Doctor of Education, Miami University, 2021, Educational Leadership

Decades of research have elucidated the practices associated with effective professional development (PD) for educators, yet evidence suggests that school practices in the United States do not regularly meet these criteria, and even when they do, they may not have the desired effect on student outcomes (Darling-Hammond et al., 2017; Didion et al., 2020; Easton, 2008; Fullan, 2007). This qualitative case study aimed to develop a more complete understanding of a relatively new approach to PD that reframes professional development as professional learning and engages teachers as agents in defining, pursuing, and evaluating individual learning goals. Specifically, this study explored one school's approach to supporting a model of self-directed professional learning. In this model, teachers set and pursued personal professional learning goals while the school provided dedicated time and resources. Framed by complexity theory, this study's research questions examined how a school-supported model of self-directed professional learning impacted teachers' instructional practices and how school-based and individual teacher-level affordances served to support the professional learning model. Study results suggested that the school's model of self-directed professional learning had both direct and indirect impacts on teachers' instructional practices. In addition, multiple affordances supported professional learning that impacted teachers' instructional practices. At the school-level, relational affordances, structural affordances, and cultural affordances served to support teacher learning. At the individual teacher-level, affordances included teachers who were passionate, invested, persistent, reflective, and collaborative. Ultimately, the study indicated that school-supported models of self-directed professional learning are interdependent systems, balancing acts between individual and collective efforts, and require cultural and mindset shifts. These findings have multiple (open full item for complete abstract)

Committee: Joel Malin Ph.D. (Committee Co-Chair); Lucian Szlizewski Ph.D. (Committee Co-Chair); Aimin Wang Ph.D. (Committee Member) Subjects: Education; Educational Leadership; Teacher Education; Teaching

Master of Science (MS), Wright State University, 2019, Biological Sciences

Although numerous studies have documented the benefits of using scientific practices in K-12 education, many in-service teachers continue to use traditional pedagogical practices. In order to address the underlying deficiencies in teacher pedagogical design capacity (PDC) for practices, we developed a lesson study (LS) based professional learning (PL) program, which we implemented at a low socio-economic status (SES) school district. Using classical content analysis and supplementary assessments, I investigated the impact this LS based PL program had on teacher PDC for scientific practices (particularly the practice of argumentation), student argumentation competency, and teacher self-efficacy. My results demonstrate that teacher PDC for the several scientific practices, particularly scientific modeling, argumentation, and communicating findings, increased due to our PL program. However, student argumentation competency and teacher self-efficacy remained stagnant, possibly due to the short timescale (1 year) of our intervention and the lack of support from upper-level administrators.

Committee: Lisa Kenyon Ed.D. (Advisor); William Romine Ph.D. (Committee Member); Jeffrey Peters Ph.D. (Committee Member); Katherine Excoffon Ph.D. (Committee Member) Subjects: Education; Science Education; Secondary Education; Teacher Education; Teaching

PHD, Kent State University, 2017, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this study was to examine the influences of various facets of middle school mathematics teachers' practical rationality on their instructional decision making as they plan to enact the Common Core State Standards for Mathematical Practice, CCSS-MP1 (perseverance in problem solving) and CCSS-MP3 (communicating and critiquing). The study expands and confronts some of the literature that lacks specifics to instructional decisions made by middle school mathematics teachers, particularly with regards to their disposition, the operationalization of their MKT, and the connection to the institutional obligations affecting their practical rationality. This study provides insight into three facets impacting middle school mathematics teachers' instructional decision making with regards to CCSS-MP1 and CCSS-MP3. First with regards to teacher disposition, a facilitative role using a problem solving approach is preferred. Secondly, curricular choices are made directly tied to the teachers' MKT. Finally, although the teachers recognized that they had certain obligations to the institution, they also held the belief that the institution was obligated to them as well. The two main obligations required from the institution were the need for professional development provided by the district and appropriate resources that promote problem solving and communication. These results suggest the need for professional development for in-service and preservice teachers in the facilitative approach to mathematics instructions, more time for teachers to work collaboratively in professional learning communities (PLCs), professional development for district administrators, board members and parents with regards to a more rigorous and investigative approach to mathematics instruction.

Committee: Karl Kosko (Committee Co-Chair); Joanne Caniglia (Committee Co-Chair); Jay Jahangiri (Committee Member) Subjects: Mathematics Education; Middle School Education; Teacher Education; Teaching

Doctor of Education (Educational Leadership), Youngstown State University, 2013, Department of Teacher Education and Leadership Studies

Professional development is a common phrase used by public school educators to describe the training they participate in order to stay current and increase their knowledge and skills in their respective fields. School districts implement professional development for various purposes including but not limited to curriculum, pedagogy, mathematics and so forth. In various school districts professional development training has many formats. Some of these formats include attending conferences, hiring outside consultants, using existing staff, small group book studies, live sessions and online training. Often, the sessions vary from one single isolated training session to on-going multi-year training plans. Essentially, no professional development programs are identical. This dissertation analyzes current secondary data including published articles, journals, reports, dissertations, theses and studies to identify effective characteristics of professional development in traditional public schools grades K-12 since the inception the No Child Left Behind Act of 2002 hereafter referred to as NCLB. The dependent variable of student test scores is analyzed to examine what characteristics/strategies are identified as effective and to what degree. Analysis revealed that the professional development of teachers had a moderate-to-large significant effect on student achievement.

Committee: Karen Larwin PhD (Advisor); Robert Beebe EdD (Committee Member); David Dees PhD (Committee Member); Jake Protivnak PhD (Committee Member) Subjects: Education; Education Policy; Educational Leadership

Doctor of Education (Educational Leadership), Youngstown State University, 2025, Department of Teacher Education and Leadership Studies

This study investigated the effectiveness of systematic K-6 spelling instruction, exploring the historical context, instructional practices, and professional development necessary to support both novice and experienced teachers. Using qualitative methods, data were collected through surveys and interviews with 30 elementary teachers in a western Pennsylvania school district. Highlighting a reliance on informal strategies and digital tools, the findings reveal significant gaps in formalized spelling programs which often hinder the development of foundational spelling skills. Effective instructional practices, such as phonics-based and multisensory approaches, were identified as crucial for improving student outcomes. Challenges include differentiating instruction to meet diverse student needs and addressing systemic barriers, such as inconsistent resources and limited professional development opportunities. This study underscores the need for tailored professional development focused on explicit, systematic instruction to enhance teacher capacity and student learning. The implications of this research extend to designing robust training programs and standardized assessments to support effective spelling instruction. Future research could explore longitudinal impacts of these interventions across multiple districts and states.

Committee: Karen Larwin PhD (Committee Chair); Jennifer Kohart Marchessault EdD (Committee Member); Terrie Turney EdD (Committee Member) Subjects: Curriculum Development; Early Childhood Education; Elementary Education; Literacy; Teaching

Doctor of Philosophy, The Ohio State University, 2024, EDU Teaching and Learning

This study aims to explore the experiences of teachers who have participated in the Teacher Professional Development Program/Program Pendidikan Guru (PPG) in Indonesia and investigate the impact of the PPG program. A review of existing literature on Teacher Professional Development (PD), the connection between teacher learning and practice, and the complexities of literacy as a practice has been conducted to support this research. Using a case study approach, this research was conducted online through Zoom, WhatsApp video calls, zoom meeting recordings and the PPG program's Learning Management System (LMS). The participants in this study were five elementary school teachers who taught at five different schools in Indonesia. This study utilizes various data collection methods, including interviews, observation, and documents or artifacts. Using Stake's (2006) multiple-case analysis framework, an individual case report was created, which is structured partly to align with the research question alongside cross-case analysis implementation. The results show that the PPG program offered a mix of lectures, interactive workshops, and hands-on field experiences with a strong emphasis on technology, pedagogy, and learning innovation. Teachers participated in activities that allowed them to apply their learning in classroom settings. Using the framework of multicase analysis, six assertions emerged from participants' diverse educational experiences. These six thematic assertions identified from the cross-case analysis illustrate the transformative impact of professional development on educational practices while also acknowledging the complexity and diversity of teaching contexts. The six assertions are the adoption and integration of technology, resilience, and adaptability in diverse educational contexts, diverse approaches to teaching and classroom management, shift toward student-centered learning approaches, various degrees of literacy teaching, and challenges in imple (open full item for complete abstract)

Committee: Adrian Rodgers (Advisor); Emily Rodgers (Committee Member); Christine Warner (Committee Member) Subjects: Early Childhood Education; Education; Educational Technology; Inservice Training; Literacy; Reading Instruction; Teacher Education; Teaching; Technology

Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

This research examined, through a qualitative grounded theory approach, perceptions of classified, non-instructional staff, and leaders in business and operations on a best practices professional development framework for operational staff. The study also examined the responsibility of leaders to provide professional development opportunities to their staff and touched on how it affects the workplace culture. In the past, studies have examined the benefits of continuous job-embedded training and professional development opportunities for teachers, the administrators' responsibility to provide such opportunities, and the effect professional development has on school culture; but there is limited research about providing consistent professional development opportunities for classified and non-instructional staff. Classified and non-instructional staff in business and operations have both a direct and indirect impact on student learning and achievement. Providing continuous professional development opportunities to this population, to mirror that of teachers, may help increase the knowledge and skill capacity in a school district. This study was conducted using a survey for classified and non-instructional staff, a semi-structured focus group interview of leaders in business and operations, and document reviews from the same leaders. Results from this research supported the existing literature summarized in Chapter Two about professional development for teachers and the theoretical framework that guided the study. The researcher highly recommends that K-12 districts adopt this best practices framework for the continuous development of non-teaching staff.

Committee: Jane Beese EdD (Advisor); Melissa Mlakar EdD (Committee Member); Richard VanVoorhis EdD (Committee Member) Subjects: Adult Education; Education; Education Policy; Educational Leadership; Educational Theory; Organizational Behavior; Teacher Education

Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

What do teachers perceive to be the impact of positive behavior management systems on supporting teachers, students, and families? This research investigated the implementation and impact of school-wide positive behavior support systems as a crucial approach to addressing behavior challenges and supporting both teachers and students. Recognizing the significant challenges teachers face in managing student behavior alongside their essential duties, this study delves into the potential benefits of positive behavior support systems as an alternative to punitive discipline methods. Building upon previous research, the results of this investigation underscored the positive outcomes associated with school-wide positive behavior support systems. The research employed a qualitative phenomenological case study involving 12 diverse educators, providing valuable insights from those directly responsible for classroom management. The findings revealed that these systems effectively reduced situations involving exclusionary practices, enhanced student-teacher relationships, and contributed to the establishment of a positive classroom culture and climate. Supported by observations, interviews, and artifact collection, the participants identified key factors influencing the success of positive behavior support systems, including administrative and parental support, access to professional development opportunities, and collaborative experiences among teachers and school administration. The study further highlighted the importance of consistent school-wide expectations, procedures, and guidelines in managing student behavior and advocates for tailored support for students with diverse backgrounds. Notably, positive restorative practices and training for teachers contribute to meeting the needs of all students and result in increased overall student achievement. Despite the evident benefits, the need for ongoing refinement of school-wide positive behavior support systems, (open full item for complete abstract)

Committee: Jane Beese Ed.D. (Advisor); Christopher Basich Ed.D. (Committee Member); Victoria Kress Ph.D. (Committee Member) Subjects: Behavioral Psychology; Behavioral Sciences; Behaviorial Sciences; Early Childhood Education; Education; Education Philosophy; Educational Evaluation; Educational Leadership; Educational Psychology; Educational Sociology; Elementary Education; Teacher Education; Teaching

Doctor of Philosophy, The Ohio State University, 2017, Music

ADHD has become increasingly prevalent over the past few decades. ADHD affects the executive functions of those who have it, in varying degrees of complexity. Researchers have studied its sources, finding biological and environmental causes. Key executive function deficits associated with ADHD have been identified to involve attention, working memory, processing, inhibition, preparation, and organization. Evidence-based treatments include medicinal, behavioral, and academic interventions. While research in academic classroom settings is abundant, research in music classes has been much less, and research in private lesson settings has been virtually non-existent when compared with the amount of literature in other areas. The purpose of this study was to explore the experiences of piano teachers who teach students with ADHD. Factors investigated included teacher training and professional development, interventions used during lessons and while students practice at home, difficulties experienced by students throughout lessons and/or practicing, and barriers that students or their teachers faced. The results of the questionnaire give insight into the world of piano teachers who teach students with ADHD and other disabilities. Responses indicated that teacher success stems from knowledge and use of evidence-based interventions, and that students' difficulties in private piano study are similar to those seen in academic classroom settings.

Committee: Kenneth Williams (Advisor); Jan Edwards (Committee Member); Margaret Young (Committee Member) Subjects: Music; Music Education; Pedagogy

Doctor of Philosophy, University of Toledo, 2016, Health Education

Purpose. The purpose of this study was to evaluate the impact of the Institutes for Higher Education (IHE) Academy, a professional conference intended to train school health education faculty in the use of online resources available through the Centers for Disease Control (CDC), and to facilitate the integration of these resources into school health teacher preparation programs. Methods. This was a mixed methods study with two data collection phases. The quantitative phase involved the use of an online survey designed to determine the number of changes made within participants' school health teacher preparation programs. All school health faculty members who attended an IHE Academy were recruited via e-mail to participate (N = 151). After three rounds of reminder e-mails, an acceptable participation rate was reached (68%). Descriptive statistics were used to analyze survey data. In the qualitative phase, all participants who completed the online survey were recruited to participate in a follow-up phone interview (n = 103). The follow-up interview was tailored for each participant based upon their survey responses, and was designed to elicit examples of program changes made as a result of attendance at the IHE Academy, as well as benefits and barriers to change. A total of 54 interviews were conducted and recorded. Recorded interviews were transcribed and coded. An inter-rater coded 15% of the transcripts to ensure inter-rater reliability. Qualitative data was triangulated with each participant's survey data. Results. The majority of IHE Academy attendees made significant changes to their teacher preparation programs, and subsequently trained an estimated 2,800 pre-service school health educators in the use of the CDC's online tools and resources. Through participant outreach, more than 7,000 school health faculty and in-service K-12 health educators were also trained. Conclusions. The IHE Academy is an effective and sustainable approach to improving (open full item for complete abstract)

Committee: Joseph Dake (Committee Chair); Susan Telljohann (Committee Member); Marlene Tappe (Committee Member); Timothy Jordan (Committee Member) Subjects: Health Education; Teacher Education

Doctor of Philosophy, The Ohio State University, 2015, EDU Teaching and Learning

The present study examines the influence of Indonesia's in-service teacher certification program through teacher professional training, namely Pendidikan dan Latihan Profesi Guru (PLPG), on teacher learning. It is guided by learning leverage interpretive tool, constructivism and social interaction, and adult learning theory. The study looks specifically at what happened in a 10-day PLPG, what English-language teachers learned during the training, how they viewed PLPG as professional development, how their learning experience impacted their routine teaching practices, and how they perceived PLPG as a vehicle for learning research-based instructional practices and classroom management. The study followed a dominant-less dominant mixed-methods research design, beginning with the dominantly qualitative study, and ending with less dominantly quantitative study. Among the English-language teachers attending the 2013 PLPG at a public university in Palembang, Indonesia, six purposively-selected teachers were observed, interviewed three times, and asked to write daily logs over the course of the training. Samples of their works including training-related documents were also collected. Subsequent to their training, the teachers were observed teaching in their classrooms two times and interviewed prior to the first observation and after each of the observations. At the end of the training, 149 teachers completed a survey questionnaire, which consisted of an instructional practices scale (17 items) and a discipline and classroom management scale (4 items). The participants' PLPG results including their initial competency test (UKA) scores were also statistically analyzed. Despite some apparent weaknesses, PLPG certification program provided substantial learning experience for teachers, which included professional/content knowledge and pedagogical knowledge and skills necessary for their professional duties. In spite of considerable variation among the teachers in the qua (open full item for complete abstract)

Committee: Keiko Samimy PhD (Advisor); Leslie Moore PhD (Committee Member); Adrian Rodgers PhD (Committee Member); Tracey Stuckey-Mickell EdD (Committee Member) Subjects: Adult Education; Education; English As A Second Language; Teacher Education; Teaching

PHD, Kent State University, 2015, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

Early intervention practitioners need professional development opportunities to nurture and sustain strong relationships with the families they serve. Reflective consultation is a form of professional development that addresses a relationship-based approach to service delivery. However, there have been few published empirical studies about the construct of group reflective consultation. The purpose of the qualitative case study of the Relationships Count series was to examine core components and perceived benefits for early interventionists. The series consisted of monthly group sessions that were facilitated by an infant mental health specialist. The participants included 10 early interventionists from a large Midwestern county. Data collection methods included interviewing four early interventionists and observing, recording, and participating in 10 monthly reflective consultation sessions during 2013-2014. Coding, concept mapping, and comparative analysis of data were used to examine what happened during the series as well as to identify and describe perceived benefits for early interventionists. The findings indicate core components of facilitation and participation contributed to a relationship-based approach to supporting the professional development of early interventionists. Specifically, the findings indicate that discussion, observation, practice, and experience of a relationship-based approach were associated with perceived development of competencies including gentle inquiry, reflecting on thoughts and feelings, active listening, supporting without problem-solving, and promoting competence. Early interventionists identified that participation strengthened feelings of competence and confidence in their ability to support children and families. The study contributes to the evidence base of group reflective consultation by linking core components with perceived benefits for early intervention practitioners.

Committee: Sanna Harjusola-Webb (Committee Co-Chair); Kristie Pretti-Frontczak (Committee Co-Chair); Jane Cox (Committee Member); Pena Bedesem (Committee Member) Subjects: Early Childhood Education; Special Education

Doctor of Philosophy, The Ohio State University, 2014, EDU Teaching and Learning

The intent of the present study was to document (describe) and evaluate the impact of a PD program for the education of ELLs called ESL-content Teacher Collaborative (ECTC) on the learning and teaching practice of secondary content teachers. By employing a mixed methods multiple case study design, this study sought to answer the following four research questions: 1. What did the ECTC participants learn about teaching ELLs through the program? 2. How did the teachers' learning from the ECTC program facilitate changes in their teaching practices? 3. What were the individual or contextual factors that either fostered or hindered changes in teacher practice? 4. How did the teachers perceive the content and design features of the ECTC program and the impact of these features on their learning experience? Six-nine ECTC alumni teachers responded to a survey that was designed based on the four research questions, and three of them were recruited to participate in the case studies. Both the quantitative and qualitative findings indicated the effectiveness of the ECTC in bringing about changes in teacher knowledge and instructional practices for the education of ELLs. The teachers reported considerable improvement in their knowledge, beliefs, and skills with regard to TESOL methods and strategies, culturally responsive teaching, concepts and issues in sociolinguistics related to TESOL, the SIOP Model, selection and development of second language instructional materials, and second language assessment. Application of the teachers' learning to their classroom practices primarily occurred in the following three areas: implementation of the SIOP Model, modifications made to assessments and assignment, and teacher collaboration. However, reported improvement in the skills for the development of ELL students' literacy skills (i.e., reading and writing) did not seem to induce much change in classroom instruction except vocabulary instruction. With regard to the (open full item for complete abstract)

Committee: Keiko Samimy (Advisor); Alan Hirvela (Committee Member); George Newell (Committee Member) Subjects: English As A Second Language; Secondary Education; Teacher Education

Master of Education (MEd), Bowling Green State University, 2014, Curriculum and Teaching

This study used a mixed-method approach to investigate the frequency of discourse within the mathematics classroom and the aspects of professional development (PD) that influence teachers' classroom discourse practices. PD has been studied, but not as heavily during the new era of Common Core State Standards. Three teachers' instructions were examined. They are unique because they participated in the (CO)2RES Secondary PD program. The pre- and post-PD videos were reviewed to highlight the change in the frequency of discourse after participating in the PD. Interviews were used to investigate the aspects of the PD that the teachers' felt influenced those changes. The quantitative results suggest that teacher to student questions decreased from pre- to post-PD, but the teachers asked more high-cognitive questions of their students. Qualitatively, when the teachers brought up the changes in classroom discourse, they discussed how changes in mathematical task and learning environment supported discursive changes. Conclusions from the study suggest the connection between mathematical task, learning environment, and discourse cannot be disentangled when implementing changes into a classroom. The participants' experiences within the (CO)2RES Secondary PD impacted their ideas of the changes they hope to bring into their own classrooms. Implications for the future suggest that districts should focus on PD that provides the teachers with the support, much like that found in (CO)2RES Secondary.

Committee: Jonathan Bostic (Advisor); Gabriel Matney (Committee Member); Tracy Huziak-Clark (Committee Member) Subjects: Education

Doctor of Philosophy, The Ohio State University, 2004, Educational Theory and Practice

This mixed methodology study addressed two questions about instructional practices used by middle school science teachers in a large suburban district in a large Midwestern state. First, to what degree do the science teachers modify their regular instructional practices to meet differing needs of the students in their classes, including those who are identified as gifted? Second, to what extent was the amount of professional development support the teachers received a factor in the degree to which they implemented differentiated units of instruction? Twelve middle school science teachers participated in a graduate level course to learn principles of differentiated instruction using the Curry/Samara Model. In this model differentiation was defined as a process through which teachers modify content (what the students learn), processes (the levels of thinking in which the students engage), or products (how students demonstrate their learning). Teachers were provided professional development support for the duration of the study, ranging from individual conferences and planning sessions to model- and team-teaching in the classroom. Initially the teachers evidenced no discrimination in instructional practices for gifted students in their classrooms, although they did modify instruction for students with learning disabilities. Teachers used several strategies related to questioning and thinking skills with all their students, such as encouraging student participation in discussions, but they did not ask different or higher-level questions of the gifted compared to the regular students. After participating in the course, all twelve teachers implemented some differentiated practices and activities. Those teachers who had used inquiry or constructivist theory to guide their practice were most able to implement differentiation strategies without extensive professional development support, and implemented the strategies on a regular basis through the remainder of the school ye (open full item for complete abstract)

Committee: David Haury (Advisor) Subjects:

Doctor of Education (Ed.D.), Bowling Green State University, 2012, Leadership Studies

In 2010, U. S. Secretary of Education, Arne Duncan, encapsulated the national concern and immediate need for educational change in order to prepare our students for the 21st century by stating, “The urgency to improve our children's schools has never been greater.” Therefore, in order to develop students with the skills and knowledge needed to thrive in college, careers, and/or citizenship in the 21st century, teachers must be prepared—including, but not limited to, their pedagogical methodologies as well as their technological and leadership knowledge, skills, and practices. The purpose of this correlational study was to examine the relationship between teachers' leadership practices and their classroom technology integration within the framework of ISTE NETS, Partnership for 21st Century Skills, and TPACK. Teachers (N = 361) from six northwest Ohio suburban school districts participated in the online 21st Century Technology Integration and Teacher Leadership (21-TITL) inventory, made up primarily of the Overall Technology Integration Scale (OTIS) and Teacher Leadership Practices Inventory (T-LPI), a modified version of Kouzes and Posner's Leadership Practices Inventory (LPI). Numerous significant results were discovered, including: a correlated sixth T-LPI subscale (Refine the Craft); moderately correlated technology and leadership factors (Reflection and Modified Stage of Technology Adoption); a T-LPI subscale (Challenge the Process) that predicts Overall Technology Integration; a two-factor model that predicts Technology Integration, a six-factor model that predicts Teacher Leadership, and various group differences for both Overall Technology Integration (Technology Efficacy, Professional Development, Reflection, Modified Stage of Technology Adoption, Computers in the Classroom, Total Computing Hours Per Week, and Total Leadership Positions) and Leadership Practices (Gender-Female, Technology Efficacy, Social Trait-Extrovert, Professional Development, Refl (open full item for complete abstract)

Committee: Rachel Vannatta Reinhart (Advisor); Jodi Haney (Committee Member); Terry Herman (Committee Member); Roger Schupp (Committee Member); Michael Short (Committee Member) Subjects: Education; Educational Leadership; Teacher Education; Teaching; Technology

Ph.D., Antioch University, 2009, Leadership and Change

Job embedded professional development in the K-12 education setting has long been discussed and debated. This study builds on standards of critical reflection and thinking using the National Institute for Excellence in Education's Teacher Advancement Program's master teacher model as a conduit between theory and practice. A study of professional development design based on student learning strategies became worthy of review. The master teacher, through field testing and critical reflection, isolates critical elements necessary to transform teaching practice around student learning strategies. The work of the master teacher is situated as a leader of change within a professional learning community. This work has potential to promote significant school improvement. The Teacher Advancement Program models a systematic process by which teachers develop and tune teaching strategies directly from student identified need. This study captures the chronicling process as it relates to and aligns with standards of critical thinking, student meta-cognition, and student deployment and use. It provides a forum for training teachers to be critically reflective practitioners moving conversation and study from theory to practice. The electronic version of this dissertation is available in the open-access OhioLink ETD Center, www.ohiolink.edu/etd.

Committee: Elizabeth Holloway PhD (Committee Chair); Laurien Alexandre PhD (Committee Member); Brad Mitchell PhD (Committee Member); Todd White PhD (Other) Subjects: Education; Educational Evaluation; Secondary Education; Teaching