Doctor of Education (EdD), Wright State University, 2023, Leadership Studies

The lived experiences of female high school physics teachers were researched in this study with the aim of gaining a better understanding of their decisions to remain in the classroom or to leave the teaching profession. To allow the participants to describe their background and teaching experiences, as well as the meaning they found in them, a transcendental phenomenological approach was used during this research. To create a richer representation of the phenomenon, fourteen women ranging from 0-31 years of experience teaching high school physics were interviewed for this study. The data from the interviews was analyzed through the lens of Vroom's (1964) Expectancy Theory and Hazari et al.'s (2010) Physics Identity model, which formed the theoretical framework for this research. An iterative analysis of the data resulted in the three major themes of self-efficacy, values, and support. Self-efficacy, the most significant theme, was a result of the confidence the women earned from overcoming obstacles and conquering their initial feelings of inadequacy. Values, the second most significant theme, was characterized by the value women placed on relationships with their students. Other values important to the participants included their students' growth as well as maintaining a work-life balance for themselves. Support, the third most significant theme, centered on support from mentors during high school, college, and student teaching. Also important was the support provided by colleagues and school organizations. Implications of this study include informing female high school physics teachers about the necessity of maintaining a growth mindset, honoring their personal values, and supporting each other. Implications for high school leaders include the importance of implementing practices such as providing common planning periods, establishing mentorship programs, and thoughtfully considering the schedules and responsibilities of first year teachers. Implications for sch (open full item for complete abstract)

Committee: Yoko Miura Ed.D. (Committee Chair); Colleen Saxen Ed.D. (Committee Member); Amber Todd Ph.D. (Committee Member); Adrienne Traxler Ph.D. (Committee Member) Subjects: Education; Educational Leadership; Gender; Physics; School Administration; Science Education; Teacher Education

Master of Arts, Wittenberg University, 2023, Education

The present study investigated how the implementation of High Leverage Practices related to instruction in the general education classroom impact teacher confidence in meeting the needs of students with and without disabilities. A group of 5 elementary teachers participated in this study in which they were asked to implement one practice in their classroom. Teachers were asked about their confidence and knowledge of High Leverage Practices via a survey. Meetings with teachers were also conducted at the beginning, middle and end of the study. The results showed that there was no significant change in teacher confidence when High Leverage Practices were implemented into the classroom instruction. This study provides valuable information to the field of High Leverage Practices and the impacts on teacher confidence to service students with and without disabilities in the classroom.

Committee: Sally Brannan (Committee Member); Amy McGuffey (Advisor) Subjects: Education; Elementary Education; Special 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

Bachelor of Arts, Wittenberg University, 2023, History

As time moves forward, events from the past become blurred in memory. People remember, honor, and learn from history. On September 11, 2001, the United States lost 2,983 civilian lives in a terrorist attack by al Qaeda. Since 2001, the United States government has made many decisions aimed at protecting those on United States soil. To commemorate the lives lost and to prevent an act of terror in the future, historians evaluate how to remember and learn from the events that occurred on September 11. Learning from the past prepares people for the future. To educate future generations, middle and high school teachers must provide students with valuable lesson plans about September 11. In the middle school and high school classrooms around the country, the process and content used to teach the terrorist attacks of September 11 has evolved over the past twenty years, from relying mostly on personal accounts to include academic articles, textbooks, online resources, and other materials to help students understand how and why September 11 happened the way it did.

Committee: Molly Wood (Advisor); Thomas Taylor (Committee Member); Amy McGuffey (Committee Member) Subjects: Education; History; Middle School Education; Political Science; Secondary Education; Social Studies Education

Master of Arts (MA), Bowling Green State University, 1960, Educational Administration and Supervision

Committee: Howard O. Brogan (Advisor) Subjects: Literature; Teacher Education

Master of Science (MS), Bowling Green State University, 1952, Curriculum and Teaching

Committee: John E. Gee (Advisor) Subjects: Secondary Education

Master of Science (MS), Bowling Green State University, 1950, Curriculum and Teaching

Committee: Frank C. Arnold (Advisor) Subjects: Education

Master of Arts (MA), Bowling Green State University, 1960, Educational Administration and Supervision

Committee: Howard O. Brogan (Advisor) Subjects: Literature; Teacher Education

Master of Science (MS), Bowling Green State University, 1952, Curriculum and Teaching

Committee: John E. Gee (Advisor) Subjects: Secondary Education

Doctor of Philosophy, The Ohio State University, 2022, Arts Administration, Education and Policy

This historical research study situates the pedagogical work of Dr. Margaret Taylor Goss Burroughs (1915-2010) within the histories of art education. By situating a Black women art educator into the histories of art education during the 1940s-1960s, the history of art education must be reconsidered. By tracing and crafting a bridge from the work of Carter G. Woodson and the concept of fugitive pedagogies to Dr. Burroughs, a clearer picture of the art classroom within de facto segregated high schools emerges. Utilizing alternative historical methods such as microhistory, critical fabulation, and place-based methodologies, Margaret's educational career comes into focus, challenging the dominant narratives within histories that continue to obfuscate the work of Black art teachers. The analysis first looks at Margaret's biographical information prior to becoming a teacher, including her experiences within the school systems of Louisiana and Chicago. From there, I trace the ways that art education became a major theme in her life, and the ways that her art teachers worked to provide her the opportunity to become an art educator. The second section focuses on two different layers of analysis: one utilizing the tenets of fugitive pedagogies to deepen our understanding of Margaret's work in her high school classroom; the second focusing on the importance of place and how being in Bronzeville and dedicating herself to her community impacted her and gave her a reason to leave the classroom and become the head of the DuSable Museum of African American History.

Committee: Joni Acuff (Advisor); Clayton Funk (Committee Member); Shari Savage (Committee Member); James Sanders III (Committee Member) Subjects: African American Studies; Art Education

Doctor of Philosophy (PhD), Ohio University, 2018, Curriculum and Instruction Mathematics Education (Education)

When students engage in mathematical modeling, they use mathematics to solve open-ended, real- world problems. This process helps students to make connections and fosters their learning of mathematics itself. Engaging students in mathematical modeling, however, is not an easy task for teachers due to their lack of experience in such teaching. Hence, professional development is needed to advance mathematics teachers' capacity to enact mathematical modeling. This study examined the Mathematical Modeling and Spatial Reasoning (Modspar) professional development program, designed for high school mathematics teachers in Ohio. Two research questions were asked: (a) What is the nature of the professional development program? and (b) What did the participants learn as a result of participating in the program, and how did the program affect their teaching of modeling? To provide data sources for the research questions, (a) I interviewed each of 5 of the 28 participating teachers three times (once before the summer 2016 Modspar program and twice during the 2016–2017 school year), (b) I observed all of the activities enacted during the summer program and collected daily reflections from the 5 selected participants, and (c) I observed 4 of these participants enacting modeling in their classrooms twice during the 2016–2017 school year. For the first question, I examined the level of engagement and the type of modeling enacted during the summer program as all of the participating teachers completed the 20 institute activities: 8 involving modeling with algebra and 12 related to modeling with geometry. For the second question, I examined how the Modspar program advanced the 5 selected participants' knowledge and instruction of modeling. I coded the data thematically and constructed case reports. Results for the first question suggest that the algebra activities focused on mathematical modeling (i.e., using mathematics to solve real-world problems); whereas, the geometry a (open full item for complete abstract)

Committee: Gregory D. Foley Ph.D. (Advisor) Subjects: Mathematics Education

Doctor of Philosophy in Urban Education, Cleveland State University, 2017, College of Education and Human Services

New teachers are supported extensively while participating in teacher training programs and during the first years of teaching. During this time, there are opportunities for the new teacher to explore their self-identity and determine how they will interact with students in the classroom. As teachers enter the later years of their careers and are considered experienced, they are forced to contend with changing political and societal factors that influence their experiences around teaching in the classroom, often times without the extensive support that is provided for the teachers in their first years. Through a lens of social constructivism, narrative inquiry was used to “story” the lives of four teachers in high schools around a Midwestern metropolitan area. The theoretical framework, constructed around theories of experience and self-identity formation, explored these teachers' personal experience narratives and mapped their moral sources, traditions, and epistemological beliefs. The research found that the experiences teachers narrated were either stories of empowerment or stories of skepticism, and worked to influence the narrated self-identity and teacher/student interactions in both supportive and challenging ways.

Committee: Frederick Hampton Ed.D. (Committee Chair); Anne Galletta Ph.D. (Committee Member); Mark Freeman Ph.D. (Committee Member); Mary Frances Buckely Ph.D. (Committee Member); Julie Burrell Ph.D. (Committee Member) Subjects: Education; Educational Evaluation; Educational Leadership

Doctor of Philosophy, The Ohio State University, 1981, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1978, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1978, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1975, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1969, Graduate School

Committee: Not Provided (Other) Subjects: Home Economics

Doctor of Philosophy, The Ohio State University, 1968, Graduate School

Committee: Not Provided (Other) Subjects: Home Economics

Doctor of Philosophy, The Ohio State University, 1967, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1957, Graduate School

Committee: Not Provided (Other) Subjects: Education