Doctor of Philosophy, The Ohio State University, 2018, EDU Teaching and Learning

The aim of this research is to develop a measurement instrument that is valid and reliable, called the Middle School-Life Science Concept Inventory (MS-LSCI), for the purpose of measuring the life science conceptual understanding of middle school-level students. Although there are several existing concept inventories related to biology concepts (i.e. Secondary-Biology Concept Inventory (S-BCI) and Biology Concept Inventory (BCI)), there is no fully developed concept inventory available that collectively measures the major life science concepts covered in middle school classrooms (Klymkowsky, Underwood, & Garvin-Doxas, 2010; Stammen, Lan, Schuchaerdt, Malone, Ding, Sabree, & Boone, 2016). Study one focuses on how data from a multi-panel expert review and student interviews were used in the Middle School-Life Science's (MS-LSCI) item content qualitative validation and iterative refinement process. Of the 50 questions reviewed by the expert panels, 12 items were identified as having content validity concerns. Generally, these content validity concerns fell within two categories: (i) imprecise phrasing and (ii) age inappropriateness. During the student interviews, a total of 26 items were identified as displaying content validity issues. These 26 items fell into one of three categories: (i) imprecise phrasing, (ii) contextual ambiguity, and (iii) formatting/diagrammatic complexity. Using the data from the multi-panel expert review and student interviews, the items with content validity concerns were refined and modified before the items were field tested. Study two describes the MS-LSCI's quantitative validation and item selection process. Specifically, this study focuses on the psychometric functioning of the 60 field-tested MS-LSCI items using Rasch analysis. The results of this development, refinement, and evaluation process suggest that the 25-item MS-LSCI is a valid instrument in that the items appear to be unidimensional, item and person measures display (open full item for complete abstract)

EdD, University of Cincinnati, 2000, Education : Curriculum and Instruction

This study examined the degree to which middle level teachers in grades 6-8 in three states accept the basic tenets of the middle school philosophy. Two questions guided the study: (1) Does a relationship exist between the organizational setting of the school in which a teacher is employed and the teacher's acceptance of the tenets of the middle school philosophy? (2) Does a relationship exist between the type of certification or licensure held by a teacher and the teacher's acceptance of the middle school philosophy? The sample consisted of 200 stratified- randomly selected middle level teachers from four distinct organizational settings: (A) 50 teachers from schools referred to as "middle schools," organized with some combination of grades 6-8; (B) 50 teachers from schools referred to as "junior high schools;" (C) 50 teachers who teach middle level grades in K-8 or 1-8 schools; and (D) 50 teachers who teach 6th grade in an elementary K-6 or 1-6 building. The measuring instrument was a researcher-generated, standardized, quantifiable questionnaire, which made use of a Likert scale ranging from Strongly Disagree to Strongly Agree wherein the individual was asked to respond to a series of statements about various tenets of the middle school. Respondents were also asked to denote the type of building in which they teach and the type of professional certification held. When compared across building configuration, analysis of the data through a two-dimensional chi square revealed no significant difference in teacher attitudes toward the tenets of the middle school philosophy on 12 of the 20 questions on the instrument, with 8 items showing significant differences. When compared across certification or licensure type, 16 of the 20 questions on the questionnaire showed no significant difference, while 4 questions indicated a significant difference in teacher attitudes.

PHD, Kent State University, 2020, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The purpose of this study was to examine the trajectory of bullying victimization from third through sixth grade, as well as the role that school-based factors play in predicting victimization in grade six. Victimization is associated with negative social, emotional, educational, behavioral, and psychological short term and long-term outcomes (Hawker & Boulton, 2000; Swearer, Grills, Haye, & Cary 2004). National survey research suggests that about 20% of youth ages 12 to 18 report being victimized at school, with school being the most common place for victimization to occur (Musu, Zhang, Wang, Khang, & Ouderkerk, 2019). Rates of prevalence tend to increase as students transition from elementary to middle school (Dinkes, Kemp, Baum, & Snyder, 2009). There has been limited research that closely examines the school-based factors that may be associated with the increase in victimization as students transition to middle school. This study utilized data collected as a part of a national study of youth development to explore victimization and associated factors during the later elementary years. A generalized linear mixed model examined the stability of the victim role in from third to sixth grade. A McNemar's test compared victimization prevalence in grades five and six. A binary logistic regression explored the predictive role of school-based factors on victimization in the sixth grade. Results suggest role instability from grades three to six, a non-significant difference in overall victimization for grades five and six, and the importance of teacher-focused factors in predicting victimization in sixth grade.

Doctor of Education, Ashland University, 2019, College of Education

The purpose of this study is to bring information to urban middle school principals and teachers that come from urban black church leadership to show what leadership style and recommendations can better address urban black middle school behaviors. This study investigates challenges that urban middle school teachers and principals face in motivating urban middle school students to exhibit positive behaviors al outcomes. Additionally, this study examines a unique group of urban middle school students who were once behaviorally challenged in the classroom, but began attending an urban black church and as a result encountered and began to work with and be mentors by three types of leaders within the urban black church (Senior Pastor, Youth Pastor, and Musical Director) and began displaying positive behaviors not only within the urban black church but also within the urban middle school for which they attended. This study examines the leadership styles of urban black church leadership to provide recoomendations to both urban middle school teachers and principals on ways in which to help urban middle school students achieve positive behavioral gains within urban middle schools.

Doctor of Philosophy, The Ohio State University, 2004, Physical Activity and Educational Services

The focus of this study was to report and analyze the responses of students, grades 6 - 12, who had Specific Learning Disabilities (SLD) and attended schools in 17 public school districts and 12 parochial and private schools in and surrounding a major Midwestern city. The data were collected through the Primary Prevention, Attitude and Use Survey (PPAAUS, 2000) that was administered every 3 years to all students in Grades 6 - 12 in these schools. A random sample of 470 students with SLD, selected from a database of approximately 3,760 students, reported that they participate in classes for students with SLD. The independent variables established were Gender (Male and Female) and Grade Level (Middle School and High School), and the dependent variables were the responses to the items of Feelings; Perceptions of School Climate; Willingness to Use Alcohol, Tobacco, and Other Drugs; Frequency of Use; Age of First Use; and Location of Use. The results of the Feelings items indicated that Middle School students reported feeling more stressed and anxious about their school work than did High School students. Males reported being more sad and depressed, more angry, and more nervous and anxious than did females. Males also reported that they felt worse about their schoolwork. Middle School students with SLD had more positive perceptions of school climate than did High School students, and there was no difference between males and females and their reported perceptions of school climate. There was no difference between males and females and their reported use of alcohol, tobacco, and other drugs. High School students reported more actively using alcohol, tobacco, and other drugs than did Middle School students. No differences were found by Gender or Grade Level for locations of substance use. An examination of the age of first substance use indicated that students with SLD who used generally began using substances between the ages of 12 to 15 years. Recommendations for program (open full item for complete abstract)

Master of Arts, Wittenberg University, 2023, Education

I conducted this study due to an increase in perceived problematic behaviors at Big River Intermediate School. I utilized an explanatory sequential research method to complete this study. I began my research by administering a survey to both students and staff from the school that returned permission slips to participate in my study. After analyzing the data from this collection method, I then invited certain students and staff to participate in interviews with me based on their responses. Overall, I found that the majority of students and staff members that participated in the study did not find the 7 Mindsets social-emotional learning curriculum to be effective, specifically in improving student behavior at Big River Intermediate School at this point in time. Due to this perceived ineffectiveness, my school and district could take these findings into consideration for the future of their social-emotional learning endeavors.

Master of Arts, Wittenberg University, 2022, Education

The present study investigated the effects of a project based learning (PBL) unit on the academic achievement of sixth grade math students. A group of 61 students participated in the study during which they were asked to design a garden that could help supplement the local food pantry. All students were assessed on their ratio and proportion skills before the unit began and then again after the intervention, at the conclusion of the unit. The results showed that students' academic achievement was positively affected by the intervention. This study provides valuable information to the field of PBL as it pertains to the mathematics classroom. More research is still needed on PBL and its impact on federal accountability measures to increase the use of PBL as a teaching pedagogy.

Master of Arts, Case Western Reserve University, 2020, Music Education

The purpose of this instrumental case study was to examine the teaching and classroom of a middle school general music teacher through the lens of self-determination theory (Deci & Ryan, 2000) in order to explore how she encouraged and developed student motivation. Data were generated through interviews, observations, field notes, and documents collected at a suburban middle school in the Midwest. Analysis of the data revealed the middle school general music teacher at this school encouraged and fostered motivation through proactive classroom management, active music making, content that was relevant and engaging to students, and a physically and emotionally safe classroom environment. Based on implications from this study, suggestions were made for ways that music educators can engage and motivate middle school general music students and how the profession as a whole can provide better resources and support for music educators working with young adolescents.

Doctor of Education (Educational Leadership), Youngstown State University, 2019, Department of Teacher Education and Leadership Studies

There is evidence that demonstrates the important role both parents and teachers play in the successful transition of children to middle school. While there is significant research into how both impact student success, there is a paucity of research into what teachers perceive parents believe are the expectations and concerns of their child as they transition to middle school. The purpose of this study was to use descriptive statistics obtained from surveys to explore what parents believed were the expectations and concerns of their child regarding the upcoming transition to middle school. Additionally, the study examined what teachers perceived parents believed their child's expectations and concerns were as they were about to transition to middle school. Finally, a comparison was done to find similarities and differences between the two groups. A survey was administered to 72 parents attending a new school orientation for incoming middle school students at a small rural school in Ohio. The same survey was administered to 16 middle school teaching staff members from the school the students would be attending. Parents and teachers identified both perceived academic and social concerns of children about to enter middle school. This included concerns such as getting good grades and having hard teachers as well as participating in social events and extracurricular activities. Both parents and teachers tended to have a holistic view of the identified items of excitement and worry concerning the transition to middle school. This indicated there was no major focus on overall academic or social concerns regarding the transition to middle school but rather a concern for the overall wellbeing of the student which is an important factor in establishing a successful school climate and dealing with the stresses faced by middle school students today.

PHD, Kent State University, 2011, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

Incorporating the concept of the first 100 days, referenced mainly when discussing government and business leaders, this study aimed to understand the transition experience of middle school principals, during their first 100 days, in public schools in Ohio who have led their current schools to improvement. Research centered on the experiences of these principals, actions implemented by these principals, external and internal circumstances and individuals that influenced those actions, their perceptions of how those actions influenced their schools' future improvement, and the perceptions of the principals regarding effective transitions. Participants for the study were 10 middle school principals who had been in their current position for less than four full years and whose schools had shown improvement on the state report card based on an increased designation during their leadership. The study was informed by grounded theory methodology regarding data collection and analysis, in order to develop a framework of the transition into the middle school principalship that was grounded in the data. The data revealed a transformation process: positioning self into the new principal role, establishing self in the new principal role, and transforming self from the new principal to the principal. Within each phase of the transformation process, these principals' experiences included their transformation focus, as they reflected on and attended to themselves, others, and the middle school. This transition framework may prove useful in informing practice and policy regarding leadership transitions for current and future middle school principals, as well as schools, districts, and administrative organizations.

Master of Education (MEd), Bowling Green State University, 2007, Reading

The purpose of this study was to determine whether or not there was a significant difference in the attitudes toward and perceptions of reading between the highest performing and lowest performing readers in three middle schools serving sixth, seventh, and eighth grade students. All three middle schools were from one school district. The survey was administered to all students in the schools whose teachers agreed to participate, and the respondents' STAR reading assessment results were used to determine which students' responses were used in the study. All successful readers (identified by STAR scores as the top 15% of the total population) and all struggling readers (identified by STAR scores as the bottom 15% of the total population) were given consent letters for parents and students to sign. The responses for all participants who agreed to participate comprised the data collected and evaluated for this study. Comparisons were made (based on the number of students responding in agreement or disagreement with 20 survey statements) that dealt with attitudes or perceptions of middle school readers. A chi square test for independence was used to determine whether or not the better readers' responses differed significantly from those who are lower performers. Results of the study show that of the 12 statements that were related to attitudes and interests, five did differ significantly. With alpha at .05, these responses had a p-value of less than .05. There were seven of the responses related to perceptions of reading. Four of the responses showed a significant difference (p-value less than .05) between the top readers and those from the lower-performing group.

Master of Education (MEd), Bowling Green State University, 2005, Reading

Reading is an essential tool if one is to continuously obtain knowledge throughout his or her lifespan. The ultimate goal for middle school teachers is to motivate adolescents to read more in school as well as on their own for enjoyment to become mature readers. However, adolescents today are not actively engaged in daily reading by taking advantage of the books at their disposal. The middle school reading material may not match the attitudes and interests of each adolescent. This investigation sought to determine how genre, topic, and theme of novels assigned to urban middle school students compared with their reading interests. Students' attitudes and interests towards reading change as children mature from their elementary school years to middle school. In the middle school curriculum, all students are required to read the same exact books, regardless of gender, or interests. In order to study these issues, the following driving questions were developed: How do the genre, topic, and theme of novels assigned to urban middle school students compare with their reading interests? Are there significant differences in choice of genre, topic, and theme among gender? Are there significant differences in choice of genre, topic, and theme among grade level? To answer these questions, a survey was developed and given to urban middle school students asking them for their top three genres, topics, and themes. In addition, teacher-assigned texts were analyzed for genre, topic, and theme. This study found that while the assigning of novels matches urban middle school students' reading interests, the topics and themes of the novels assigned do not match students' reading interests. The findings from this study align with research from Worthy et al. (1999) indicating that the topic and theme of novels assigned to urban middle school students do not match their reading interests. The assigned novels matched students' reading interests with genre, but the matching of topics and the (open full item for complete abstract)

Doctor of Education (Educational Leadership), Youngstown State University, 2012, Department of Teacher Education and Leadership Studies

Read-aloud is a technique predominantly utilized at the elementary level. This study was designed to research the effectiveness of this technique at the middle school level, specifically, sixth grade students who were not receiving special education or additional reading intervention services. Until recently, research on read-aloud in the middle school has been limited. For the current investigation, students in two middle schools within the same school system in Virginia were tested using the Diagnostic Online Reading Assessment (DORA) during the fall of 2009 and again in the spring of 2010. Data from the pretest and posttest in the areas of reading comprehension and vocabulary were collected and analyzed using SPSS Version 18. Pretest and posttest raw scores, along with gender, were analyzed for reliability, and, correlational and multivariate analyses were conducted to examine for potential relationships and group differences. Qualitative data were gathered from anecdotal logs from the teachers from the treatment group and the researcher from fidelity checks throughout the research period. Information from teachers included: attendance, student reactions, lessons, and personal reflections. Researcher information included observations of teachers from control and treatment groups, and included information such as: types of questions asked, activities utilized, and demeanor/behavior of the students. This data was analyzed for trends to complement the quantitative data from the assessments. Significant findings and their implications are discussed.

Master of Science (MS), Bowling Green State University, 2024, Geology

Within the United States, academic emphasis in high schools is placed on science topics such as chemistry, physics, and biology. This leaves other science topics underrepresented at a key time when students are developing career choices and attitudes. This study analyzed the impact of short term, project-based, place-based education, research-based outreach programs on students perception of science, self-efficacy, anxiety towards science, value of place-based education, and geoscience career interest. Specifically, I focused on how this type of program can be used to combat the lack of diversity in geoscience. The program takes place in the form of a 3-session geoscience outreach program investigating lead contamination throughout Northwest Ohio. This program was available to all classroom grades six through twelve with an emphasis on capturing underrepresented populations in science. The impact of the program was evaluated by a Likert scale pre-survey and post-survey. Over 6 months in 2023-2024, over 800 students participated in the program, and 597 surveys were collected. The results from this program show that a three-day place-based education outreach program can positively impact student perception of science, anxiety towards science, self-efficacy, career interest and value of place.

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

The implementation of Multi-Tiered System of Supports (MTSS) has been successful in elementary systems across the United States. For secondary schools, the implementation of MTSS has not been as successful. Secondary teachers often note difficulties include understanding data from different sources, what sources are available, and how it applies to interventions and student progress or growth. This study employed qualitative narrative analysis to understand better the difficulties with implantation of MTSS at the secondary level. Through semi-structured individual interviews, participants discussed their experiences with MTSS and its implementation. A two-cycle coding approach was utilized, beginning with a deductive coding approach and a second cycle was inductive analysis through in vivo coding, allowing the participants' narratives to appear. Utilizing this data, a Theory of Practice (ToP), a self-study of educators' teaching methods, pedagogy, actions, and behaviors within their teaching and reflects on their legitimization of those practices was developed. The objective of this action plan aims to have teachers develop Theory of Practice (ToP) learning objectives that drive a self-study of their teaching methods, pedagogy, actions, and behaviors within their teaching and reflect on their legitimization of those practices in reflection of data indicating student growth (Meijer et al., 2016).

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.

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.

Doctor of Education , University of Dayton, 2022, Educational Leadership

There is currently no designated policy, procedure or staff in place to facilitate the objective of increasing student yield. As a result, magnet applications and acceptance of invitations to attend Owl Middle School is approached without a strategy which makes planning difficult and negates the ability to determine effective methods. Filling these public-school magnet seats is a priority as student enrollment equates to staff funding from the state and school doors being open (NCES, 2020). Identifying policy to increase 6th grade magnet students is determined by setting achievable goals. Setting achievable goals for increasing magnet students begins by identifying specific, measurable, achievable, time bound and realistic objectives. Elementary schools with similar demographic populations will be targeted with recruitment efforts through speaking engagements at the schools, parent information nights, and printed material in English and Spanish distributed to prospective families and students. The purpose of this study is to understand the effectiveness of this targeted marketing and to develop a process of continuous improvement thus potentially increasing 6th grade magnet student yield. Two semi-structured virtual interviews consisting of five questions were conducted for 10 families regarding their decision of school choice and the impact marketing had. Findings included a need to incorporate digital marketing along with honoring the power of student decision making in this school choice process.

Doctor of Philosophy (PhD), Ohio University, 2021, Curriculum and Instruction (Education)

Student learning outcomes in economics are improved when teachers are prepared to teach economics. Middle Childhood and Secondary social studies teacher candidates are not confident in their abilities to teach economics. Few studies have examined social studies teacher candidates economic pedagogical content knowledge to assess how to prepare candidates to teach economics in their future classrooms. A critical pluralist economic pedagogical content knowledge framework guided this single-case embedded mixed methods case study. Social studies teacher candidates from two methods courses participated in the study. This study confirms previous findings that social studies teacher candidates struggle with their economic pedagogical content knowledge. This study furthers the field of social studies teacher preparation research by exploring how the preparedness to teach economics differs between Middle Childhood and Secondary candidates, and also explores how the Test of Economic Literacy and qualitative findings are not supportive of one another. Middle Childhood and Secondary candidates need more opportunities to improve their economic pedagogical content knowledge in social studies methods courses and in education courses, including explicit and consistent occasions to apply the content they learn in their economics coursework.

PHD, Kent State University, 2021, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this study is to examine the support elementary and middle school teachers need to implement high quality movement (embodied pedagogies) in their classroom practice. High quality movement is an effective learning and teaching tool because it is based on students' nature to learn, it improves students' physical health, mental health, cognition, and academic success. Moreover, teachers can implement learning and physical activity in their classrooms, hence combining academic learning and moving at the same time. The purpose of this study is to better understand teachers' perceptions and perspectives because teachers' experiences and views of high quality movement are not well investigated. A sequential explanatory mixed method approach was used. The quantitative survey (n=97) and 21 qualitative interviews revealed that teachers see high quality movement as an efficient and desirable instruction tool. The survey also showed the lack of a common understanding of what high quality movement denotes and the need for another term that is more universally understood. The researcher proposes embodied pedagogies as a term to universally describe learning academic content through movement. Moreover, teachers requested professional development, teacher collaboration in the school building and beyond, and pedagogical strategies to successfully implement embodied learning in their classrooms. In addition, the researcher also sees higher education as a way to educate preservice teachers with regard to embodied pedagogies.