Doctor of Philosophy, The Ohio State University, 2019, Educational Studies

The purpose of this study was to examine how charter school authorizers conceptualize and navigate policy implementation as intermediary organizations. Through a phenomenological multi-site case study design, fifteen Ohio charter school authorizing staff across three organizations shared the ways in which they operate, navigate policy, access resources, and respond to the use of incentives and penalties in policy. With Honig's (2004) theory of intermediary organizations as a conceptual framework, I explore the role of charter school authorizers as mediating actors of state-level policy. Three major findings are shared: 1) while charter school authorizers largely conceptualize their roles to be innovators and gatekeepers, the demands of policy requires them to be more; 2) authorizers rely heavily on the state-issued performance rubric in determining their organizational priorities; and 3) authorizers access a variety of organizational processes and resources in navigating policy implementation. Additionally, findings indicate that authorizers are generally unresponsive to the promises of incentives but do modify behavior to prevent the receipt of penalties. The dissertation concludes with a discussion on the isomorphic pressures of policy on organizational structure, implications for stakeholders, and recommendations for future research.

Master of Arts, The Ohio State University, 1968, Graduate School

Ph.D., Antioch University, 2023, Leadership and Change

The recent worldwide pandemic impacted educational systems on a global scale, forcing school leaders to reimagine educational structures as they faced the ongoing wounding of the unprecedented, shared trauma wrought by COVID-19. Mandated U.S. school closures in March of 2020 forced an immediate transition to distance learning and presented unforeseen academic and social challenges for students, educators, parents, and school leaders. As school campuses re-opened over the next year, the pandemic continued to present hardships. School leaders were tasked with developing systems to follow appropriate health and safety measures, develop systems to accommodate stakeholders' individual health circumstances, and communicate school policies regularly to those affected by them while still prioritizing the needs of students and their academic progress. Using comparative case-study methodology, this study explored the relationship between school leadership, school climate and organizational resilience in response to the ongoing wounding of COVID-19 from its onset in March of 2020 to the declared end of the pandemic in May of 2023, at two small independent elementary schools. This study illuminated the experiences of the schools' leaders and provided actionable and transferable guidelines for educational leaders facing organizational trauma or crisis. The five key findings support practical implications for school leaders striving to support organizational resilience. They include: the importance of positive school climate, enhanced communication, adaptive capacity, organizational structure and embracing change. The study concludes with implications for future research. This dissertation is available in open access at AURA (https://aura.antioch.edu/) and OhioLINK ETD Center (https://etd.ohiolink.edu/).

Master of Arts, Wittenberg University, 2022, Education

The purpose of this study was to examine to what extent students with disabilities experience a sense of belonging in their high school. The study was conducted with five students with disabilities in the ninth grade whose least restrictive environment is the inclusion classroom. Students were given the Psychological Sense of School Membership Likert scale and asked to rate how true they found each of the 18 different statements. Two students were interviewed about their school experiences to take a deeper look at the factors that may impact a students' sense of belonging. Common themes in both the Likert scale responses and interview responses were compiled and used to draw conclusions regarding the sense of belonging experienced by the students who participated in the study

Doctor of Philosophy (PhD), Ohio University, 2018, Instructional Technology (Education)

This is a quantitative phenomenological study of the perceptions of principals of public secondary schools in rural Appalachian Ohio. The purpose of the study is to understand the experiences of the principals as online charter schools become feasible for students in their school district. A random sample of ten principals was obtained from the population. Face-to-face interviews were conducted with each principal. Data was then coded from the interviews to identify the concerns, opinions, and responses of the principals to the phenomenon of competition from online public schools. The principals consistently reported very few students have transferred to the online schools and half or more of those who transfer, return to the district school within a year. Students are attracted to the online schools when medical, emotional, behavioral, or social constraints make it difficult for the student to be successful in a traditional classroom. The principals do not believe the online charter experience is beneficial to students because they return to the district school without having made progress in the online charter. The principals are also concerned about the lack of socialization provided by online charters. The primary response to online charters is an attempt to accommodate student needs within the native school by providing online course delivery in-house.

Master of Public Administration (MPA), Bowling Green State University, 2018, Public Administration

This research utilized the qualitative research design to explore the perceptions of people about the Ghana School Feeding Program(SFP) and its impacts on school enrollment, attendance, retention and academic performance of primary schoolchildren. The research also explores some of the challenges encountered in the implementation of the SFP in Ghana. The key questions that the research sought to address include; What are the impacts of the SFP on school enrollment, attendance and completion?, What are the impacts of the SFP on the academic performances of primary schoolchildren? and What are the challenges involved in the implementation of the SFP? In addressing these questions, the researcher utilized the Maslow's Hierarchy of Needs to explore the relationship between hunger and educational outcomes. Twelve participants were selected from six selected schools in the Accra Central District of the Greater Accra Region, Ghana to participate in the research. Participants for the research were selected through the purposive type of sampling and they included parents, teachers, administrators and caterers. Data was collected through a semi- structured phone interview. The findings of the study revealed the perceptions teachers, caterers, parents and school administrators have about the SFP and its impact on enrollment, attendance, completion and the academic performances of primary schoolchildren. Overall, the research participants perceive the SFP to improve educational and academic outcomes of primary schoolchildren. The research also found other issues such as improvement in cognitive development and the reduction of hunger associated with the SFP. Furthermore, the research found some major challenges of the SFP in the implementation of the SFP. These include, the lack of financial resources, the delay of funds to support the implementation of the SFP and poor nutrition mainly associated with improper menu planning and the frequent absence of vege (open full item for complete abstract)

Specialist in Education, Miami University, 2014, School Psychology

This paper reports on results from a survey administered at one public and two private high schools in order to explore possible school climate differences between these school types. The school climate survey was given to groups of freshmen and senior students at each school, and focus groups were also conducted to gather qualitative data. Results were analyzed via one-way analyses of variance across different grouping categories, including between schools, between schools/between grades, and within schools/between grades. Data analysis outcomes showed significant differences on all survey domains for both the between schools and between schools/between grades grouping categories, with the private school students rating school climate higher than the public school students on nearly all survey domains. This paper discusses the implications of these outcomes while also addressing limitations of the study, and presents several directions for future research.

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

Using an inductive method, this case study seeks to give voice to recognized school finance experts throughout Ohio on the topic of the K-12 school funding formula. The research focuses on the experiences of superintendents, treasurers, professors, and organizational leaders who have navigated the state formula. The main thrust revolves around what these authority figures see as crucial issues and their ideas on how to possibly reform an unconstitutional method of funding Ohio's schools. Data sources include interviews with 11 school funding experts at multiple sites, as well as any participating school district's financial documents, and also state level task force reports. In order to build the study upon a solid structure, the data collection and analysis are guided by the tenants of interpretive, qualitative research and based upon the tenants of grounded theory. Understanding the voices and perceptions of recognized experts in the field of public school funding could be a significant piece in informing state officials, lobbyists, and educational stakeholders in the ongoing saga of Ohio's school funding reform.

MA, Kent State University, 2007, College of Communication and Information / School of Media and Journalism

This study examines the relationship between American high school journalists' First Amendment rights and the quality of work those student journalists produce. Based on a survey of National Scholastic Press Association members, this research shows that there is a positive relationship between student press freedom and publication quality for both newspapers and yearbooks. It also shows relationships between publication quality and other factors, including the a school's attitude toward student press freedom, state student free expression laws, and adviser experience.

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

As schools increasingly adopt restorative practices, a parallel shift in leadership is occurring, challenging traditional leadership models like servant and transformational leadership. While research has largely focused on student outcomes, there is a critical gap in understanding how restorative practices influence school principals' leadership. Given their central role in sustaining and expanding restorative initiatives, this study aimed to address that gap by developing a definitional framework for restorative leadership, grounded in the experiences of women school leaders in grades 5 to 12. Using sensemaking theory, the research examined how leaders conceptualize and apply restorative values in practice. Key questions included how restorative leadership is understood, how it shapes leadership identity, and how it is enacted in practice. A mixed-methods design was employed, integrating survey data (N = 52) and semi-structured interviews (N = 12). Findings revealed that while 51.92% of participants recognized the term “restorative leadership,” many were already practicing it without labeling it as such. Restorative leadership emerged as a dynamic process of knowing, being, and doing, rooted in self-awareness, relational repair, participatory decision-making, and collective well-being. It challenges hierarchical paradigms and fosters inclusive school cultures, with the potential to disrupt inequitable systems, improve school climates, and promote leader well-being. Based on these findings, several key recommendations for action are proposed: establishing Restorative Leadership Intensives (RLIs) to deepen principals' engagement with restorative practices, integrating restorative leadership into leadership development programs and professional certifications, advocating for gender-equitable leadership models that emphasize relational strengths, and embedding restorative practices into school policies to create inclusive cultures. These actions a (open full item for complete abstract)

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

The COVID-19 pandemic highlighted longstanding issues in student achievement in the United States, with only 37% of students from grades 4-12 showing proficiency in math and reading, as measured by the National Assessment of Educational Progress (NAEP). The East Coast Charter Authorizer (ECCA), which oversees one of the largest and most diverse public-school systems, has taken on the responsibility to address these systemic issues. While there are initiatives to diversify the teaching workforce, and an intensive focus on evaluating schools, there is a critical gap in ensuring school leadership is representative of the student population and has the environment necessary to be successful in their roles as school leaders, and in implementing the kind of creative change needed to address systemic inequities. This study focuses on the experiences of Black Women School Administrators (BWSAs) and the necessary organizational conditions to improve their retention and effectiveness. This study employed a convergent social justice mixed methods research design to address the inequity in the experiences and presence of Black Women Principals in K- 12 schools. Quantitative data from a Qualtrics survey (N=12) and qualitative data from interviews (N=10) were collected concurrently to provide a comprehensive understanding of the research problem. The integration of both data types, as well as available research - known as triangulation, allowed for a robust analysis of the impact of perceived 4 experiences with the ECCA on Black Women Principals. Ensuring participant confidentiality and honoring their wishes to contribute comfortably were paramount and as such, prioritized throughout the study. The findings underscore the need for the ECCA to provide more tailored support to Black women leaders, addressing specific challenges unique to their experiences and fostering a more equitable educational environment. The study resulted in an equity-oriented (open full item for complete abstract)

Specialist in Education (Ed.S.), University of Dayton, 2024, School Psychology

Most US states prohibit firearms in K-12 schools; however, some states have adopted exceptions that allow teachers to carry guns in the classroom. In the implementation of any policy, especially one that integrates the sensitive topics of education and gun policy, it is important to consider the perspectives of key stakeholders. The present study examined the perceptions of K-12 teachers on the topics of school safety and the carrying of firearms within the school setting as a preventative measure. Participants included K-12 teachers who responded to a survey request. Results were consistent with the majority of extant research, indicating that a majority of participants demonstrated some level of opposition to teachers carrying firearms in K-12 schools. Proper training yielded a slight increase in approval; however, a majority of respondents were opposed to faculty carry firearms in any capacity. The majority of K-12 teachers, regardless of district typology, express strong disagreement for these policies, however, the percentage of the majority is substantially larger within the urban population than within the suburban and rural populations. Implications regarding generalizability and future research are discussed.

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 (EdD), Wright State University, 2023, Leadership Studies

The state of youth behavioral health in the United States was a public health crisis before the overwhelming challenges presented by the coronavirus disease 19 (COVID-19) pandemic, and now, the situation is even more dire. The impacts of youth behavioral health challenges are pervasive and long-lasting for youth, their families, and the entire community. It is critical to identify innovative ways that youth behavioral health is being addressed in schools and understand how comprehensive school mental health systems including multi-tiered system of support teams are functioning. This comparative case study investigated the functioning of two high school multi-tiered system of support teams in the context of responding to students with behavioral health needs. This study was investigated through the lens of Bronfenbrenner's Bioecological Model of Human Development with a focus on the student, school, and community level. Individual interviews were conducted with nine MTSS team members from two Midwest high schools. One team utilized a traditional school behavioral health model, and the other school had a school navigator. The data were analyzed and organized into 27 different codes, five of which were represented in all participant interviews and were representative of the broader themes: Structure, Division of Labor, Behavioral Health Resources, Barriers, and Student Needs. Structure, division of labor, data and evaluation were identified as key challenges for the functioning of MTSS teams. The utilization of universal behavioral health screening and knowledge of behavioral health resources for students were two of the most critical differences in team functioning. While there were differences that were meaningful to the functioning of the teams, there were more similarities than differences in their functioning. Opportunities to support student mental health, expand the development of comprehensive student behavioral health systems, and further support education pro (open full item for complete abstract)

Doctor of Education (EdD), Ohio University, 2022, Educational Administration (Education)

Challenging student behavior is a concern for teachers and administrators across the United States, and the situation in West Virginia is no different. In response to these behaviors, principals often use an exclusionary approach to discipline, including detentions, suspensions, and expulsions. While research indicates a functional approach to discipline is a highly effective strategy, teachers rarely utilize this approach, and little is known about if and when principals do. This qualitative study explored how principals define challenging behavior and make discipline decisions, identify which discipline practices they use, and determine if they apply the Circumstances View of Behavior (attributing a person's behavior to learning history and/or their environment) or a functional approach to discipline (considering why a behavior is happening) when making decision-related decisions. This was accomplished using discipline vignettes, semi-structured interviews, post-interview surveys, and document analysis within a Reflexive Thematic Analysis framework with a Multimethod Research design. This study synthesized a more comprehensive definition of challenging behavior for the participants and outlined traditional disciplinary practices along with an alternate approach expressed by one participant. The findings indicate that nearly all participants only partially subscribe to a Circumstances View of Challenging Behavior and a Functional View of Behavior and that partial subscription was not enough to shift their disciplinary decision-making away from progressive, exclusionary practices.

Doctor of Education, Ashland University, 2022, College of Education

The importance of school support staff was found to be a critical factor in students' success. However, role ambiguity, bias, and limited quantitative research have caused questions around the impact that support staff have within the school setting. Consequently, this quantitative correlational research study examined the relationship between a higher ratio of support staff per student and student academic, attendance, and behavioral outcomes at the building level. Bronfenbrenner's (1979) ecological systems theory and Getzels' and Guba's (1957) social systems theory frameworks were utilized in this study to increase the understanding of the influence that environmental factors have on child development, and the importance of educational leaders. Data for this study was collected from four large urban school districts located in the Midwest. Two multivariate regressions were run, one to determine the association between the ratio of support staff and all schools K-12 outcomes, the second was to determine the association between the ratio of support staff and elementary only schools outcomes. This study is critical in advancing our understanding of the importance of support staff in the school setting by determining the associations that they have with student outcomes.

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.

Master of Social Work, The Ohio State University, 2019, Social Work

Ongoing research on the Community Collaboration Model for School Improvement (CCMSI) has provided support for individual- and school-level impacts (Anderson-Butcher et al., 2008a; Anderson-Butcher 2018). However, more research is needed to further understand facilitators and barriers to implementation in relation to context and time. Mixed methods were utilized to explore progress toward adopting and implementing the CCMSI in two schools, and also explored specific facilitators and barriers impacting progress. Specifically, interviews were completed with six stakeholders at two school implementing the CCMSI. Additionally, differences in teacher/staff perceptions of school climate, school connectedness, teachers/staff commitment, student supports for basic needs and community services and supports were examined across four time-points. Overall, the findings of this study point to the successful adoption and implementation of the CCMSI in these two schools, as well as showcase key barriers and facilitators across specific points in implementation. For example, outcomes from the CAYCI-SES showed significant differences in three areas to teacher/staff perceptions (i.e., perceived school climate, community supports and services, and support for students' basic needs). In addition, barriers and facilitators were mostly found to impact one milestone, expanding partnerships, programs and strategies. Variability was seen between both schools in the differences between teacher/staff perceptions as well. Implications are drawn for research and practice for schools implementing the CCMSI.

Doctor of Philosophy, The Ohio State University, 2018, Public Health

Introduction: Lack of physical activity and unintentional injury are leading causes of morbidity among children and associated with significant disadvantages physically, socially and academically. Safety barriers and parental perceptions of safety can prevent children from obtaining the benefits of daily physical activity, like walking to school. Programs that promote walking to school, such as the evidence-based Safe Routes to School (SRTS) program, can alleviate physical barriers to safety in the environment and increase opportunities for being active. Supportive SRTS policies at all levels of government can design safer streets and lead to institutionalization of the program. The purpose of this study is to better understand objective and perceived safety factors that influence walk to school behavior among elementary school families and assess how policies may impact the opportunity for children to safely walk to school. Methods: Multiple methods, motivated by a socioecological framework, were used to investigate safety factors, including speed of traffic, amount of traffic, sidewalk continuity, safety of intersections, and presence of registered sex offenders. Data on parental perceptions of safety (n=10,810) from cross-sectional SRTS surveys collected by a total of 82 schools in three locations, and corresponding objective safety from online repositories for the area within 1-mile of school locations, were used to quantify safety. First, spatial distribution of safety was explored through a combination of spatial and non-spatial analyses using location data for parents, schools and safety factors. Then, multi-level logistic regression models were built to identify factors associated with the outcome of walking to school. Finally, a review of local, regional, state and federal education and transportation policies was conducted to measure inclusion of child pedestrian language and seven effective policy components adapted from a SRTS guide. Results: App (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 1985, Graduate School