions, policymakers, and stakeholders, the study emphasizes the importance of fostering conducive learning environments that facilitate the growth and success of all students. It stresses the significance of inclusivity, transparency, diversity, and accessibility in constructing a more just educational system. Combining qualitative observations with quantitative analysis, the study offers a comprehensive understanding of the diverse impacts of legislative changes and equity issues in education. Its practical implications are valuable for policymakers, educators, and stakeholders striving to create inclusive educational settings. The study calls for immediate action and targeted interventions to achieve equitable outcomes and address complex challenges. The study proposes explicitly the creation of an instructional guidebook for general education instructors to assist them in navigating evolving legal frameworks and addressing issues related to IDEA.

Committee: James Olive (Committee Chair); Melissa Cordia (Committee Member); Davin Carr-Chellman (Committee Member) Subjects: Education; Education Policy; Educational Leadership; Teacher Education; Teaching

Doctor of Philosophy, The Ohio State University, 2024, Agricultural Communication, Education and Leadership

Teacher educators play a multifaceted role in designing and implementing curriculum to nurture preservice teachers' growth in content knowledge, pedagogical skills, and teaching efficacy. Amidst evolving educational landscapes and diverse classroom environments, there's an increasing emphasis on fostering teacher agency and autonomy to navigate these complexities effectively, particularly in unique contexts such as School-based Agricultural Education (SBAE). Self-Determination Theory was used as a guiding lens for this study and offers a comprehensive framework for understanding human motivation. Supporting the basic psychological needs of autonomy, relatedness, and competence can enhance students' motivation, academic outcomes, self-regulation, and well-being. Research on motivation within the context of SBAE has seen considerable growth in recent years. Scholars who investigate the relationship between motivation and engagement agree that engagement consists of three main components: behavioral engagement, emotional/affective engagement, and cognitive engagement. However, scholars applying Self-Determination Theory to the study of student engagement have delved into how autonomous motivation encourages a fourth type of engagement, agentic engagement. Through this grounded theory study, I aimed to conceptualize the beliefs of agriculture teacher educators regarding student motivation and agentic engagement within the context of SBAE teacher preparation programs. Two research questions guided this study: (1) What do SBAE teacher educators believe about student motivation and agency within a teacher preparation program? and (2) How do SBAE teacher educators integrate beliefs of student motivation and agency within a teacher preparation program? Grounded theory was used to generate a substantive theory for SBAE teacher educators to conceptualize student agency and motivation. Working under a pragmatic lens, I aimed to capture SBAE teacher educators' experiences with (open full item for complete abstract)

Committee: Amanda Bowling (Advisor); Shannon Washburn (Committee Member); Kellie Claflin (Committee Member) Subjects: Agriculture; Educational Psychology

Doctor of Philosophy (PhD), Ohio University, 2024, Counselor Education (Education)

The need for mental health resources in universities has seen a rise after the pandemic. Students have encountered various issues related to the transition and adjustment from online to in-person classes. Additionally, students in general have been known to have issues related to stressors of transitioning into adulthood and navigating their new life and relationships. This calls for increasing awareness amongst college counselors, counseling supervisors, and counselor educators to understand these issues and work towards combating the upcoming challenges that students face. A lot of these issues arise from students being harsh to themselves for not being able to accomplish as much as some of their peers. Constant comparison with others leads to feelings of guilt and shame towards oneself which in turn leads to a negative view of self along with symptoms of depression, and anxiety. A lot of these issues can be reduced by understanding and applying the concepts of self-compassion. Hence, it is important for college counselors, counseling supervisors, and counselor educators to be able to teach self-compassion techniques to their clients and students. While self-compassion can help students to accept themselves for who they are, it can also help them to understand how others share similar experiences. This can assist students to feel less isolated and more connected to their peers, which could also lead to newer friendships and connections. Feeling connected to others could lead to better experiences in college while preparing the students for a successful transition to adulthood. For college counselors, counseling supervisors, and counselor educators, practicing self-compassion themselves could lead to lower chances of burnout and a better understanding of boundaries. Through this study, I accomplished three objectives: (1) explored the relationship between self-compassion and flourishing, and satisfaction with life in undergraduate students, (2) explored the relatio (open full item for complete abstract)

Committee: Christine Bhat (Committee Chair); Gordon Brooks (Committee Member); Bilal Urkmez (Committee Member); Yegan Pillay (Committee Member) Subjects: Counseling Education; Mental Health; Psychotherapy; School Counseling; Teaching; Therapy

Master of Arts, The Ohio State University, 2024, Arts Administration, Education and Policy

This thesis documents my journey as a first-time teacher educator in a college setting. After teaching in K-12 classrooms for over fifteen years, I transitioned to a graduate student in art education to focus on developing a stronger teacher identity. Through the lens of a reflective practitioner, I examined the efficacy of an arts integration course in a teacher preparation program. The research conducted in the ARTEDUC 3900 course at Ohio State University explores the importance of arts integration in preparing pre-service elementary teachers. This course builds a teaching knowledge base, encourages artistic inquiry, and provides practical classroom applications. Its objectives include fostering interdisciplinary collaborative communities of practice, nurturing a positive connection with creativity, and developing reflective practitioners. Grounded in action and arts-based methodologies, I often found that the lines between teaching and learning blurred. Embracing the study's cyclical nature, it highlights the efficacy of action research in shaping pre-service educators' experiences and practices through ongoing experimentation, reflection, and collaboration. The findings highlight the multifaceted benefits of the arts-integration curriculum, such as enhancing educator preparedness and promoting collaborative and reflective practices among educators.

Committee: Ketal Patel (Committee Member); Dana Carlisle Kletchka (Advisor) Subjects: Art Education

Doctor of Philosophy, University of Toledo, 2023, Curriculum and Instruction

Social studies education has traditionally aimed to foster productive citizens. However, recent societal polarizations have added complexity to this objective (Levy et al., 2023). Amid these challenges, understanding remains limited regarding how teacher preparation programs are adapting their social studies methods curriculum. Grounded in Thornton's (1991) curricular-instructional gatekeeping and Avery's (2003b) implications for civic education in social studies teacher education, this dissertation addressed three research questions: (1) How do social studies teacher educators understand civic competence?, (2) How do social studies teacher educators' approach and incorporate civic competence in their teacher preparation curriculum?, and (3) How do social studies teacher educators see the future of social studies teacher preparation? This qualitative study explored the choices and perspectives of seven Ohio-based social studies teacher educators. Participants were interviewed about their understanding of civic competence, its inclusion in their methods curriculum, and their vision social studies' future. In addition, relevant course materials and methods course syllabi were shared by the participants. Data, including interview responses and shared materials were analyzed using codebooks based on the NCSS (2018) definition of civic competence and Avery's (2003b) implications. Findings revealed that the teacher educators largely align with the NCSS (2018) civic competence definition, emphasizing political knowledge. When controlling the curricular-instructional gate, these teacher educators incorporated civic competence primarily through instructional modeling and facilitating discussions on civic and controversial issues. Absent, whether intentionally or not, were ideas pertaining to global citizenship, diversity, equity, inclusion, and informed action. When discussing the future of social studies methods, concerns about the lack of inclusion of global civic educati (open full item for complete abstract)

Committee: Rebecca Schneider (Committee Chair); Sarah Kaka (Committee Member); Michael Brooks (Committee Member); Ruslan Slutsky (Committee Member); Edward Janak (Committee Member) Subjects: Curriculum Development; Education; Higher Education; Social Studies Education; Teacher Education

PhD, University of Cincinnati, 2023, Education, Criminal Justice, and Human Services: Educational Studies

Computational technology is prevalent in K-12 education. Understanding computational technology from the viewpoint of teachers is important for informing teaching methods and determining the appropriate timing of instructional support. This dissertation examined educators' perspectives on the relationship between computational technology in the classroom and the development of their students' cognitive skills. The study leveraged qualitative, semi-structured interviews with K-12 educators. Interview data were analyzed using principle component analysis to thematically group perceptions of technology in relationship to learning. Thematic groupings were interpreted in relation to previous literature focusing on the role of computational skills in student learning at various stages of development. Data analysis further examined perceptions about the use of computational technology in early education, particularly how such technology impacts the ability of learners to solve real-life problems. This study found that K-12 educators perceived that technology positively impacted their students' learning. This study suggests a systematic approach to computational technology in the classroom, especially one that introduces K-12 learners to early problem-solving, is an effective means to awaken students' cognitive abilities. This research is significant because it would inform education policymakers on the perspectives to consider when honing cognitive abilities in grade school, focusing on technology's role in enhancing learners' computational ability.

Committee: Mark Sulzer Ph.D. (Committee Chair); Jess Kropczynski Ph.D. (Committee Member); Vanessa Allen-Brown Ph.D. (Committee Member) Subjects: Educational Software

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

Master of Arts, Wittenberg University, 2023, Education

I explored the potential ways teaching during the COVID-19 Pandemic impacted teachers' outlook on their profession. Participants included 30 full-time teachers and two former teachers from Marazul High School (MHS), a suburban high school in Northern California. I utilized an explanatory sequential mixed methods design for the study combining the Maslach Burnout Inventory – Educators Survey (MBI – ES), focus groups, and interviews. The MHS teachers who experienced high levels of burnout left the profession, and the MHS teachers who did not experience burnout stayed in the profession. Student behavior was the most discussed topic when in the focus groups and interviews. Based on the data, it is also possible that teachers' relationships with administrators impacted their decision to remain in (or to leave) the profession.

Committee: Hillary Libnoch (Advisor); Joy Donny (Committee Member); Amy McGuffey (Committee Member) Subjects: Education; Educational Psychology; Mental Health; Psychology; Secondary Education

Master of Arts, Miami University, 2023, Speech Pathology and Audiology

The field of speech-language pathology continues to be a growing profession. Little research has been done to examine the perceptions from others regarding the field, especially pertaining to the scope of practice of speech-language pathologists (SLPs) within the school setting. In the school setting, SLPs have the potential to collaborate with a variety of school professionals. Knowing and understanding how other professionals perceive the scope of practice of SLPs may assist in communicating how to best promote interprofessional practice. This study investigates the perceptions of education professionals regarding the scope of practice of SLPs in the school setting. A survey was distributed to education professionals in schools across the state of Ohio. Results showed that there are gaps in understanding the SLP's scope of practice. Overall, educators reported positive comments when it came to working with SLPs in the school setting. Results from surveys showed that educators were willing to collaborate with the SLP if their student(s) had communication impairments; however, lack of time was the number one barrier to collaborating with the SLP in the school setting. These findings suggest the need for future research promoting interprofessional practice between educators and SLPs in schools.

Committee: Arnold Olszewski Dr. (Advisor); Sarah Heimkreiter Mrs. (Committee Chair); Kelly Knollman-Porter Dr. (Committee Chair); Amber Franklin Dr. (Committee Chair) Subjects: Education; Special Education; Speech Therapy

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

The need for organizations to address diversity, equity, and inclusion can be related to a myriad of issues. From internal organizational affairs to matters found in recent current events, and the fragile racial climate across the United States, organizations are looking for substantive ways to solve their diversity problems. Diversity statements peaked in popularity after the Summer of 2019. Efforts to devise a diversity statement were noble, however, if the words in the statement misrepresented the lived experiences of stakeholders, adjustments need to be made. This study focuses on educators as they identify features of their diversity, equity, and inclusion development. The findings reveal how leaders can understand and support educators to initiate shifts and fully actualize a diversity mission.

Committee: Dr. Davin Carr-Chellman (Committee Chair); Dr. Mary Ziskin (Committee Member); Dr. Brandon Wiley (Committee Member) Subjects: Education; Educational Leadership

Doctor of Philosophy, The Ohio State University, 2023, Educational Studies

The publication of the Family Engagement Core Competencies by the National Association for Family, School, and Community Engagement in 2022 provided a body of knowledge of the work of educators engaging with families, a domain not well-understood previously. Situated in the pandemic recovery phase in U.S. education, this dissertation study aimed to explore the nature of efficacy beliefs of educators in family engagement, a latent construct grounded in social cognitive theory. To achieve this aim, a survey measure was developed, and an interpretation and use argument (IUA) anchored the process of the validation of the interpretation and use of its scores. The study was conducted in five phases. In the first phase, the Family Engagement Efficacy Beliefs of Educators (FEEB-E) survey was drafted based on a review of literature, existing instruments, and subject-matter expert and user feedback. In the second phase, the FEEB-E was piloted with a national sample of educators, and exploratory factor, parallel, and reliability analyses were conducted. In the third phase, the FEEB-E was revised based on findings from the pilot study. In the fourth phase, the FEEB-E was administered to a sample of teachers in two Ohio urban school districts, and confirmatory factor, correlation, and reliability analyses were conducted. In the fifth phase, the IUA was constructed, and the appropriateness of the interpretation and use of the scores from the FEEB-E was determined. The study found that survey items were valid for interpretation as representative of their target domain of self-efficacy beliefs for family engagement. There were no extraneous sources of variability in wording of items and directions, order of items, or the scoring scale. The survey items measured the intended population by reflecting a range of efficacy beliefs around multiple dimensions of family engagement and did so reliably (α = .917). Further, the FEEB-E was found to be valid for use as a research instrum (open full item for complete abstract)

Committee: Karen Stansberry Beard (Advisor); Minjung Kim (Committee Member); Roger Goddard (Committee Member); Barbara Boone (Committee Member) Subjects: Educational Psychology; Families and Family Life; Teaching

Undergraduate Honors Program, Malone University, 2023, Honors Thesis

Purpose: The purpose of this integrative literature review was to (a) examine the experiences and perceptions of newly graduated nurses (NGNs) and their nursing managers upon their transition to practice during the COVID-19 pandemic and (b) recommend strategies to improve clinical competency in onboarding NGNs. Method: The Whittemore & Knafl (2005) methodology framework guided this review. This approach allowed for the inclusion of both qualitative and quantitative data, providing an efficient method of gathering, analyzing, and interpreting data that presented a comprehensive understanding of the problem of examination. Results: The perceptions of NGNs and their managers demonstrated two main themes: educational deficiencies and emotional aspects. Educational deficiencies fell under several subthemes: academic practice gap, difficulties with onboarding, and issues in direct relation to COVID-19. Similarly, several sub-themes arose from the emotional aspect, including: feelings of anxiety/fear/depression and feelings of being overwhelmed. The strategy recommendations that came forth from the pandemic fell under three main themes; providing NGNs with a supportive/accepting culture, educational structure/support courses, and a combination of educational and emotional support. Conclusion: The COVID-19 pandemic exacerbated already existing clinical deficiencies noted in NGNs furthering the academic practice gap at a time when practice-ready NGNs were most needed. However, the pandemic also brought about many positive recommendations, such as the inclusion of support courses to fine-tune needed skills and emotional support both during and out of working times that can help lead to a smoother transition to professional practice for NGNs.

Committee: Carrie Stroup (Advisor); Steve Jensen (Committee Member); Holly Kibler (Committee Member) Subjects: Nursing

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

Self-disclosure is an interpersonal process of an individual sharing personal information to another individual. Self-disclosure is also considered to be a professional disposition within the counseling profession and is also cited in higher education to be related to increased student motivation, participation, and learning. The current study explored the experiences of counselor educators who use self-disclosure as a teaching strategy within their classrooms. An interpretative phenomenological analysis research design was conducted used to determine describe the experiences of nine (N = 9) counselor educators. A literature review on self-disclosure, self-disclosure in higher-education, and counselor education are discussed. The methodology, findings, limitations, and future research directions are addressed.

Committee: Tahani Dari (Committee Chair); Marlise Lonn (Committee Member); Tanesha Rorie (Committee Member); Susan Long (Committee Member) Subjects: Counseling Education

Specialist in Education (Ed.S.), University of Dayton, 2022, School Psychology

Disproportionate discipline rates exist for Black and African American students in the United States. These rates contribute to poorer academic outcomes and later involvement in the juvenile justice system. Current literature explores culturally competent discipline strategies such as PBIS, Restorative Justice, and Conscious Discipline but does not address implementation of such strategies. Three pre-service teachers currently enrolled in the Urban Teacher Academy and three in-service teachers who completed the Urban Teacher Academy at the University of Dayton participated in this study. A mixed methods design was utilized in this study. Participants first completed a Self-Assessment for Cultural Competence on which they scored within the culturally competent range. Participants then completed qualitative interviews to discuss classroom discipline and management strategies. Results indicated culturally competent educators implement district or building wide discipline strategies, build relationships with students, and demonstrate empathy for students. Implications for teacher training programs striving to prepare culturally responsive teachers and future research are discussed.

Committee: Elana Bernstein (Committee Chair); Ashley Anderson (Committee Member); Novea McIntosh (Committee Member) Subjects: Education; Educational Psychology

Specialist in Education (Ed.S.), University of Dayton, 2022, School Psychology

Early childhood educators' perceived stress and overall job satisfaction stem from several workplace factors. The COVID-19 pandemic has created additional stressors and safety procedures in the workplace. This study examined job satisfaction gathered via survey data from early childhood educators in the state of Ohio. The participants completed survey questions about their employment during the 2018-2019 (pre-pandemic) and 2020-2021 (during pandemic) school years focused on five facets of job satisfaction: co- worker relations, supervisor relations, the nature of the work itself, working conditions, pay and promotion opportunities. COVID-19 pandemic-specific questions were added to gauge the impact of the pandemic on job satisfaction. Results indicated overall job satisfaction was not statically different between the two school years; however, overall job satisfaction was relatively low. In exploring the themes of the COVID-19 question responses, many educators expressed feelings of being overworked, burned out, overwhelmed with protocols, not connected with parents, and isolated from co-workers. They expressed frustration with low pay, staff shortages, classroom management, and a perceived lack of support from supervisors/administration. Strategies and recommendations for improving job satisfaction among early childhood educators are provided.

Committee: Susan Davies Ed.D. (Advisor); Shauna Adams Ph.D. (Committee Member); Elana Bernstein Ed.D. (Committee Member) Subjects: Early Childhood Education

Doctor of Philosophy (PhD), Ohio University, 2022, Curriculum and Instruction (Education)

Professional identity impacts the career choices, professional development, and wellbeing of the clinician educators (CEs) who are foundational to the evolving medical education and health care system. Physicians, who fulfill educator roles in an academic health center, can develop clinician educator identity (CEID) as they participate in longitudinal faculty development programs (LFDPs). It has also been demonstrated that after the program ends, professional identity salience depends on a participants' individual agency and ability to connect to supportive resources in the larger local context including regional and national educational societies. However, how CEID forms and what factors impact its salience remain unexplored. The central research question is, “How is an CEID formed and transformed in physicians?” In order to explore CEID formation, a collective case study was conducted of physicians with formal educational leadership roles. Data collection strategies included collecting documentary evidence, identity maps and curriculum vitae, as well as two interviews. Interview questions explored interpretations of experiences that influenced the formation of the participants' CEID as well as factors that influence CEID salience. The data were analyzed using qualitative methods informed by professional identity formation theory and literature. Participants in this collective 1) described their CEID as a profession, leveraging specialized competencies to serve others, 2) explored a unique career path in multiple communities of practice outside their local clinical departments, with guidance from mentors, role models and sponsors, and 3) associated the importance of their roles as a CE with its contribution to patient care as well as felt affirmed by recognition from import individuals in the medical education community. This study has implications for how professional developers imagine, implement, and evaluate the initiatives designed to encourage the developm (open full item for complete abstract)

Committee: Danielle Dani (Advisor); Beam Pamela (Committee Member); Harrison Lisa (Committee Member); Machtmes Krisanna (Committee Member) Subjects: Education; Educational Leadership; Medicine