Doctor of Philosophy, The Ohio State University, 2003, Educational Policy and Leadership

Student interest in a subject is considered to be a valuable motivational resource, however little is known about how it develops. A multi-phased, mixed methodological research design was incorporated to study the effect of teacher interest on student interest in high school core courses. In Phase 1, high school students (n=112) nominated a teacher who had helped them learn and become interested in one of four core courses (English, mathematics, science, and social studies). Students also evaluated their nominee's interest and effectiveness in the course, as well as their own interest in the selected subject. Statistical analyses found that student perceptions of teacher interest predicted their own levels of subject interest. In Phase 2, students in the classrooms (n=163) of the three most frequently nominated teachers (all in 12th grade) were administered the student subject interest measure as well as an individual topic interest measure. There were significant differences in student subject interest scores between course levels (standard and Advanced Placement), but not across domains, gender or ethnicity. Finally in Phase 3, the top three teachers were qualitatively examined using interviews, observations, and document analysis of curricular material. Before the final wrap-up interview with each teacher, randomly selected students participated in focus groups. They discussed and evaluated their teachers' efforts to support their subject interest. Because the literature is limited on the topic of teacher interest, the qualitative data was used to construct a grounded theory of responsive interest. The qualitative data supported the quantitative findings that student perceptions of teacher interest in the subject contribute to and determine the components of student subject interest. Furthermore, a mandated curricular context restricts traditional methods of integrating student interest into the curriculum. Therefore, teachers must depend on instructional practic (open full item for complete abstract)

Committee: Prof. Anita Woolfolk Hoy (Advisor); Prof. Patti Lather (Advisor) Subjects:

Doctor of Philosophy (PhD), Ohio University, 2010, Communication Studies (Communication)

This dissertation examines the role of teacher communication, student interest, and student engagement in the teaching and process and contributes to prior theory and research in several ways. First, this study unites two teacher behaviors into a concise model of teaching and learning. Research has indicated that teacher immediacy and teacher clarity can have an important influence on student learning. This study considers the combined influence of these variables on student outcomes. Second, this dissertation examines the role of student interest in the instructional context. In particular, this dissertation explores how communication on the part of teachers can influence emotional interest and cognitive interest on the part of students. Guided by emotional interest theory, cognitive interest theory, and the tenets of an operational model, this dissertation informs how teacher communication behaviors influence student interest and how interest impacts student engagement and learning.

Committee: Elizabeth E. Graham (Committee Co-Chair); Scott Titsworth (Committee Co-Chair); Andrew M. Ledbetter (Committee Member); George A. Johanson (Committee Member) Subjects: Communication

Doctor of Philosophy, University of Toledo, 2017, Curriculum and Instruction: Special Education

Often children with disabilities have difficulty engaging in tasks and may display off-task behaviors. Children learn best when they are interested in a topic. This generalized learning is more meaningful than memorization of facts (McWilliam & Casey, 2008). When engagement time is increased, children often display higher cognitive skills and more appropriate social and behavioral skills (McWilliam & Casey, 2008). The use of naturalistic interventions and child initiated activities have been shown to improve children's level of engagement. This study determined how the duration and level of engagement was affected when teachers paired interest materials in the dramatic play center with teacher facilitation, defined as priming using nonfiction literature, implementing topic-related play materials, and suggesting how to play in the center. Three preschool children with speech and language disabilities along with their teachers from three classrooms participated. The children's interests were determined by parent interviews, interest inventories, and systematic classroom observations. The early childhood teachers provided facilitation by reading a nonfiction book about the child's topic of interest, embedding related play materials, and suggesting how children should take on play roles in the dramatic play center. The children's time on task and engagement levels were measured. A multiple baseline design was used across the three classrooms to determine the effectiveness of the intervention.

Committee: Laurie Dinnebeil (Committee Chair); Joan Kaderavek (Committee Member); William McInerney (Committee Member); Ruslan Slutsky (Committee Member) Subjects: Early Childhood Education; Education; Special Education

MS, University of Cincinnati, 2008, Allied Health Sciences : Genetic Counseling

Studies show teachers play an influential role in the career decision-making process of students and early knowledge of genetic counseling (GC) increases the likelihood students will consider this career option. This quantitative study is the first to explore the presentation of GC and other health care career options by high school (HS) biology/life science (B/LS) teachers in their classrooms. Our findings indicate most B/LS teachers present GC as a career option to HS students, agree it complements classroom activities, and perceive students as interested in learning about the profession. However, teachers noted many barriers to spending class time presenting GC careers, such as time restrictions, mandatory curriculum standards, and discomfort with their knowledge of GC. Consequently, a substantial number of teachers spend a minimal amount of time presenting health care careers in general. We discuss HS B/LS teachers' experiences introducing GC as a career option.

Committee: Nancy Warren MS, CGC (Committee Chair); Meredith Tabangin MPH (Committee Member); Carl Huether PhD (Committee Member); Bethany Bowling PhD (Committee Member) Subjects: Education; Genetics; Health Care; Teacher Education