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 , University of Dayton, 2024, Educational Administration

This dissertation examines parents and teachers' perceptions of effective parental involvement in education, situated within Epstein et al.'s (2009) framework of six typologies of parental participation. The study, through a comprehensive comparative analysis, reveals critical insights into the disparities and commonalities in how parents and teachers perceive effective parental involvement and its impact on student achievement. The research employs a mixed-methods approach, incorporating quantitative measures of parental and teacher perceptions alongside qualitative insights gained from the Turkleton Community Schools (TCS) environment.

Doctor of Education , University of Dayton, 2024, Educational Administration

This research study sought to identify barriers that hinder a group of marginalized parents who live in (LIEM) low-income, economically marginalized communities overcome barriers that hinder them from being able to support their children's early literacy development. As well as how the intersectionality of societal factors contributes to the parents and families who cannot provide meaningful support to their young children's literacy development. These children, who attend an inner-city charter school in a Mid-West state with a 100% free and reduced lunch rate, are in urgent need of support from the school. Their parents, identified as members of a marginalized group, need immediate assistance to enhance their children's early literacy development by the time they enter the Fourth grade. It is crucial to provide support to the children and accurate information to their families regarding the low ranking their children receive of the STAR Early Literacy assessment data the students receive on these quarterly assessments administrated to these students. As a result of the individual interviews the researcher had with each of the six parent participants, another theme that emerged from these interviews was that the parents did not clearly understand what their children's STAR Early Literacy scores and classifications meant. The majority of the parents interviewed believed the teachers were doing a good job teaching their children to read. However, the majority of parents did not have a clear understanding of what their children's assessment score data meant. The fact that children of these parents all had STAR Early Literacy scores ranged from early to late literacy readers and probable readers by the time the children entered the Fourth grade. This information underscores the need for the teaching staff to give the parents of these children clear, direct information on their children's STAR data, as well as specific materials they can use to work with their childre (open full item for complete abstract)

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

Loss of instructional time due to student inattentiveness is a well-known problem (Godwin et al., 2016). Educators need effective and efficient methods to improve student attention and self-control for optimal learning. Research on the inclusion of mindfulness in schools is an emerging trend (Flook et al., 2010; Lam & Seiden, 2020; Ritter & Alvarez, 2020; Thierry et al., 2016; Van De Weijer-Bergsma et al., 2012). This mixed methods study investigated the impact of mindfulness-based practices on student inhibition and interference control skills; and explored student, teacher, and parent perceptions of including mindfulness-based practices in a school setting. Twenty-five third grade students from two classrooms at a suburban school in northwest Ohio participated in the 6-week mindfulness intervention. Quantitative data collected pre- and post-intervention for student inhibition indicated a moderate effect (d = 0.474) between the treatment and waitlist control group. Data collected for student interference control skills did not yield a significant effect between the treatment and waitlist control group (d = -0.012). Qualitative data gathered from interviews and surveys found positive social validity and acceptability from the perspective of students, teachers, and parents. Transference of mindfulness applications from school-to-home was reported by both students and parents. This study provides a model for introducing mindfulness in the educational environment, with the potential for further student benefit when applied in all settings. Implications for future research include exploring different measures of impact and gaining further qualitative research from all stakeholder's perspectives.

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

The Positive Behavior Interventions and Supports (PBIS) framework is a research-based model that yields positive behavioral, social, emotional, and academic outcomes (Horner et al., 2009; Horner, 2014; Mathews et al., 2013). However, schools have reported varied success rates with implementation and achieving desired outcomes. While hundreds of studies have been conducted on PBIS implementation, few have focused on small, rural school populations. This mixed methods study used linear regression analysis to investigate the relationships between PBIS implementation levels, teacher efficacy, and professional development. It involved data from an administrator screener, multiple teacher surveys, and interviews with teachers and administrators from small, rural schools in Ohio. The independent variable examined was teacher efficacy and the dependent variables include quantity of training and type of training. Qualitative data from two administrator and two teacher interviews was used to gain insight into the challenges and obstacles that interfere with PBIS implementation. Their responses were recorded and transcribed using Zoom Meeting platform. Deductive and inductive coding processes were applied to identify facilitating and impeding factors. Results revealed no significant relationship between teacher efficacy levels and the type of training schools provided. However, a positive relationship was found between the quantity of training received and teachers' collective efficacy scores. These findings yielded a predictive model showing that collective efficacy scores increase about one point on a 9-point Likert scale for every 4-5 hours of training. In addition, qualitative results confirmed the previous research that identified administrative support, ongoing coaching and training, and positive teacher belief/staff “buy-in” as facilitating factors in PBIS implementation. Furthermore, the study found that a grassroots effort over legislative demands, staff collabora (open full item for complete abstract)

Doctor of Education , University of Dayton, 2024, Educational Administration

There are five developmental areas: gross motor, fine motor, communication, adaptive behavior, and social-emotional. If social-emotional skills are delayed, all other developmental areas are negatively impacted. Preschool-aged students are incapable of kindergarten readiness if they have a delay in social-emotional development as it impacts their ability to gain and retain academic knowledge. An integrated public preschool in Ohio expressed concern of increased delays in social-emotional skills following the COVID-19 shutdown. Staff noticed an increase in classroom disruptions and emotional dysregulation. To counteract this, the social- emotional program, The Zones of Regulation, was adapted and implemented throughout the preschool environment. Through the theoretical framework of street-level bureaucracy and a bottom-up approach, this qualitative participatory action research study examined the staffs' perspectives on the ease of implementation and effectiveness of the adapted version of The Zones of Regulation. The data that was collected and analyzed revealed that, in the opinion of the participants, the building-wide implementation of this program was successful and improved classroom management. Areas of the program that need improvement were revealed and an action plan was developed.

MA, Kent State University, 2024, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The purpose of this thesis is to explore why schools ought to educate for sustainability in response to the climate emergency. Moreover, the author explores why the elementary school is an appropriate place to begin such education as well as how such education can be implemented in the field of music education, specifically elementary music education. The research questions for this thesis are as follows: (1) Why should schools educate for sustainability? (2) Why is elementary school an appropriate place to begin education for sustainability (EfS)? (3) Why is the general music classroom a worthy space for EfS? The author uses social and educational theory, philosophy, and findings from other research to answer these questions. This thesis reviews and synthesizes research, theory, and philosophy from various foundational disciplines. This thesis concludes that EfS ought to be included in the school and begin at the elementary level. Every subject and teacher ought to consider how their subject might help attune students to nature and its protection for the sake of our love for the world, our subjects, and teaching. This thesis specifically explores and argues for EfS in the general music classroom, but practitioners in every field ought to consider EfS in their subject's context.

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

This mixed-methods study explored the relationship between teacher academic optimism and personalized professional learning in a rural Appalachian elementary school in southeastern Ohio. Twenty K-5 educators participated, with pre/post-surveys utilizing the Teacher Academic Optimism Scale-Elementary (TAOS-E) yielding quantitative data. Six teachers engaged in personalized professional learning (treatment group), while fourteen formed the control group. One-on-one interviews with the treatment group added a qualitative dimension, enhancing overall validity and reliability through data triangulation. Results indicated positive changes in self-efficacy, trust, academic emphasis, and overall academic optimism for both groups. Unexpectedly, the control group experienced statistically significant gains in self-efficacy, trust, and overall academic optimism, prompting further investigation into external variables. As a practitioner in the elementary school, the researcher explores these influences in the discussion section. Qualitative analysis highlighted themes of personalized learning's value, appreciation for meaningful experiences, and varied learning format preferences. The study underscores the positive impact of a four-week personalized professional learning experience. Emphasis on job- embedded learning and collaboration enabled teachers to apply new skills in real-world situations. Interviews with the treatment group revealed positive changes in mindset and practices, emphasizing themes of positivity, reflection, engagement, relationship building, trust, effective communication, and a language shift. Overall, the teachers in the treatment group perceived the personalized professional learning approach as meaningful and positive even though the quantitative results were not significant and did not indicate a relationship between their overall levels of academic optimism.

EDD, Kent State University, 2024, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

Children begin forming ideas about race and difference at a very young age. In their review of field literature, Gaias et al. (2021) shared that “children's racial prejudice and awareness of racial categories has been found to emerge around age 3” (p. 273). ECE is an important time to address topics of difference and bias with young children. Anti-Bias education (ABE) is a framework that has been utilized in Early Childhood spaces to address bias with young children and adults (Derman-Sparks et al., 2020). This qualitative research study examined teachers' perceptions of ABE and the ways that they utilized ABE in their classrooms. It also explores the impact of professional development on those perceptions and practices. The theoretical framework and design for this study were both centered around social constructivism. This research utilized a two-part professional development experience where participants completed a pre-survey, four online modules on ABE, one focus group session, and two post-surveys. Within this study, teachers expressed value in connecting with other educators. Teachers also expressed excitement about potential and continued use of ABE but were also nervous about correct implementation. Through their responses, the use of children's literature to facilitate discussions around difference and bias was evident as well as teachers needing concrete actionable steps to navigate ABE. The findings also suggest the importance of school administrative support in teachers' pursuits of a diverse curriculum, and school environment as well as the need for teacher support in implementation of ABE from all stakeholders.

Bachelor of Arts, Wittenberg University, 2024, Education

In this study, I analyzed the ways music can teach phonological awareness to contribute to student engagement and literacy achievement. In recent years, literacy achievement has fallen short. With phonological awareness skills contributing to the success of a reader, an improvement needs to be found. Through the completion of teacher interviews and assessing the different outcomes between phonological awareness lessons with and without music, I was able to determine that music has the capability to improve a student's literacy skills. These findings contribute to the field of education by highlighting the need for supplemental instruction and the power that music integration into core content areas can have for students. This study provides insights for future research that can be done in this field to achieve more positive educational outcomes.

Bachelor of Arts, Wittenberg University, 2024, Education

In response to the increased prevalence of childhood anxiety post-pandemic, this applied thesis investigates the potential of reading assistance dogs in mitigating anxiety felt by struggling readers during explicit, systematic reading instruction. With a focus on creating an infographic for dissemination, the annotated bibliography explores the literature on anxiety in school-aged children, the importance of explicit reading instruction, and the efficacy of reading assistance dogs. The thesis argues for the integration of reading assistance dogs as a valuable strategy to alleviate anxiety and enhance the learning experience. The paper synthesizes the intersection between performance anxiety during research-based reading instruction as well as the roles, benefits, and considerations of incorporating reading assistance dogs in educational settings. The accompanying infographic, the product of this applied thesis, is intended for widespread sharing, aiming to promote the successful implementation and maintenance of reading assistance dog programs.

Doctor of Education (Educational Leadership), Youngstown State University, 0, Department of Teacher Education and Leadership Studies

Health organizations recommend children get 60 minutes of daily physical activity. Research has shown that children in the United States of America are coming up well short of this number and are struggling with a variety of mental health and physical health issues while their academics are decreasing. These issues have been magnified by the pandemic that lasted from 2019-2022. The structure of instruction in the classroom and the school day can help increase the amount of physical activity a child receives. The purpose of the study was to see if a relationship existed between Ohio elementary principals' knowledge of the benefits of physical activity and the amount students receive daily. The implications of the findings can be used to increase the amount of daily physical activity of elementary students while at school, so they can reap the benefits. The results of the survey found that most elementary principals were aware of the numerous benefits of physical activity for their students; however, a significant difference was noted between understanding and ensuring students were getting 60 minutes of daily physical activity in their buildings. A variety of barriers to implementation were stated by principals for a lack of implementation. There was a stronger awareness by principals of the mental health benefits when compared to the awareness of the academic benefits. Principals were able to list a variety of benefits provided by regular physical activity. Attention and focus were mentioned as the greatest benefits of physical activity by principals.

Master of Arts, Wittenberg University, 2024, Education

The science of reading is a framework that has been researched for decades to determine how the brain works and how reading is best instructed at each level of schooling. With years of research in the science of reading, researchers have found that phonics is a building block for foundational reading skills and needs to be incorporated into the daily classroom instruction. In the past, phonics was not incorporated into reading instruction, which many believe may be the reason some students are struggling to learn to read. In this research project, I will be looking at Phonics 95 unit assessments (phonics and comprehension) to compare if the growth in phonics matches the growth in comprehension. I will also be pulling MAP scores to compare if these assessments results are showing the same growth as the Phonics 95. I explored one major question throughout the course of this research related to how explicit, systematic phonics helps support students' overall reading achievement: What are the differences in second grade MAP achievement test scores for students with and without phonics instruction in a West Central Ohio Rural School District?

Doctor of Philosophy, The Ohio State University, 2024, EDU Teaching and Learning

Chinese, as a world language, has gained popularity in the U.S., specifically within K-12 education. However, the inclusion of culturally and linguistically diverse (CLD) learners is rarely addressed in Chinese world language education research. This dissertation explores the experiences of a group of fourth-grade CLD learners in a Mandarin Foreign Language in Elementary School (FLES) program situated in a Midwest urban magnet school. The school serves a minority population (majority Black and Hispanic) of about 83%. Specifically, the study explores the language ideologies of parents, teachers, and CLD students regarding their experiences and learning opportunities in the program from a raciolinguistic perspective. This study employed a case study method (Stake, 2005). Data collected included classroom observations, field notes, a collection of classroom artifacts, and recordings of two fourth-grade Mandarin classes for nine months, semi-structured interviews with five CLD parents, the Mandarin teacher, and 18 CLD students during the 2021-2022 school year. To further uncover how learners' linguistic and racial identities have influenced their language ideologies and learning experiences, three focal students were chosen. Drawing on discourse analysis perspectives (Martin & White, 2005; Wortham, 2006; Wortham & Reyes, 2015), key events across data sources were identified, transcribed, and coded to conceptualize CLD learners' diverse experiences in this program. The findings uncovered a diverse range of ideologies held by parents, teachers, and students towards the Mandarin program. Parents generally supported early language learning opportunities in elementary school. However, their conceptualization of Mandarin learning as a diversity-learning opportunity also varied. The Mandarin teacher's ideologies exhibited a mix of plurilingual and monolingual discourses. Her practices shaped the opportunities of her CLD students in various ways. While she demonstrated a c (open full item for complete abstract)

Doctor of Education , University of Dayton, 2024, Educational Administration

The goal of this study is to evaluate the effectiveness of the RTI process and its impact on student achievement. Data analysis will be used to identify areas of strength and weakness in the current system and provide insights into how to create a more effective RTI program. The findings from this study will be used to inform future decision-making at Anchor Academy, with the aim of strengthening the RTI system and improving overall student outcomes.

EDD, Kent State University, 2024, College of Education, Health and Human Services / School of Health Sciences

Scripted/narrowed curricula are tangled in the webs of school reforms and standardization. Teachers are experiencing a monumental challenge: the deprofessionalization of their roles as educators. I sought teachers' understandings of how scripted/narrowed curricula impact their curriculum autonomy, specifically, their professional responsibility and pedagogical artistry. Quantitative and qualitative data were collected from K–12 public educators in Rhode Island using an adapted Curriculum Autonomy Survey and Curriculum Autonomy interviews. I analyzed the quantitative data using descriptive and inferential statistics, which provided a broader picture of the experiences of Rhode Island educators faced with teaching scripted/narrowed curricula, and a second group emerged: teachers who develop their own curricula. Interview questions asked teachers to reflect on their experiences with the curriculum. By coding and conducting thematic analysis, I analyzed the interview transcripts, and multiple themes emerged after the data proved consistent across the survey and interview. Teachers using scripted/narrowed curricula are experiencing a loss of their curriculum autonomy. Their professional responsibility is being challenged because they are no longer stakeholders in the curricular and pedagogical decisions or curriculum changes for their content areas. This lack of decision-making has led to questioning the equity of curricula and questioning the breadth and depth of subjects and topics in curricula. These educators are facing challenges to pedagogical artistry, meaning they cannot modify/accommodate student needs or create lessons to promote cultural and social learning opportunities, and they have felt a loss of creativity in building lessons to ensure students are learning skills to be citizens of the world.

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

Teacher-student relationships have long been identified as an important factor in the success of a student, and in the investment of the teacher. Extensive research has been conducted on the perception and outcomes of teacher-student relationships from the perspective of the teacher and that of the students. However, research on the outcomes, insights, and expectation of teacher-student relationships from the perspective of parents, specifically parents of urban elementary students, is scarce. This study aimed to address the research gap by exploring the lived experiences of urban elementary parents through a phenomenological, qualitative study. Three semi-structured focus groups were held in which the researcher interviewed and facilitated discussions with parents of a child currently in kindergarten- second-grade in an urban school district in Northeastern Ohio. The 16 parent participants were asked to describe characteristics and expectations of high-quality teacher-student relationships, reflecting on their lived experiences and current state as a parent of an elementary student. Participants shared personal anecdotes, reflected on the impact of teachers in their own life, and emphasized the formative role teachers play in all aspects of a child's life. Responses indicated five primary themes when determining expectation and characteristics of teacher-student relationships from the perspective of parents: 1. Strong and consistent communication, 2. Teacher care and connection, 3. Teacher awareness and understanding to individual situations, 4. Holding students and families to high-expectations, and 5. Student engagement and recognition of individualized learning. The results of the study suggest that the teacher-student relationship is pivotal in making meaningful connections and creating a sense of belongingness and interconnectivity for students. Implications of the study indicate the importance of viewing the teacher-student relationship from a comprehensive l (open full item for complete abstract)

Doctor of Philosophy (PhD), Ohio University, 2024, Curriculum and Instruction (Education)

This dissertation investigates teacher candidates' definitions of inclusive learning and their preparation and confidence to collaborate to create accommodations and modifications for students receiving services and supports in the general education mathematics classroom. Further, the characteristics of the accommodations and modifications they create within small working groups of general educators and intervention specialist teacher candidates provide insight into their beginning attempts at this work.

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

What do teachers perceive to be the impact of positive behavior management systems on supporting teachers, students, and families? This research investigated the implementation and impact of school-wide positive behavior support systems as a crucial approach to addressing behavior challenges and supporting both teachers and students. Recognizing the significant challenges teachers face in managing student behavior alongside their essential duties, this study delves into the potential benefits of positive behavior support systems as an alternative to punitive discipline methods. Building upon previous research, the results of this investigation underscored the positive outcomes associated with school-wide positive behavior support systems. The research employed a qualitative phenomenological case study involving 12 diverse educators, providing valuable insights from those directly responsible for classroom management. The findings revealed that these systems effectively reduced situations involving exclusionary practices, enhanced student-teacher relationships, and contributed to the establishment of a positive classroom culture and climate. Supported by observations, interviews, and artifact collection, the participants identified key factors influencing the success of positive behavior support systems, including administrative and parental support, access to professional development opportunities, and collaborative experiences among teachers and school administration. The study further highlighted the importance of consistent school-wide expectations, procedures, and guidelines in managing student behavior and advocates for tailored support for students with diverse backgrounds. Notably, positive restorative practices and training for teachers contribute to meeting the needs of all students and result in increased overall student achievement. Despite the evident benefits, the need for ongoing refinement of school-wide positive behavior support systems, (open full item for complete abstract)

Doctor of Education , University of Dayton, 2024, Educational Administration

This dissertation examines the effectiveness of blogging to improve student writing fluency and writing self-efficacy in ninth-grade English courses at Mount St. Mary Academy. Utilizing a case study approach with convergent mixed methods, a paired samples t-test found no statistically significant changes in pre- and post-assessments of general and writing self-efficacy over an eight-week period. A bivariate correlation revealed a moderately positive linear and statistically significant relationship between SESAW (pre- and post-assessment) and WCVALUER scores—indicating a strong association between initial self-efficacy and writing fluency development. Furthermore, specific blogging activities, such as reflective pieces following a communal class retreat, showed significant correlations with the SESAW and WCVALUER. The qualitative analysis revealed both positive and negative perceptions of writing among students, highlighting areas of stress and anxiety alongside opportunities for engagement and growth. Implications for practice include program refinements and tailored interventions to meet student needs, supported by ongoing faculty development programs. Future research could explore unique correlations observed in this study, particularly relating to communal experiences like the class retreat. While this study adds to the understanding of blogging as a tool for enhancing student writing outcomes, continued research and refinement of instructional practices are essential for maximizing its effectiveness in educational contexts.