Doctor of Philosophy (PhD), Ohio University, 2016, Curriculum and Instruction Mathematics Education (Education)

Math Teachers' Circles are content-focused professional development for K–12 mathematics teachers that engage teachers and mathematicians in intensive, collaborative problem solving. Typically, Math Teachers' Circles begin with a weeklong summer immersion workshop. This study explored the effects of participation in such professional development on elementary and middle school teachers' mathematical identities, their mathematics teaching identities, and the interaction of these identities. This investigation used an explanatory multiple-case study methodology. Extreme cases were identified from first-time participants at three Math Teachers' Circle sites across the United States. Shifts in these teachers' identities were explored through open-ended interviews, pre- and post-workshop surveys, and written reflections. Teachers' identities were understood as the extent to which the teachers' personal identities aligned with the normative identity of the Math Teachers' Circle. The teachers' mathematical identities evolved most significantly as a result of their participation. During the immersion workshop, the teachers found that perseverance and collaboration assisted in their success at solving challenging and open-ended mathematics problems, and their confidence and motivation increased over the week. As a result, teachers' sense of self, including mathematics self-concept and self-efficacy, became stronger, and their understanding of the nature of mathematics evolved to include patterns, connections, and open-ended problems. The immersion workshop also changed teachers' perceptions of effective mathematics pedagogy. The teachers in this study found that collaborating and struggling through nonroutine problems was useful to their understanding of the problems and of teaching and learning mathematics. The teachers intended to use similar problems and pedagogy in their classes. However, the teachers' perceptions of their teaching abilities remained relatively (open full item for complete abstract)

Committee: Robert Klein (Advisor); Gregory Foley (Committee Member); Jeff Connor (Committee Member); Courtney Koestler (Committee Member) Subjects: Education; Inservice Training; Mathematics Education; Teaching

EdD, University of Cincinnati, 2002, Education : Literacy

The present case study investigated the process of transformation in 5 nonnative English-speaking teachers' (NNETs') perceptions regarding their identity and self. The purpose of the study was to better understand and describe NNETs' perceptions of who they were and who they became as a result of their sojourn and/or pursuing further education in a L2 educational and cultural setting (i.e., the U.S.). The results indicated that: 1) There was a multiple array of perceptions regarding self in NNETs' identity (re)construction; 2) NNETs' perceptions regarding self and value orientations changed over time; 3) NNETs discovered the “hidden” culture (Hall, 1976) in themselves while exploring L2 culture; 4) NNETs underwent adaptation difficulties; and, 5) NNETs developed survival strategies to cope with these difficulties.

Committee: Dr. Mary S. Benedetti (Advisor) Subjects:

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

Of the roughly 3.5 million public school teachers in the United States, approximately 80% are White. In contrast, about 51.7% of the nation's students are African American, Hispanic, Asian, and American Indian. This mismatch is expected to grow as the number of BIPOC students in our nation's public schools continues to increase. Studies have shown that strong positive relationships are essential for learning, but often, the relationships between White teachers and BIPOC students are strained at best, leading to poorer learning outcomes. The purpose of this Constructivist Grounded Theory study was to explore an understudied question: How do White teachers who have been deemed exemplary by educators and parents of Color perceive their relationships and experiences with BIPOC students in an educational system and a society that often marginalizes them? Open-ended interviews were conducted with 19 middle and high school teachers in Massachusetts. Dimensional analysis revealed Being-and-Becoming Across Difference as the core dimension. Five primary dimensions were identified: Reflecting, Relating, Embodying Humility, Affirming Culture, and Holding Hope. Results of this study suggest that significant changes are needed in the recruitment and hiring of White teachers and that pre-service and in-service professional development must support White teachers in far more robust and sustaining ways than currently exist. This dissertation is available in open access at AURA, https://aura.antioch.edu/, and OhioLINK ETD Center, https://etd.ohiolink.edu.

Committee: Elizabeth Holloway PhD (Committee Chair); Harriet Schwartz PhD (Committee Member); Maureen Walker PhD (Committee Member); Christine Sleeter PhD (Committee Member) Subjects: Curriculum Development; Education; Education History; Education Policy; Educational Leadership; Educational Psychology; Educational Theory; Ethnic Studies; Inservice Training; Middle School Education; Minority and Ethnic Groups; Multicultural Education; Pedagogy; Personal Relationships; Psychology; Secondary Education; Social Psychology; Social Research; Sociology; Teacher Education; Teaching

Doctor of Philosophy (Ph.D.), University of Dayton, 2022, Educational Leadership

This narrative study explored the experiences of pre-service teacher trainees in a TEFL Certificate program for migrants and returnees to Mexico. The study used the analytical lens of Wenger's (1998) communities of practice framework to trace ways in which participants formed their language teacher identities during participation, especially considering their life trajectories and binational, bicultural experiences. Recommendations for program developers in relation to curriculum and potential activities, which seek include and build upon these counter-stories of migrant experience, are included.

Committee: Colleen Gallagher (Committee Chair); Michele Welkener (Committee Member); Miranda Hallett (Committee Member); Treavor Bogard (Committee Member) Subjects: Education; Educational Leadership; English As A Second Language; Teacher Education; Teaching

EdD, University of Cincinnati, 2020, Education, Criminal Justice, and Human Services: Curriculum and Instruction

The professional identity of an educator frames one's decision making as they navigate within K-12 systems. A teacher's ability to contribute to the profession of teaching and learning creates teacher leaders who experience a renewal of skill development, increased engagement, and the transfer of knowledge in building a culture of collaboration, commitment, and shared leadership. When opportunities for teacher leadership are lacking, teachers become isolated within K-12 systems, disenchanted with teaching, and disengaged from the teaching profession. The problem will persist if conditions for educator development are incremental and isolated (Fullan, Galluzzo, Morris, & Watson, 1998). Using professional identity as a conceptual framework for teacher leadership, the purpose of this qualitative case study is to investigate how the development of professional identity of 17 STEM teacher leaders form within embedded organizational structures of leadership activities. A case study was conducted to accomplish the purpose of understanding how experienced STEM teacher leaders perceived teacher leadership and how their professional identity was influenced as a teacher leader by their interactions within organizational structures of teacher leadership support. Qualitative research methods including semistructured interviews, online surveys, and program and district documents, were used to obtain narratives of the professional identity of seventeen participants. Data were analyzed using the analytical framework of York-Barr and Duke's (2004) dimensions of practice to understand the influences organizational factors of beliefs, contexts, and activities have on the development of STEM teacher professional identity. The study yielded evidence that (a) perceptions of teacher leadership are dependent upon self-efficacy, agency, skills, dispositions, and content knowledge within K-12 systems; (b) interactions within K-12 systems develop skills and dispositions for op (open full item for complete abstract)

Committee: Helen Meyer Ph.D. (Committee Chair); Marshella (Shelly) Harkness Ph.D. (Committee Member); Kathleen Koenig Ph.D. (Committee Member) Subjects: Education

Doctor of Philosophy, University of Akron, 2015, Elementary Education

The phenomena of crisis in the formation and development of teacher identity is not unknown in the field of educational research, yet the study of these phenomena tends to focus on preservice and novice teachers. The purpose of this research is to discover through veteran teacher narratives, descriptions of crisis-like incidents, as well as any growth and transformation they may have experienced in the context of the profession. By studying teacher stories I hope to contribute to the understanding of how teachers navigate their teaching lives and shifting identities, especially in the face of difficulty, and gain insight into the value of collectively sharing and talking about the stories together. This Organic and Narrative based inquiry engaged three veteran teachers in conversations about the difficulties and challenges (crisis-like situations) of their teaching lives. The stories of crisis-like incidents (Veteran Stories) varied greatly, but themes emerged, such as: passion for the profession; varying needs for reflection; conflict of personal beliefs and institutional beliefs; conflict of belonging and not belonging; harmed and healed relationships; and the presence of a strongly held core belief. The process of sharing crisis stories in a safe and caring environment was quite transformative for participants. Their reflections indicated increased understanding of self and others, desire to be of service, a sense of wellbeing and personal implications, as well. They concluded that teachers often cause crisis-like incidents for other teachers, and that reflecting on incidents, while emotionally difficult, proved valuable to them. The researcher gained increased awareness of the vulnerabilities and risk in teaching, and now views herself as moving into teacher Elderhood. Early readers responded to the stories of crisis with stories of their own, demonstrating the truly widespread nature of crisis-like incidents in the lives of public school teachers (open full item for complete abstract)

Committee: Gary Holliday Dr. (Advisor); Renee Mudrey-Camino Dr. (Committee Member); Alfred Daviso Dr. (Committee Member); Sandra Spickard-Prettyman Dr. (Committee Member); Rebecca McElfresh Dr. (Committee Member); Diane Montgomery Dr. (Committee Member) Subjects: Adult Education; Early Childhood Education; Education; Education Philosophy; Educational Psychology; Elementary Education; Middle School Education; Pedagogy; Personal Relationships; Philosophy; Psychology; Psychotherapy; Spirituality; Teacher Education; Teaching

Doctor of Philosophy, The Ohio State University, 2009, ED Teaching and Learning (Columbus campus)

In this study, a new conceptual model of Science Teacher Identity (STI) was proposed and examined. The construct dimensions of science teacher identity were conceptualized; a newly developed instrument to measure the level of science teacher identity was tested for validity and reliability; and preliminary evidence in support of the STI model was gathered. For this study, a 48-item questionnaire was developed in Likert format to measure the nine postulated dimensions of the proposed STI model: science teachers' personal learning experience, having knowledge and skills, community practice, science teaching practice, degree of success, social respect, belief and value in science teaching, intrinsic satisfaction, and representation. To validate the construct validity of nine dimensions, the model of STI was quantitatively and qualitatively examined using a sample of 17 preservice science teachers who were completing a graduate level science teacher preparation program. Techniques used included administration of a questionnaire, interviews, and document analysis. To examine the underlying structural formation of the STI model, subscale score reliabilities and correlations of each dimension of the STI model to a variety of variables were analyzed using survey data from an instrument administered to 414 experienced science teachers. Results provided empirical evidence that the construct of science teacher identity can be explicitly modeled and reliably measured. Also, preliminary findings supported the construct validity of the STI model, with several hypothesized correlations implied by the model being documented, and the change in level of STI expected to be associated with professional development experiences being observed.

Committee: David Haury (Advisor); Robert Hite (Committee Member); Patricia Brosnan (Committee Member) Subjects: Science Education

Doctor of Education, Miami University, 2023, Educational Leadership

This qualitative study, limited to only three female participants and bounded by proximity, sought to provide a better understanding of how the social class background of teachers may impact pedagogy. Utilizing Crenshaw's intersectionality of identity lens and Bourdieu's Cultural Reproduction Theory, this research focused on a social constructivist interpretive framework to explore through the use of three in depth semistructured interviews how the class background of teachers may impact pedagogy. Data gathered from the semi-structured interviews was collected and inductively content analyzed to answer the research question: How does the class background of teachers from the middle class and working-class/poor impact their pedagogy? This problem of practice has relevance because many students of poor/working-class backgrounds continue to achieve at much lower levels than their more upper-class peers. Research in academia exists regarding social class as an economic construct and social class as culture; however, there remains a general lack of research involving teachers in K-12 schools exploring pedagogical beliefs and practices related to social class. Several pertinent ideas were revealed through semi-structured interviews with teacher participants. Teachers do have emergent notions of class beyond socioeconomic status but lack the knowledge to identify them as so. Judgements of people from lower social class backgrounds is present for all participants. All participants identify their first recognizable class-based experienced to be in an educational setting. Lastly, the selfidentified class background of teacher participants did impact their pedagogical beliefs and practices. Professional development designed to encourage teachers to think reflexively about their class-based assumptions and how they may unknowingly reinforce a negative view of the poor/working class that transmits the hidden curriculum of schools could have the power to effe (open full item for complete abstract)

Committee: Joel Malin (Committee Co-Chair); Lucian Szlizewski (Committee Co-Chair); Sherrill Sellers (Committee Member) Subjects: Education

PHD, Kent State University, 2022, College of the Arts / School of Music, Hugh A. Glauser

BAGWELL, DAWN MICHELLE, M.M., MAY 2022 LOOKING IN ON MUSIC PROGRAM TEACHER TRANSITIONS: A MULTIPLE CASE STUDY (254PP.) Dissertation Advisors: Jay Dorfman, Ph.D., and Christopher Venesile, Ph.D. The purpose of this multiple case study was to examine the impact of teacher transition on established secondary school music programs. Through semi-structured interviews, I explored outcomes of teacher transition through the lens of the Social Identity Theory. The sample consisted of: (1) a large Southeastern Florida suburban music program where the music teacher transitioned following a tragic incident in the school; (2) a medium Northeastern Ohio suburban thriving vocal program that transitioned to a new director in the last two years; and (3) a large, private Northeastern Ohio School located in an urban school district where a former music educator is now the principal responsible for hiring the new educator. The participants included teachers, students, parents, and administrators who have been involved in transitions of the leadership of established music programs. Three research questions guided this multiple case study: How do music teachers who have taken over leadership of established programs describe their experience related to the facets of transition? How do non-teacher participants involved in established music programs describe their experience related to the facets of transitions? How are the elements of group identity impacted by teacher transition? Data collection consisted of individual interviews, email correspondences, program handbooks, and researcher journal notes. Results suggested that the transition process ended when every student who had the predecessor graduated. Any changes to the program caused threats to the group identity resulting in negative behaviors towards the incoming teacher. The predecessors' acceptance of the new teacher did not impact the transition process, and students were impacted by how they were told their pre (open full item for complete abstract)

Committee: Jay Dorfman Ph.D. (Committee Co-Chair); Craig Resta Ph.D. (Committee Member); Martha Lash Ph.D. (Committee Member); Christopher Venesile Ph.D. (Committee Co-Chair) Subjects: Music; Music Education; Pedagogy; Teacher Education; Teaching

Doctor of Philosophy, The Ohio State University, 2022, Educational Studies

America's public schools are diversifying. This diversification demands that teacher preparation programs prepare novice teachers with a vision of teaching that accounts for cultural difference. Scholars like Gloria Ladson-Billings have done work on how teachers might move toward more culturally relevant teaching with all students, but Ladson-Billings herself observes the need for a more theoretical grounding for this kind of teaching. I investigate the vision of teaching found in the philosophies of Plato, Jean-Jacques Rousseau, John Dewey, Nel Noddings, and Paulo Freire to see if any of them offer the theoretical grounding for culturally relevant teaching. When these philosophies are found wanting, I turn my investigation to an organization doing the explicit work of preparing teachers to teach culturally Other students—Teach For America. I also suggest the philosophy of Charles Taylor offers useful principles for grounding culturally relevant teaching. Through historical and qualitative study, I use Teach For America as a case study of a teacher preparation program preparing teachers to teach diverse students. This dissertation offers lessons for all teacher preparation programs seeking to better do this work and for all teachers wishing to be culturally relevant in the classroom.

Committee: Bryan R. Warnick (Advisor); Winston C. Thompson (Committee Member); Jan Nespor (Committee Member); Ann Allen (Committee Member) Subjects: Education; Education History; Education Philosophy; Education Policy; Philosophy; Teaching

Ph.D., Antioch University, 2021, Leadership and Change

Research and scholarship in multicultural education has consistently affirmed that as a result of the long standing racial academic achievement gap and the current teaching force not reflecting the changing demographics of students in the United States, students of color continue to be deprived from having teachers who look like them and who may bring similar life, social, and cultural experiences that can increase the value they place on academics. The purpose of this study was to explore the lived experiences of teachers of color and how they perceive their identity as significant and meaningful to their profession and its influential impact on the academic success of students of color. It is the role-model premise that students can benefit from seeing teachers with similar racial/ethnic background in a position of authority in school. This research was grounded on the depth that qualitative inquiry brings to the field of education and was critical to the ongoing thematic interpretation of teachers of colors' often preconceived views of identity. Findings were extracted from 14 teachers of color participants who were engaged in a reflective process that revealed emerging themes from their individual and common perceptions and experiences. This study affirms that teachers of color are vital in the education system and as anticipated, their reflective narratives each produced a landscape of stories that brought meaning into their different backgrounds, personal stories, challenges, belief system, and career that surfaced their initial motivation for entering the teaching profession. This study is also embedded within a framework that draws particularly from two theoretical lenses; identity theory and identity construction theory. Employing identity studies to teachers is an extension of ways in which theoretical views intersects with teachers' lives, experiences and perceptions of their role and educational practices. This dissertation is available in open access at (open full item for complete abstract)

Committee: Lize Booysen DBL (Committee Chair); Elizabeth Holloway PhD (Committee Member); Kamuela Ka'Ahanui EdD (Committee Member) Subjects: African American Studies; American Studies; Cultural Anthropology; Early Childhood Education; Education; Education History; Education Philosophy; Education Policy; Educational Leadership; Educational Sociology; Educational Theory; Ethics; Ethnic Studies; Higher Education; Hispanic American Studies; Latin American Studies; Secondary Education

Master of Science, The Ohio State University, 2021, Agricultural and Extension Education

To maintain job satisfaction, occupational commitment, self-efficacy, and levels of motivation, it is important for a teacher to develop a professional teaching identity that tells them who they are (Day, 2002). The purpose of this study was to better understand the development of teacher identity in preservice agriscience teachers during an early field experience (EFE) placement. Data for this phenomenological study were triangulated through the collection of written reflections and photovoice reflections along with a in a semi-structured exit interview after the completion of their early field experience. Data were analyzed with an axial and open-coding process where “key words” can help to outline important information within the reflections (Corbin & Strauss, 2008). Four themes that emerged from this study: 1) Change of Personal Feelings from Excitement to Anxiousness; 2) Understanding Multiple Roles of the Agriscience Educator; 3) Adoption of Professional Roles Throughout the EFE; and 4) Understanding the Need for Passion with the Profession. Throughout the experience, preservice agriscience teachers experienced a change in emotions, understanding of the roles of an agriscience teacher, and ultimately decided whether they could see themselves entering the profession. Further research was recommended to develop deeper understanding of the identity development in preservice teachers before student teaching.

Committee: Caryn Filson (Advisor); Tracy Kitchel (Committee Member) Subjects: Agricultural Education

Doctor of Philosophy (PhD), Ohio University, 2019, Curriculum and Instruction (Education)

Education plays a fundamental role in the identity formation of individuals. National identity has been at the heart of our understanding of our nation-states. Globalization has challenged long-lasting beliefs about various forms of identity. In recent years, a number of scholars have called for internationalizing teacher education. The movement for globalizing curriculum questions such concepts as national identity. Recent developments in education have heightened the need for conversation about the complex relationship between national identity and education. Some view national identity as a unifying force while others regard it as a divisive force. There are various areas in education where the role of national identity has been subject to considerable debate. In recent years, the majority of education research on American national identity has focused on students' perspectives. This dissertation is a qualitative study of reflections on American national identity, submitted starting Summer 2008 through Fall 2018 by 83 student teachers across all grade bands (K-12) and content areas (Language Arts, Social Studies, Science, Mathematics, Special Education and Modern Languages) who completed three months of student teaching in an overseas country through the Consortium for Overseas Student Teaching during their final undergraduate senior year. Thematic analysis was used as the data research method to identify themes across data. Despite the importance of overseas student teachers' (OSTs) perception of American national identity, this line of research has remained understudied. In this research study, the perspectives of 83 OSTs on American national identity as well as their perspectives on how citizens of their host countries perceived Americans upon completion of their overseas student teaching are described. The differences of OSTs' reflections across host countries are also analyzed in this dissertation. Therefore, this study contributes new findings to the (open full item for complete abstract)

Committee: Frans Doppen PhD (Advisor); Michael Kopish PhD (Committee Member); Emmanuel Jean Francois PhD (Committee Member); Mathew Felton-Koestler PhD (Committee Member); Charles Lowery PhD (Committee Member) Subjects: American Studies; Education; Educational Leadership; Higher Education; Language; Social Studies Education; Teacher Education

Doctor of Education (EdD), Ohio University, 2016, Educational Administration (Education)

The current demographics of American public schools indicate that while the student population has become more diverse, the teaching force remains overwhelmingly White. Moreover, teachers are segregated in terms of where they teach: White teachers tend to work in schools with mostly White students, whereas Black teachers teach in schools that have a higher population of Black and minority students. However, there are Black teachers who work in majority White schools, and their stories are largely underrepresented in the existing body of research. Through this qualitative study, an attempt to allow these narratives is offered. These unheard voices enable readers to understand the experiences of these Black teachers. Specifically, the researcher used three theoretical frameworks (Critical Race, Racial Identity, and Tokenism) to examine the lived experiences of this study's participants. Each of the six teachers was purposefully selected from three predominantly White Midwestern school districts. To gather data, the researcher used an in depth phenomenological protocol that required each participant to be interviewed three times. All interviews were transcribed, and the resulting transcripts were coded to reveal themes that addressed the research questions. From an analysis of these themes, the researcher concluded that although the Black teachers encountered challenges consistent with those described by previous researchers, they also enjoyed many positive opportunities. Additionally, the findings revealed all participants developed and identified with their racial identity differently. Moreover, the degree to which they identified with being Black contributed to the sense they made of their experiences in mostly White schools. Lastly, this study's participants acknowledged their token status, but also understood that others (e.g. White teachers and parents) may negatively perceive them as tokens. However, the participants in this study drew strength from their racial (open full item for complete abstract)

Committee: Dwan Robinson Ph.D (Committee Chair); Krisanna Machtmes Ph.D (Committee Member); Ann Paulins Ph.D (Committee Member); Ginger Weade Ph.D (Committee Member) Subjects: Education; Educational Leadership

PHD, Kent State University, 2014, College of Arts and Sciences / Department of English

This dissertation examines the ways that teachers of writing conceptualize and employ the term “writer.” The field of Rhetoric and Composition has a long history of prioritizing the writer in the writing process; a steady stream of scholarship has called for students to “see themselves as writers,” and the central issues of the field have long been associated with—sometimes even defined by—various conceptions of what a “writer” ought to be or do. This project responds to calls across the discipline for a more comprehensive understanding of both the writer and its place in scholarly conversations. Through two qualitative studies of writing teachers—a series of 10 multi-tiered ethnographic interviews and an interactive focus group—I explore various notions of "writer" and their pedagogical ramifications. Data were gathered and analyzed using a constructivist methodology (unstructured interviews and inductive coding) and contextualized within observed trends in Composition scholarship. Results reveal widely disparate notions of writer amongst participants, but also some shared assumptions. The coding process resulted in eight data-based categories: four broad types of writer and four overarching characteristics of writer. These categories, while discrete, interconnect in intriguing ways, and the observed tension between them suggests that the word “writer” cannot be viewed in singular terms. The most pronounced disjuncture is between identity and activity; that is, notions of writer based on the act of writing tend to clash with the mythologized “figure” of the writer. Results further suggest that even as Composition pedagogies evolve in the 21st century, the term “writer” tends to be associated with neo-romantic and anachronistic ideas of writing and literacy. In light of these results, I argue that the identity of writer may be too tenuous and unstable to serve as a pedagogical goal. In a broad sense, this research illuminates the implications of competing discou (open full item for complete abstract)

Committee: Sara Newman Ph.D. (Committee Chair) Subjects: Communication; Composition; Curriculum Development; Higher Education; Literacy; Pedagogy; Rhetoric; Teaching

PHD, Kent State University, 2013, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

A CASE STUDY OF AN EARLY CHILDHOOD MINORITY TEACHER AND HOW SHE FORMED HER PROFESSIONAL IDENTITY (pp. 274) Director of Dissertation: Martha J. Lash, Ph.D. This qualitative case study is an investigation of the role of race, school context, and personal and professional experiences in the formation of an early childhood teacher's professional identity. Data sources included interviews, observations, conversations, field notes, and school artifacts. Member checking, triangulation, and extended observation supported the trustworthiness of the results. The findings of the research indicate that major themes related to identity formation included family influence, teaching values and beliefs, and identity shift. Main themes related to the minority status of the participant were emotions and feeling of alienation. Finally, major themes related to school context and personal and professional experiences included relationships with children and parents, relationships with teachers and staff members at the school, early learning experiences, and images of a good teacher. The study concludes with suggestions for early childhood education programs and future researchers.

Committee: Martha Lash Dr. (Advisor); Richard Ambrose Dr. (Committee Member); Averil McClelland Dr. (Committee Member) Subjects: Early Childhood Education; Teacher Education

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

This qualitative multi-case study delved into the perceptions of five immigrant and refugee high school students enrolled in an early childhood pathway program in a Midwest high school in the USA. The primary objectives were to explore how these aspiring teachers' Funds of Identity (FOI) influenced their perceptions of teaching in the USA, understand their motivations for choosing a teaching career, and uncover their perspectives on the roles of early childhood teachers. Data collection involved participant-created artifacts, in-depth semi-structured interviews, and focus group discussions conducted over several months. The study found that participants' perceptions of teaching in the USA were profoundly shaped by their FOI. Their previous informal caregiving roles and a strong desire to positively impact early childhood education motivated them to pursue teaching careers. Their social and family backgrounds reinforced the view of teaching as a moral duty aligned with principles of ensuring educational access for all children. Additionally, they thrived in structured educational settings as both learners and aspiring educators. However, language and cultural challenges emerged as complex issues within teacher education programs and the teaching field. As English language learners with diverse cultural backgrounds, participants recognized these challenges, including potential difficulties in navigating college life and concerns about financial stability related to higher education. Yet, they recognized their diverse language and cultural backgrounds as strengths that could positively impact others. They all believed they possessed the ability to make a significant difference in the lives of children and society, which drove them to pursue their dreams in the teaching field.

Committee: Monica Miller Mash (Committee Chair); Shannon Navy (Committee Member); Alicia Crowe (Committee Member) Subjects: Early Childhood Education; Teacher Education

Doctor of Philosophy (PhD), Ohio University, 2024, Communication Studies (Communication)

This dissertation examined the experiences of teacher candidates during their first semester of their student teaching. In this study I explored the memorable messages teacher candidates received from influential figures in their lives, and how those messages played a role in their teacher identity construction, through utilizing the Theory of Memorable Messages. Additionally, I investigated events and occurrences, defined as turning points, to gain a deeper understanding of when and how teacher candidates recalled the memorable messages they received during their student teaching. I conducted my research using an interpretive framework, where a phronetic iterative analysis (Tracy, 2020) was applied when interviewing 10 teacher candidates. In Chapter 1, I shared the statement of the problem and argued for closing the gap regarding teacher identity, memorable messages, and turning points. In Chapter 2, I discussed the teacher identity, specifically professional and personal teacher identity, as well as identity research in communication studies and identity construction among early teachers. Additionally, I explored memorable messages, educational related memorable messages, message senders and influential figures, and the Theory of Memorable Messages. Lastly, I discussed turning points and posed my research questions. In Chapter 3, I provided an overview of the methodology I utilized to address my research questions.

Committee: Angela Hosek Dr. (Committee Chair); Ann Bainbridge Frymier Dr. (Committee Member); China Billotte Verhoff Dr. (Committee Member); Michael Kopish Dr. (Committee Member) Subjects: Communication; Education; Teacher Education

Ed.D., Antioch University, 2023, Education

Action towards planetary well-being requires more than environmental awareness, acquisition of knowledge, or technological fixes; it necessitates a sacred connection, recognizing interdependence, and an ethic that maintains dignity for all non-human beings. It requires a shift in our ecological consciousness from the dominator and exploitative (I-it) view to the connected and participatory (I-thou) view which is best facilitated by an emerging paradigm called ecospirituality. For the next generation to adopt this paradigm, teachers must first adopt it. The research goal was to to transform teachers' relationship with the natural world by enlisting ecospirituality as central in supporting teacher wellness, as an intervening variable for pro-environmental behaviors, and in developing robust ecological identities among teachers and correspondingly their students. The literature review focused on several intersecting but distinct theoretical approaches including; holistic learning theory, spiritual identity development, nature-based education, the indigenous worldview, and ecospirituality. For this dissertation, an immersive, spiritually enhanced, eco-curriculum called More than mindfulness: A teacher fellowship in ecospirituality was developed. It was then implemented in order to cultivate ecospiritual mindsets among the participants. The research sample drew from a 28 member, preschool-8th grade teaching faculty employed by a private, holistic school. The study was a convergent parallel mixed methods design and utilized a focus group technique where participant reflection was the source of qualitative data and pre and post surveys yield both quantitative and qualitative data. The research suggests that ecospirituality serves as a uniquely transformative paradigm for educators. The teacher fellowship changed the way the educators situate themselves in relation to the natural world as the data showed a significant increase in participant connectedness to na (open full item for complete abstract)

Committee: Ashley Nielsen Ph.D. (Committee Chair); David Sobel M.Ed. (Committee Member); Cheryl Charles Ph.D. (Committee Member) Subjects: Education; Environmental Education; Spirituality; Teacher Education

Doctor of Philosophy (Ph.D.), University of Dayton, 2023, Educational Leadership

Within the field of early childhood education, a multitude of paradoxes exist. The tensions between early educators and the broader community have yielded barriers for advocacy, preventing the voices from those working directly with children from being heard in conversations where impactful decisions are made. This study aimed to explore the feelings and perceptions of those working directly with young children regarding advocacy, professionalism, and the barriers within systems intended to support the work of early care and education. Issues regarding roles and responsibilities, relationships within the work of caring for young children, definitions of advocacy, and concerns regarding work environments were discussed across six interviews with women from a variety of backgrounds who have moved positions and programs within the field.

Committee: Shauna Adams (Committee Chair); Mary Ziskin (Committee Member); Pamela Young (Committee Member); Richard Stock (Committee Member) Subjects: Early Childhood Education; Education; Educational Leadership; Psychology