Specialist in Education, Miami University, 2011, School Psychology

This paper examines the existing literature on school connectedness and establishes the most commonly identified factors, which were then used to analyze the internal reliability of the CASEL Student Needs Assessment. School climate factors and theory are also compared and explored as they relate to the CASEL measure. Internal reliability was measured using Cronbach's alpha for both the school climate subscales as well as the school connectedness constructs. Correlations between the seven identified school connectedness constructs were also assessed. Finally, a factor analysis was completed on the CASEL measure. No significant differences in reliability were found using either school climate factors or school connectedness constructs. Additionally, the correlation matrix and the factor analysis confirm the notion of one overall construct, as opposed to seven independent constructs. Theoretical implications of this and subsequent research are explored.

Committee: T. Steuart Watson (Committee Chair); Paul Flaspohler (Committee Member); Michael Woodin (Committee Member); William Boone (Committee Member) Subjects: Educational Psychology

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

Mathematics is central to human activity and hence to education. Although the usefulness and importance of mathematics are unquestioned, many students find mathematics difficult, uninteresting, and dry. Based on my personal experience as a mathematics teacher, teacher educator, and researcher, I have witnessed numerous students expressing their dislike for school mathematics. There is a lack of research specifically exploring the perspectives of students who dislike mathematics. In this research, I explore the factors contributing to the dislike of mathematics and identify ways to mitigate these factors. The study comprises of two phases: the first phase explores students' perspectives on their dislike of school mathematics and the contributing factors. The second phase explores aspects of the undergraduate Quantitative Reasoning (QR) course that help mitigate this dislike. I chose the undergraduate Quantitative Reasoning course for its emphasis on innovative educational approaches such as real-world connection, project-based learning, and formative assessment. In this study, I selected a purposive sample of undergraduates who self-reported their dislike of school mathematics in the Spring of 2023 at a university in Midwestern part of the United States. Fifteen (15) participants took part in the Phase 1 of the study, and 14 continued and completed Phase 2. For each phase, I conducted a semistructured interview of each participant, one at the beginning of the semester and another near the end, except for one participant there were two interviews for Phase 2. Each interview lasted for about one hour. The interviews were audio or audio-video recorded and transcribed and coded using NVivo, a qualitative transcription and coding software. In Phase 1, most students first developed a dislike of mathematics in experienced elementary school, struggling particularly with multiplication and division. This dislike deepened in the middle and high school with subjects like (open full item for complete abstract)

Committee: Gregory Foley (Advisor); Allyson Hallman-Thrasher (Committee Member); Michael Kopish (Committee Member); Gordon Brooks (Committee Member) Subjects: Mathematics Education

MA, Kent State University, 2019, College of the Arts / School of Art

This case study research describes how a mid-career art teachers makes visible holistic approaches to art education in a choice-based practice in an urban public charter school. It includes a dual review of literature on the topics of choice-based and holistic practices in contemporary art education. The findings of this case study research describe a detailed analysis of how holistic and choice-based approaches support each other in practice.

Committee: Linda Hoeptner-Poling Ph.D. (Advisor) Subjects: Art Education; Education Philosophy

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

The purpose of this study was to investigate the issues impacting the home-school connection, by exploring the following questions: What issues do parents face that affect the amount and quality of literacy activities taking place in the home, and what do parents suggest for teachers to strengthen the home-school connection? The study examined the underlying causes that prevent parents from supporting their children. The study also explored parents' perceptions of the classroom teacher and her parent involvement techniques. Using active interviewing (Holstein & Gubrium, 1997), this study examined the responses of a teacher and parents to determine the issues that affect parents' abilities to work with their children. The results of this study suggest that there are factors in the home environment that affect interactions that take place in the home. The study revealed that there is a need for teachers to understand the home environments that students come from.

Committee: Timothy Murnen (Advisor) Subjects: