Master of Education (MEd), Bowling Green State University, 2012, Career and Technology Education/Technology

Facilitators make decisions when designing and creating differential instructional materials or activities. The materials or activities each embed scaffolding into the creation process of learning design. Instructional materials require a digital solution for the millennial generation (1977—1990) whether in postsecondary education or the business world (Hudson, K. and Hiemstra, G., 2009). A digital format invokes advocacy on the part of a learner's additional work for a facilitator to respond to student-centric learning. Moreover, connectivism enables the inclusive classroom model to function. According to the Center for Applied Special Technology (CAST), the underlying premise is a reflective awareness of the unique nature of the learner (CAST, 2003). A need exists to accommodate differences, creating learning experiences that suit the learner and maximize his or her ability to progress. A study of generational domains involves differential instruction using pedagogy and tools offering influence for the need of the program, the design, implementation and service delivery, impact or intended learning outcomes, and program effectiveness. Research by Pea (1993), Prensky (2001), and Siemens (2006) gleans information from individuals and shapes their future through learning, discovery, collaboration and personal growth. This study provides information useful to postsecondary education institutions in learning design and practice. Differential instruction theory in this study demonstrated efficient and effective student-centric curricula for improved assessment scores on educational goals/aspirations, foundation to complete under-graduate degree program, and the development of students as future collegiate alumni of critical thinking citizens.

Committee: Terry Herman PhD (Advisor); Paul Cesarini PhD (Committee Member); Edward Whipple PhD (Committee Member) Subjects: Adult Education; Community College Education; Curricula; Curriculum Development; Education; Educational Evaluation; Educational Leadership; Educational Technology; Educational Theory; Instructional Design; Teacher Education; Teaching

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

Teachers are committed to meeting the individual needs of their students, and despite challenges such as a lack of preparedness and formal training, they rose to the occasion and adapted to provide remote instruction during the COVID-19 pandemic. This study contributes to the existing literature on the impact of COVID-19 on students, with a specific focus on those identified with special needs. As a survey-based research study, it aimed to gather insights from educators regarding their efforts to provide remote instruction for these students using Universal Design for Learning (UDL). The results of the study indicate that there were no significant associations between remote learning and grading leniency or student outcomes nor between systemic inequities (e.g., digital divide) and student outcomes. The application of UDL principles, based on reported training levels, showed no significant associate with modified teaching approaches or student outcomes. Additionally, UDL's impact on diverse learners did not yield significant improvements in academic outcomes. Lastly, while teachers reported mixed perceptions of their efficacy during and post-pandemic, no significant statistical associations were found. Overall, while educators adapted and responded to the challenges, the study found limited statistical significance regarding academic outcomes.

Committee: Karen Larwin PhD (Advisor); Colleen Richardson EdD (Committee Member); Kimberly Johnson EdD (Committee Member) Subjects: Social Studies Education; Social Work; Sociolinguistics; Sociology

Ed.D., Antioch University, 2024, Education

Loneliness was declared a national epidemic in May 2023 and an international global threat in November 2023. Sense of belonging, or lack thereof, can greatly contribute to loneliness. Students who feel a sense of belonging at their institution tend to be more engaged and experience higher success rates, which can lead to increased persistence and retention. The objective of this professional innovation dissertation was to investigate how inclusive and equitable teaching practices might increase sense of belonging for students in the learning environment. This study advocates for marginalized students, placing the responsibility for a change in learning environment back on the institution with a specific focus on teaching practices. Maslow's hierarchy of needs provides the foundation for sense of belonging. That hierarchy combined with the intersectionality framework emphasizes how students often have multiple identities, and the combination of identities can impact the way they engage in the learning environment. The transformative paradigm provides institutions with the lens to consider how changes in the learning environment are necessary to provide the types of support students need to be able to develop a sense of belonging. The professional development materials created in this dissertation suggest that critical self-reflection and transformative learning are necessary for faculty to gain an understanding of their students and provide the inclusive and equitable experience they need to develop a sense of belonging, overcoming barriers created by the institution and the complexity of having multiple identities. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Committee: Lesley Jackson Ph.D. (Committee Chair); Gary Delanoeye Ed.D. (Committee Member); Michelle Ramzan Ed.D. (Committee Member) Subjects: Educational Leadership; Higher Education

Doctor of Philosophy (PhD), Ohio University, 2022, Instructional Technology (Education)

Learning spaces in recent times are seeing a shift from traditional classrooms that are instructor led to innovative spaces that are student-centered. This paradigm shift is also seeing the emergence of informal learning spaces that are unstructured and allow for student collaboration. Using the universal design for learning (UDL) as a theoretical framework, this qualitative study examined the design of a collaborative learning space and how the space support or promotes student learning. Data collection techniques used for the study were semi-structured interviews with nine participants recruited as key informants, secondary data, and site observation. To analyze the data collected, Creswell's (2014) three step approach was employed. The first step involved organizing and preparing the data and this was done by downloading the auto generated transcripts and checking it against the recorded interview videos. It also involved removing filler words from the transcripts. Generating broad themes was done as the second step in the analysis process and a total of nine broad themes were generated. For the final step, the transcribed document was imported into Nvivo and codes or sub-themes were created for each broad themes and to address the two research questions. Findings from this study revealed that design decisions made 4 were intentional in promoting collaboration among students. The findings also showed that the flexible setup and multi-purpose use of the spaces appeal to diverse users and supports the principles of UDL. In terms of learning theories, constructionism and constructivism were presented and encouraged. An area of concern identified was limited staffing in running the space and was further worsened by layoffs of full-time staff during the Covid-19 pandemic. The concluding part of the study discussed the implications of the study and direction for future research.

Committee: Jesse Strycker (Advisor); Edna Wangui (Committee Member); Yuchun Zhou (Committee Member); Greg Kessler (Committee Member) Subjects: Education; Educational Technology; Higher Education; Instructional Design

Doctor of Philosophy, University of Toledo, 2019, Curriculum and Instruction: Educational Technology

The value of personal experience in learning is a concept that has been around for thousands of years dating back to the time of Confucius in 450 B.C. Today, personal experience can be accomplished through immersive technology, such as augmented reality, a technology simulating real-world and authentic experiences. Kolb's Theory of Experiential Learning (1984) and Dale's Cone of Experience (1946) theorized not only the importance of learning by doing, but that the type or authenticity of the experience is important in learning outcomes, retention, and learner motivation. Immersive technology has advanced to the point that it is not only accessible, but also user friendly. However, research into the impact of immersive technology remains focused in K-12 settings with students as the consumers, rather than creators of authentic experiences. The purpose of this study was to refocus the research to higher education preservice teachers, a unique population who are the potential creators of these experiences. The study investigated if the use of immersive technology in a preservice teacher project-based learning experience influenced knowledge attainment and retention of a key pedagogical concept and if it affected preservice teacher motivation. The key pedagogical concept selected for the study was Universal Design for Learning (UDL). The individual project-based learning experience required preservice teachers to implement these principles into a functional lesson appropriate for their grade level and subject. The study utilized a baseline/post/posttest design and the Instructional Materials Motivational Survey (IMMS) as instruments. The results of the level of knowledge attainment and retention were inconclusive due to underperformance of the baseline/post/posttest instrument. A more functional, hands-on test of the application of the UDL principle would provide more reliable results. In the motivation construct, the results indicated that the type of ex (open full item for complete abstract)

Committee: Judy Lambert Ph.D. (Committee Chair); Tony Sanchez Ph.D. (Committee Member); Gregory Stone Ph.D. (Committee Member); Claire Stuve Ph.D. (Committee Member) Subjects: Adult Education; Curriculum Development; Early Childhood Education; Education; Educational Technology; Instructional Design; Teacher Education; Teaching; Technology

PhD, University of Cincinnati, 2024, Education, Criminal Justice, and Human Services: Educational Studies

This qualitative research study explores how students negotiate their identities as mathematics learners in a college algebra quadratics unit that implements asset-based frameworks that reframe mathematics curriculum to support student awareness of their capacities. This study adds to existing research discourse on teaching and learning opportunities to transform college algebra from a gatekeeper to a gateway course by integrating Culturally Sustaining Pedagogy (Paris & Alim, 2014) and Universal Design for Learning (Meyer et al., 2014) theoretical frameworks in an open-access first-year college algebra course at a two-year Midwestern college. Working from a pragmatic teacher-as-researcher role, I analyzed 25 students' reflections on their mathematics identities based on nature, institution, discourse, and affinity identities (Gee, 2000). This A-priori approach helped provide a snapshot of students' incoming identities and a trajectory of identities based on students' interactions within this asset-based math learning environment. This study's qualitative analysis of students' perceptions of Universal Design for Learning and Culturally Sustaining Pedagogy adds to the research field by providing an understanding of how students relate the relevance of context and culture to math and their lives.

Committee: Anna Dejarnette Ph.D. (Committee Chair); Mark Sulzer Ph.D. (Committee Member); Janet Mannheimer Zydney Ph.D. (Committee Member) Subjects: Mathematics Education

Doctor of Philosophy, University of Toledo, 2022, Curriculum and Instruction: Educational Technology

With the growth of online learning, as well as the use of technology to supplement in-person learning, technology has enabled many opportunities for creating highly interactive and highly accessible learning environments. However, it is important to design learning environments to be accessible to diverse learners and learners with disabilities. Educational institutions must comply with legislation such as the Americans with Disabilities Act, as well as moral and ethical concerns related to inclusive institutional cultures. As a result, educational institutions should provide professional development and the resources necessary to help faculty members develop accessible course content. Furthermore, the theory of Universal Design for Learning provides a framework for ensuring access to learning opportunities as a part of the course design process. UDL helped to ensure all learners can benefit from accessible learning experiences. This research study explored the use of online professional development and its role in creating accessible online learning environments. A questionnaire was distributed to faculty members to determine if the participation in professional development resulted in positive beliefs towards accessibility. In addition, faculty skills for creating accessible content were evaluated. Courses taught by participating faculty members were evaluated for accessibility using Blackboard Ally, and faculty members were asked about their familiarity with UDL. The research study determined that there was not a significant difference between faculty members who took online professional development compared to those who did not take professional development in relation to attitudes towards accessibility, as well as faculty skills in creating accessible content. The research study identified a significant difference in accessibility of online content, using Blackboard Ally accessibility scores, between faculty members who participated in professional develo (open full item for complete abstract)

Committee: Berhane Teclehaimanot (Committee Chair); Mingli Xiao (Committee Member); Greg Stone (Committee Member); Judy Lambert (Committee Member) Subjects: Educational Technology

MS, Kent State University, 2015, College of Education, Health and Human Services / School of Health Sciences

The purpose of this study is to determine the perceptions of athletic training students, both with and without self-disclosed hidden disabilities, regarding the educational practices within their Athletic Training program (ATP) as measured by the Seven Principles for Good Practice in Undergraduate Education. It was our intent to determine how athletic training students perceive their educational experiences in their overall ATP and do perceptions differ between AT students with self-disclosed hidden disabilities and those without hidden disabilities. Data was collected from students (N = 129) who represented 30 of the 77 CAATE accredited undergraduate athletic training education programs in the US District 4 (GLATA). Five percent of participants (n = 7) self-identified with having a hidden disability, involving a diagnosis that affects their learning experience, including ADHD (n = 5), LD (n = 2), and some form of psychological (n = 1) or medical (n = 1) condition. Significant differences were found between groups when comparing students with a self-disclosed hidden disability and those without on the total instrument score (p= .001), and 4 out of the 7 subscales: Active Learning (p= .000), Prompt Feedback (p= .006), Time On Task (p= .002), and High Expectations (p= .011). AT educators could utilize the Seven Principles for Good Practice in Undergraduate Education to gather information regarding student perceptions of their educational experiences and use that as a basis to implement more UDL inspired approaches grounded in good practice in the didactic and clinical aspects of the program.

Committee: Kimberly Peer Ed.D (Advisor); Amy Quillin Ph.D (Committee Member); Jeffery Huston (Committee Member); Lisa Chinn Ph.D (Committee Member) Subjects: Adult Education; Curricula; Curriculum Development; Education; Educational Evaluation; Educational Theory; Health Sciences; Sports Medicine; Teacher Education; Teaching

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2015, English (Rhetoric and Writing) PhD

Learners—e.g., students and research participants—face unique and invisible barriers to making and sharing knowledge. In fact, some individuals prefer to express themselves in modes that do not comply with “school-sponsored” (Emig, 1971) composing practices. Given writing studies teacher-scholars' established reputation advocating for students of varied abilities, needs, and experiences, this project contends that Universal Design for Learning (UDL) could sustain writing studies teacher-scholars' continued efforts for student advocacy and diverse learning practices. Stemming from disability studies, UDL fosters practices that are inclusive and accessible from inception for learners, including but not limited to individuals with military experience. Using mixed methods procedures for conducting and representing findings, this project shares the “self-sponsored” (Emig, 1971) multimodal literate practices of 301 current and former, male and female U.S. Military service personnel—including but not limited to their use of digital technologies. Findings reveal that literate practices foster complex identity negotiations and a sense of personal agency. Indeed, co-interpreters testify to the ways in which composing practices affirm their differences (identities) and agency as survivors—not victims—of trauma through their use of multimodal practices like drawing and public speaking, which a UDL worldview best facilitates.

Committee: Kristine Blair (Committee Chair); Lee Nickoson (Committee Member); Sue Carter Wood (Committee Member); Alexis Hart (Committee Member); Laura Lengel (Committee Member) Subjects: Composition; Rhetoric

PHD, Kent State University, 2013, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The purpose of the study was to examine the effectiveness and feasibility of using tiered instruction to increase the frequency of conversational turn taking (CTT) among preschoolers with and without disabilities in an inclusive setting. Three CTT interventions (Universal Design for Learning, Peer Mediated Instruction, and Milieu Teaching) were organized on a hierarchy of intensity and implemented in an additive manner. Using an increasing intensity across participants with a reversal design, child progress was monitored over time and children were moved through tiers based on level of need. A functional relationship between tiered instruction and CTT was found for nine of 13 child participants and the strongest intervention effects were observed at tier one. All but one child participant showed an increase in conversational turn taking from baseline to reinstatement. Teacher fidelity of implementation was monitored at each tier. Her overall average was 90% with the highest percent occurring in tier one. Resulting contributions to the literature include a better understanding of the feasibility of tiered instruction for the inclusive early childhood classroom, the effectiveness of tiered instruction for increasing CTT, and practical considerations for implementation of tiered instruction across tiers and phase change decisions.

Committee: Kristie Pretti-Frontczak Ph.D. (Committee Co-Chair); Sanna Harjusola-Webb Ph.D. (Committee Co-Chair); Christine Balan Ph.D. (Committee Member); Richard Cowan Ph.D (Committee Member) Subjects: Education; Special Education