Doctor of Philosophy, The Ohio State University, 2006, Educational Policy and Leadership

This descriptive quantitative online survey research explored the relationships among Teachers' Sense of Efficacy, Collective Inclusion Efficacy, Technologyand other predictor variables to determine their saliency in relationship to the criterion variable Teachers' Sense of Inclusion Efficacy. Data were collected from a random sample of general and special educators in all teaching positions, across all grade levels, in urban, rural and suburban Ohio school districts. Descriptive quantitative statistics, frequencies, means, standard deviations, percentages, reliability coefficients, correlation coefficients, principal component analyses, multiple regression analyses, and a one-sample t test, were used to analyze the relationships and interrelationships among the predictor variables and the criterion variable. The results provided rich contextual and situational data. The predictor variables, Teachers' Sense of Efficacy, Collective Inclusion Efficacy, and Attitudes Toward Inclusion, had strong or moderate relationships with the criterion variable Teachers' Sense of Inclusion Efficacy. Analyses of the data support the new scales developed and used in this study to assess teachers' personal and collective efficacy for the inclusion of students with disabilities in the general education classroom. The Teachers' Sense of Inclusion Efficacy Scale (I-TSES)was adapted from the 12-item Teachers' Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001), and the Collective Inclusion Efficacy scalewas adapted from the 12-item Collective Efficacy scale (Goddard, 2002). Further research and application of these new scales should help inform schools, colleges, and departments of education (SCDEs) of the need to ensure that teachers are prepared to integrate technology to teach every student in the 21st century.

Specialist in Education, Miami University, 2022, School Psychology

This study examined the relationship between preservice special education teachers' attitudes toward inclusion and their level of perceived self-efficacy in teaching inclusive practices. The data collected was analyzed with Rasch to determine which aspects of attitudes toward inclusion and self-efficacy of inclusive practice components are easier or harder to agree with. This hierarchy highlighted that the preservice special education teachers surveyed are well versed in collaboration with other professionals, new teaching models, and setting expectations for students. However, it is harder for preservice teachers to endorse having training or knowledge of specific special education laws to effectively support students with disabilities. Preservice teachers also indicated lacking prevention and management strategies for students with interfering behaviors in the classroom. The comparison outcomes suggest that there is a weak positive correlation between how preservice teachers responded on the TATIS and TEIP scales. The current professional role of the preservice teachers had no significant impact on their responses for both the TATIS and TEIP scales. However, the study highlighted some implications for teacher training having a focus on special education laws, interfering behavior prevention and classroom management, and individualized instruction models for students with specific needs.

Doctor of Philosophy, Case Western Reserve University, 2018, Organizational Behavior

Social Inclusion is an emerging term, used most prominently by the United Nations to encompass ideas of equity, social, economic and civic participation, and the proactive protection of human rights. Posited as an antidote to the global phenomena of social exclusion, social inclusion is also increasingly understood as a process and outcome, rather than just an outcome. In the United States, one potential vehicle for the process of social inclusion is the development of mixed-income communities. Using a process perspective, this study explores the design and practice of social inclusion in the context of mixed income communities, by conducting a qualitative analysis of the federal Choice Neighborhoods Initiative, which funds mixed-income community development across the United States. Utilizing a combined content analysis and grounded theory analysis of archival grant reports and conducted interviews, this study aims to answer the question: How do mixed-income communities design and practice social inclusion? Within that question, what are the conditions for the practice of social inclusion? How do organizational structures, programs, and processes, enable the individual and collective practice of social inclusion? How is social inclusion designed and practiced at the structural, social, and individual levels? The content analysis focused on 55 Choice Neighborhoods planning grant Transformation Plans and 18 implementation grant narratives. This study also conducted and analyzed through grounded theory an additional 60 semi-structured interviews. The study generated an integrated process theory of social inclusion, through this analysis that identified 545 first order codes, 123 second order codes, and 24 aggregate dimensions. This study also presents the underlying dynamics that enable and limit social inclusion. In addition to this contribution to theory, this study will also contribute toward those working in the mixed-inco (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2009, ED Teaching and Learning (Columbus campus)

The present ethnographic study is designed to examine an inclusive classroom culture when the pedagogy is progressive. It takes a comprehensive look at daily events within the classroom, following four tracer children who reflect a wide range of abilities, through the rituals of teaching and learning within this classroom. The researcher acted as a participant observer using multiple methods of data collection for viewing the teaching practice, the co-construction of knowledge, the collaboration between educators and the experiences of the children. This study reveals that the progressive pedagogy is able to create an e/affective teaching and learning context for children with diverse abilities, which otherwise may be referred to as an “inclusive classroom.” The data yielded that progressive pedagogy builds an authentic, all inclusive community. When the pedagogy is progressive, a separate, articulated approach for children with disabilities who are included in the inclusive classroom may not be needed. This ethnography illuminates that socially constructed projects within the progressive practice are a teaching and learning context for all and diverse students, and progressive pedagogy offers an “invisible” layer of support for children of diverse abilities including those with identified disabilities. Additionally, intervention methods used in this classroom were explored from the progressive lens finding that views on pull-out intervention by the children, a practice that contradicts progressive ideals, differs based on community membership.

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

The front-line supervisors and managers at Unnamed University (UU) are predominately White males. To build and lead diverse teams, leaders need to be able to create a welcoming team environment for all people, no matter their gender, race, culture, religion, or ability. Currently, supervisors are not provided training or education to equip them with the knowledge, skills, and abilities to effectively hire or lead a diverse, inclusive team. The leadership development training within facilities management does not include diversity, equity, and inclusion (DEI) terms or tools. Integrating DEI into leadership development programs will equip supervisors and managers with the terms and tools needed to create a welcoming environment and support effective recruiting, hiring, and retention of an inclusive team. In this mixed-methods action research study, the author determined that front-line supervisors and managers have an overall realistic view of diversity in the workplace and want more diverse, equitable, and inclusive language and tools integrated into the leadership development program. The action plan developed from this study creates a foundation for a new approach to facilitating leadership development programs through the effective integration of more equitable and inclusive language and tools. Using a continual improvement approach to the implementation of the action plan allows for stakeholder feedback and adjustments to be made as the plan is rolled out. Ideally normalizing the use of equitable and inclusive language and tools results in an overall culture shift for the organization.

Doctor of Healthcare Administration (D.H.A.), Franklin University, 2023, Health Programs

The purpose of this qualitative single site case study was to measure from the perspective of direct service professionals how well clients with Intellectual and Developmental Disabilities (IDD) are being socially included in the community. The research question pursued was the following: How does the Direct Service Professional's (DSP) measurement of successful inclusion in the community impact clients with IDD living in supportive living homes? A literature review of social inclusion and quality of life for individuals with intellectual and developmental disabilities indicates the focus of studies has been on the family members who are a natural support to the clients. Limited research exists on the perspective or measurement of Direct Support Professionals who are closest to the clients in many cases and provide support and care. Primary data for this qualitative study was from semi–structured, open–ended interviews with 11 (DSPs) at a single site agency. The primary goal of this research is to determine from the lens of DSP staff if clients are being successfully socially included in the community.

Master of Science (M.S.), Xavier University, 2021, Psychology

In a study conducted by Shore et al. (2018), two management methods that aimed to promote diversity and inclusion were described: the management prevention orientation and the management promotion orientation. The management prevention orientation focuses on complying with employment law and avoiding litigation, whereas the management promotion orientation focuses on embracing and maintaining diversity and inclusion by adhering to six themes of workplace inclusion (feeling safe, involvement in the workgroup, feeling respected and valued, influence on decision making, authenticity, recognizing, honoring, and advancing of diversity). Using hypothetical vignettes, this study examined how inclusive and sincere minorities perceived the management prevention orientation to be compared to the management promotion orientation. It was hypothesized that minorities would find the management promotion orientation more inclusive and more sincere compared to the management prevention orientation. Using a sample of 79 minorities recruited via MTurk, the study's hypotheses were supported. These findings confirm that the six themes of workplace inclusion described by Shore et al. seem to be a reflection of an inclusive climate, and that sincerity matters when it comes to favorable perceptions of a management style. A noteworthy result was that most participants who met this study's requirements for being considered minorities did not self-identify as minorities, implying that although people may be considered a minority by others, they may not necessarily self-identify as a minority. Future research should explore more ways to determine who should be considered a minority, as well as further examine if the term “minority” may be outdated.

MAE, Otterbein University, 2015, Education

Schools have been pushed toward inclusive practices with an emphasis on co-teaching models (Yeung, 2012), yet reservations exist and little is known about the effects of inclusive practices. The questions this study aims to answer are: 1. Does inclusion with an emphasis on co-teaching affect performance of newly transitioning students with disabilities on district and teacher made summative assessments?, and 2. Does inclusion with co-teaching have a carry-over effect on typically-developing students' assessment scores? This study aims to investigate the effect of inclusive practices on student summative assessment scores. Results from the district pre-assessment were gathered for all students in both the comparison and intervention group. Using statistical analyses (SPSS), students with disabilities in the inclusion with co-teaching group were found to not test statistically significantly higher compared to students with disabilities in the control group except for one chapter test. When compared to typically developing peers, students with disabilities did not score statistically significantly lower on summative assessments and there did not appear to be a positive or negative carry over effect on typically-developing peer assessment scores.

MDes, University of Cincinnati, 2007, Design, Architecture, Art and Planning : Design

This project considers a body of research about play, inclusion, and the characteristics of children with Down syndrome balanced with first-hand feedback from parents. These findings were used to explore a multi-sensory (visual and tactile) solution for modeling the steps of asking to play for children with Down syndrome who have limited verbal skills. The proposed solution is an educational toy that explores three-dimensional form, color, shape, pattern, and texture to enhance communication and reinforce secondary learning concepts like color and shape recognition, object manipulation, and sequencing. A follow-up practice component is essential to the concept, allowing the child to build confidence through rehearsal. The visual support was tested at an annual Buddy Walk, where both typically developing children and children with Down syndrome were observed. Key findings from this event, project limitations, and implications for further research are outlined in the evaluation section of this thesis.

Doctor of Philosophy, The Ohio State University, 2007, Physical Activity and Educational Services

The purpose of this study was to examine the effects of an Adventure Education unit of instruction on the social interactions between students with and without disabilities in general physical education (GPE) classes. Participants were African American, Hispanic, and White American students (girls and boys with and without disabilities) who spoke either Spanish of English as their first language. A multiple baseline across participants design was used (Cooper, Heron, & Heward, 1987). The study was situated in contact theory (Allport, 1954). Data were collected on the social interactions that occurred between students with and without disabilities. Results show that effective facilitation of Adventure Education can potentially increase appropriate and positive social interactions and these results provide evidence that social interactions can increase through effective facilitation and the creation of an environment that encourages appropriate and positive interactions between students. Contact theory was partially supported in this study.

Ph.D., Antioch University, 2025, Leadership and Change

Racial tensions are high in the United States of America in the 21st century, and hate crimes are on the rise due to political rhetoric and more frequent litigation. This situation challenges current approaches to diversity, equity, and inclusion, commonly known as (DEI). Although these tensions affect many societal areas, the public education system has seen particularly dramatic changes as the nation's diversity grows. This shift has invoked the first moves to adapt culturally relevant practices to promote inclusion and belonging in response to evolving classroom dynamics. This study examined some of the significant issues surrounding the implementation of cultural diversity programs in educational institutions and gave voice to classroom teachers through their perceptions of culturally responsive practices (CRP) in a Northwestern School District (NSD). As a pilot study, this research investigated teachers' attitudes and perceptions of two principles in Dr. Howard's framework, which is applied in NSD as a part of a district-wide equity initiative. The study surveyed 92 teachers and interviewed five teachers who completed district equity training. The findings demonstrated a positive shift in mental models and moderate use of the two CRPs selected for this study. The results supported perceptions of positive relationships, student engagement, and inclusion of all learners while using CRPs. Ultimately, the challenges with the variation in the depth of knowledge of the principles, limited time, a lack of effective strategies, and a reluctance to talk about issues concerning race impeded the success of the equity initiative. These findings underscore the critical need for ongoing, applied-focused training in teacher education to promote inclusive and effective teaching for all learners, advocating for a shift in policy and practice. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Ed.D., Antioch University, 2024, Education

Loneliness was declared a national epidemic in May 2023 and an international global threat in November 2023. Sense of belonging, or lack thereof, can greatly contribute to loneliness. Students who feel a sense of belonging at their institution tend to be more engaged and experience higher success rates, which can lead to increased persistence and retention. The objective of this professional innovation dissertation was to investigate how inclusive and equitable teaching practices might increase sense of belonging for students in the learning environment. This study advocates for marginalized students, placing the responsibility for a change in learning environment back on the institution with a specific focus on teaching practices. Maslow's hierarchy of needs provides the foundation for sense of belonging. That hierarchy combined with the intersectionality framework emphasizes how students often have multiple identities, and the combination of identities can impact the way they engage in the learning environment. The transformative paradigm provides institutions with the lens to consider how changes in the learning environment are necessary to provide the types of support students need to be able to develop a sense of belonging. The professional development materials created in this dissertation suggest that critical self-reflection and transformative learning are necessary for faculty to gain an understanding of their students and provide the inclusive and equitable experience they need to develop a sense of belonging, overcoming barriers created by the institution and the complexity of having multiple identities. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

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

For more than a half century, the Department of Defense (DoD) has worked to address the issues related to diversity, equity, and inclusion (DE&I), but bias, prejudice, and the negative impacts of these realities have continued (DoD Board on Diversity and Inclusion, 2020). In a policy memorandum, senior DoD executives have committed to affecting an enterprise-wide, organizational, and cultural shift; however, apathy and cynicism among active-duty servicemembers has created a barrier to successfully achieving the mandate. Study findings showed that engaging leadership to overtly display their commitment and support, exposure to intentional and inspiring bias awareness training, and empowering and energizing staff members to embrace the multicultural environment are keys to successfully realizing a DE&I-focused organizational climate.

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

Abstract Perception of Belonging in the High School Art Classroom Melinda Russek There have been a growing number of problems in high school art classrooms. Symptoms of the problem post-COVID-19 include apathy, lack of engagement, and cell phone use. Several solutions to increase student engagement and belonging and build social skills are under-explored. Art teachers in this study are eager to find solutions these problems and new ways of interacting with students that builds school community and culture and reflects on current trends in the art world. One method stands out: collaborative learning with team projects. This study contributes to the art teacher community, adding structures that include all diverse students equally, and using action research in the future to improve methods of collaboration in the high school art classroom.

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

This Dissertation in Practice (DIP) explores the experiences of Black male faculty at Kent State University, a predominantly White institution, employing counter-narrative, a tenet of Critical Race Theory (CRT). Using qualitative narrative inquiry and autoethnography, the study investigates how race, gender, access to resources, and preparedness intersect and impact Black male faculty members' professional identities, sense of belonging, and pursuit of success. By centering the voices of five Black male faculty members, this research uncovers systemic barriers such as racial bias, isolation, and lack of mentorship that impact their career trajectories and overall wellbeing. The dissertation aligns with the Carnegie Project on the Education Doctorate (CPED) principles by focusing on issues of diversity, equity, inclusion, and belonging (DEIB), generating new insights into institutional practices that could affect recruitment, retention, and advancement of Black male faculty. Key findings underscore the importance of tailored support systems, recognition of invisible labor, and the establishment of community as mechanisms for fostering resilience and empowerment. The study concludes with actionable recommendations for academic institutions to enhance DEIB initiatives and support Black male faculty members, ultimately contributing to a more inclusive and equitable higher education landscape.

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.

Doctor of Education (Ed.D.), University of Findlay, 2025, Education

According to national standardized test results, American students are failing at an alarming rate. Research suggests that teachers are not prepared to teach in inclusive classrooms. Research also suggests that a teacher's efficacy rating can impact student achievement. This study explores how teachers of inclusive classrooms are attempting to meet the needs of all students in their classroom, whether they feel able to meet those needs, and training that teachers have received, or would like to receive, that they believe have or would increase their efficacy. Data was collected from 179 general education teachers, grades 3-6, in Ohio who are teaching in inclusive classrooms. The survey instrument utilized the Ohio Teacher Efficacy Scale, the Classroom Practice Inventory, and additional open-ended questions. Participants were also invited to be interviewed. Six participants were interviewed. The study found that educators report high levels of efficacy in most areas with an overall mean of 7.18, they utilize a wide variety of instructional practices with an emphasis on individualizing education for each student, and they prefer learning through experience opposed to attending a class on a topic. Results of this study can be used to craft meaningful learning experiences for both pre-service and in-service teachers which might influence their efficacy which could influence the growth of their students.

Doctor of Education (Ed.D.), University of Findlay, 2024, Education

Aims: This study investigated itinerant teacher's personal views regarding competency related to delivering special education services to preschool children with disabilities in an inclusive setting by using a consultative model. Demographics: The study comprised forty-two females and one male itinerant from all over Ohio. Among the participants, forty-two identified as White, with one Hispanic person choosing to partake. Methodology: To collect quantitative and qualitative data, an online survey with fifteen closed-ended and one open-ended question was distributed to itinerant teachers in Ohio. During the survey development, specific Likert-type scale components were selected from the Performance Indicators for Early Childhood Education Specialists (PIECES) self-assessment. Analysis: The quantitative data from the fifteen closed-ended questions was analyzed by individually comparing the response frequency on each item. The participants' answers were copied and pasted into a Word document to analyze the open-ended question. Part of sentences or entire sentences were highlighted and then color-coded to generate codes. Each set of codes was turned into themes, then explained by utilizing in vivo coding, which focused on including a few of the participant's quotes as examples to capture their voice and experiences. Implications: The analysis indicates that, regardless of their background or experience, itinerant teachers perceive themselves as capable and confident in implementing the consultative model within inclusive preschool settings. With proper training and support from administration, consultants, and consultees in inclusive settings can establish constructive working relationships and collaborate on actions that continually benefit students with disabilities. Recommendations: Future research to gather more in-depth quantitative and qualitative information concerning the consultative model from itinerant and general education teachers is recommended.

PhD, University of Cincinnati, 2024, Arts and Sciences: Psychology

Research on workplace relationships with people with disabilities (PWD) has found mixed results on emotional responses, such as empathy, to PWD in the workplace (Carpenter & Paetzold, 2013; Hirschberger et al., 2005). Within the research, there is conflicting evidence regarding whether empathy is always beneficial for workplace relationships between non-disabled individuals and PWD (Cesare et al., 1990; Colella & Varma, 2001; Lyubykh, 2016). The current study investigates the role of empathy in behavior towards PWD in the context of relationships between coworkers by conducting interviews with employees with disabilities and their non-disabled coworkers. The research questions addressed by this study are: What is the lived experience of employees with disabilities working with non-disabled coworkers?, What role do empathy and sympathy play within these relationships?, and How does an individual's disability identity impact their relationships with non-disabled coworkers? The interviews with the disabled employees were analyzed according to interpretive phenomenological analysis (Moustakas, 1994; Smith, 2011). Dyadic analysis was also conducted on the non-disabled coworker interviews paired with the disabled employee interviews. The interviews provide valuable insight into the experiences unique to disabled employees working with non-disabled coworkers. The results reveal factors that are important to disabled individuals in their relationships with non-disabled coworkers. Empathic behaviors appear to play a beneficial role within relationships between disabled and non-disabled coworkers while behaviors based in sympathy can be harmful. Implications from the study on how organizations can integrate the beneficial behaviors highlighted in the interviews are also discussed.

Doctor of Organization Development & Change (D.O.D.C.), Bowling Green State University, 2024, Organization Development

This qualitative study employed a socio-technical framework as a lens to investigate the banking experiences of low-income and higher-income individuals, shedding light on the nuances of their interactions with traditional banks. Using comparative deductive thematic analysis, semi-structured interviews were conducted with 18 participants, equally divided between low-income and higher-income groups. The study revealed disparities in banking experiences, with low-income community members facing less favorable outcomes in specific areas. The findings have significant practical implications for enhancing community relations, refining banking operations, and improving financial education, particularly in low-income communities. This research lays the groundwork for future studies to explore bank employees' perspectives and expand on the current findings, ultimately contributing to a more comprehensive understanding of the interactions between individuals and banking institutions. By illuminating the lived experiences of diverse community members, this study informs strategies for more inclusive and equitable banking products and services