Master of Arts (MA), Ohio University, 2005, Linguistics (Arts and Sciences)

For over two decades, scholars in the field of second language teaching have proposedextensive lists of strategies to motivate language learners. However, the number ofstudies investigating the actual use of those strategies in L2 classrooms is meager. Thispaper examines the importance and frequency of 43 motivational strategies divided into16 conceptual domains. Twenty-three teachers and 213 students of an EFL school inBrazil participated in the investigation. Quantitative and qualitative data were drawn fromquestionnaires, interviews, and classroom observations. The results suggest that from the16 conceptual domains of motivational strategies, three are potentially motivating.Results also reveal that some strategies regarded as important have been underutilized inthe classroom. In addition, based on the findings, implications and suggestions formotivating learning are drawn. Considerations for further research are also discussed.

Committee: David Bell (Advisor) Subjects: Language, Linguistics

Master of Arts, University of Toledo, 0, English (as a Second Language)

The popularity of Arabic language classes has increased in the recent years. Most research has focused on Arabic language teaching to post-secondary education; however, limited research investigated the strategies used to teach Arabic as a foreign language to school students. This thesis investigates the strategies used by Arabic language teachers to teach Arabic language at Al-Bayan School in Sylvania, Ohio. This study shows that teachers use technology based strategies; group based strategies; bilingual strategies; experience based; movement based strategies; motivation-based; discussion based strategies, in their teaching. This study aims at bridging the gap in teaching Arabic as a foreign language research through providing a much needed overview of approaches used by teachers of Arabic as a foreign language at the K-12 level.

Committee: Melinda Reichelt (Committee Chair); Samir Abu-Absi (Committee Member); Gaby Semaan (Committee Member) Subjects: Foreign Language

Doctor of Philosophy, Case Western Reserve University, 2007, Music Education

The purpose of this study was to describe the teaching and learning strategies demonstrated by middle school band teachers in Northeast Ohio who reported a student-directed teaching style. This study used a two-stage mixed methods design prioritizing quantitative data and statistical analyses, but also employing qualitative data collection methods in a second stage to enrich perspective and discussion on student-directed teaching and learning strategies (Creswell, 2003). In the first stage, quantitative data was gathered using a researcher-designed demographic questionnaire and Gumm's Music Teaching Style Inventory (MTSI) (Gumm, 2004b). These surveys were delivered online to 120 middle school band teachers in Northeast Ohio, with hard copies administered to two participants who requested them (N = 122). Forty-nine respondents returned completed surveys, representing a return rate of 40.2%. In Stage One, data were analyzed to determine participant teaching styles so that the most student-directed middle school band teachers could be identified and observed during Stage Two. Relationships and differences among selected demographics and MTSI scores were also analyzed, yielding several significant results, including a significant, positive, moderate relationship (p = .00; r = .52) between teacher- and student-directed MTSI scores. Stage One results also revealed that teacher-directed instruction was more prevalent than student-directed instruction; middle school band teachers in Northeast Ohio seemed to prioritize a more teacher-directed rehearsal. In the second stage of the study, three of the most student-directed band teachers were observed and videotaped during five rehearsals, and interviewed following observation. Based on the analysis of videotapes, observational field notes, interview transcripts, and interview notes, quantitative computations and qualitative descriptions of student-directed band teachers were possible. The teachers observed and interviewed duri (open full item for complete abstract)

Committee: William Bauer (Advisor) Subjects:

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2024, International Institute for Innovative Instruction

Students faced many challenges during the onset of COVID-19 across the country, including isolation in their learning from not being able to be in the classroom with their peers. Although we are four years post- pandemic, a survey found more than 80% of public schools reported “stunted behavioral and socioemotional development” in their students because of the COVID-19 pandemic (De Leon, 2022). Public school leaders have seen an impact from the pandemic on students' socio-emotional and behavioral development and have seen increased incidents of classroom disruptions from negative behaviors in the classroom (56 percent) (National Center for Education Statistics, 2022). The purpose of this case study is to see how teachers have implemented SEL post- pandemic and the strategies used to improve behavior in the classroom and reduce office referrals, since COVID-19. There were 17 participants from one urban school district in the Midwest that participated in interviews and 12 of those participants participated in a classroom observation. Hearing the experiences of educators from the last four school years on students' SEL skills, looking at SEL competencies presently being taught in the classroom, along with office referral data from the last four school years provides results that will help guide educators as we move further away from the pandemic.

Committee: Eliot Jackson (Committee Chair); Linda Locke (Committee Member); Crissie Jameson (Committee Member) Subjects: Education; Middle School Education; Teaching

Doctor of Philosophy, The Ohio State University, 2024, Psychology

Current longitudinal research in developmental science has shown that during college, students generally experience a progressive decline in psychosocial adjustment. First-generation college students (FGCS) encounter unique adjustment difficulties that impact their academic success. Yet, no current research tracks these students' progress based on key factors (i.e., socioemotional competence, psychosocial adjustment, and perceived academic control) that are critical to academic success. To fill this research gap, this short-term longitudinal study is the first to examine how these variables affect academic outcomes among emerging adult college freshmen at two timepoints, as they take one of their first college courses during their first semester of college. Findings show that the associations between most of these study variables are statistically significant and indicative of unique differences between FGCS and continuing-generation college students (CGCS) as academic learners. Perceived academic control was the only key predictor of academic performance. Despite reporting higher levels of psychological distress than CGCS across both timepoints, FGCS only showed significant differences in depression levels by the end of their first semester of college. Academic enrichment program participation did not impact academic performance. These study findings are used to expand FGCS research and offer practitioners relevant insights to support these students' positive adjustment to college upon entry.

Committee: Stephen Petrill (Committee Chair); Kelly Purtell (Committee Member); Sarah Schoppe-Sullivan (Committee Member) Subjects: Developmental Psychology; Education; Educational Psychology; Higher Education; Higher Education Administration; Psychology

Doctor of Education (Ed.D.), Bowling Green State University, 2023, Leadership Studies

This qualitative study used Glaser and Strauss' (1967) grounded theory design and explored leader and teacher perspectives of driving and restraining forces when implementing Finnish strategies for joyful leading, teaching, and learning. The study examined teacher perceptions of autonomy as well as differences between Ohio school district typologies with higher or lower populations of students from historically marginalized groups. Twelve participants, including six leaders and six teachers represented five of the eight Ohio school district typologies. Participants completed a Qualtrics demographic survey and the Oxford Happiness Questionnaire (OHQ) (Hills & Argyle, 2002), had a pre-implementation and post-implementation Zoom interview using Seidman's (2019) semi-structured interview protocol, completed three weekly Qualtrics journal entries, and a member checking Qualtrics survey. Participants implemented strategies for joyful leading, teaching, and learning using a Joy Menu created by the researcher, which condensed strategies from Timothy D. Walker's (2017) book Teach Like Finland: 33 Simple Strategies for Joyful Classrooms. Dedoose software was utilized along with memo writing and a hybrid coding approach to analyze transcripts with constant comparative methodology. Through the lens of Kurt Lewin's Force Field Analysis Model, findings from the analysis were condensed into eight emergent themes, five driving forces, and five restraining forces, all of which were synthesized to create a theoretical model. Findings suggested that benefits of joy included improved connections and relationships, improved school culture, increased student engagement, and stress relief, all from a cost-effective initiative. Barriers to joy included overarching stress, changes to childhood, limited background knowledge, perceptions of joy, and a culture of accountability. Mastery and autonomy may need to coexist to fully realize joy in education, and leaders should provide (open full item for complete abstract)

Committee: Judy Jackson May Ph.D. (Committee Chair); Andrea Cripps Ph.D. (Other); Patrick Pauken Ph.D., J.D. (Committee Member); Deborah Margolis Ph.D. (Committee Member); Christy Galletta Horner Ph.D. (Committee Member) Subjects: Curricula; Curriculum Development; Early Childhood Education; Education; Education Philosophy; Education Policy; Educational Evaluation; Educational Leadership; Educational Theory; Elementary Education; Ethics; Families and Family Life; Higher Education; School Counseling; Teacher Education; Teaching

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

Teachers are always looking for ways to motivate and engage the students in their classroom. Previous research studies have explored how teachers can motivate and engage their students. A number of studies show how coaches can motivate their athletes but there has been very little research looking at how these two professions can work together to better one another. The purpose of this qualitative study is to investigate if there are strategies of motivation that teachers can gain from coaches. Through semi-structured interviews guided by an interview protocol eleven teacher-coaches were interviewed to see if and how they use their strategies of motivation from coaching in their classrooms. The results of this study produced six themes: 1. From the Playbook to the Textbook: What Teachers Can Learn From Coaches, 2. Constructing the Student- Teacher and Athlete-Coach Relationship: How to Build and Maintain a Relationship With Students and Athletes, 3. Developing the Whole Person is the Real Priority, 4. Leveraging Failures as Teaching and Coaching Tactics, 5. Letting Students/Athletes Take the Wheel- Increasing Autonomy in Lesson and Practice Plans, and 6. Where Coaching and Teaching Stray From One Another. For teachers looking to further motivate and engage their students, they should start by getting to know their students beyond the surface level in class. Invest time into their lives so the students know that they are cared for and respected. For future research, more research should be conducted on the relationship teacher-coaches have with their students and athletes. What kind of influence does this relationship have over the students/athletes.

Committee: Amanda Bowling PhD (Advisor); Tracy Kitchel PhD (Advisor) Subjects: Agricultural Education; Education; Educational Leadership

Doctor of Philosophy, University of Toledo, 2019, Curriculum and Instruction

This study explored how one teacher's instructional strategies and perceptions about STEM investigations with kindergarten children evolved over the course of three years of participation in the NURTURES professional development program. The purpose of this study was to gather and share useful information about the effects of long- term professional development on early childhood science instruction. Specifically, the study provides information on changes in a teacher's use of questioning to prompt classroom discourse, encouragement of science and engineering practices, use of behavior management during STEM investigations, and perceptions about science teaching for very young children. Analyses of the data, both quantitative and qualitative in nature, provide detailed descriptions of how comprehensive professional development can impact classroom practices that support high-quality discourse and student engagement during inquiry and engineering investigations at the early childhood level. Findings showed an increase in the teacher's use of higher-level questions and science and engineering practices, a decrease in behavior management instances, and an altered perception of what inquiry-based science looks and sounds like in a kindergarten classroom.

Committee: Susanna Hapgood (Advisor); Charlene Czerniak M (Committee Member); Joan Kaderavek N (Committee Member); Scott Molitor (Committee Member) Subjects: Early Childhood Education; Education; Elementary Education; Engineering; Mathematics Education; Science Education; Teacher Education; Teaching

Doctor of Philosophy in Urban Education, Cleveland State University, 2019, College of Education and Human Services

Qualitative naturalistic descriptive methodology was used to describe how pre-licensure nursing students and clinical nurse educators perceive students learn to clinically reason in the clinical education setting; and, to learn how clinical time is utilized to develop clinical reasoning. Semi-structured interviews were conducted among ten students who were enrolled in junior level courses in traditional and accelerated baccalaureate nursing programs and eight clinical educators, who taught junior level clinical courses, at the same Midwestern university school of nursing. The findings from this study revealed rich data that warranted analyzing student and educator perceptions separately, though some similar ideas emerged. Using thematic analysis, 93 thematic categories from student nurse perceptions and 71 categories from clinical educator perceptions were discovered with six (6) overarching themes emerging, three from each participant group. The themes were from student perceptions were: “Tying It All Together,” It's All About Learning, and The Environment Influences Learning. The themes from clinical educator perceptions were: Instructor at the Core, Clinical Educator Perceptions Differ, and Approaches to Teaching. This study found that students perceive the development of clinical reasoning (1) is profoundly influenced by the clinical educator's level of commitment to their success; (2) is shaped by teaching strategies that are grounded in sociocultural, constructivist, and adult educational theory that promote higher order thinking; and (3) is encouraged by supportive learning communities of discourse that encourage peer collaboration and focus on the tenets of the nursing process while utilizing reliable resources. Clinical educator perceptions reveal they (1) do not recognize the influence they may have in developing clinical reasoning and professionalism in nursing students; and (2) are committed to student learning and value humanistic behavior but are in (open full item for complete abstract)

Committee: Corinne Wheeler Dr. (Committee Chair); Katherine Clonan-Roy Dr. (Committee Member); Mary McDonald Dr. (Committee Member) Subjects: Education; Educational Theory; Health Education; Health Sciences; Higher Education; Nursing; Teaching

PHD, Kent State University, 2017, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

Scientific developments such as cloning and nuclear energy have generated many controversial issues pertain to many political, social, environmental, ethical and cultural values in different societies around the globe. These controversies delimited and encircled the potential of including and teaching some important aspects of science in schools and therefore caused less consideration to the influence of these issues on enhancing the scientific literacy of people in general. The purpose of this study was to investigate how Saudi science teachers in the city of Tabuk in Saudi Arabia view and teach SSI in Saudi Arabia. This study employed semi-structured interviews with Saudi science teachers. Methodologically, this study used a constructivist grounded theory as a method for analysis to generate in-depth descriptive data about Saudi science teachers' views and teaching strategies of socio-scientific issues. Some direct and indirect benefits pertain to teaching science, understanding the relationship between science, religion, and society and some other topics are discussed in this study.

Committee: Todd Hawley (Committee Chair) Subjects: Curricula; Science Education

MA, Kent State University, 2014, College of the Arts / School of Art

Teaching socially transformative art lessons can instill positive social change in individual students, classroom environment, and the school setting. However, many art teachers do not attempt socially transformative art lessons at the risk of disciplinary action, termination, personal safety, and reputation. This single subject case-study examines a successful socially transformative art lesson executed in the classroom and reveals strategies that will assist other art educators.

Committee: Linda Hoeptner Poling PhD. (Advisor) Subjects: Art Education

Doctor of Philosophy, The Ohio State University, 2005, Physical Activity and Educational Services

The ability to critically think is an essential quality needed in today's nurses. Nurse educators are challenged to employ teaching methods that provide nursing students with the opportunity to practice and enhance their critical thinking skills. Deliberative discussion is one such teaching method that invites participants to engage in a shared inquiry regarding public issues. The purpose of this pretest-posttest control group experimental study was to investigate the effects of using the deliberative discussion method teaching strategy to enhance the critical thinking abilities of Freshman Nursing students. All Freshman Nursing students in a baccalaureate nursing program at a small, private university were invited to participate (N = 71) and completed pretest and posttest data were collected on 23 nursing students. Participants were randomly assigned to attend three deliberative discussion sessions over a 13 week period or to the control group. Using the California Critical Thinking Skills Test, the researcher found that there was no difference in critical thinking scores between the deliberative discussion group (n = 7) and the control group (n = 16). The quality and depth of students' critical thinking abilities during the deliberative discussions did not increase from session one to session three. However, there was evidence that critical thinking did occur in two out of the three sessions. Findings have implications for nurse educators to help them develop insight into the usefulness of deliberative discussions as a means to foster critical thinking in nursing students. Further, future longitudinal research is needed to study changes in critical thinking over longer periods of time using the deliberative discussion method.

Committee: David Stein (Advisor) Subjects:

Doctor of Musical Arts, The Ohio State University, 2004, Music

The purpose of this Doctor of Musical Arts document is to identify and explore different learning modality combinations expressed by university flute students in the studio class. In five lessons, this document investigated how activities based on the technical and musical aspects of selected standard flute repertoire could be used in the studio class with students expressing their personal learning modalities. In this qualitative study of metacognition, the students' awareness of their learning modality was observed as they became more conscious of their own learning style. The goal of this document was to encourage university flute students to incorporate a personal understanding of their individual learning process within the flute studio class. The majority of literature on student learning styles focuses primarily on elementary-aged students. However, this study examined how teaching strategies can be applied to students on the university level with music as the academic subject. This research identified and used different teaching strategies that encouraged students to reach their potential of understanding of their learning modality within a group environment. The study participants ranged from freshman to senior level flute majors at The Ohio State University and included both performance and music education majors. Students took the VARK learning modality questionnaire, which determined if they were visual, aural, reading, or kinesthetic learners. A combination of classroom observations and questionnaire results produced student learning profiles for each of the seven participants. The student reflection responses from each of the five lessons, as well as the final exit questionnaire, revealed that students found the studio class environment and the teaching strategies effective in meeting their personal learning styles. This brief study produced positive responses from all of the participants, particularly regarding group instruction and the students' self (open full item for complete abstract)

Committee: Katherine Jones (Advisor) Subjects: Education, Music; Music

Master of Arts (MA), Bowling Green State University, 2006, English

This analysis reviews key studies that report common ‘technical difficulties' encountered by many instructors as they implement online technology into their curricula and compares these problems with similar implementations that were more successful or that emphasized instructional strategies that may counteract or prevent such difficulties in similar curriculum modifications. Along with the pedagogical theories of noted psychologists and educational theorists John Dewey, Jean Piaget, Lev Vygotsky, and Albert Bandura, this analysis further examines the program design of five online technologies utilized in university-level technology-based classes: course Web shells represented by the platform Blackboard, multi-user domain (MUD) environments represented by LinguaMOO, Weblogs (blogs) as maintained on public forums, personal data/file player devices represented by Apple's iPod, and email (as maintained through personal or university accounts/servers). With this analysis, ten final guidelines that emphasize multimedia literacy and cognitive/pedagogical value are offered as considerations for curriculum designers implementing technology into their instruction.

Committee: Kristine Blair (Advisor) Subjects: Education, Technology

Doctor of Education, Ashland University, 2008, College of Education

The purpose of this study was to understand how a rural elementary school achieved high student performance. The study was a case study of one elementary school. Data were collected through observations, interviews, and document reviews. This study provided a detailed description of one rural elementary school's culture and instructional practices that were adopted by the staff to improve the educational program from a state ranking of Academic Watch in 2001 to Excellent in 2005. This study identified key components of two intervention programs, a professional development plan, and the change process which took place at the school as well as instructional practices in establishing and monitoring goals, using graphic organizers, engaging students in activities, and increasing instructional time.

Committee: Carla Edlefson PhD (Advisor); Nathan Myers PhD (Committee Member); Herb Broda PhD (Committee Member) Subjects: Curricula; Elementary Education; Teaching

Ph.D., Antioch University, 2009, Leadership and Change

Job embedded professional development in the K-12 education setting has long been discussed and debated. This study builds on standards of critical reflection and thinking using the National Institute for Excellence in Education's Teacher Advancement Program's master teacher model as a conduit between theory and practice. A study of professional development design based on student learning strategies became worthy of review. The master teacher, through field testing and critical reflection, isolates critical elements necessary to transform teaching practice around student learning strategies. The work of the master teacher is situated as a leader of change within a professional learning community. This work has potential to promote significant school improvement. The Teacher Advancement Program models a systematic process by which teachers develop and tune teaching strategies directly from student identified need. This study captures the chronicling process as it relates to and aligns with standards of critical thinking, student meta-cognition, and student deployment and use. It provides a forum for training teachers to be critically reflective practitioners moving conversation and study from theory to practice. The electronic version of this dissertation is available in the open-access OhioLink ETD Center, www.ohiolink.edu/etd.

Committee: Elizabeth Holloway PhD (Committee Chair); Laurien Alexandre PhD (Committee Member); Brad Mitchell PhD (Committee Member); Todd White PhD (Other) Subjects: Education; Educational Evaluation; Secondary Education; Teaching

Doctor of Education (Educational Leadership), Youngstown State University, 2012, Department of Teacher Education and Leadership Studies

Read-aloud is a technique predominantly utilized at the elementary level. This study was designed to research the effectiveness of this technique at the middle school level, specifically, sixth grade students who were not receiving special education or additional reading intervention services. Until recently, research on read-aloud in the middle school has been limited. For the current investigation, students in two middle schools within the same school system in Virginia were tested using the Diagnostic Online Reading Assessment (DORA) during the fall of 2009 and again in the spring of 2010. Data from the pretest and posttest in the areas of reading comprehension and vocabulary were collected and analyzed using SPSS Version 18. Pretest and posttest raw scores, along with gender, were analyzed for reliability, and, correlational and multivariate analyses were conducted to examine for potential relationships and group differences. Qualitative data were gathered from anecdotal logs from the teachers from the treatment group and the researcher from fidelity checks throughout the research period. Information from teachers included: attendance, student reactions, lessons, and personal reflections. Researcher information included observations of teachers from control and treatment groups, and included information such as: types of questions asked, activities utilized, and demeanor/behavior of the students. This data was analyzed for trends to complement the quantitative data from the assessments. Significant findings and their implications are discussed.

Committee: Karen Larwin Ph.D. (Committee Chair); Karen Becker Ph.D. (Committee Member); Bob Beebe Ph.D. (Committee Member); Gail Saunders-Smith Ph.D. (Committee Member) Subjects: Education; Educational Tests and Measurements; Literacy; Middle School Education; Reading Instruction; Teacher Education; Teaching