Ph.D., Antioch University, 2025, Leadership and Change

As schools increasingly adopt restorative practices, a parallel shift in leadership is occurring, challenging traditional leadership models like servant and transformational leadership. While research has largely focused on student outcomes, there is a critical gap in understanding how restorative practices influence school principals' leadership. Given their central role in sustaining and expanding restorative initiatives, this study aimed to address that gap by developing a definitional framework for restorative leadership, grounded in the experiences of women school leaders in grades 5 to 12. Using sensemaking theory, the research examined how leaders conceptualize and apply restorative values in practice. Key questions included how restorative leadership is understood, how it shapes leadership identity, and how it is enacted in practice. A mixed-methods design was employed, integrating survey data (N = 52) and semi-structured interviews (N = 12). Findings revealed that while 51.92% of participants recognized the term “restorative leadership,” many were already practicing it without labeling it as such. Restorative leadership emerged as a dynamic process of knowing, being, and doing, rooted in self-awareness, relational repair, participatory decision-making, and collective well-being. It challenges hierarchical paradigms and fosters inclusive school cultures, with the potential to disrupt inequitable systems, improve school climates, and promote leader well-being. Based on these findings, several key recommendations for action are proposed: establishing Restorative Leadership Intensives (RLIs) to deepen principals' engagement with restorative practices, integrating restorative leadership into leadership development programs and professional certifications, advocating for gender-equitable leadership models that emphasize relational strengths, and embedding restorative practices into school policies to create inclusive cultures. These actions a (open full item for complete abstract)

Doctor of Nursing Practice , Case Western Reserve University, 0, School of Nursing

Background: Pulmonary embolism (PE) is a common cause of morbidity and mortality and continues to increase in overall incidence. Percutaneous Thromboembolectomy is a less invasive alternative therapeutic strategy that can be used for the treatment of acute pulmonary embolism (PE). This therapy is usually performed in patients with acute high-risk (massive) PE for whom thrombolysis is contraindicated or has failed and for whom surgical intervention is not available or is contraindicated. These patients are at extremely high risk for cardiopulmonary complications and are very challenging to care for from an anesthetic standpoint. Because it is a growing mode of therapy, CRNAs should be educated on how to appropriately care for these patients. Purpose: The purpose of this DNP project was to develop, implement, and evaluate an evidence-based educational module for anesthetic management of minimally invasive catheter-based removal of massive pulmonary embolism (Minimally-Invasive Pulmonary Thromboembolectomy) for CRNAs and SRNAs who practice in the General Adult ORs at a large academic quaternary care center. Methods: This DNP scholarly project was designed as a one-time clinical educational module on the current best practice guidelines for anesthetic management for the minimally invasive removal of massive PE for CRNAs and SRNAs. Keywords: pulmonary embolism, minimally-invasive pulmonary embolectomy, thromboembolectomy, Certified Registered Nurse Anesthetists, Student Registered Nurse Anesthetists

Ph.D., Antioch University, 2024, Leadership and Change

In higher education, the focus on student success often takes center stage in research and the professor-as-teacher practice. While numerous empirical studies concentrate on the growth and development of undergraduate students, this dissertation delves into professors' relational and felt experiences in positive teaching-learning relationships. Four terminal-degreed professors from four different schools and three different disciplines–education, humanities, and leadership–engaged in photography and were then interviewed. Participants reflected on their photographs and their experiences in a teaching-learning relationship with their students. The present study aimed to illuminate the unspoken language of connection by utilizing interpretive phenomenology and photovoice to uncover professors' relational and felt experiences and how these moments energize and rejuvenate them. Research revealed two overarching themes: generativity and seeing students' humanity; and five group experiential themes: foundational influences, relational proximity, intentional presence, assessment as a learning conversation, and feeling aligned. The theoretical foundation of this dissertation weaved together a diverse array of theories and concepts, including relational cultural theory (RCT), somatics, and embodiment. The insight from the literature combined with the findings from this study offer understanding in how professor-student relationships in higher education can be places of mutual empowerment, empathy, and mattering. By grounding the research framework in human interaction's relational and fluid, alive, and pulsating bodies, this dissertation contributes to a more humanized and inclusive understanding of the intricate relationships that shape higher education. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Doctor of Education (Ed.D.), University of Findlay, 2024, Education

Professional development (PD) hours are required for licensure renewal for the more than 110,000 teachers in Ohio. Despite being entrenched in the culture of education; many teachers view PD negatively. In this qualitative study, three structures of PD are studied to determine their impact on teacher attitudes. These three structures are online learning modules, professional conference/self-guided PD, and cohort/professional learning communities (PLC). The PD models are analyzed through the theoretical framework of andragogy, or the adult learning theory. There are six principles of andragogy, and these ideas were central to the questions in both a Google Form survey and semi-structured interview questions. There were 76 survey participants that fit the criteria of an Ohio teacher that had been through the licensure renewal process at least once and had engaged in all three models of PD being studied. Six of these participants were chosen to be interviewed via Zoom to gather more in-depth explanations as to why they answered the survey questions the way they did. The research determined that the more aligned to the principles of andragogy the PD structure is, the more positively it is received by the teachers. Conferences/self-guided PD were viewed most positively, followed by cohort/PLCs, and finally online modules; the first encompassed all six of the tenets of andragogy, cohort/PLCs included five out of six, and online modules comprised only one of the principles. This research has implications for those that plan and execute PD, especially at the district level. To elicit positive attitudes toward professional development, the model employed should prioritize the principles of andragogy.

Doctor of Philosophy, The Ohio State University, 2024, EDU Policy and Leadership

This study asked what elements should be included in a cognitive accessibility heuristic framework for parent-educators to compare STEM educational video games for K-5 level autistic children who require substantial supports? To provide an answer to this question, two component questions were asked: 1) “which computer learning game environment and affordance considerations should be included in a cognitive accessibility heuristic framework?” and 2) “which elements of which evidence-based practices should be included in a cognitive accessibility heuristic framework?” A heuristic framework was created that poses questions regarding autism cognitive accessibility considerations for game settings, user interface elements, and user interaction feedback elements that align with evidence-based practices for autism. A small group of 10 participants were parent-educators of autistic children who met the study question criteria and were solicited by convenience and snowball sampling. The heuristic was tested against two STEM-based computer learning games at the K-5 curricular level, specifically Box Island and Peg Plus Cat – Music Maker). Participants were asked to evaluate the heuristic against these games based on how they thought their autistic children would perceive the game experience. Data showed that the list of questions included in the heuristic appropriately considered autism cognitive accessibility when evaluating computer STEM-based computer learning game settings, when reviewing the game environment interface, and when responding to user interaction. The study concluded that participants considered all questions were valuable and should be included. Since the relative importance of some questions differed amongst participants, the heuristic also demonstrated sufficient flexibility to accommodate varying needs of the participants' autistic players. Participants indicated that stepping through the heuristic provided heightened awareness of autistic percept (open full item for complete abstract)

Ph.D., Antioch University, 2024, Leadership and Change

This dissertation project used an interpretivist qualitative research design to study how the right-to-read claim made by seven teenagers attending Detroit public schools in 2016 reflects, addresses, or describes contemporary discussions about educational access. Using situational analysis (SA) as a theory/method, the entirety of the claim comprises the situation of the social phenomenon being studied, not the people. This research combines critical race theory (CRT) with Bronfenbrenner's ecological systems and uses situation analysis to map historical discourses to conduct a study that examines the history of a present situation of inquiry as presented by this question: How does the 2016 right-to-read claim made by high school students in Detroit, Michigan reflect, address, or describe contemporary discussions about educational access? The study collected data to allow me to construct a prosopography that articulates an answer to the question that claims access to literacy is a public school policy right. Because situational analysis (SA) is designed to open research data to aspects of a circumstance that may have been overlooked, marginalized, or silenced, I was not certain the research results would answer this exact question. Additionally, critical theory and SA were used to conduct this qualitative research, examining historical data that addresses the right-to-read claim as a Foucaultian programmatic social problem. As such, it seeks to understand the complexities of recurring and historically situated education practices that limit actualizing U.S. education policies that embrace access to basic literacy skills as a human right. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Ph.D., Antioch University, 2024, Antioch Seattle: Counselor Education & Supervision

This multilevel mixed methods investigation examines the experiences of developing self-evaluation skills for simulation fellows in an interprofessional simulation fellowship program. Interprofessional fellows (N = 12) and faculty (N = 4) engaged in a three-phase study using video-assisted learning tools to explore the differences in self-evaluation (perceived performance) and faculty evaluation (actual performance) in developing debriefing skills. For the quantitative component, fellows and faculty completed the DASH© tool to evaluate the quality of debriefing to help close the gaps between fellow self-evaluation and faculty evaluation. For the qualitative component, video-stimulated think-aloud and video-assisted debriefing the debriefer were utilized to understand how video-assisted learning tools contribute to self-evaluation skills from each level separately. A combined focus group and thematic analysis were utilized to identify facilitators and barriers to self-evaluation. Integrative case examples of developing self-evaluation skills are restoried for mixed analysis and data integration. Through which, meta-inferences are drawn out to understand the experiences, interactions, and mechanisms of the multilevel phenomenon. The results indicated that fellows generally overestimate their skills performance, and video-assisted learning tools support in the development of more realistic self-perception eliminating underestimation and closing the gap between perceived and actual performance. A model for interprofessional collaboration is proposed for scaffolded feedback practices to promote self-evaluation of skills and performance. Implications for counselor education, healthcare simulation, and health professions education are presented.

Specialist in Education (Ed.S.), University of Dayton, 2024, School Psychology

This study explored teacher perceptions of their preparedness to address trauma in students, a critical concern given the impact of trauma on student well-being and academic success. Utilizing a qualitative research design, in-depth interviews were conducted with seven teachers from a Midwestern school district to understand their experiences and perspectives. The findings reveal a significant gap in pre-service training regarding trauma-informed practices, potentially highlighting a reliance on in-service professional development and personal experience for coping strategies. Six key themes emerged: the inadequacy of pre-service training, the value of in-service professional development, the importance of collaborative support, the role of personal experience and adaptation, the emotional impact on teachers, and the need for an individualized and empathetic approach. These insights highlight the critical need for comprehensive training in trauma-informed practices within teacher education programs. The study advocates for enhanced support systems for educators, emphasizing ongoing professional development, collaboration, and attention to the emotional well-being of both students and teachers. By addressing these areas, schools can better support students who have experienced trauma, fostering a more conducive learning environment for all students.

Doctor of Education , University of Dayton, 2023, Educational Administration

The goal of this study is to provide a plan for nonprofits to provide a succession plan for their organization. The action plan to be utilized is the career development of the existing staff. The transferability of this study can be used in for-profit organizations. The implications of this study are that the organization can utilize the data obtained to support and sustain the growth of services provided to the population served and to attract talent to the organization. This provides a strategic advantage to organizations that compete to attract talent as well as sustain their organizational growth.

Doctor of Education , University of Dayton, 2023, Educational Administration

In this study, the impact of learner-learner interactions on sense of community in an online doctoral degree program is explored through a quasi-experimental mixed methods approach. Survey data and analysis from 46 enrolled students in an online EdD program at a private religiously affiliated Midwestern research university, along with qualitative interviews from 20 participants, suggest a positive link between sustained learner-learner interactions and the development of a meaningful sense of community among online students. The research findings emphasize the importance of intentional program design that ensures continuous opportunities for virtual learners to engage with one another. The implications of this study underscore the evolving nature of online education, urging university leaders, faculty, staff, and students to proactively engage in its ongoing development while recognizing the inherent value learner communities provide as essential wellsprings of intellectual exploration in the digital age.

Doctor of Education , University of Dayton, 2023, Educational Administration

This study examines and utilizes Critical Race Theory to understand how pedagogical training fails to train educators in recognizing and countering racism in standardized testing and General Equivalency Diploma (GED) preparatory courses. Black students continue to have the lowest pass rates in GED test performance based on a study of race and ethnicity, and this study examines a potential connection between the lack of critical pedagogy in GED preparational courses and the practices of GED teachers to address persistent inequities that add to race-based disparities. This research inquiry contributes to closing the race gaps in GED test scores for Black students by incorporating GED preparatory testing using critical pedagogy and multiculturalism to offer solutions to the ongoing and persistent failure rates in high-stakes testing. Examining educational disparities must include countering the lack of multiculturalism and anti-racist pedagogy in the GED test and preparatory courses. Existing studies of standardized testing examine educational disparities; however, insufficient research correlates failing high-stakes testing outcomes to the lack of anti-racist and critical pedagogy in curricular content, instructional teaching methods, and educational materials. The potential failure associated with utilizing high-stakes standardized testing has correlated implications of the need to examine the content of the test, the pedagogical training of the teachers, and how students' racial identity influences the outcomes. The GED preparation courses prepare individuals to pass the GED test, which allows individuals to pursue higher education degrees that could potentially lead to a higher quality of life, especially for marginalized communities. It is essential to examine alternative strategies to address the unique needs of Black students through analyzing critical pedagogical approaches that Freire states will challenge learners to analyze power structures and patterns (open full item for complete abstract)

Doctor of Education (EdD), Ohio University, 2023, Educational Administration (Education)

This study explored the Deming System of Profound Knowledge as a method of leadership and management in K-8 education. The study focused on the process of acquiring and understanding Deming's teachings as they related to the principalship and educational leadership. Using autoethnography as methodology, I leverage personal qualitative data and related educational leadership literature to present my personal journey of becoming an educational leader who practices Deming's System of Profound Knowledge as their primary method for leading and managing a school. Upon reflection and analysis, I found W. Edwards Deming's System of Profound Knowledge practical and valuable as a leadership method in today's schools. Though the mastery of Deming's teachings was a long, complex process, it greatly improved my leadership practice. The findings highlight essential knowledge and skills required to understand and practice the System of Profound Knowledge. It connects educational leadership and Deming's method and recommends further research.

Doctor of Education (Educational Leadership), Youngstown State University, 2023, Department of Teacher Education and Leadership Studies

The COVID-19 pandemic created massive amounts of stress for frontline healthcare providers. The purpose of this study was to examine perspectives of respiratory therapists, student respiratory therapists, and respiratory therapy managers on trust in leadership during the COVID-19 pandemic. The United States' healthcare and government systems were not prepared for the burden caused by the SARS-CoV-2 virus. High levels of prolonged stress, along with significant amounts of death, can cause burnout and moral injury for frontline healthcare providers. Healthcare leaders must provide effective communication, support, and proper amounts of personal protective equipment to help diminish the effects of burnout and moral injury. This study used Q-methodology, which is a mixed-methods research design, that included 203 staff respiratory therapists, student respiratory therapists, and respiratory therapy managers in the state of Ohio who worked the frontlines, or managed respiratory therapists working the frontlines, during the COVID-19 pandemic. Five distinct groups emerged from perspectives of participants: I'll be There for You, Won't You Please, Please Help Me?, I'll Get You There, What's Going On?, and Show Must Go On. The quality of the leader has profound effect on participants' perspective of how their institution handled the COVID-19 pandemic. The more daily contact and communication with their leaders, the less guilt the participants felt during the COVID-19 pandemic. Harold Kelley's covariation model conceptualizes the entity and circumstance of the COVID-19 pandemic by sharing perceptions of frontline respiratory therapists. Though the United States government considers the COVID-19 pandemic over, frontline respiratory therapists will endure the effects of the COVID-19 virus for years to come.

Bachelor of Arts, Walsh University, 2023, Honors

Pediatric occupational therapy is a common form of therapy used to treat children with all types of developmental delays and diagnoses. One main developmental delay for school-aged children six to twelve years of age are fine motor skills. Fine motor skills are movements that are smaller than that of gross motor and involve the hands, wrists, and fingers. In school, fine motor skills include things like cutting, coloring, drawing, and handwriting. School-based occupational therapists (SBOT) play a significant role in supporting developmentally delayed children through individualized interventions to help each individual student be able to accomplish crucial fine motor milestones. In this research, interview data was collected from nine SBOT practitioners concerning the most effective interventions for fine motor delays from their perceptions and compared to that of supported research articles. The significance of this study was to identify if a group of local SBOT practitioners utilize evidence-based fine motor interventions or other approaches in practice. This results determined that SBOT practitioners' intervention techniques for fine motor skills aligned with that of empirically supported research. The main point of this research study was supported, but other findings concerning fine motor intervention in schools were recognized for future direction. Several SBOT practitioners and several research articles noted the need for collaboration of teachers, parents, and aids in expediting student fine motor development.

Doctor of Education , University of Dayton, 2023, Educational Administration

"Enhancing Upskilling Strategies in the Workplace" looks at the financial services industry and how the employee workforce is provided with tools and resources to address personal and professional needs ensuring business continuity. In the research, Manuel Kortright explores educational practices, personality and learning needs, learners' perspective towards learning, and the process of capturing skills and improving those with existing resources. "Enhancing Upskilling Strategies in the Workplace" leverages key theoretical frameworks to construct and define potential opportunities for the improvement of learning and development in the industry.

Doctor of Education , University of Dayton, 2023, Educational Administration

In the City of Chicago, a collaboration between the City Colleges, the Chicago Public Schools, the philanthropic community and the mayor's office has berthed a unique program called the Chicago Roadmap for Success (The Roadmap). The Roadmap aligns resources to ensure that more students have more access to college. One of the keystone features of the Roadmap is the Navigator program. This program is a mentoring program that is designed for high school juniors and seniors as they plan for their postsecondary lives. The Navigator program is run by the City Colleges of Chicago. It has a strong focus on students attending the City Colleges after high school, but Navigators can help students with any postsecondary pathway. This program evaluation study examined the Navigator program from both a quantitative and qualitative viewpoint. Surveys were completed by over 40 students. Interviews were conducted and included both students and Navigator mentors. The results showed a very strong connection between students who had a strong relationship with their Navigator and their matriculation to City Colleges. Additionally, the interviews showed that the mentoring program helped immensely with students understanding how to and wanting to matriculate to college. Interviews also showed an improved perception of both the City Colleges as well as going to college. This dissertation also includes an action plan. The action plan, which is based on the results of the study, calls for an expansion of the mentoring program to not only help mentors be in their schools more often, but also to target Black and Latino male students through specialized Navigator programming. Finally, there is a call to support the Navigators more strongly through better ties to City College resources and an increase in availability to students.

Doctor of Professional Studies (D.P.S.) in Instructional Design Leadership, Franklin University, 2023, International Institute for Innovative Instruction

This study aimed to identify if Central Ohio employers closed the middle-skill gap by investing in training. Middle-skill jobs are those that require at least one of the following: a month of On-the-Job training, previous work experience in a related occupation, an apprenticeship, a certification, and some college but not a 4-year degree (Young & Mattingly, 2016). A middle-skills gap existed in Central Ohio before the COVID-19 pandemic; the magnitude of the pandemic's effect was unknown. This study analyzed the amount and type of training in US dollars spent for three years before the pandemic (2017- 2019) and then for the next three years during and after the pandemic (2020-2022). The data analysis answered the following research question: Is there a statistically significant relationship between the types of middle-skills training, which are apprenticeship, Classroom-Based, and On-the-Job, to dollars spent on training in Central Ohio for the years 2017- 2022? Due to the recent expansion by technology firms, such as Google, Amazon, and Meta in Central Ohio, the development of a highly skilled workforce is crucial to the success of economic growth both locally and globally (Swinhoe, 2022). While the analysis showed that dollars (measured in U. S. dollars) spent on training remained constant for On-the-Job, apprenticeship, and Classroom-Based in Central Ohio, with the increase in the need for middle-skill workers and the six years of the data the dollars should have increased. Thus, showing the lack of preparation for the training of middle-skill workers in Central Ohio.

Doctor of Philosophy, The Ohio State University, 2023, EDU Teaching and Learning

Though Diversity, Equity, and Inclusion training (DEI) has proliferated, facilitators still seek effective tools to support the growth of anti-racist consciousness in participants. An avenue with great promise around these needs is how shared reflexive vulnerability can promote the growth of this consciousness. Using the tools of microethnographic discourse analysis, an anti-racist book club at a large midwestern public school district was observed. Participants in this book club languaged and co-constructed ideas about their own anti-racist consciousness, and discussed how to promote change in their community in relation to anti-racism. Patterns occurred in (a) the ways facilitators modeled and promoted vulnerability, (b) the boundaries white teachers created around themselves while constructing their identities and responsibilities, (c) the assumptions participants had about institutional responses and cultural solutions, and (d) the challenges and opportunities participants identified as they tried to disrupt oppressive patterns in their schools. These findings reveal the effectiveness of shared reflexive vulnerability at creating spaces where educators can develop critical consciousness around issues of race and inequity. The other patterns made visible in the vulnerable space suggest important insights into how educators build boundaries based on race, grapple with institutional power and their relationship to it, and what hurdles and breakthroughs these conversations can illuminate.

PhD, University of Cincinnati, 2022, Arts and Sciences: English

Centers for Teaching and Learning (CTLs) at all-online universities are faced with the same challenge each year: creating a professional development curriculum that offers experienced and pedagogical support and community-building opportunities for faculty. Ideally, faculty would offer suggestions, contributions, and engagement regarding their professional development; however, CTLs are frequently met with a distinct lack of engagement from those they are tasked with helping. Using quantitative correlational methodology grounded primarily in adult learning theory, constructivist learning theory, and partially in writing across the curriculum approaches, this study examines data gathered using an anonymous survey to investigate the central research question: How can the CTL collaborate with faculty to provide engaging professional development opportunities in the areas of professional and pedagogical support while also contributing to community building? The survey was modified from a previous version conducted at the same online-only university. The survey instrument allowed for complete anonymity and consisted of closed-ended questions. The results indicated that faculty respect and value the work of the CTL and, in return, the CTL needs to prioritize communication with faculty to determine professional development needs but, overall, collaboration is welcomed and possible.

Ph.D., Antioch University, 2022, Antioch Seattle: Counselor Education & Supervision

The aim of the study was to explore the lived experience of counselor education and supervision students who reported experiencing symptoms of imposter phenomenon (IP). The population included counselor education and supervision students in their first year of their program, with a sample of convenience (N = 4). The method used in this study was an interoperative phenomenological analysis. Data analysis revealed four major themes: (a) counselor education students express self-doubt, lack of confidence and concern about competence, (b) students rate different levels of competence in counselor education and supervision roles, (c) instructor feedback impacts student perceptions of competence, and (d) counselor education students report hope or observation that imposter phenomenon can get better. This is important for counselor education because this research has findings and implications that may serve future research. The findings in this study imply that CES students, like other populations studied, also wrestle with IP. Given the lack of research into IP among CES students as a specific population, this research may help to establish its existence. This research may be important in bringing awareness to this issue, paving the way for more in-depth research into this topic. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center