Ed.D., Antioch University, 2024, Education

This theoretical multi-article dissertation is a broad examination of education, including trends in our school system, juvenile justice system, and cultural/media system to address the disproportionate targeted failure of students with disabilities from a neurodiversity standpoint. Research shows how our current education system is not the practice of freedom for all learners, but rather a reproductive practice that teaches forms of group-based privilege that results in the disproportionate outcome of school failure, oppression, and incarceration for students with disabilities. Creating liberatory learning spaces for neurodiverse students of all races must include challenging White supremacy, neurotypical superiority, and a standardized one-size-fits-all design approach to learning. Creating neuro-inclusive learning spaces requires a paradigm shift to include a broader understanding of forms of human diversity and to foster more positive ways of thinking about human differences within spaces of learning and teaching. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Committee: Richard Kahn Ph.D. (Committee Chair); Emiliano Gonzalez Ph.D. (Committee Member); Tony Kashani Ph.D. (Committee Member) Subjects: Education; Pedagogy; Teacher Education; Teaching

Doctor of Philosophy (PhD), Ohio University, 2024, Curriculum and Instruction (Education)

This dissertation investigates teacher candidates' definitions of inclusive learning and their preparation and confidence to collaborate to create accommodations and modifications for students receiving services and supports in the general education mathematics classroom. Further, the characteristics of the accommodations and modifications they create within small working groups of general educators and intervention specialist teacher candidates provide insight into their beginning attempts at this work.

Committee: Allyson Hallman-Thrasher (Committee Co-Chair); Courtney Koestler (Committee Co-Chair); Jennifer Newton (Committee Member); David Richard Moore (Committee Member); Lisa Harrison (Committee Member) Subjects: Early Childhood Education; Education; Elementary Education; Mathematics; Mathematics Education; Special Education; Teacher Education; Teaching

MA, Kent State University, 2023, College of the Arts / School of Art

Critical Race Theory is a school of thought that targets inequality and challenges established thought on racial disparities in society to identify and dismantle the systems that support these inequalities. Like many other societal systems, education can promote racial inequalities, funneling marginalized students into the school-to-prison pipeline. CRT can guide art educators to self-reflect and transform their art instruction and curriculum to promote environments and pedagogies that create equitable and inclusive educational opportunities for all students. Through a series of interviews with educators teaching through a CRT lens, the research has identified academic obstacles facing diverse students, examples of systemic racism upholding white supremacy, and strategies educators use to advocate for a higher-quality, equitable, and inclusive art education. Through the stories and experiences of art educators influenced by CRT principles, we can begin to understand the impact a socially ethical, inclusive, and equitable CRT-inspired instruction can have on a student population.

Committee: Linda Hoeptner-Poling (Committee Chair); Koon-Hwee Kan (Committee Member); Shana Klein (Committee Member); Suzy D'Enbeau (Committee Member) Subjects: Art Education

Doctor of Education (Ed.D.) in Leadership Studies, Xavier University, 2020, Leadership Studies and Human Resource Development

This exploratory case study identified administrative competencies that multiple stakeholders perceive to be important for fostering an inclusive and accessible learning environment for students with disabilities in a small, suburban school district located in Southwest Ohio. It consists of a comparative assessment of stakeholder perceptions of core administrative competencies including both knowledge and skills for leaders of special education programs as defined by the Council for Exceptional Children's (CEC's) standards. To investigate Research Question 1, this study utilized a survey to gauge the importance of each standard to multiple stakeholders in the educational process. Research Question 2 was investigated through open-ended survey questions asking stakeholders to provide additional competencies that they feel need to include the CEC standards in order to develop a more comprehensive list of inclusive leadership. Notably, data gleaned from quantitative analysis found that the administrators group marked higher priority than special education teachers and parents on the two competencies pertaining to 1) ongoing evaluations of Special Education programs (SPED) and personnel, and 2) data driven decision making regarding SPED programs and services. Further, overall school administrators tended to mark high priority on the multiple sets of survey items related to the skills compared with the other stakeholder groups. The findings for Research Question 1 suggest that future research should revolve around developing ways to assess SPED programs, services, and staff as well as reliable, consistent data sources to base these and other decisions pertaining to SPED programs upon. Another possible avenue of inquiry would be to seek to understand special education teachers varying perspectives regarding the priority they place on the individual CEC standards. Data regarding Research Question 2 yielded novel practices; knowledge items that emerged from the research incl (open full item for complete abstract)

Committee: Ahlam Lee Ph.D. (Committee Chair); Gail F. Latta Ph.D. (Committee Member); Shirley Curtis Ed.D. (Committee Member) Subjects: Educational Leadership; Elementary Education; Organizational Behavior

Master of Arts, The Ohio State University, 2020, Art Education

Research suggests that museums are not reaching their full potential for including visitors with disabilities (Bienvenu, 2019; Ginley, Goodwin, &, Smith, 2012; Kudlick & Luby, 2019; Rappolt- Schlichtmann & Daley, 2013; Sandell, 2019). Recently, scholars have critiqued art museums for their lack of accessibility (Kudlick & Luby, 2019) and exhibitions that misrepresent disability history (Sandell, 2019). The history of outsider art demonstrates how artists with disabilities are discriminated against in the art world (Prinz, 2017). Creative art centers, programs which provide artistic mentorship for adults with disabilities, are often positioned within outsider art discourse (Wojcik, 2016). Due to discrimination against artists with disabilities, art museums can increase inclusion through engaging with artists at creative art centers. Therefore, I utilized action research methodology to design and implement an integrated art museum professional development workshop for artists with disabilities at Open Door Art Studio, a creative art center, and community artists. The primary objective of the study was to explore how museum practitioners can collaborate with creative art centers to develop inclusive programming for creative art center artists and community artists. Based on interviews with Open Door Art Studio artists and staff members, I structured the workshop around time in the museum gallery for discussion and a collaborative art making exercise in the museum's studio space. For the time in the studio, I paired artists from Open Door Art Studio with community artists to create collaborative art pieces. From the post-workshop interviews, I found that the workshop, especially the collaborative portion, supported social connection between artists from Open Door Art Studio and the community artists. This social connection was demonstrated in the way that artists found things in common with each other, spoke about how they enjoyed meeting each other, (open full item for complete abstract)

Committee: Dana Kletchka PhD (Committee Chair); Jennifer Richardson PhD (Committee Member) Subjects: Art Education

Doctor of Education, Miami University, 2011, Educational Leadership

This study discusses the history of education in Nigeria with emphasis on the need for a comprehensive special education program that will provide basic education for all individuals with disabilities in Nigeria. In Nigeria, as in many other underdeveloped countries, individuals that are defined as disabled are generally deprived of equal access to basic public education and other fundamental services that are guaranteed to their “non-disabled” counterpart. Due to cultural beliefs and social attitudes, an individual that is defined as “disabled” is treated as a social taboo associated with evil omens or bad luck. Consequently, individuals that are defined as disabled are excluded from upwardly mobile social and economic opportunities including access to educational pursuits with the consequence that, they face an uncertain future, a life of absolute poverty, deprivation and abuse. Cultural beliefs pertaining to individuals that are defined as disabled are further compounded by British colonial policy that failed to consider the education of individuals that are defined as disabled as a policy priority in the education of native people in Nigeria. Therefore, this study will apply Foucault's genealogical approach to history, and critical disability theory in education to analyze the impact of Nigerian cultural practices, the influence of Christianity and Islamic religion, and also British colonial policy on educational policy priorities in post-independence Nigeria. This study will show that the Nigerian educational system does not provide equal educational opportunity for individuals that are defined as “disabled”, resulting from the outcome of cultural practices, colonial and post-colonial policies that define individuals on the basis of whether they are “disabled” (unable) or “non-disabled” (able). In conclusion, this study will make recommendations about the way forward for Nigerian policy makers in order to encourage the need for the establishment of a non-discri (open full item for complete abstract)

Committee: Dennis Carlson Ph.D. (Committee Chair) Subjects:

DMA, University of Cincinnati, 2023, College-Conservatory of Music: Conducting

The traditions of African American musics have significantly contributed to the United States and globally in just about every considered genre (art, popular, jazz, sacred, and folk), yet there is an embarrassingly insufficient number of collegiate courses offered in the mainstream curriculum to serve the needs of music students who want to learn more about the music of African Americans and the African Diaspora. With the increased percentage of students from divergent cultures, backgrounds, and experiences enrolling in collegiate music schools, standardizing a curriculum that centers the richness and valued history of their musics is vital. It is essential that an American music degree require scholarship beyond the limited scope of European music. The study of African American music is one pathway into examining the broader impact of non-European contributors on society and culture. This thesis offers a structured Afrocentric curriculum as an effective method for meeting this need. Moreover, it provides a pedagogical justification for an African American Music minor—a curriculum template with the potential to expand beyond the music of the African Diaspora into additional underrepresented cultures. An African American Music minor that appropriately fulfills the requirements of the National Association of Schools of Music (NASM) will not only increase the course offerings beyond those in a traditional music program, but also increase the cultural awareness and inclusivity necessary to serve the needs of an everchanging, more diverse student body in American colleges and universities.

Committee: L. Brett Scott D.M.A. (Committee Chair); Joe Miller D.M.A. (Committee Member); Holly McGee Ph.D. (Committee Member) Subjects: Music

Doctor of Philosophy, University of Toledo, 2023, Foundations of Education

The proliferation of educational technology currently marketed by textbook publishers reflects the neoliberal influence in higher education that emphasizes automated, standardized delivery and skills-based curriculum. Inclusive access programs are publisher developed digital packages that include access to digital course materials at a lower cost to the student, claiming to provide equitable access despite evidence that a digital divide still exists. This embedded single-case study is a critical analysis of the decision-making power of faculty and administrators as it relates to the adoption of inclusive access programs at a community college. The purpose is to explore if the adoption of inclusive access contributes to inequality in the form of digital structural violence. Hegemony is used as the theoretical framework. Data collection methods include student and faculty focus groups, faculty and administrator interviews, and faculty and student surveys. Findings indicate that while faculty members do hold some hegemonic power, the greater hegemonic force belongs to publishers and bookstores. Student data shows an appreciation for the lower cost and immediate access, but they prefer printed textbooks for academic reading. The data also suggests the possibility that inclusive access contributes to digital structural violence, but further research is needed.

Committee: Edward Janak (Committee Chair); Vicki Dagostino (Committee Member); Christine Fox (Committee Member); R. William Ayres (Committee Member) Subjects: Community Colleges; Education; Educational Sociology; Higher Education; Technology

Bachelor of Fine Arts (BFA), Ohio University, 2023, Dance

The primary purpose of this study was to explore how teachers can better facilitate creative movement and to analyze how imagery might be an entry point for young children to make creative choices. The duration of this study was five weeks and included weekly classes. The classes explored pedagogical approaches that incorporated creative choice, discussion, and invitation. Data analysis of researcher observations, teacher reflections, drawing artifacts, and participant surveys, revealed three important themes that emerged from that data to facilitate an inclusive environment: 1) Building Student Confidence, 2) Autonomy and Decision Making, and 3) Relationships and Rapport. This research found that it might be worthwhile to continue examining how dance educators could expand student-centered teaching practices to invite student curiosity, discussion, and engaged learning.

Committee: Christi Camper Moore (Advisor); Tresa Randall (Other) Subjects: Dance

Doctor of Philosophy, The Ohio State University, 2022, Educational Studies

Students with intellectual disability engaging in higher education classrooms is a rather new phenomenon fueled by the Higher Education Opportunity Act of 2008 (HEOA). HEOA requires students with intellectual disability be included with non-disabled peers but was mandated with little to no evidence on the impact this might have on others in the classrooms. Research conducted since its passage supports that undergraduate students have generally positive attitudes and perceptions about students with intellectual disability engaging on college campuses (Carter et al., 2019, Gibbons et al., 2016, Izzo and Shuman, 2013). In this study, a sequential explanatory mixed methods approach was used to identify attitudes and perceptions of undergraduate students about students with intellectual disability in college classroom settings. Continuing to examine undergraduate student attitudes and perceptions is important for policy development, refinement, and implementation. It also enables the field to advocate for new inclusive postsecondary programs or expansion of existing programs. This study also extended the current literature to determine if attitudes and perceptions are different between undergraduate students who mentored with an inclusive postsecondary program and those students who did not. Quantitative surveys followed by qualitative interviews resulted in showing the nuances of attitudes and perceptions by undergraduate students about students with intellectual disability in college classrooms at The Ohio State University. Undergraduate students were generally positive about having students with intellectual disability in college classrooms, with little difference between those who did and did not serve as mentors. Recommendations and implications for policy, research, and practice, as well as study limitations are discussed.

Committee: Yvonne Goddard (Advisor); Jennifer Garner (Committee Member); Ann Allen (Committee Member) Subjects: Education; Education Policy; Higher Education

MED, Kent State University, 2022, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The inclusive education of young children with disabilities has been an on growing focus in government policies and research around the world. In the US and Turkey, the policies and legal foundations support and mandate early childhood inclusion and the least restrictive environments that would benefit the learning of young children with disabilities. Researchers conduct research on inclusive practices/interventions in inclusive settings to help identify the best available practices/interventions that would support the development of children with and without disabilities. A review of the US and Turkey inclusive practices is needed to provide an overview of the research available and the breadth and depth of the literature. The purpose of this scoping review was to summarize and map the early childhood inclusive practices/intervention literature in the US and Turkey and to identify the similarities and differences between the two countries. Thematic analysis was used to investigate and categorize the studies. Results reported 10 early childhood inclusive practices/interventions categories, trends in developmental areas and academic skills of focus, and revealed several gaps in the literature. Implications and future directions were discussed to support interested parties in developing government policies, conducting research, and applying practices/interventions in inclusive settings.

Committee: Ching-I Chen (Advisor); Sonya Wisdom (Committee Member); Andrew Wiley (Committee Member) Subjects: Early Childhood Education; Special Education

Master of Arts, Wittenberg University, 2021, Education

The current study sought to identify what differentiation strategies are commonly implemented by general educators in an attempt to promote an inclusive learning environment and the impact providing instruction in multiple modalities as it relates to student learning styles has on student achievement. Furthermore, the data collected in the study was used to analyze the perspective general educators have on promoting an inclusive learning environment consisting of learners with diverse backgrounds. The participants of this study were selected using two non-convenience samples consisting of a general educator population and a student population. All participants were from a rural public school district located in Central Ohio during the 2020-2021 academic school year. Results from this study indicate a high level of confidence in teacher perception of differentiation as well as frequent differentiation occurring at the time of the study. Participants of the study most commonly differentiated by process. Data collected from this study found no correlation between teaching in multiple modalities and student achievement.

Committee: Amy McGuffey (Advisor) Subjects: Education; Elementary Education

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.

Committee: Jason Abbitt (Advisor); Kevin Bush (Committee Member); William Boone (Committee Member); Sarah Watt (Committee Member) Subjects: Educational Psychology; Special Education

Doctor of Philosophy, Miami University, 2020, Educational Leadership

Pinar (1975) wrote that part of the obligation of currere is to speak from where one lives, making clear this biographic basis (p. 5). In this study, I employ the currere method of critical reflection to better understand my educational and institutional journey as a founding director of an LGBTQ office on a public university in the Southeast operating under an inclusive excellence model. Through currere, I explore educational experiences as a founding director as part of this narrative, my journey through the narrative, and, ultimately, the study of one institution's process in creating and developing an LGBTQ office. Through a series of vignettes, I use currere to better understand my curricular journey of working with an inclusive excellence model to integrate LGBTQ inclusion throughout an institution. This study details my experiences as a founding LGBTQ director through a conscientious engagement with each of the four steps of currere. I use currere to return to the past in order to take note of the decisions that were made, the frameworks that were used, and the various data sources representing conversations, moments, and challenges that occurred over a seven-year period of building an LGBTQ office. Through currere vignettes, I explore culture, education, and policy change through pop up drag shows, an LGBTQ-themed study abroad program, nationally branded food concepts, and driving policy change through programming.

Committee: Thomas Poetter (Advisor); Denise Baszile (Committee Member); Joel Malin (Committee Member); James Shiveley (Other) Subjects: Educational Leadership

Ph.D., Antioch University, 2018, Leadership and Change

Multiple voices from educational and professional arenas have called for change in the way in which public relations undergraduates are prepared to navigate complex communication challenges in the 21st century. Some scholars have advanced leadership as a way to address this change, identifying the undergraduate public relations curriculum as the ideal place to introduce future practitioners to leadership as a way to better prepare them to initiate and participate in positive social change in complex contexts. However, scholars have neither made in-depth connections with leadership theory and practice, nor provided a framework for designing a curriculum for incorporating leadership into public relations undergraduate programs. The purpose of this research was to examine the practice of inclusive leadership and communication in an exemplary organization in order to answer the question: What would an undergraduate public relations leadership (PRL) curriculum look like? Portraiture was used to uncover and illustrate the key ways in which inclusive leadership and communication manifest at a successful Chicago-based interactive technology firm. Findings support the idea that an inclusive leadership and communication culture is created through direction, alignment, and commitment (DAC). Furthermore, the research provides evidence that inclusive leadership and communication skills can be developed through practice and support. An analysis of sample public relations undergraduate programs was used in conjunction with research findings to bridge the gap between inclusive leadership development and public relations undergraduate education. A public relations leadership (PRL) curriculum was created to help public relations undergraduate students better develop leadership, communication, and relational skills. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and Ohiolink ETD Center, https://etd.ohiolink.ed (open full item for complete abstract)

Committee: Lize A. E. Booysen DBL (Committee Chair); Laurien Alexandre PhD (Committee Member); Pete Smudde PhD, APR (Committee Member); Dean Mundy PhD (Other) Subjects: Communication; Curriculum Development; Education; Educational Leadership; Higher Education; Marketing; Mass Communications; Personal Relationships

Ph.D., Antioch University, 2017, Leadership and Change

Conventional forms of leadership that are prominent in organizational life today are seemingly antithetical to the landscape of our dynamic, global society. The continued focus on traditional hierarchies with leadership that functions in a “chain of command” manner begs the question of how organizations can reshape routines and relationships to reflect processes of inclusion and collaboration that have the capability of provoking progressive change in organizations. Diversity and Inclusion scholars have identified the newer construct of inclusive leadership as apt to advance climates and cultures of inclusion through social processes that encourage inclusive practices and behaviors. These fluid aspects of inclusive leadership strengthen how organizations foster the engagement of organizational members across groups, functions, and/or levels to stimulate change within work settings. While scholars have ascertained the necessity of expanding our knowledge of the inclusion construct by examining inclusion in more depth, inclusive leadership remains an anomaly as it positions leadership as a collective, social process. The complexities associated with research in this area were instrumental in my choice to pursue an exploratory critical (single) case study with grounded theory for this dissertation research to better understand the social processes associated with inclusive leadership within a contained work environment. This multiple method qualitative study utilized intensive interviewing, field observations, and document reviews to explore inclusive leadership in a K-12 school district. Thematic, content, and dimensional analyses elicited findings associated with human connection, change, and evolving contexts associated with inclusive systems. The overlapping case study and grounded theory findings served as the basis for the development of an inclusive leadership model. The research provided empirical evidence of inclusive leadership's effect on organizational clim (open full item for complete abstract)

Committee: Lize Booysen DBL (Committee Chair); Elizabeth Holloway Ph.D. (Committee Member); Harriet Schwartz Ph.D. (Committee Member); Placida Gallegos Ph.D. (Committee Member) Subjects: Business Administration; Cognitive Psychology; Communication; Education; Educational Leadership; Ethics; Multilingual Education; Organizational Behavior; Psychology; School Administration

Master of Arts, Miami University, 2015, English

This thesis investigates underlying assumptions about culture and identity presented in the depiction of international students at Miami University from an anonymous letter printed in the Miami Student. Offering a more contextualized discussion of differences through an analysis of relevant histories and complexities informing possible assumptions, this thesis allows incongruities, such as those portrayed in the letter, to be positioned not merely as evidence of incapacities, but as resources for greater understanding between students and instructors. The thesis ends with a discussion of the findings from a study to develop strategies for more productive engagement across differences through the use of surveys and interviews conducted with students placed in Composition courses specifically for international, multilingual students.

Committee: LuMing Mao (Committee Chair); James Porter (Committee Member); Gabriele Bechtel (Committee Member) Subjects: Composition; Education; Higher Education; Language; Multilingual Education; Rhetoric

EdD, University of Cincinnati, 2010, Education : Special Education

This study investigated the effects of including multiple and varied co-teaching strategies on the levels of engagement of students with and without disabilities in inclusive classrooms. Students with and without disabilities showed increased engagement when teachers changed co-teaching strategies from one teach/one assist to parallel, team, and station teaching. This investigation also considered the role of reflective planning on changes to teacher behavior. Teachers that planned more frequently using a reflective tool and who planned specifically for co-teaching used more varied co-teaching strategies and implemented those strategies more frequently. Those teachers that planned more frequently and used the Collaborative Assessment Log as a reflective tool showed marked changes in their descriptions of their own roles at the end of the study indicating increased participation and sense of responsibility for the special educator and more creative lessons, collaboration, and an increased sense of a shared classroom.

Committee: Stephen Kroeger EdD (Committee Chair); Todd Haydon PhD (Committee Member); Karen Troup MEd (Committee Member); Christy Borders EdD (Committee Member); Chester Laine PhD (Committee Member) Subjects: Special Education

Doctor of Philosophy (PhD), Ohio University, 2011, Special Education (Education)

In Saudi Arabia, the majority of students with severe disabilities are still educated in special schools that do not meet their unique needs for interaction with their typically developing peers in public schools settings where they could improve social, communication, and academic skills. One of the most significant obstacles to inclusion of students with severe disabilities is teachers' perspectives regarding inclusive education for this category of students. As a result, this study examined teachers' perspectives regarding the inclusion of students with severe disabilities using a quantitative approach. This study also examined the relationship between teachers' perspectives regarding the inclusion of students with severe disabilities and current teaching position, training, teacher's levels of education, previous teaching experience with any kind of disabilities in inclusive settings, grade level taught, teachers' gender, and whether they have a family member with a disability. Three hundred and three teachers responded to the Opinions Relative to Integration of Students with Disabilities (ORI: Arabic version) survey, including 161 males and 139 females, and three non-specified gender. A two-way ANCOVA, a one-way ANOVA, and an independent t-test were used to answer the research questions. The findings of the study indicate that teachers have slightly negative perspectives toward inclusive education of students with severe disabilities. Significant factors regarding teachers' perspectives toward the inclusion of students with severe disabilities included current teaching position, previous teaching experience with any kind of disabilities in inclusive settings, and teachers‘ gender. Finally, this study includes implications for practice regarding educating students with severe disabilities in Saudi Arabia in terms of special education services, components of successful inclusive education, Saudi legislation improvement and implementation, and future research.

Committee: Dianne Gűt M. (Advisor); George Johanson Dr (Committee Member); Marta Roth Dr (Committee Member); Mona Robinson Dr (Committee Member) Subjects: Special Education

Doctor of Philosophy, Miami University, 2006, Educational Leadership

A report sponsored by the U.S. Department of Education (2000) regarding the effectiveness of different aspects of ‘school' on student learning found that although much research has been conducted to identify a relationship between resources and student achievement, very little has been done to identify a link between teacher pedagogy and student learning. This study, using one hundred twenty four middle school teachers, developed a twenty item, four-point Likert survey. The survey assesses respondent disposition and preferences for utilizing traditional and inclusive teaching pedagogy. Each respondent receives a traditional and an inclusive score. The higher of the two scores is assumed to be the respondents strongest pedagogical preference. Observations of twenty respondents' teaching practices and informal interviews provide information concerning the teachers' understanding of a relationship between their perceived and enacted pedagogical practice and provide observational validity for the instrument. The findings of this study will benefit the education community by providing a better understanding of the relationship linking teacher pedagogy and its classroom enactment, a means for pedagological teacher self-evaluation, and a better understanding of a teaching-learning classroom environment.

Committee: Richard Hofmann (Advisor) Subjects: