Doctor of Philosophy, The Ohio State University, 2024, Agricultural Communication, Education and Leadership

Teacher educators play a multifaceted role in designing and implementing curriculum to nurture preservice teachers' growth in content knowledge, pedagogical skills, and teaching efficacy. Amidst evolving educational landscapes and diverse classroom environments, there's an increasing emphasis on fostering teacher agency and autonomy to navigate these complexities effectively, particularly in unique contexts such as School-based Agricultural Education (SBAE). Self-Determination Theory was used as a guiding lens for this study and offers a comprehensive framework for understanding human motivation. Supporting the basic psychological needs of autonomy, relatedness, and competence can enhance students' motivation, academic outcomes, self-regulation, and well-being. Research on motivation within the context of SBAE has seen considerable growth in recent years. Scholars who investigate the relationship between motivation and engagement agree that engagement consists of three main components: behavioral engagement, emotional/affective engagement, and cognitive engagement. However, scholars applying Self-Determination Theory to the study of student engagement have delved into how autonomous motivation encourages a fourth type of engagement, agentic engagement. Through this grounded theory study, I aimed to conceptualize the beliefs of agriculture teacher educators regarding student motivation and agentic engagement within the context of SBAE teacher preparation programs. Two research questions guided this study: (1) What do SBAE teacher educators believe about student motivation and agency within a teacher preparation program? and (2) How do SBAE teacher educators integrate beliefs of student motivation and agency within a teacher preparation program? Grounded theory was used to generate a substantive theory for SBAE teacher educators to conceptualize student agency and motivation. Working under a pragmatic lens, I aimed to capture SBAE teacher educators' experiences with (open full item for complete abstract)

Committee: Amanda Bowling (Advisor); Shannon Washburn (Committee Member); Kellie Claflin (Committee Member) Subjects: Agriculture; Educational Psychology

Doctor of Education (Ed.D.), Bowling Green State University, 2010, Leadership Studies

This study examined the relationships between undergraduate leaders' self-perceptions of their transformational and transactional leadership behaviors and their sources of work motivation. The sample was comprised of 145 elected and appointed leaders at a mid-west university. The survey included both the Motivation Sources Inventory and the Multifactor Leadership Questionnaire. Other survey items collected demographic and leadership-experience data. Participants overall scored higher for transformational self-perceived behaviors than for transactional, and higher for intrinsic motivation than extrinsic. Intrinsic motivation related positively to transformational self-perceived behaviors, and extrinsic motivation related positively to transactional self-perceived behaviors. By understanding undergraduates' self-perceptions of their leadership behaviors and motivation, models and methods can be developed to foster and strengthen perspectives that embrace situational application of transformational and transactional behaviors.

Committee: Mark Earley (Advisor); William Arnold (Committee Member); Judith Jackson May (Committee Member); Dafina Lazarus Stewart (Committee Member) Subjects: Education; Educational Theory; Gender; Higher Education; Organization Theory; Teaching

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2009, Psychology/Developmental

The goal of this study was to compare students' achievement goal orientation within schools that take a more direct instruction approach to education (e.g., schools that are not affiliated with any educational organization) and schools that take a more constructivist approach to education (e.g., Montessori schools). Participants included 209elementary school students. The results revealed that although Non-affiliated students were more performance oriented than Montessori students, Non-affiliated students and Montessori students had an equal level of mastery orientation. Additionally, the results indicated that both Montessori and Non-affiliated student were more mastery oriented than performance oriented. Lastly, it was found that students' mastery orientation was related to adaptive outcomes.

Committee: Dara Musher-Eizenman (Advisor); Yiwei Chen (Committee Member); Catherine Stein (Committee Member); Dafina Stewart (Committee Member) Subjects: Psychology

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

Teacher-student relationships have long been identified as an important factor in the success of a student, and in the investment of the teacher. Extensive research has been conducted on the perception and outcomes of teacher-student relationships from the perspective of the teacher and that of the students. However, research on the outcomes, insights, and expectation of teacher-student relationships from the perspective of parents, specifically parents of urban elementary students, is scarce. This study aimed to address the research gap by exploring the lived experiences of urban elementary parents through a phenomenological, qualitative study. Three semi-structured focus groups were held in which the researcher interviewed and facilitated discussions with parents of a child currently in kindergarten- second-grade in an urban school district in Northeastern Ohio. The 16 parent participants were asked to describe characteristics and expectations of high-quality teacher-student relationships, reflecting on their lived experiences and current state as a parent of an elementary student. Participants shared personal anecdotes, reflected on the impact of teachers in their own life, and emphasized the formative role teachers play in all aspects of a child's life. Responses indicated five primary themes when determining expectation and characteristics of teacher-student relationships from the perspective of parents: 1. Strong and consistent communication, 2. Teacher care and connection, 3. Teacher awareness and understanding to individual situations, 4. Holding students and families to high-expectations, and 5. Student engagement and recognition of individualized learning. The results of the study suggest that the teacher-student relationship is pivotal in making meaningful connections and creating a sense of belongingness and interconnectivity for students. Implications of the study indicate the importance of viewing the teacher-student relationship from a comprehensive l (open full item for complete abstract)

Committee: Jane Beese EdD (Committee Chair); Nate Myers PhD (Committee Member); Jake Protivnak PhD (Committee Member) Subjects: Early Childhood Education; Education; Educational Leadership; Educational Theory; Elementary Education; Higher Education; School Administration; Teaching

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

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2023, International Institute for Innovative Instruction

Student perceptions of Doctoral Faculty Advisors (DFAs) and how they support motivation in an online, Professional Doctorate (PD) program were investigated in this dissertation. The purpose of this qualitative case study was to explore how DFAs support online doctoral student motivation to progress in their PD at a private, professionally-focused university. The conceptual framework of Tinto's (1975, 2012) Student Integration Theory and Deci and Ryan's (1985, 2012a, 2012b) Self-Determination Theory guided the investigation of several identified gaps in the literature relating to doctoral student attrition. Specifically, gaps in the literature directed additional research towards online, non-traditional, PD student perceptions of factors which contribute to their feelings of isolation and motivation, academic and social integration, student-faculty relationships, and faculty advising. Five themes emerged from 16 semi-structured interviews: (1) DFA-Student Pairing Process and Expectations, (2) Academic Integration, (3) Social Integration, (4) Motivation, and (5) Non-traditional Student Experience. Implications to practice were identified to improve services offered by DFAs at the university. One recommendation of this study was to increase the sample size. In addition, it was recommended that the study be replicated at similarly populated universities. Other recommendations were to explore student demographic correlations in the DFA-student relationship, DFA commitment, DFA perceptions, resiliency and its connection to the DFA-student relationship, and institutional program evaluations of offered services and programs to meet the needs of their student populations' motivation. A final recommendation of this study was to include multiple research methods to increase triangulation. These recommendations will support the continued development of DFA-student relationships.

Committee: Valerie Storey (Committee Chair); Crissie Jameson (Committee Member); Rachel Althof (Committee Member) Subjects: Adult Education; Education; Educational Theory; Higher Education

Doctor of Philosophy, The Ohio State University, 2022, Engineering Education

“Look to your left and right. Only one of you will become an engineer!” This phrase, which has commonly been broadcasted in engineering courses, tells students an engineering degree is difficult, mentally taxing, and that they may not have the skills needed to be successful. This ‘weed-out' mentality has fueled toxic elements of engineering culture –exclusion, elitism, and the idea that a grueling educational experience makes an engineer. Fortunately, the field of engineering has been evolving and is aiming to educate the next generation of engineers who are diverse in backgrounds and skillsets to combat the problems appearing in an increasingly complex world, which is helping to combat the weed-out culture. With this framing, my research aimed to further elevate the student learning experience through effective feedback that improves learning as well as student motivation and engagement. Feedback is a critical aspect of student learning through which instructors communicate misconceptions or gaps in knowledge, and therefore, is a worthwhile component of engineering education to reform. I employed a mixed methods design to investigate the impacts of feedback on student motivation in engineering mathematics courses. Students from two institutions were recruited for a survey focusing on preferred forms of feedback and quantifying motivation orientations. The quantitative survey results informed qualitative interview recruitment and protocol used to guide discussions around feedback, motivation, and engagement. I used the interviews to further explain the quantitative survey results and provide deeper insights and detailed explanations of individual student experiences regarding feedback and motivation. Through this research I was able to clearly identify the feedback characteristics and practices that motivate engineering students and encourage positive engagement that aligns closely with those practices that education literature points to that improve student (open full item for complete abstract)

Committee: Rachel Kajfez (Advisor); Jeffrey Froyd (Committee Member); Krista Kecskemety (Committee Member) Subjects: Education; Engineering

Doctor of Business Administration (D.B.A.), Franklin University, 2021, Business Administration

Transformational leadership is identified as an innovative managerial approach that highlights empowerment, inspiration, and stimulation of followers (Wang, Kim, & Lee, 2016; Belschak, Den Hartog, & Kalshoven, 2015). Literature supports the idea that a transformational approach to leadership drives innovation and change and creates an environment where employees are inspired and encouraged (Lukowki, 2017). However, the focus of the literature and current research surrounding transformational leadership emphasizes the practical applications utilized within a corporate context, while research analyzing the academic forms of transformational leadership is minimal in comparison. The purpose of this study is to explore a possible relationship between the existence of behaviors by university instructors aligned with transformational leadership and whether these behaviors promote specific student results. The objective of this study is to quantify a correlational relationship between leadership behaviors exhibited by instructors and positive student outcomes, specifically the integration of an interactive teaching style, challenging of students, encouragement of independent thought, and the overall student intellectual stimulation score. The researcher used two existing survey instruments, the Multifactor Leadership Questionnaire (MLQ) (Bass & Avolio, 1995) and the Student Intellectual Stimulation Scale (SISS) (Bolkan & Goodboy, 2010), to test the presence of this correlation.

Committee: Timothy Reymann (Committee Chair); Brenda Jones (Committee Member); Brock Schroeder (Committee Member) Subjects: Academic Guidance Counseling; Business Education; Community College Education; Community Colleges; Education; Educational Leadership; Educational Theory; Higher Education; Instructional Design; Management

Doctor of Philosophy, The Ohio State University, 2011, EDU Policy and Leadership

More literacy research is needed on what motivates urban high school students to write and engage in language arts learning. The three focus areas addressed in this research are (1) urban adolescent language arts literacy learning experiences, (2) youth perspectives about literacy and its link to student achievement, and (3) youth motivations to write. This qualitative methodology investigation is framed within a constructivist paradigm to capture the realities of writing motivation and literacy learning as perceived by eight urban schooled students. The research represents a collective case study that is based on student participants in a multimedia writing camp setting. The research question is: “What student perspectives about literacy learning and academic achievement further explain motivation and engagement and the call for high school literacy reform?” This study is informed by expectancy-value theory of motivation and a qualitative line of inquiry grounded in the sociocultural theory on literacy perspective. Qualitative data was gathered in the form of reflective narratives, interview transcripts, and behavior survey write-in comments.

Committee: Bruce Tuckman PhD (Advisor); Anika Anthony PhD (Committee Member); Antoinette Miranda PhD (Committee Member) Subjects: African Americans; Curriculum Development; Education; Educational Psychology; Language Arts; Literacy; Psychology; Secondary Education; Teaching

Doctor of Philosophy, The Ohio State University, 2006, Educational Policy and Leadership

This study examined the ways in which students in an urban school district responded to being educated in substandard facilities. The purpose of this study was to arrive at an understanding with respect to students' attitudes, perceptions and beliefs regarding the environment(s) in which they are educated. The questions which guided this research were: 1.) To what extent do students perceive their achievement, motivation and/or personal conduct is affected by facility condition? 2.) In what ways does facility condition affect students' perceptions of the overall quality of teaching and administrative staffing within their building? 3.) In what ways does facility condition affect students' perceptions of the degree to which their school district values their education and personal safety? Data consisted of surveys, interviews and observations which were conducted during the district's 2006 traditional Summer School session. Data were collected from fourteen middle school and twenty-five high school students over a period of six weeks. Each participant was enrolled in Summer School courses and completed one fourteen item survey and one interview with the researcher. The researcher also conducted observations within the various Summer School settings. Analysis involved coding responses from surveys and interviews into categories along emergent themes, followed by an item analysis concerning the frequency with which each code surfaced in the study. Analysis revealed students perceived there to be a connection between the condition of the school they attended and their motivation, conduct and achievement. The study also showed students regarded the quality of staffing in their educational environments as being contingent upon the condition of the school itself. Students held the point of view that teachers and principals of higher quality were employed elsewhere and were more effective in well-maintained schools. The study revealed a connection between students' percepti (open full item for complete abstract)

Committee: Philip Daniel (Advisor) Subjects: Education, Administration

Honors Theses, Ohio Dominican University, 2012, Honors Theses

High quality teacher-student relationships increase engagement and academic performance and decrease drop-out (Finn & Rock, 1997). There has been relatively little research on this topic in adolescence. The present study examines adolescents' perception of their relationship with teachers and how this relationship affects their intrinsic academic motivation as a potential mediator between connectedness and academic performance. Forty-two high school students enrolled in a writing course completed the Inventory of Teacher-Student Relationship, Child and Adolescent Social Support Scale, and Student Perceptions of Control Questionnaire. Student interest in the course topic predicted quality of the relationship with teacher. Overall, students who reported a higher quality relationship with their teacher also perceived themselves to be in greater control and to put forth more effort than students reporting a relatively lower quality relationship. Two relationship dimensions “high trust and low alienation“ appeared to account for these findings.

Committee: John Marazita Dr. (Advisor); Marlissa Stauffer Dr. (Advisor) Subjects: Education

Doctor of Education (Ed.D.), Bowling Green State University, 2006, Leadership Studies

The purpose of this dissertation is to describe the essence of the service-learning experience for K-12 teachers in central and northwest Ohio, specifically exploring teacher motivations for initiating service-learning in the classroom. Service-learning is defined as an educational methodology that incorporates student preparation, service to the community, and reflection, with links to the academic curriculum (Billig, 2002). There are six guiding questions that direct this study: a) How do teachers understand and describe their experiences in implementing service-learning projects? b) What motivates teachers to initiate service-learning experiences for their students? c) What benefits, if any, do teachers derive from their service-learning experiences? d) What, if any, academic student benefits do teachers perceive resulting from service-learning experiences? e) What, if any, personal student benefits do teachers perceive resulting from service-learning experiences? and f) What role does administrative leadership play in aiding teachers in sustaining service-learning experiences for their students? This is a phenomenological study. The co-researchers of this study were seven K-12 teachers in central and northwest Ohio who had implemented service-learning in their classrooms in the 24 months prior to the study. I interviewed each co-researcher, transcribed each interview, and used the Stevick-Colaizzi-Keen Method of Analysis of Phenomenological Data for data analysis. Three major themes emerged to describe the essence of implementing service-learning from the K-12 teacher's perspective: a) Connections, b) Resonation in the Heart of the Teacher, and c) The Right Fit with a Teacher's Philosophy and Teaching Style. Connections explains the extreme importance of creating, maintaining, extending, and nurturing connections between teachers and other people with whom they work, between teachers and their students, between teachers and other teachers, between the different (open full item for complete abstract)

Committee: Judy May (Advisor) Subjects:

Doctor of Education, University of Akron, 2012, Educational Leadership

This research study examined the impact of the Advancement Via Individual Determination (AVID) program on students' self-efficacy and academic achievement outcome measures at the middle and high school level. AVID is a college readiness system designed to prepare at-risk students in the fourth through 12th grade for college. The main focus of this study was to determine if there was a difference in students' self-efficacy based on the number of years in the AVID program and if there was a difference in AVID students' academic achievement outcome measures between seventh and eighth grade in reading and math. Participants included seventh through 11th grade AVID students in one suburban school district within northeast Ohio (N = 239). These students reported perceptions of their self-efficacy on the My Voice Survey (QISA, 2010). Student achievement data were obtained from the 2010-2011 Ohio Department of Education Local Report Card. Through multivariate analysis of variance (MANOVA) the data were analyzed. Findings from this study indicated that there were statistically significant differences in students' self-efficacy based on the number of years in the AVID program and statistically significant differences in academic achievement outcome measures between seventh and eighth grade AVID students in reading and math. AVID students' active engagement was statistically significant in year 1 of the AVID program when compared to year 2, year 3 or more. Seventh grade AVID students' math scores had a statistically significant higher mean score (414.66) than did eighth grade AVID students' math scores (403.02). These results suggested that AVID students' self-efficacy and academic achievement outcomes did not increase as they progressed through the program. The data showed that perhaps the AVID program may not be the answer to the problem that was posed in this study and that the AVID program alone may not be the reason for the findings of the study. The results may be at (open full item for complete abstract)

Committee: Renee Mudrey-Camino Dr. (Advisor); Sharon Kruse Dr. (Committee Member); Xin Liang Dr. (Committee Member); Susan Kushner Benson Dr. (Committee Member); Cynthia Reynolds Dr. (Committee Member) Subjects: Education; Educational Leadership

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

The purpose of this study was to bring awareness to the many roles schools play in the lives of young people, their families, and their community. The COVID-19 pandemic brought to the surface the need for people of the community to cooperate and care for one another. This qualitative research study will add to the school district's knowledge and understanding that the impact of social-emotional teaching and learning greatly affect students' success in school. Additionally, a student's connection to school and academic learning can enhance their educational experience. Both students' and teachers' experiences around collaboration also amplify their engagement and motivation to succeed. Two focus groups, one of teachers and one of students, were administered to collect the qualitative data. The results of their testimony were reviewed, and the data revealed the need for an action plan that invites all members of the school neighborhood to participate in social events and workshops, thereby creating a community in practice that centers and uplifts students so they may find even more value in the educational experience

Committee: James Olive PhD (Advisor) Subjects: Education; Educational Leadership; Educational Theory; School Administration; Social Research; Teaching

EDD, Kent State University, 2024, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This study aimed to identify athletic training student intrinsic motivation, with subscales of interest/enjoyment, perceived competence, effort/importance, pressure/tension, perceived choice, value/usefulness, and relatedness, based on the intrinsic motivation inventory (IMI). It also evaluated the effects of feedback as facilitators and barriers to intrinsic motivation in clinical education. Athletic training student feedback was obtained by asking open-ended journaling questions related to how their preceptor interacted with them and provided feedback in their clinical rotation. A mixed-methods approach was utilized for this study. There was a significant difference in pre-post IMI scores in subscales of interest/enjoyment, perceived choice, and value/usefulness. Qualitatively, athletic training students identified active communication, autonomous practice, theory to practice, culture and setting, and nature of feedback as key facilitators to motivation from preceptor feedback. Athletic training students identified key barriers to intrinsic motivation as excessive downtime at clinical sites, extrinsic factors, placement alignment, preceptor stress, and stagnant environment.

Committee: Kimberly Peer (Committee Chair); Hannah Harnar (Committee Co-Chair); Noelle Selkow (Committee Member) Subjects: Education; Health Care; Health Education; Health Sciences; Sports Medicine

EDD, Kent State University, 2023, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

This dissertation study explores the implementation of project-based learning (PBL) in first-grade classrooms and its impact on student engagement. The study emphasizes the importance of collaborative grade-level teams and teacher support in successfully implementing PBL. The study adopts a mixed-methods approach and takes place in a small rural district in the Midwestern United States. The findings indicate that collaborative grade-level teams have a positive impact on teachers' ability to implement PBL. While the quantitative data collected showed no statistical significance in the differences in motivation from the beginning to the end of the study, teachers perceive PBL as valuable and recognize its benefits in promoting student engagement. Student feedback demonstrates increased engagement, enjoyment, and growth in critical thinking and collaboration skills. The study highlights the need for ongoing professional development and support for teachers in PBL implementation. It suggests creating dedicated spaces to highlight student work and integrating PBL into early grades while addressing foundational skills. Further research is recommended to investigate long-term effects and the benefits of PBL across different grade levels and subject areas. The study provides insights into building a collaborative team approach to PBL and encourages teachers to engage in practitioner inquiry to improve their practices and increase student learning and engagement.

Committee: Scott Courtney (Advisor) Subjects: Educational Leadership; Educational Theory; Elementary Education

Doctor of Philosophy, The Ohio State University, 2023, Agricultural and Extension Education

The single most important factor that influences motivation in a learning environment is the teacher (Anderman, 2021). Teachers must be able to assess and influence their students' motivation to have an effective learning environment (Bipp & van Dam, 2014; Fortier et al., 1995; Ryan & Deci, 2020; Schunk et al., 2019; Wigfield & Koenka, 2020). Motivation can be built using different tactics based upon a large quantity of factors including student age, teacher age, course content, learning environment setup, and student interest in the content (Ryan & Deci, 2020; Patrick, 2022; Schunk et al., 2019; Wigfield & Koenka, 2020). Career-Technical Education (CTE) is unique from other education subjects because CTE courses are typically not required and students, alongside their parents or guardians, decide to enroll in the program annually. School-Based Agricultural Education (SBAE) is just one of many areas with CTE programming. SBAE programs can offer a collection of unique activities within their program thanks to the three parts of the program: agriculture classroom, Supervised Agricultural Experience (SAE), and FFA. SBAE programs are motivational to their students because of the novelty of events or activities for students to participate within (Baker & Robinson, 2017). Additionally, using a variety of coaching techniques and providing student-specific support is essential to keeping students motivated and interested in activities (Bowling, 2017; Curry 2017). The purpose of this quantitative study was to explain the relationship among student demographic information (age and years of enrollment in SBAE), and success expectancies, utility value, relative costs on the students' achievement-related choices and performance within the SBAE program. Objective one utilized descriptive methods to learn about the perspectives held by students (n = 70) regarding their expectancies for success within the SBAE program. The findings regarding the success expectancies for the stude (open full item for complete abstract)

Committee: Tracy Kitchel (Advisor); Caryn Filson (Committee Member); Amanda Bowling (Advisor) Subjects: Education; Educational Psychology; Secondary Education; Teaching

Doctor of Education (Ed.D.), University of Findlay, 2021, Education

Teacher-student relationships play a critical role in a student's success in the classroom, including a student's effort, motivation, and confidence in reading. There has been limited research that examines this relationship from the student's viewpoint. This study aimed to explore the student's perspective of this relationship and how it affects a student's motivation, confidence, and effort in reading. This mixed-methods study occurred at a rural school district in Southwest Ohio and aimed to help teachers and administrators better understand how to facilitate a positive teacher-student relationship. Twenty at-risk readers completed a three-part survey. Nine of those students were interviewed to further investigate the teacher-student relationship and how it relates to a student's confidence, effort, and motivation in reading. The researcher collected descriptive statistics and ran correlations on quantitative data while coding was completed with qualitative data. Results concluded that all students in the study viewed their relationship with their teacher as positive. Students stated that it was most important that their teacher show they care, that their teacher helps when they don't understand, and that they feel good in their classroom. In the interviews, it was further revealed that students value a helpful and friendly teacher. A moderate positive correlation was found between a student's view of their relationship and their effort in reading. Interviews showed that those students with a positive relationship were more likely to be motivated in reading class. Finally, there was a moderate negative correlation between the strength of the teacher-student relationship and a student's confidence in reading. When examining these results, it is clear that teachers need to focus on fostering their relationship with their students to aid in motivation and effort in reading class.

Committee: Mary Heather Munger (Committee Chair); Amanda Ochsner (Committee Member); Kara Parker (Committee Member) Subjects: Elementary Education

Doctor of Education (Educational Leadership), Youngstown State University, 2021, Department of Teacher Education and Leadership Studies

This study examines motivational factors based on college students' and faculties' perceptions of motivation using a three-phase mixed-methods research design. The purpose of this research is to determine which factors are most impactful to students' perceptions and actions, so that these data can be used to inform programmatic decisions and course design in the university's education department. The quantitative data collection, which comprised Phases One and Two, utilized the College Student version of the MUSIC® Inventory, as well as the Professor version of the MUSIC® Inventory. Both are designed to determine the factors that impact student motivation (Jones, 2020). The results of the study suggest that the Care factor is the most impactful to student motivation, as its mean was consistently the highest rated across all data collections. When faculty and student survey responses were compared using a paired sample t-test, the Usefulness factor was rated statistically different. In Phase Three, a purposive and representative sample of 12 participants with equal representation from faculty and students utilized interviews to gain insight into their diverse perspectives of motivation and care. Care was a cross-cutting theme in both student and faculty interviews. Five themes emerged from the qualitative interviews: Caring for the Individual, Caring for the Professional, Conflicting Perceptions of Motivational Factors, Candidates' Transference of Caring Actions, and COVID Implications are Both Positive and Negative. Students identified actions from faculty that model the feeling of being cared for (Noddings, 2010, 2013), as well as the need for more meaningful connections to their field. Results from the interviews aligned to the survey results, as the Caring factor remained the most impactful to motivation, and there were varying perceptions of the Usefulness factor.

Committee: Karen Larwin PhD (Committee Chair); Patrick Spearman PhD (Committee Member); Kenneth Miller PhD (Committee Member); Jen Hollinger EdD (Committee Member) Subjects: Education; Educational Leadership

Doctor of Education (Educational Leadership), Youngstown State University, 2020, Department of Teacher Education and Leadership Studies

The purpose of this study was to examine the relationship between student engagement and institutional strategies at Youngstown State University using National Survey for Student Engagement (NSSE) data collected by the Office of Assessment for the years of 2010, 2013, 2016 and 2018. A longitudinal analysis was conducted to determine if there was a statistically significant difference in the level of student engagement between 2010 and 2013 (pre-Student Experience) and 2016 and 2018 (with-Student Experience). The study also examined differences within student types (nontraditional, LGBTQI, students of color, international, commuter and residential students) and engagement outcomes. Thirty-six questions, from the NSSE survey, were identified which correlated to motivation, engagement, participation, academic participation, demographics, and strategy. Results revealed no change in engagement, motivation, and participation based on the institutional strategies for 2010, 2013, 2016, and 2018. However, when comparing results from 2010 and 2013 (pre-Student Experience) and 2016 and 2018 (with-Student Experience) there was a significant increase in pre-graduation engagement for with-Student Experience based on the NSSE data. Additional results showed that when grouping NSSE questions by categories different student types responded to engagement strategies differently.

Committee: Karen Larwin PhD (Committee Chair); Joseph Mosca PhD (Committee Member); Patrick Spearman PhD (Committee Member); Jake Protivnak PhD (Committee Member) Subjects: Higher Education; School Administration