Doctor of Philosophy, University of Toledo, 2022, Higher Education

Given the rapid pace of change in technology, a new generation of learners in college, and continued demands from business and industry for better-prepared graduates, the call to reform the undergraduate educational experience has continued to increase. The purpose of this study was to determine which factors, if any, influence faculty use of student-centered pedagogy in undergraduate education. Guided by the theoretical frameworks of Astin's (1985, 1993) involvement theory and Chickering and Gamson's (1987) seven principles for good practice in undergraduate education, this study aimed to explore how faculty involvement factors influence their use of student-centered pedagogy in undergraduate education. The quantitative study was completed through secondary analysis and used faculty response data from the 2016–2017 HERI Faculty Survey to answer nine research questions. The sample for the study consisted of 21,836 full-time undergraduate faculty members from 151 institutions nationwide. After concluding the blocked form of stepwise multiple linear regression following the conceptual framework of Astin's (1970) I-E-O model, 41 predictor variables emerged as statistically significant positive and negative predictors of faculty use of student-centered pedagogy. The results of the study indicate faculty involvements, such as, faculty–student interactions, course involvements, involvement with civic-minded practices, and involvement in student development influence faculty use of student-centered pedagogy. There are several implications for policy and practice including (a) informing institutions about faculty workload policies related to teaching, research, and service; (b) policies for tenure and promotion; (c) statewide implications for higher education institutions related to instruction and assessment policies; and (d) practices regarding effective teaching strategies for centers of teaching and learning.

Committee: Ron Opp (Committee Chair); Dennis Lettman (Committee Member); Snejana Slantcheva-Durst (Committee Member); Barbara Schneider (Committee Member) Subjects: Education; Higher Education; Higher Education Administration; Teaching

PHD, Kent State University, 2024, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this self-study was to examine my enactment of 3S Understanding, a holistic, democratic and inquiry-based curriculum theory, in a university-based, English-to-speakers-of-other-languages (ESOL) writing course grounded in Subject Learning, Self Learning, and Social Learning. Through disciplined reflective inquiry and collaboration with critical friends, this study set out to unpack the complexities of course planning and teaching. Data collection and analysis involved a structured, five-stage approach to identify themes, compare relationships, and interpret findings within the 3S framework. The Subject Learning findings stressed identifying the “wiggle room” for teaching artistry to address students' learning challenges and advocated for a multimodal approach to accommodate diverse learning needs. These findings also highlighted the significance of reflective inquiry in improving pedagogical practices. The findings on Self Learning emphasized fostering self-awareness and autonomy among students through reflective practices and empowering activities. They also highlighted the value of incorporating personal stories into teaching to strengthen teacher-student connections. The Social Learning findings foregrounded the importance of a collaborative, authentic, and critical thinking-focused educational environment to deepen learning and prepare students for societal participation. This study emphasizes a holistic ESOL pedagogical shift, urging teachers to integrate comprehensive, reflective, and collaborative approaches. It recommends inquiry-based, reflective practices for teacher educators, and supportive, diverse teaching environments by administrators. Learners are encouraged towards active, self-reflective engagement, connecting learning to real-world relevance. Such an approach aims to enhance language proficiency and democratic participation, fostering a deeper understanding and engagement in ESOL education across various educational roles.

Committee: William Bintz (Committee Chair); Lori Wilfong (Committee Member); Alicia Crowe (Committee Member) Subjects: Adult Education; Composition; Curricula; Curriculum Development; Education; Educational Theory; Language; Multicultural Education

Doctor of Philosophy, University of Toledo, 2020, Curriculum and Instruction

This qualitative study investigated how learning works within innovative organizations through interviews with leaders at those organizations. Such organizations included churches and businesses which have found success because of their ability to function as learning organizations. The researcher sought to understand how these organizations create cultures and environments which promote learning, as well as to examine the ways that they have attempted to foster transformative learning, learning which leads to the expanding of identity on the part of the learner. In addition, the role of improvisational values, principles, and practices in encouraging such learning was also investigated. Through interviews with the leaders of 10 such organizations, the researcher found that these organizations fostered learning through creating organizational cultures and structures designed to foster the well-being of those with whom they work. Well-being is fostered in three ways: through nurturing joy, through granting individuals dignity and visibility, and through creating connection and purpose. In order to foster joy these organizations create a playful culture that embraces an abundance mindset, remove fear from the workplace and grant individuals permission to fail. In order to grant individuals dignity and visibility, these organizations put systems in place which recognize and value individual differences, such as the use of qualitative rather than quantitative evaluation; they adopt responsive approaches which ensure that individuals are listened to, and they reward success and creativity. In order to foster connection and purpose they share ownership with individuals, empowering those within their organizations (or with whom they work), particularly through adopting a systems-thinking approach; they share an expansive vision with individuals who are invited to work with them, and they intentionally nurture connections between individuals and community with the organizat (open full item for complete abstract)

Committee: Susanna Hapgood (Committee Chair); Jenny Denyer (Committee Member); Dale Snauwaert (Committee Member); Matt Foss (Committee Member) Subjects: Adult Education; Behavioral Sciences; Business Administration; Business Education; Design; Education; Education Philosophy; Education Policy; Educational Leadership; Educational Sociology; Educational Theory; Entrepreneurship; Higher Education; Inservice Training; Instructional Design; Management; Multicultural Education; Organization Theory; Psychology; Secondary Education; Social Psychology; Social Structure; Sociology; Systems Design; Teacher Education; Teaching; Theater Studies; Vocational Education

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 (Ed.D.), University of Findlay, 2023, Education

The purpose of this study was to analyze the impact of Flipgrid-based discussion activities with student-selected nonfiction texts on middle school students' motivation to read. The study investigated how teacher training affected teachers' comfort and confidence in using Flipgrid. While various discussion-based activities have been used with students, including Flipgrid, very little research has been done on its use with middle school students. Following a qualitative research design, this study obtained teacher perceptions through open-ended interviews on their Flipgrid experience and training and students' reading motivation. Student perceptions on Flipgrid, reading motivation, and student-selected texts were obtained through a Google form survey. Main findings indicated high teacher confidence due to the training they received and positive perceptions of Flipgrid-based discussion activities and student-selected text on students' reading motivation. Overall student perceptions were mostly positive about using Flipgrid and reading choice. Conclusions and implications showed positive effects with comprehensive training, which could be used with teachers training other teachers. With adequate training, teachers may be able to utilize student-centered learning, such as Flipgrid and student choice, to positively impact students' motivation to read.

Committee: Amanda Ochsner (Committee Chair) Subjects: Education; Language Arts; Middle School Education; Reading Instruction; Secondary Education; Teacher Education; Teaching

Master of Arts, University of Akron, 2021, Communication

The fields of holistic education and spiritual pedagogy suggest one of the most essential capacities for a teacher is to be present and/or demonstrate presence with students, however a gap exists in specifically defining what presence is and how to exhibit it with students communicatively. Some articles from the fields of mindfulness and contemplative studies suggest that contemplative practices may improve the capacity to be present. This research project sought to more deeply understand presence, define it, and explore the communication practices such as empathic listening, silence and immediacy behaviors holistic educators engage in when being present to students and demonstrating presence. The research questions included: RQ1: What life-experiences shape the way holistic educators communicate with students? RQ2: What contemplative practices do holistic educators use to prepare for communicating with students? RQ3: What communication practices do holistic educators use to be present with students? Using a qualitative approach, autoethnographic stories by the researcher and semi-structured interviews were conducted with six holistic educators. A thematic analysis found four main themes including holistic educators: (1) Combine conceptual and experiential approaches to learning; (2) Engage in contemplative practices daily to be present to students; (3) Seek to be present soulfully with their students, and (4) Communicate for communion. Several key concepts which emerged included presence, being present, communion, connectedness, darshan, student-centered learning, experiential learning, channeling, soulfulness and spirituality to name a few.

Committee: Kathleen Clark (Advisor); Natalie Sydorenko (Committee Member); Yang Lin (Committee Member) Subjects: Communication; Pedagogy; Psychology; Religious Education; Spirituality; Teacher Education; Teaching

MA, Kent State University, 2020, College of the Arts / School of Art

This action research study examines restructuring my elementary visual art curriculum to allow for a higher level of student choice through a studio classroom. My curriculum transition to choice-based art education is influenced by the Teaching for Artistic Behavior philosophy and pedagogy. Using a case study as part of my action research, I study teachers who have already restructured their curriculums, classrooms, and teaching philosophies. Through dialogue and interviews with three visual art teachers I aim to better understand the components of Teaching for Artistic Behavior and how to implement it in practice. The literature review provides a historical context and contemporary thoughts on choice-based education, art education, and choice-based art education. The study's findings through data analysis aim to find balance within a choice-based approach and acknowledge the barriers, challenges, and positives of transitioning the art curriculum.

Committee: Robin Vande Zande Dr. (Advisor) Subjects: Art Education

Master of Education, University of Toledo, 2016, Educational Administration and Supervision

Although the education system of Saudi Arabia has gone through several improvement efforts by the Ministry of Education and other agencies such as King Abdullah Bin Abdulaziz Public Education Development Project (Tatweer) and Public Education Evaluation Commission (PEEC), the need for further improvement is still calling. Initiating a vision for Saudi Arabia 2030 in 2016 has guided the work of Saudi citizens to fulfill the vision goals in all fields. The vision gave considerable focus to education, which guided the Ministry of Education to set eight strategic objectives and 36 initiatives for the National Transformation Program 2020. Accordingly, this paper targeted four areas of school improvement: professional development, student-centered learning model, developing students' core life skills, and school-family partnership. The strategy used to study the identified areas is comparing them to the same areas in the American education system, and then make recommendations for improvement based on the successful practices in the American system that align with the Saudi education system.

Committee: Nancy Staub (Committee Chair); Edward Janak (Committee Member); Chiarelott Leigh (Committee Member) Subjects: Educational Leadership

Ph.D., Antioch University, 2014, Leadership and Change

How can the public be assured of competency in those professing to protect its occupational health and safety (OSH)? Currently, in the U.S. there are 193 higher education OSH programs, 186 with baccalaureate degrees with over 55 different degree titles. This research seeks to define minimum OSH baccalaureate graduate core competencies across all programs by asking: What would employers look for in a portfolio to demonstrate competence in a new OSH graduate? Professional members of the American Society of Safety Engineers (ASSE) participated as subject matter experts in an anonymous online survey to provide framing data. The ASSE Educational Standards Committee and Framing the Profession Task Force engaged in an action research method of facilitated discussion and consensus building, (Modified Nominal Group Technique), distilling 741 portfolio examples to 22 competency themes, and 11 learning outcomes. Recommendations include: establish a standardized set of core competencies of evidence based learning outcomes across all OSH and related programs; look to the Nursing and Education professions' processes of shifting from prescribed courses to a learning outcomes model; shift pedagogy to student-centered, highly engaged, outcomes-based approach; enhance educational content for 21st-century knowledge and skills, including: teamwork, internship experience, organizational skills, ethics, critical thinking, scientific method, continuous improvement, systems thinking, sustainable applications, and strategic planning; enhance partnerships between professional safety associations and higher education for collaboration and consensus building; and collaborate with global OSH associations. The electronic version of this Dissertation is at the Ohio Link ETD Center at http://ohiolink.edu/etd.

Committee: Jon Wergin PhD (Committee Chair); Elizabeth Holloway PhD (Committee Member); Paul Specht PhD., CSP (Committee Member); Michael Behm PhD., CSP (Other) Subjects: Higher Education; Occupational Health; Occupational Safety

EdD, University of Cincinnati, 2005, Education : Curriculum and Instruction

This research attempted to answer the question, “To what extent is student voice a factor in educational reform?” Student voice is defined as giving students the ability to influence learning to include policies, programs, contexts and principles (Harper, 2000). Many factors of current reform efforts support the concept of student voice to include multiliteracy pedagogy (New London Group, 1996), psychological learning principles such as student centered learning (McCombs, 1999), and emerging technologies as tools for learning (Kulik, 1994). Theoretical considerations bring to light how students and teachers must share power within the learning environment moving students along a spectrum from apprentice to expert. These ideas of situated learning (Brown, Collins and Duguid, 1989) and communities of practice (Wegner, 1998) support the call for student voice. To validate these arguments, the researcher conducted a Delphi Study (Linstone, Turoff, 1975). A group of experts in student voice, literacy, cognitive psychology, educational technology, teacher education, and educational reform participated in a process which generated significant aspects of student voice and consolidated them into a single instrument to measure student voice within a school culture. With this student voice survey instrument, which was tested for reliability and validity, the researcher then conducted a stratified, random survey to measure student voice within K-12 public schools in the United States. Due to a low response rate, no statistical or practical significance could be found. However, insights into possible relationships and information regarding student voice emerged. Student voice appears to have some value in accomplishing educational reform. Further investigations could lead to implementations of educational reform models that assist schools in preparing students for citizenship in a global, diverse and technologically advanced society.

Committee: Joyce Pittman (Advisor) Subjects:

Master of Science and Education, University of Toledo, 2005, Educational Administration and Supervision

This study sought to determine the prevalence of teacher-centered or student-centered beliefs and practices based on grade taught and years of experience. The most prevalent concepts related to student-centeredness were individualization, collaboration, high expectations, and meaningfulness. The least prevalent concepts were in assessments, interpersonal relationships, and relevance of content. Teachers with less than six years of experience had slightly higher mean scores than those with more than six years, with no statistically significant difference between their mean performances. Teachers who taught grades 7 – 12 also had slightly higher mean scores than those who taught grades K – 6. There was no statistically significant difference between their mean performances. The findings shed light on both experienced and less experienced teachers. It also poses a different way of looking at teachers, no matter the grade level they teach. More research should be conducted, with the possibility of extending the sample regionally and nationally.

Committee: Caroline Roettger (Advisor) Subjects: Education, General

Master of Arts, The Ohio State University, 2008, Art Education

This thesis is a participatory action research case study of a student-centered art exhibition. The case involves nine student participants cast into roles for planning the art exhibition. Student-centeredness is defined in terms of authorship, authenticity, and agency, and described in an analysis that tracks the actions of the participants in the study. The initiation of student-centeredness in exhibition practices in this particular school community is discussed in terms of a break from tradition, and discussed in the context of the previous three years of teaching experience of the teacher participant. The implications of this study are the promotion of curriculum reform in which students take an active and constructive role in learning.

Committee: Terry Barrett PhD (Advisor); James Sanders PhD (Committee Member) Subjects: Art Education; Teaching

Doctor of Philosophy (Ph.D.), University of Dayton, 2012, Educational Leadership

This quantitative study identified the teaching style of associate degree nursing faculty at Kettering College as teacher-centered or learner-centered (N=10) using the Principles of Adult Learning Scale (Conti, 1990). The researcher used an adapted version of the Principles of Adult Learning Scale to determine how 256 nursing students perceived their instructors used learner-centered modes. Content analysis established the extent to which nursing faculty designed courses in alignment with learner-centered principles. The researcher also examined differences between national NCLEX-RN® passage rates and those of Kettering College. Results from the faculty and student surveys demonstrated teacher-centered tendencies in regard to faculty use of learner-centered principles. While content analysis of course syllabi showed a propensity for learner-centered instruction, a one-sample t-test indicated no significant difference between Kettering College NCLEX-RN® pass rates and national pass rates (t(10) =.157, p>.05). Results of this study indicated no major changes would be necessary from an administrative perspective at this time, given that passage rates remain high in spite of the general nature of instructional delivery. However, faculty development for Kettering College nursing educators should continue as usual to cover best teaching and learning practices in nursing education as recommended by the National League for Nursing Accrediting Commission and the National League for Nursing.

Committee: Darla Twale Ph.D. (Committee Chair); A. William Place Ph.D. (Committee Member); Michele Welkener Ph.D. (Committee Member); Norman Wendth Ph.D. (Committee Member) Subjects: Education; Higher Education; Nursing

Master of Education (MEd), Bowling Green State University, 2012, Curriculum and Teaching

Play, including recess, is viewed by child development experts as beneficial to students' various aspects of development—social, cognitive, emotional, and physical. Recess is also deemed an opportunity for all to recharge and re-energize after hours of sitting and concentrating on instruction and assigned tasks. With the implementation of the No Child Left Behind Act of 2001, many schools across the United States replaced recess with instructional time in order to prepare better the students undertaking their state's standardized tests. Furthermore, instructional practices in elementary schools shifted from child-centered, play-based strategies to teacher-centered, didactic strategies. The purpose of this research was to examine fourth-grade teachers' beliefs about the value of play in child development and classroom instruction, the types of instructional strategies they actually use in their classrooms and their students' behaviors on the playground and in the classroom in a school with morning and midday recesses and a school with only midday recess. A qualitative phenomenological research method was used for this study in order to describe the lived experiences of teachers in the classroom and their students in the classroom and on the playground. Interviews and observations reveal that the teachers at both schools believe that play and recess are important to the development of their students, but neither has greatly modified instructional strategies to help students reap the benefits which arise through play during recess as the amount of time allotted to recess in both schools has decreased. Teachers' reliance on teacher-centered instructional practices may be due to misconceptions about play and play-based instruction. Professional development for teachers and school/district administrators is needed to help to nurture a positive philosophical understanding of play and play-based, student-centered instructional practices that can foster students' social, emo (open full item for complete abstract)

Committee: Eric Worch Ph.D. (Committee Chair); Jodi Haney Ph.D. (Committee Member); Tracy Huziak-Clark Ph.D. (Committee Member) Subjects: Curricula; Early Childhood Education; Education; Teacher Education; Teaching

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2008, English/Rhetoric and Writing

Feminist pedagogy is a rich and current teaching method in the field of composition and rhetoric. However, it is virtually unexplored in ESL writing pedagogy. Perhaps too engrained in applied linguistics, ESL teachers and researchers have been slow to embrace scholarship in other fields such as composition and feminist pedagogy. A pilot research study was designed to determine the extent to which English as a second language (ESL) instructors at The University of Findlay (UF) draw on feminist pedagogy or practices associated with the approach to decide how the pedagogy could best be implemented into ESL composition instruction. Classroom observations and instructor interviews were conducted to determine the extent to which instructors used feminist teaching practices in their writing courses. From the data collected, it was evident that ESL instructors would benefit from further training in other teaching practices in addition to feminist pedagogy. The findings from the study were used to create a teacher training for UF ESL writing instructors that will be conducted during the 2009-2010 academic year. From the data collection, it was clear that while some faculty unconsciously applied traits of feminist pedagogy in their teaching, they would benefit from training in other types of teaching methodologies. Three conclusions were made. 1) UF ESL writing instructors would benefit from additional training in student-centered pedagogy. 2) Instructors would benefit from additional training in composition pedagogy. 3) Instructors would benefit from a very basic training in feminist pedagogy. Because instructors would benefit from a teacher training that focuses on teaching methodologies other than feminist pedagogy, the training will focus on how good teaching practices such as student-centered, composition, and feminist pedagogies intertwine. Thus, through the training sessions, instructors will discuss how good teaching practices are interconnected instead of viewing (open full item for complete abstract)

Committee: Sue Carter Wood PhD (Committee Chair); Kristine Blair PhD (Committee Member); Priscilla Coleman PhD (Committee Member); Richard Gebhardt PhD (Committee Member) Subjects: Composition