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The purpose of this study is to understand how women describe their journey to becoming senior leaders within the operations sector of the Paper Manufacturing Industry. This study will provide insights about how women in the male-dominated Paper Manufacturing Industry (PMI) assumed leadership positions. This pre-registered study will offer the framework for this study to be carried out at the University of Arkansas. The researcher will apply a descriptive phenomenological approach that will use semi-structured questions to understand the strategies they used to navigate their career path. Snowball sampling will be used to select 5-15 participants who provide their perceptions and lived experiences to describe the obstacles to advancement faced in the United States PMI, and how they can be overcome. To examine how senior women leaders in the PMI navigate the socio-cultural landscape of a male-dominated field, the following research question will be examined: What strategies do women in the United States PMI use to advance to senior leadership positions within manufacturing operations? [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In this three-paper dissertation project, I explore how 'English' becomes a recognizable object within the context of adult ESOL education. Building on scholarship on named languages (Garcia, 2019; Makoni & Pennycook, 2006), the historical construction of languages (Bonfiglio, 2010; Irvine & Gal, 2000), and raciolinguistic ideologies (Flores & Rosa, 2015; Rosa & Flores, 2017), I analyze how language, both as an abstract concept and as a collection of linguistic features, is treated within adult ESOL, looking at specific contemporary classrooms, as well as historical texts. This work culminated in the three studies I present here -- focused, in turn, on classroom discourse and pedagogical practices, curriculum, and language scholarship -- as something of a "self portrait" of English (del Valle, Lauria, Orono, & Rojas, 2021). I start with "'The good English': The ideological construction of the target language in adult ESOL", a study which employs classroom-based ethnography and classroom discourse analysis (Rampton, 2006; Reyes, 2011; Rosa, 2019) to look at the construction of 'English' in a nonprofit, community-based adult ESOL program in New York. I argue that the structural conditions of the program promote reliance on a conception of 'English' shaped by linguistic racism, despite the program's progressive ideals. Drawing on ethnographic observation and interviews, I outline the discursive and pedagogical practices that uphold this conception of 'English', and how students destabilize it, with an eye toward possibilities for alternate conceptions and pedagogies. In the next paper, "English by the book: Linguistic (and social) normativity in adult English curriculum over time", I explore how the ideologies I observed in contemporary classrooms developed over time by looking at 12 adult English textbooks from the 20th and early 21st centuries. Drawing on raciolinguistic genealogy (Anais, 2013; Flores, 2021), metapragmatics (Cutler, 2020; Urban, 2006), and the discourse analysis of textbooks, I argue that while normativity remains a core focus of mainstream adult immigrant education from its early institutions into the contemporary moment, linguistic normativity has become increasingly more central to mainstream conceptions of adult English learning (and, therefore, immigrant socialization) than broader social normativity. I end with a discussion of the potential reasons for this shift, and the ways it perpetuates the marginalization of adult immigrants. In the last paper, "Whiteness as the standard: Shifting ideologies, race, and social context", I explore how these ideologies developed more broadly, analyzing historical language scholarship, again employing elements of raciolinguistic genealogy and metapragmatics. I find that while the linguistic features of 'nonstandard' English have remained remarkably consistent in the popular imagination, they became increasingly linked with Blackness, especially during and after white backlash to the Great Migration (and other cultural and political changes) in the mid-20th century. I argue that this represents a larger pattern in the relationship between language and race in the United States, and conclude with a discussion of the implications this has for adult immigrants and the ESOL classroom. With this dissertation, I aim to fill in gaps in my own syllabi, and to create helpful tools for the educational linguistics classroom. Together, I hope these studies help current and future educators better understand the connection between language norms and racism, and to be aware of the history they are inheriting and also their role in it now, so they can, with their students, imagine and co-create alternatives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Prevalence of mental health needs, particularly those related to anxiety, depression, and emotion regulation, are on the rise in higher education institutions (Auerbach et al., 2016; Blanco et al., 2008). Research has shown college and university student help-seeking behavior varies by identity and many students are often reluctant to seek support (Oswalt et al., 2020; Rickwood et al., 2007), and yet, there are increasing rates of students seeking counseling supports on college and university campuses (Abrams, 2020; Prince, 2015; Son et al., 2020; Xiao et al., 2017). To support students' mental health needs, creative, preventive mental health care is needed in higher education institutions. The present study is situated within the context of a preventive mental health care intervention for undergraduate students in the form of an optional, universally offered course. The course draws on principles of Dialectical Behavioral Therapy, Acceptance-Commitment Therapy, and Positive Psychology. In order to track intervention efficacy and support generalization and rehearsal of learned skills, students are tasked with using a self-monitoring tool called a diary card. Behavior change literature suggests that self-monitoring is a key factor in goal attainment and can even promote better intervention outcomes (Harkin et al., 2016; Kruglanski et al., 2002). Effective self-monitoring is that which is completed with fidelity, meaning high accuracy and consistency, both of which stand to be improved by technology. Digital formats of self-monitoring are increasingly popular because of their implications for self-monitoring fidelity and social acceptability (Aguilera, 2015; Avina, 2008; Cristol, 2018; Bedesem, 2012; Borntrager & Lyon, 2015; Dennison et al., 2013; Marzano et al., 2015; Melbye et al., 2020; Murnane et al., 2016; Sin et al., 2020; Ysseldyke et al., 2006). However, there remains a lack of robust evidence to support the use of digital self-monitoring tools in mental health interventions. This study adds to existing literature by using quantitative and qualitative methods to further explore the efficacy and social acceptability of a digital diary card used within a preventive mental health course at the university level. Students enrolled in the course were randomly assigned either to the Business as Usual (BAU) paper diary card or the digitally formatted diary card. Multiple regression analysis showed the digital diary card format uniquely predicted lower completion fidelity and social acceptability. Qualitative interviews further revealed students had difficulty with using and submitting the digital diary card, but even in spite of these challenges, would prefer a digital diary card in the future, emphasizing the importance of ease of use and submission in future designs. This paper concludes with recommendations for the design and implementation of a digital self-monitoring tool and directions for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

White individuals can play a key role in the realization of an education policy and can drastically impact how a policy is implemented because of their resources and the status that come with associating with the privileged racial group in the current racial hierarchy that exists in the United States. Several education policies, such as school desegregation and bilingual education, have goals of attaining education equity or targeting services to marginalized student groups, but these policy goals may not be realized when policies are implemented if White individuals' exploit these policies. This dissertation is comprised of three papers that examine White individuals in different policy settings including policies that are designed to intentionally achieve a more diverse student body. In my first paper, I use data from a unique survey experiment conducted in November 2020 informed by interest convergence theory, I aim to understand how different policy frames regarding student benefits influence White individuals' support for a policy that would increase the racial diversity of schools in their community. In my second paper, I conduct interviews with White parents at intentionally diverse charter schools throughout Denver to understand why they chose these schools and how they perceive the diversity of the schools' student body. In my final paper, I employ a mixed methods approach to analyze which students are served by dual language immersion programs in North Carolina. I draw on various theoretical frameworks such as policy framing, colorblindness, diversity ideology, Whiteness as property, and interest convergence theory to illustrate how White individuals make sense of and relate to policies that attempt to integrate students from different backgrounds, while also challenging the initial frames of the policies so accommodate their own interests. These three papers draw on both qualitative and quantitative research methods to examine these behaviors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The current study was conducted to examine undergraduate psychology students' feedback processes associated with developing a research proposal paper. Previous research has investigated how feedback can be effective for student learning, but it has been limited by not considering the effectiveness of multiple, smaller assessments and the frequent feedback provided on them, from both instructors and peers, as students complete a single, larger assignment. It also has been limited by not considering the application of one model of feedback at the postsecondary education level. The case study research design was selected both to describe my students' feedback processes when completing a semester-long assignment and to compare these feedback processes when the feedback was provided by either me or other students. Course-based data, including students' assessments, the feedback provided on them, and their responses to questionnaire items, from two class sections were analyzed using pattern matching within the two cases and cross-case syntheses between the two cases. The findings indicated students' feedback processes were: (1) informing them of the type and level of performance to be attained; (2) helping them to progress and attain the type and level of performance; (3) providing them with information associated with performance; (4) conveying their progress and how they should proceed; (5) impacting student learning; and (6) leading to greater possibilities for student learning. In general, students indicated these processes were more helpful when I provided feedback rather than when other students provided feedback, although most feedback provided by both me and other students was directed at the same levels. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Administration and scoring of cognitive assessments have evolved from a paper-based platform to a digital format. Since this advancement, Pearson has created a system (Q-interactive) that allows examiners to administer the WISC-V via two iPads. However, limited research exists exploring the effects of this new method of administration when compared to the traditional format of the WISC-V. The Wechsler scales have a Verbal Comprehension Index that has historically been shown to be prone to examiner errors given that scoring can be subjective and requires clinical judgment and the recording of lengthy responses. This study aimed to assess whether there is a difference in the total number of errors between administrations of the traditional and the digital formats of the WISC-V. A total of 22 paper and 38 digital WISC-V Similarities and Vocabulary protocols completed by practicing school psychologists were collected. Consistent with previous literature, errors were common. Further, digital protocols had significantly more errors than the traditional format. This was mostly due to recording errors, specifically failing to record verbatim responses, as well as failing to query when needed. On both formats, school psychologists frequently failed to record verbatim responses, failed to query, and assigned an incorrect point value to a response. Limitations of the study as well as implications, recommendations, and future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A transdisciplinary archival project, this dissertation uses counter-institutional student literacies emanating out of the City University of New York (CUNY) in the 1990s--placing them within much bigger political, educational, and geographic contexts--to think through the dynamics of ground-up resistance in the face of profound, institutionally sanctioned raced-classed dispossession. In this decade, New York and the US were marked by increased racial-economic inequality, notably via intensified policing and incarceration in Black/brown neighborhoods alongside cuts to public resources like schooling. As the city's only public college option, serving mostly multilingual, low-income students of color, CUNY was especially targeted by such budget cuts. Most vulnerable were programs, such as "basic writing," supporting minoritized students accepted via Open Admissions, a 1970 policy won by Black/Puerto Rican student organizers guaranteeing college admission for all New Yorkers. Yet budgetary attacks culminated in the policy's 1999 reversal, and a move toward a more exclusionary CUNY. In response to these classist, ableist, xenophobic, and anti-Black policy shifts on and off campus, multiracial, cross-institutional student activist coalitions organized and spoke out, turning to grassroots rhetorical practices to do so. Across varied student-run publications--feminist zines, radical newspapers, hip-hop literacies, organizing materials, early blogs--"The Act of the Paper" traces these students' insurgent rhetorics to re-write a more just education system and world, and the ways that they cultivate community and activist praxis through writing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Student Affairs professionals report concerns of stress, burnout, work-life balance issues, overall job satisfaction, and unrealistic demands and expectations often resulting in employees exiting the field (Boehman, 2007; Evans, 1988; Lorden, 1998; Marshall et al., 2016; Mullen et al., 2018; Rosser & Javinar, 2003; Ward, 1995). The COVID-19 pandemic further intensified many of these staffing issues. Because student affairs staff serve in integral roles on college campuses and add significant value through programming, services, and resources designed to enhance student success and persistence, there is a need to address these staffing concerns. (McClure, 2021). The goal of this study and Executive Position Paper was to examine student affairs staffing issues from the lens of ideal worker norms and via the perspective of senior student affairs officers (SSAOs). The premise of ideal worker norms assumes that employees have unlimited time to give to their jobs/careers, and it is implied they will dedicate whatever time is necessary for the good of their organization (Acker, 1990; Sallee, 2021; Williams, 1989). Sallee (2021) argued that those serving in leadership roles should utilize strategies to disrupt ideal worker norms that are contributing to student affairs staffing issues. This qualitative study utilized interviews with 12 SSAOs to confirm the presence of ideal worker norms contributing to student affairs staffing issues and identified resulting strategies that SSAOs are utilizing to address these concerns. Using the study findings, I developed a VALUE Staffing Framework as a resource for higher education leaders to address student affairs staffing issues. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research study examined the campus culture of two community colleges in North Carolina. These colleges were selected based on language included in their mission statements. The campus culture of each institution was explored through the lived experiences of minority (African American and Hispanic) students attending those colleges. Native American students were included as a minority group; however, no Native Americans participated in this study. The focus of this study was on how institutional culture influences academic motivation in minority students. There is an academic disparity between White and minority students. Six themes emerged from this study that influence a student's academic performance. These themes included a lack of diversity and minority representation, benefits of supportive programs, and sense of belonging and acceptance. This phenomenological study afforded students the opportunity to give voice to their campus experience. As a result, it was determined that minority students begin college with an innate motivation to succeed and that motivation is either diminished or fostered by the culture of their institution. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

American Christian higher education has undergone a transformation in ideology since its inception in the Colonial Period. Christian service by students was originally attributed to the manifestation of one's love for Christ, but with successive eras, there has been a secular shift in worldview and discourse as well as service motivation from the triad of God, man, and others to the dyad of man and others in many Christian higher education (CHE) institutions. Absolute truth has also been replaced by postmodern relativism. This dissertation was a basic qualitative study used to evaluate participants' perceptions of student motivations for service within the CHE environment. Initially, an online questionnaire was sent to prospective participants, and they were encouraged to forward the questionnaire to others who may qualify for the study using a snowball sampling design. These questions were primarily close-ended and were intended to be a screening tool for participants who met the qualifications of the study. Seven participants from the initial group agreed to continue the research and were invited to complete the second part of the study. An open-ended follow-up interview was conducted with these participants to analyze their perceptions of their educational experiences at their respective CHE institutions regarding the incorporation of Christian service motivations in curricular and extracurricular activities. The results of the study indicated (1) the mission statement was not a primary factor in enrollment for most students; (2) the Integration of Faith and Learning was an essential part of the curriculum experience at the undergraduate but not at the graduate level; (3) service in vocations was primarily based on intrinsic values; and (4) faith identity development was linked to student engagement. Recommendations for practice and further research identify the need for a cohesive plan to identify Christian service and incorporate this concept into the mission statement, the classroom experience and extracurricular activities of all CHE institutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Campus agricultural projects (CAPs) are a growing phenomenon across the U.S. with nearly 269 CAPs at institutions of higher education. In their simplest form, they are places where students learn to grow food, having the potential to engage students through experiential and service-learning. These spaces not only have the capacity to engage students and the campus community but also the greater community. While this phenomenon is not novel, the documentation of its contributions is. In response to this dearth of knowledge, this dissertation aimed to understand what CAPs do and whom they serve, as well as the significance of CAPs in the lives of students who participate in intensive internships, through three studies. The first study qualitatively analyzed web-based mission statements of CAPs to understand their contributions to institutions of higher education and their communities. Drawing on content analysis, I revealed that CAPs aim to develop students, engage the campus and wider community, and promote sustainability. Although under-recognized, they also aim to share culture/tradition, increase well-being, and promote inclusivity. The second utilized a longitudinal study over the course of three semesters with interns at a particular CAP and qualitatively described, using mixed methods, what they learned and experienced throughout their internship. Drawing on thematic analysis, I identified themes that demonstrated interns not only gained agricultural skills but also interpersonal and practical skills. Interns developed confidence and self-efficacy, increased sense of community, and learned to value service despite their struggle to see it. The third study analyzed the lasting impacts of students who participated in an internship at a particular CAP by conducting a survey of former interns, followed by interviewing a subsample of former interns. Drawing on thematic analysis, results indicated their continued engagement with the food system, use of professional and personal skills, and continued participation in community and service -- all as a result of their internship experience. Resultingly, this dissertation demonstrates the potential for campus and community impacts through the missions of CAPs and that service/experiential learning internships at CAPs not only teach students to grow food but to grow themselves -- a growth that continues beyond the internship. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Research on disciplinary variation in graduate student writing (GSW) has typically focused on theses and dissertations. Less attention has been paid to coursework assignments (e.g., essays, recounts, exercises, etc.), which are the pre-cursors to final capstone projects. Coursework papers are prioritized by both students and professors because they are used for both formative and summative assessments and are graduate students' first venture into disciplinary writing. As such, they indoctrinate students into the practices of their fields (Berkenkotter & Huckin, 1995). This dissertation details the situational and linguistic exploration of the academic writing assignments of master's- and doctoral-level students in two applied sciences disciplines at a major midwestern American university. Following calls for increased attention to corpus design and representativeness (Egbert, 2019; Egbert, Biber, & Gray, 2022), the project first documents the domain analysis and subsequent compilation of the Corpus of Graduate Student Papers (CorGrad). CorGrad represents 12 sub-registers in two disciplines--applied linguistics and engineering, a total of just over 1,000 texts and 2 million words. The study also reports a situational analysis, highlighting key contextual features of the course papers and a linguistic analysis via the results of a multi-dimensional analysis (Biber, 1988). Course papers are then compared across disciplines and sub-registers. The results demonstrate that course papers exhibit distinct patterns of language use, which can often be attributed to the varying purposes and situational features of the texts but are also related to disciplinary ways of knowing. Findings are discussed in terms of their significance to disciplinary writing research and the representativeness of student writing corpora. Beyond enhancing an understanding of academic writing, the results also contribute to an exploration of register as a continuous construct and highlight the importance of domain and situational analyses in the development of corpora. These findings also have the potential to inform pedagogy and curriculum development and provide an enhanced understanding of academic coursework writing for stakeholders such as professors, graduate students, writing consultants. Knowledge of the register-specific patterns of unpublished GSW is necessary because it can help to refine how curricula and programs are designed, how prompts are written, and how graduate students are supported during the pre-thesis/dissertation phase of their matriculation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Written assignments are, perhaps, one of the most common types of coursework that students will encounter in their undergraduate studies. This study describes the communicative purpose and textual and linguistic characteristics of university assignments written for content classes, taking into account variation across communicative text types and disciplines. The research presented in this dissertation is based on a corpus of 960 texts written for four disciplinary groups (arts and humanities, social sciences, life sciences, and physical sciences) and divided into eight communicative text types: to give a procedural recount, to argue, to explain, to compare, to propose, to describe a tangible object, to give personal advice and to narrate a personal experience. Communicative text types are not culturally-recognizable register categories, rather, these are texts that share the same communicative purpose. Therefore, the first component of this study was to determine the communicative purposes that occur in university writing and describe these purposes in a framework that was used to describe all texts in the corpus. The non-linguistic and linguistic analyses, then, adopt these text categories to describe the extent to which the characteristics of university writing vary across communicative text types and discipline. For the non-linguistic analysis, I first describe the overall situational characteristics of university writing. Then, I describe the development and application of a framework for the analysis of the textual characteristics of university writing, which includes features such as length, visual elements, and explicitness of purpose. This framework was applied to each text in the corpus, thus describing the textual characteristics of university writing based on the number of texts within each communicative text type that made use of these features. For the linguistic analysis, I conduct a new multidimensional analysis, which revealed three dimensions of variation: elaborated discourse vs condensed style; production of possibility vs content-focused description; informational density vs involved, academic narrative. The second part of this study describes the text layout and linguistic characteristics of the register of essays. Drawing on the results of the analyses for communicative text types, I explore the extent to which one of the most common registers of university writing, essays, is well-defined in terms of textual and linguistic characteristics. The results of the textual and linguistic analysis show that discipline has a greater impact on the characteristics of university writing than communicative text types. The textual analysis shows considerable variation within communicative text types written for different disciplines. To argue, for example, contains more headings, images and tables when written for life sciences than other disciplines. Similarly, in the linguistic analysis, we find that two out of three dimensions identified have larger effect sizes for discipline than for communicative text type. Finally, the analysis of essays shows that there is considerable variation within the register of essays. The results of this study have two major implications for future studies of university writing. First, they show the need to account for discipline when describing language variation across registers or communicative text types. Second, the results of the register analysis demonstrate the need to account for variation within registers, as well as across registers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Undocumented youth have been powerful leaders in the undocumented immigrant rights movement to advance a more just society for immigrant communities (Nicholls, 2013; Perez, 2016). Community colleges are important spaces in the higher education sector because most undocumented college students attend community colleges (Teranishi et al., 2011). This dissertation study seeks to better understand the priorities and experiences of undocumented community college students who organize for institutional support for undocumented students. This study is guided by theories on counter-spaces in Critical Race Theory (Solorzano et al., 2000), spaces where Students of Color create a sense of safety and community with each other. The methods for this study are a case study of one community college in California, Western College (pseudonym), that has robust programs for undocumented students such as an Undocumented Student Resource Center and a designated staff position that works with undocumented students. Research questions asked how undocumented students organized for programs at Western College from 2006 to 2021, how they navigated power dynamics on campus, and how they reflected on their experiences. Data collection comprised 26 interviews with 11 undocumented student alumni, five current students attending Western College in 2021, and eight staff and faculty. I also analyzed over 50 documents such as webpages and institutional statements. Findings show how undocumented students envisioned building a counter-space for undocumented students where they could feel safe and comfortable away from the dominant campus culture of exclusion and hostility. They wanted support and guidance from staff, faculty, and administrators, but they made it clear they aspired to maintain the essence of a counter-space by keeping their programs student-led. As they reflected on their experiences, they were impressed by the number of resources available at their 4-year universities once they transferred, but they ultimately missed the intimate sense of community at Western College. They also sought to reproduce the counter-space they created at Western College in their areas of work. This study has implications for research, policy, and practice about the development of institutionalized counter-spaces. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation demonstrates the interdisciplinary integration of critical appreciative inquiry (a qualitative planning process focused on inclusion in decision-making) and multi-attribute utility theory (a quantitative evaluation process focused on rationality in decision-making). Principles of positive psychology and decision-making underlay the resulting model used in this proposal to evaluate a sample of programmatic initiatives of Ohio University's LGBT Center. Results from this work reveal the usefulness of deriving evaluation criteria from an organization's mission statement and are expected to generalize to other such centers. Implications for diversity leaders in higher education are advanced. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This blend of ethnographic, case, and narrative qualitative study examined the experiences that fifteen adult stakeholders such as educators, family members, and administrators from nine different private and public schools in the eastern region of Pennsylvania. The researcher conducted one-on-one zoom semi-structured interviews with the fifteen adult participants, and data was collected from these participants' responses as well as some public documents such as school calendars and vision and mission statements. The major and emerging themes of this study stemmed from participants' responses to the semi-structured interview questions. Suggestions were also made by the participants to foster a stronger sense of belonging for all students at their schools. Some of the researcher's goals for this study are to raise awareness about religious and cultural inequities in schools in Pennsylvania and to unite all students of all cultural and religious backgrounds closer together. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This descriptive multi case study will describe practices in teacher preparation programs in two urban universities to support Culturally Responsive Pedagogy (CRP) for teachers in the training programs in one of the most diverse cities in America and the outcomes of these practices. Recent alumni, faculty, and administrators of the selected universities were recruited to participate in this study to share their perceptions of CRP as it occurred for them in their course work, syllabi, and assignments while enrolled in the programs. This study will provide an in-depth analysis to explain the current use of CRP in practice, adherence to federal requirements and explain approaches to comply with accreditation standards and university requirements. Associated documents will be analyzed to help understand how CRP is supported. Semi-structured interviews of recent alumni, current administrators, and faculty, coupled with focus groups for the alumni, will also explain the types of experiences shared by the alumni at two universities that support CRP. Both universities were selected as they had the same accrediting board, and the national accreditation documents were analyzed to determine to what extent CRP standards are evident. The study analyzed supporting documents from each university to determine CRP evidence in their frameworks, deliverables, and mission statements. Course artifacts were analyzed to determine evidence of CRP through the course outlines and syllabi. The implications of this research can contribute to the larger body of research about practices that best support CRP in teacher training programs. This study adds to the research by providing clarity and in-depth exploration of how culturally responsive pedagogy is operationalized in teacher education programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Crises are unpredictable events that affect the organization and all the stakeholders. In higher education, crises are often found in a single institution or small region, depending on the nature of the situation. The coronavirus pandemic presented an opportunity to understand the impact of crises on a larger scale. This study explored how college and university leaders responded to and communicated with their stakeholders. It looked at how mission statements connected with institutions' COVID-19 communication and leadership theories aligned with the messaging. This study used qualitative content analysis to examine the websites and publicly available messaging of fifteen colleges and universities accredited by the Middle States Commission on Higher Education. The sample was narrowed down based on the basic Carnegie Classification category, and additional demographic data was collected from the sample. The study focused on information from each institution's COVID-19 website and publicly available messages for the Spring 2021 semester. Communication is necessary for making sense of crises. The study suggests that leaders need to consider what information is provided and how it is relayed so stakeholders can find it and receive it. Further, messaging should balance informational and interpersonal to ensure stakeholders gain knowledge and are reminded of their value to the organization. Determining leadership theories was impacted by the limitations of secondary data but aligned with the literature, which indicated that a variety of leadership theories could be applied to crisis events. However, it suggested that a leader's approach to a crisis should adapt to the organization's needs as the crisis evolves. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

John Dewey (1916) asserted that deliberate and systematic educational systems provide capacity to all members of society in order to solve problems and is the foundation for participatory democratic education (Harbour, 2015). Learning is also a social process that allows people to live purposefully. The goal of this qualitative, narrative inquiry study was to explore the voices of rural community stakeholders and determine how their experiences have impacted their values of community and higher education. The primary research question in this study focused on how community stakeholders understand and value participatory democratic education in a rural community. This study explored 12 community stakeholder narratives value community and education. Participants were asked to share stories about their lives with a focus on their perceived value of education, community connectedness, and experiences with higher education institutions. Education as Growth, Education as Direction and Education as Social Function are three themes discovered in the stakeholder narratives and link Dewey's philosophy of education from the early 1900's to the current day. Findings suggest that participatory democratic education is valued by community stakeholders and should be a focus in community college education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Many students in secondary grade levels struggle with proportional reasoning. Calisici (2018) found that 48 percent of students were unable to solve a multiplication problem involving fractions. Furthermore, many students struggle with complex Chemistry topics due to the difficulty many students have visualizing the microscopic scale. "3D visualization media effectively improved students' critical thinking skills and scientific attitude (Astuti et al, 2020)." In another study done in Turkey, students were asked to draw static and dynamic models of an Oxygen atom. The study concludes, "Therefore, it could be suggested that generating animations as a modeling activity helps learners to improve their mental models of the atom. (Akaygun, 2016). "Thus, this study aims to address these misconceptions using a STEM Integration approach. A paper by Roehrig et al (2021) looked at creating a framework for STEM integration. The paper gave 7 key characteristics for integrating STEM: "(a) focus on real-world problems; (b) centrality of engineering; (c) context integration; (d) content integration; (e) STEM practices; (f) twenty-first century skills; and (g) informing students about STEM careers (Roehrig et al 2021)." This study examines how students understanding of proportions and atomic composition and scale develop throughout a week-long summer camp using Nanotechnology as the driving phenomena. Implications of this integrated STEM approach as well as students conceptual understanding is then examined and discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As online collaboration continues to normalize in the post-pandemic digital age, how students engage online through collaborative learning has grown in importance. Web 2.0 has led to a shift in learner engagement that impacts the ways students interact with class content, and this provides opportunities for more meaningful collaboration and socially connected learning (Cress & Kimmerle, 2008; Gao; 2013, Halic et al., 2010; Redmond & Lock, 2006). The focus of online interactions has continued to move away from teacher-learner and learner-content interactions to higher quality learner-learner interactions that facilitate collaborative knowledge building through increased interactivity (Hirume, 2002; Woo & Reeves, 2007). Understanding how students learn with peers in the online class environment and identifying the most effective teaching strategies and tools for online learning are crucial challenges for educators. This is especially true as the demand grows for students to excel in immersive online learning environments (Bourdeaux & Schoenack, 2016; Dumford & Miller, 2018; Garcia-Morales et al., 2021). More research needs to be done on how students in higher education collaborate in TESOL teacher training classes to co-construct knowledge through social annotating. Perusall is a social annotating platform that allows students to synchronously and asynchronously collaborate and exchange ideas on a joint text or file. This study fills the gaps in the literature on the use of social annotations in higher education, specifically responding to the need for more research on the benefits of teacher training courses. Furthermore, reading and writing connections in the online space is a topic of ever-growing interest in the current digitally infused learning era. Based on sociocultural theory and activity theory frameworks, this study examines how students in an undergraduate Teaching English to Speakers of Other Languages (TESOL) course use Perusall to jointly read and annotate selected texts and then individually write review papers on the readings. This study explored the following areas: (1) how students interact and collaborate using social annotations to co-construct knowledge during a shared task; (2) student perceptions of using social annotation for reading/writing tasks in the activity system; and (3) how the knowledge co-created in Perusall reflected in individual student writing. Through the coding of annotations, this study unearthed various engagement patterns in their annotations. Four prominent categories emerged from the annotation data: (1) Clarification, where students actively sought to understand complex parts of the text; (2) Course Related Content, indicating a robust connection between readings and the ongoing coursework; (3) Future Teaching Roles, suggesting students' forward-thinking and application-oriented approach; and (4) Community Building: students showcased collective knowledge building while fostering deep social bonds using Perusall to collaborate on class texts. In response to student perceptions of using social annotation for reading and writing tasks within the activity system, activity theory and sociocultural theory served as investigative lenses. Through these frameworks, students' perceptions of Perusall were understood as shaped by goals, rules, and community dynamics. These elements of the social annotating activity system, from the objective of knowledge creation for review papers to community interaction, Perusall both afforded and, at times, constrained students' interactions and participation. Furthermore, in examining survey and interview data, student enthusiasm for social annotating was evident in their responses. A content analysis of individual writing revealed that students effectively integrated the co-constructed knowledge from Perusall into their personal assignments, with coded data from their individual writing mirroring the themes and knowledge found in their annotations. This underscores the platform's utility in facilitating comprehension and applying acquired knowledge. The findings emphasize Perusall's capability in promoting collaborative engagement and facilitating task distribution, and student responses highlighted its significant role in guiding interactions and fostering co-created knowledge. These results signal the potential of a broader pedagogical shift: educators can harness platforms like Perusall to cultivate critical thinking, collaboration, and peer learning, transforming classrooms into hubs of collective knowledge exchange. From an activity theory perspective, we better understand the interconnected dynamics of social annotating. Looking ahead, there are exciting research opportunities. It would be worthwhile to explore what teaching methods best fit for tools like Perusall, the long-term benefits of using such platforms relative to other collaborative practices, their applicability across diverse academic fields, and potential customization to cater to varied learning needs. Integrating technology with pedagogical methods, as seen with Perusall, offers promising avenues for reshaping educational landscapes that need better exploration. [The dissertation citations contained here are published with the permission of ProQuest LLC. 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This dissertation explores the role of classroom culture in shaping equitable student experiences and outcomes in science education, and examines how curricular structures might further reinforce equity. Here, equity in science education means supporting student identification, belonging, "and" learning in science, with particular attention to disrupting historical patterns of inequity that have created barriers to participation for students from historically marginalized populations. Classroom culture is a critical component of equity because it shapes student experiences and opportunities within science and determines whose voices, experiences, epistemologies, and cultural connections have credence within science learning. For their part, curricula shape how students interact with science content and serve to expand or constrain the breadth, depth, and rigor of the content that students experience. The outcomes of study are student interest and belonging, both critical for broadening participation in science because they are associated not only with improved learning, but also with meaningful participation in classroom science communities, course-taking patterns, and career decisions. The first two papers in this dissertation draw on large-scale survey data from 847 middle-school students in more than 30 OpenSciEd classrooms across the country. We use hierarchical linear modeling with students nested within classrooms to examine the extent of classroom-level variation in classroom culture, and how key features of equitable science classroom cultures relate to student interest and belonging in science. In both cases, we find significant classroom-level variation in culture, suggesting that classroom culture can be an important lever for equitable transformation. The first paper explores the relationship between classrooms reflecting "collective enterprise" and "care" with student interest in science. We find a strong and consistent relationship between collective enterprise and care, respectively, with student interest. We propose that these attributes of classroom culture may bolster student interest in science by supporting relationships and by connecting with the cognitive, emotional, and values-related components of interest. The second paper examines how classroom "epistemologies of science" relate to students' sense of belonging in science. Again we find a strong and consistent relationship between classrooms reflecting broader and more flexible epistemologies of science, with belonging in science. We consider the tensions between the science-as-practice vision of science education and the pervasive cultures of school science to contextualize the observed variation in classroom epistemologies of science. We argue that a concerted "epistemic boost" in science education may be necessary to fully realize the science-as-practice vision of science education. Finally, the third paper uses data from 38 teacher interviews to understand aspects of the science curriculum that teachers found supported their efforts to build equitable science classrooms. While many curricula address equity through increased representation of minority scientists or through guidance for teachers around equitable instruction, I argue that the design of curricular structures has been underappreciated as a potential venue for bolstering equitable science participation opportunities for students. I propose that curricular structures designed to support deep and authentic content learning can serve double duty by structuring student learning tasks and participation in ways that reinforce equitable classroom cultures.Collectively, these three papers contribute to the goal of expanding opportunities for students to connect with and succeed in science. They focus on valuable potential levers for equity, namely classroom culture and curricular structures. They help us to understand how relational and epistemic aspects of the classroom culture, and intentionally designed curricular structures, have the potential to expand how students understand science as a discipline, its value and relevance for their lives, and their own place within the world of science. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Over the past thirty years, research on teachers' mathematical knowledge for teaching (MKT) has developed and grown in popularity as an area of focus for improving mathematics teaching and students' learning. Many scholars have investigated types of knowledge teachers use when teaching and the relationship between teacher knowledge and student performance. However, few researchers have studied the sources of teachers' pedagogical decisions and actions and some studies have reported that advances in teachers' mathematical meanings does not necessarily lead to a teacher conveying strong meanings to students. It has also been reported that a teacher's ways of thinking about teaching an idea and actions to decenter can influence the teacher's interactions with students. This document presents three papers detailing a multiple-case study that constitutes my dissertation. The first paper reviews the constructs researchers have used to investigate teachers' knowledge base. This paper also provides a characterization of the first case's mathematical meaning for teaching angle measure and the impact of her meaning on her interactions with students while teaching her angle measure lessons. The second paper examines another instructor's meaning for an angle and its measure and illustrates the symbiotic relationship between the teacher's mathematical meanings for teaching and decentering actions. This paper also characterizes how an instructor's commitment to quantitative reasoning influences the teacher's instructional orientation and instructional actions. Finally, the third paper includes a cross-case analysis of the two instructors' mathematical meanings for teaching sine function and their enacted teaching practices, including their choice of tasks, interactions with students, and explanations while teaching their sine function lessons. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Over the past decade the market for children's digital play activities focused on science, technology, engineering, and mathematics (STEM) has grown exponentially. One benefit to the growth in digital STEM play is that it can provide children opportunities to engage the cognitive skills and practices that can be valuable for formal STEM learning. However, one criticism of the digital play market generally and of STEM play specifically is that these play experiences are not always designed in ways that are cognitively engaging. Therefore, the goal of the three papers presented in Chapters 2-4 of this dissertation were to reveal design characteristics of digital STEM play experiences that foster different types of STEM relevant cognitive engagement. We focused on two types of design characteristics, the affordances of the digital medium and the specificity of the provided play goals. We also focused on two specific cognitive skills, spatial skills and exploratory behaviors, or the actions children take on the world to generate new information. Chapter 2 and Chapter 3 addressed the association between children's spatial skills and how they played with three children's apps featuring spatial activities that varied in their affordances and goals. Chapter 2 showed that children's spatial skills were associated with their play with spatial apps that challenged children to complete highly specified goals. However, Chapter 3 showed that despite unique spatial affordances of the digital medium, children's spatial skills were not associated with their play with an app that featured an entirely open-ended spatial activity. Given the effect of goals found across Chapters 2 and 3, Chapter 4 aimed to formally address the effect of play goal specificity on cognitive engagement in digital STEM play. Consequently, Chapter 4 examined the influence of different goals on families' exploratory behaviors during play with an app-controlled robot and showed that more open-ended goals engendered more exploration. Taken together, the papers presented through Chapters 2-4 in this bundled dissertation provide insight for researchers, caregivers, and designers on how design characteristics of digital STEM play experiences can be leveraged to support different kinds of cognitive engagement that could be important for children's formal STEM learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The global challenge of rising healthcare demand, coupled with an acute shortage of physicians, has become a pressing concern, particularly in Egypt. To address this issue, this dissertation comprises three essays that aim to tackle the shortage and maldistribution of physicians in Egypt. The first paper investigates the factors that make general practice jobs attractive to medical graduates in Cairo, Egypt, with the aim of providing policy recommendations for addressing the shortage of general physicians in the country. Addressing this shortage is particularly relevant given the current healthcare sector reforms that aim to improve efficiency by shifting towards a more primary-care-focused model. The paper focuses on the job attributes that influence medical students' decisions to specialize in certain areas of medicine and employs a discrete choice experiment to determine the relative importance of different job attributes. The results show that medical students in Ain Shams University prioritize job attributes such as lower working hours, training, and procedural opportunities over flexibility. Results suggest that financial and non-financial incentives could be effective in incentivizing general practice careers beyond higher salaries. Moreover, a standardized recruitment policy is likely to be successful, given the absence of heterogenous preferences across subgroups. The findings can inform policies aimed at addressing the shortage of healthcare workers, particularly in family medicine and primary care, by providing policymakers with insights into the preferences of medical students in Egypt. The second essay tackles the issue of the shortage of healthcare professionals in less urban areas, which poses a major challenge to achieving universal health coverage. The rural pipeline approach, which involves establishing more medical schools in underserved regions, is considered a promising strategy as graduates are more likely to practice in those areas. This paper examines the potential of this approach in Egypt, where 12 "people's universities" have been recently established. Using a discrete choice experiment, the study assesses the attitudes of medical students from two public universities located outside Cairo towards practicing in their home governorate after graduating from a local school. The findings indicate that students are more likely to stay and work in their home governorate after graduating. The study also highlights gender differences, as female students place greater importance on lower working hours and practicing in their home governorates. Financial incentives are found to play a critical role in motivating individuals to practice in underserved areas. Finally, the third paper evaluates the differences in academic performance between the mainstream program and the Extended Modular Program (EMP) at Ain Shams University's Faculty of Medicine in Egypt. The EMP was introduced as a fee-based program to increase the number of medical graduates without imposing a financial burden on the government or compromising the quality of education. The paper assesses the effectiveness of the EMP by comparing university exam scores and attendance of EMP students to those enrolled in the mainstream free program. To account for potential selection, the paper controls for students' background characteristics, including their high school program type and admission scores. The paper finds that students in the EMP program consistently outperform those in the mainstream program and have better attendance. However, the association becomes statistically insignificant when controlling for students' backgrounds, suggesting that the fees and lack of standardized entry exams induce selection bias rather than significantly impacting the quality of education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Moving Beyond the Ordinal Methodological Controversy: A Systematic Review (Manuscript 1): Ordinal outcome data is a common byproduct of education research. Yet more than seventy-five years after the development of Stevens' original measurement framework, the permissibility of select analytic techniques to ordinal outcome data remains a topic of debate. Accordingly, the purpose of this paper was to provide the necessary background from which to begin considering alternative means for examining such data. Peer-reviewed and published journal articles concerned with the ordinal controversy were obtained from Web of Science via systematic review techniques. Additional sources covering statistical analysis were also referenced in order to provide an encompassing description of the intellectual landscape that is ordinal methodology. While by no means meant to inspire consensus, this paper is designed as a concise resource for both beginner and advanced researchers alike to be apprised of their data analysis options. Cubic Spline Interpolation for the Treatment of Ordinal Outcome Data in Education: A Model Fit Comparison of Parallel Approaches (Manuscript 2): Cubic spline interpolation is used extensively in science, technology, engineering, and mathematics disciplines, but has yet to find application within the realm of education. Accordingly, the purpose of this comparative methodological exploration was to juxtapose this novel approach with three procedures common to the social and behavioral sciences. Using simulated data combined with adapted computer code, this study aimed to determine the theoretical and utilitarian significance of cubic spline interpolation for the treatment of ordinal outcome data in education. Results ultimately showed that cubic spline interpolation outperformed linear regression, logistic regression, and ordinal logistic regression when working with leptokurtotic and platykurtotic ordinal outcome data. Furthermore, cubic spline interpolation performed the same or better than linear regression regardless of ordinal distribution and better than ordinal logistic regression when working with negatively skewed, leptokurtotic, and platykurtotic ordinal outcome data. Such a result not only highlights the problem-solving potential of cubic spline interpolation but more importantly opens the door for investigation into other statistical models largely unconsidered by social and behavioral science researchers. Cubic Spline Interpolation for the Treatment of Ordinal Outcome Data in Education: An Empirical Examination of Select Approaches (Manuscript 3): Cubic spline interpolation is a promising method of nonparametric regression in the social and behavioral sciences, but currently lacks empirical testing. Therefore, the purpose of this comparative methodological exploration was to replicate and extend earlier work rooted in simulation. Using cross-sectional data from the Education Longitudinal Study of 2002 together with adapted computer code, this study sought to validate the problem-solving potential of cubic spline interpolation for the treatment of ordinal outcome data in education. Replication results demonstrated that cubic spline interpolation outperformed linear regression on markers of model fit. In contrast, extension results revealed that linear regression outperformed cubic spline interpolation on markers of coefficient precision. Such results both corroborate the applicability of cubic spline interpolation while also highlighting an urgent need for continued research into its information value. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this Executive Position Paper was to research how to design an online, synchronous, asynchronous, or face-to-face training program for higher education instructors to serve the needs of a diverse student population of emergent learners, specifically in the community college sector. The subsequent research resulted in a faculty training program to provide learning strategies to assist instructors in developing effective courses and learning material to engage all students. This training, titled "The Universal Design for Learning Online Training Program" incorporates Universal Design for Learning, which uses various methods such as lectures, group discussions, hands-on activities, and multimodal resources. Instructors can also provide regular feedback and support to students to help them stay engaged and motivated throughout a course. This paper provides research-based teaching and learning strategies to reach a diverse student population, increase retention, and enhance student success. The resulting training can help provide instructors with professional development opportunities focusing on Universal Design for Learning while acknowledging the use of pedagogy and andragogy in instructional design. It also presents student engagement strategies that will equip instructors with the skills they need to create compelling learning experiences for their students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teaching science involves designing learning experiences that attend to a complex set of relationships between students, the discipline of science, and the places where science experiences are carried out. Unfortunately, with traditional approaches to K-12 science instruction, contributions to learning from students and places are often overlooked as educators seek to create disciplinary experiences that increase science learning outcomes that are measurable, repeatable, and standardized. Place-based science education seeks to push back on traditional science education approaches, and create opportunities for children, places, and disciplines to equitably take up their agency and influence the learning experiences. However, the way these agents interact in place-based science education experiences in K-12 settings is still largely unknown. Therefore, to gain a greater understanding of how these agents interact, this work explores the design, implementation, and outcomes of a Place-Based Science Education (PBSE) learning experience that equitably positions children, a place, and the discipline of science. To do this, I completed a design-based research project where I developed two science investigations that engaged 6th grade science students in the exploration of "variation" in their schoolyard ecosystem. I analyzed a variety of data from these two investigations to characterize children's knowledge, experiences during the instructional design, and subsequent learning outcomes. I also characterized the nature of interactions amongst children, the material world, and the discipline of science. In Chapter One, this dissertation sets out the case for reconceptualizing PBSE as a Dance of Agency (DoA) that more equitably positions human, material, and disciplinary agency. This position paper sets up the rationale for Chapter Two. This dissertation is in an alternative format structure, where Chapters Two through Four are independent manuscripts prepared for publication. Chapter Two is a theoretical paper that describes the DoA framework in detail. The goal of this paper is to map out tensions inherent in place-based education (PBE) and PBSE as they are currently conceptualized, and to address these tensions in the DoA framework. This paper dives deep into the theoretical and conceptual work that undergirds the development of the DoA framework, and presents early implications used in the instructional design presented in Chapters Three and Four. Chapter Three presents the first empirical exploration into the DoA framework's application in an educational setting. This paper characterizes (1) the baseline knowledge participating children have of a place (place knowledge) when they come into a PBSE experience and (2) the nature of children's relationship with the place where they take part in a future science investigation. Findings showcase how children's place knowledge is functional, and that this functional knowledge is associated with supportive and submissive dances with agency with the schoolyard setting. In Chapter Four, I present episodes where the DoA manifested throughout the two investigations, and connect the development of children's place knowledge throughout the investigation to these episodes. This study found that the introduction of disciplinary agency, in the form of specific phenomena and activities, focused children as they accessed their place knowledge and took up their agency to make decisions in the investigation. Disciplinary agency also exposed material agency from the schoolyard. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Writer identity has gradually become a focus in writing scholarship in recent years. From a social constructivist lens, writer identity is not optional; it resides in all texts. And it is a construct that does not exist in a vacuum, but is shaped by the sociocultural and academic context, and simultaneously individual writers agentively select from the socially available repertoire to construct their identities in text. Departing from social constructivism, this study adopted Ivanic's (1998) conceptualization of writer identity, which consists of "autobiographical self," "discoursal self," "self as author" and "possibilities for selfhood," and highlighted the role of agency in the construction of writer identity. This dissertation employed a multi-case study design, and looked into how three L2 doctoral students studying in the U.S. setting constructed their identities in their academic papers of different kinds and the patterns of identity construction across their papers. Among the three participants, two came from the hard discipline background whereas the other one from soft discipline. Further, this study examined the variables, including contextual factors ("autobiographical self" and "possibilities for selfhood") and individual agency, that contributed to the three L2 doctoral students' identity construction in their papers. Data collected for this study included three writing samples from each of the students, and three to four rounds of interviews with the participants. Interviews encompassed background interviews, and interviews about the papers. Supplementary data were also collected to provide additional insights into the students' identity construction that included research log, advisors'/reviewers'/co-authors' feedback on the papers, course syllabi and so on. This dissertation analyzed writer identity through combining Hyland's (2018) metadiscourse model and interactional model (2005). The findings revealed that the three strands of metadiscourse followed the same pattern in all the three students' papers, showing that these three students probably attached more importance to constructing identities as writers using explicit linguistic devices to glue texts together and to signal the internal relations of their text. Comparatively, they tended to project identities less prominently as writers who engaged readers directly in the texts. However, more metadiscourse markers were found in the doctoral student' papers from the soft discipline. This demonstrated the more discursively elaborate nature of the soft discipline, where writers may need more metadiscoursal items to construct their identities as disciplinary insiders. The findings further showed that the three participants' construction of identities through metadiscourse resources was shaped by contextual factors such as field conventions and senior researchers' guidance. Agency, however, played a relatively minor role in the construction of their identities in the academic papers. Insights generated from the study and directions for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation is a two-part study comparing U.S. and Chinese teachers' beliefs and noticing patterns. The overarching question for this study is: "How does culture influence what mathematics teachers believe and notice?" This project seeks to investigate this central assumption: there are distinctly "Western" and "East Asian" pedagogical features that inform what teachers believe and notice about teaching and learning. Paper one seeks to clarify the role of cultural stereotypes in shaping teachers' personal beliefs and perceptions of their culture's beliefs on teaching and learning. In Paper two, group differences between U.S. and Chinese teachers' beliefs and noticing are analyzed with respect to these stereotypical pedagogical features (SPFs). This project combines two research areas, cross-cultural comparisons of teachers' beliefs and cross-cultural studies of teacher noticing, to present a distinction of the pedagogical features that seem to underlie Western and East Asian teachers' practices. This dissertation takes a unique approach to assessing teachers' pedagogical beliefs. Across both studies, teachers' personal beliefs are assessed separately from their cultural beliefs. Further, the concept of "cultural beliefs" is defined as an individual's "perception" of the shared values held by most members of a cultural group, as well as social structures such as the relationship between parents and children or the relationship between teachers and students (Leung, 2006). Findings of these studies indicate that the cultural distinctions between "Western" and "Eastern" are becoming blurred as East Asian educators, such as the Chinese participants in this study, take up more "Western" pedagogical theories and practices. Chinese teachers' personable beliefs indicate a definite shift towards "Western"-oriented features such as child-centeredness, process-orientation, and intrinsic motivation, even as they perceive China's cultural orientation as being more "Eastern" (Study One). But a closer examination of Chinese teachers' perceptions of a student-centered lesson compared to a teacher-directed lesson tells a different story: teachers' interpretations and responses continue to both impart and reflect stereotypically "Eastern" features (Study Two). At first blush, these findings seem to reinforce the claim that Chinese teachers are more likely to notice "Eastern" features because of cultural preferences for teacher-directed instruction. In contrast to previous claims, however, this dissertation argues that certain "Eastern" features--such as "abstract representation," "subject matter knowledge," and "highly-structured lessons"-- are conducive for supporting student-centered noticing, particularly in addressing students' mathematical thinking. The significance of these findings is discussed in terms of finding a balanced perspective that draws upon the strengths of "Western" and "East Asian" paradigms to develop a more holistic model of teacher practice. This perspective is discussed in terms of how it may inform cross-cultural approaches to developing student-centered noticing skills, and future research in teacher noticing and beliefs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Nationally, reverse credit transfer is a practice of transfer credit. The reverse transfer program at the study site was implemented in 2013, but no information had been analyzed about the experiences of participating students. This study explored students' experiences of the reverse transfer program at the study site. The theory of student persistence framed the study to understand students' early departures from a two-year institution and persistence at a four-year institution. The research question was designed to capture students' experiences with and perceptions of the reverse transfer program. In this basic qualitative study, 12 reverse transfer program participants were interviewed. Interview data were analyzed using open, axial, and selective coding. Three themes emerged from the findings: associate degree value, benefit, and eligibility; lack of program awareness; and the insignificant degree completion impact. Understanding the benefits of this relatively new initiative is paramount to measuring its success for the student, institution, state, and generating positive social change. Results of this study showed that participants viewed the primary benefit to this program, and thereby the value of an associate degree, to hasten their progress toward a baccalaureate degree. Surprisingly, the study also revealed another program beneficiary, early college students. These findings led to the development of a position paper. Readers of the study and position paper may better understand the reverse transfer program's influence on a student's baccalaureate degree progression to inform interventions for better student outcomes, resulting in positive social change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In this dissertation, I investigated the impact of the involvement of students with disabilities in the ASPIRE intervention program and examined the relationship between student involvement in the ASPIRE program and academic performance and growth. To do so, first, I outlined how I built my perspective for this study in the areas of transition, student involvement, and self-determination with students with disabilities. Beginning with examining changing understandings of disability (Chapter 1), I then conducted a targeted literature review that synthesizes knowledge related to the purpose of the dissertation and provides a review of the literature at the nexus of the areas of strengths-based approaches to disability, self-determination, the transition process for youth with disabilities, and student involvement in this process (Chapter 2). This formed the first paper in this three-study format dissertation. The first study, and second paper, of this dissertation was conducted by conducting post-hoc analysis of an aggregated district-level dataset on pre- and post-survey results collected from students who are in the classrooms of teachers implementing the ASPIRE program providing information about ASPIRE Vital Behaviors (Chapter 3). Next, the second study, and third paper, of this dissertation was conducted with a second dataset collected as part of a State Systematic Improvement Plan (SSIP) project in Georgia. This dataset included student-level data providing demographic and academic performance and growth information (Chapter 4). Finally, the conclusion included the interpretation of results and discussion on further implications for policy, practice, and research (Chapter 5). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research study investigates the impact of the rapid transition from paper-based to online administration of the State of Texas Assessments of Academic Readiness (STAAR) exams on student performance in a South Texas school district. The transition, mandated by House Bill 3261, presented Texas public schools with a tight timeline for adapting to this new testing format. Additionally, the disruption caused by the COVID-19 pandemic resulted in the cancellation of the Spring 2020 STAAR exams, leaving schools with only two academic years to make the transition. The study focuses on assessing the reading and math STAAR exam results for sixth, seventh, and eighth-grade students during the Spring 2022 and Spring 2023 test administrations. It aims to identify whether there were any significant differences in student scores as a result of the shift from paper-based to online testing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation aims to address frequent calls for partnerships between informal science learning spaces and formal K-12 science education (e.g. Bevan & Dillon, 2010; Hofstein & Rosenfeld, 1996; NRC, 2009; Stocklmayer et al., 2010) as well as how informal educators and organizations are or are not addressing issues of equity within these types of partnerships. Informal science education (ISE) as a field is very broad, including such activities and contexts as public and family trips to places like museums and nature centers, K-12 school field trips, engagement with science media and more. Although millions of people visit informal science institutions each year (NRC, 2009), there is inequity in who can access these science experiences and for whom the experiences are designed. Partnerships between ISE institutions and schools are one potential way of both enhancing and supplementing school science as well as increasing participation in informal science experiences. Though many scholars call for these types of partnerships, there is little agreement about what kind of features might contribute to a successful and productive partnership. Another aim of this dissertation is to give a voice to informal science educators. Informal science educators (ISErs) are part of the science learning ecosystem but are often not considered in teacher education research. They come from a variety of educational backgrounds and therefore do not have common educational experiences. While a lot of teacher education research focuses on preservice teacher education programs and the potential of those spaces to work with future teachers to think about equity and social justice, there are not equivalent spaces where ISErs might engage in these same discussions. Therefore, it is important to see what kinds of knowledge and experiences ISErs have around DEI issues so that we might begin to think about the professional development needs they might have. This work addresses these problem spaces in three related papers. The first is a theoretical exploration of informal-formal science education partnerships. Because such partnerships involve two separate institutions with their own objectives, cultures, histories, and communities, I decided to explore the idea of partnerships through the lens of Cultural Historical Activity Theory (CHAT), which specifically takes into consideration how culture and history may affect human activity. In this first paper I will explain why CHAT is a useful lens through which to think about partnerships as well as provide recommendations for how to create productive partnerships based on this theoretical framework. The second manuscript is a narrative case study of a partnership in formation between a local park system and a public school within a large urban school district in a midwestern state from the perspective of two ISErs. This paper describes in detail the challenges and successes of creating a partnership between two very different systems and the learning that was required of the informal educators to work productively with teachers and students in an urban school context. I will show how CHAT played out in action for these educators including what aspects were instantiated in their work and what was missing that might have contributed to challenges they experienced. The third and final manuscript is a survey and interview study with ISErs who work, at least in part, with K-12 students in urban areas. It focuses on their perceptions around issues of diversity, equity, and inclusion (DEI), what efforts they and their organization have made regarding DEI, whether their organizations are supportive or not when it comes to further efforts, and what barriers they feel exist to making change at their organization or the field. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A common assumption in the educational literature is that novice teachers can learn and develop over the course of their career. Yet there remain questions about this process: Do teachers continually refine their ideas in a linear fashion or are they selective -- filtering assorted influences from across their experience to address specific aspects of teaching? As educators grow and develop, there is an opportunity to investigate how teachers perceive the various instructional influences they encounter during their career, and, ultimately, how they make sense of the different perspectives. While there may be universal insights for teacher learning, this work focuses exclusively on science teachers, who, with the turn towards competency-based standards, must balance influences on both teaching content and the doing of science. Further, science instruction is sometimes deprioritized in an era of high-stakes Mathematics and English/Language Arts testing, which can result in normative pressures antagonistic to more ambitious science teaching. The three studies in this dissertation, therefore, add to both our ecological understanding of what teachers perceive as impacting their practice, and how they connect learnings across time and place. Taken together, these findings have important implications for pre-and in-service teacher learning. The first article builds upon and extends the notion of the "two-worlds pitfall" (Feiman-Nemser & Buchman, 1985) by exploring two questions with graduates of a single teacher education program. First, the study investigates what beginning secondary science teachers report as learning from their teacher education program. Using interviews and a rank order task, the findings indicated that all of the teachers attribute at least some of their instructional practices to teacher education; however, there was considerable variation. Moreover, of the attributed practices, there was a range of both science-specific and content-agnostic practices. Second, the study highlighted that teachers learn from a wide range of influences, including but not limited to, teacher education. On average, teachers reported that actual teaching experience was the most impactful influence on their classroom practice, above their own experiences in classrooms as students, above teacher education, and above their specific school context. Collectively, the findings raise questions about how to design teacher education to account for the variety of instructional influences, for what aspects of science teaching candidates are expected to develop in teacher education, and for how to emphasize experiential learning opportunities. Whereas the first paper focuses on teacher education, the second paper considers the other half of the "two-worlds pitfall" (Feiman-Nemser & Buchman, 1985) -- the educative nature of teachers' school context. A persistent perspective in education is that teachers enjoy tremendous autonomy over their classroom, yet more recent literature has challenged this notion. Drawing upon organizational theory, this exploratory study uses drawn mental models, instructional artifacts, and interview data from mid-career secondary science teachers to explore teachers' perceptions of the influence of their school context. Findings imply that teachers were keenly aware of the educative nature of their specific circumstances. However, the influence was not uniform; the teachers indicated that some aspects of their teaching -- those areas more aligned with curriculum and instruction, were more likely to be influenced by their school context compared to others. Additionally, results from this study signal that teachers perceived school influence largely through normative processes -- that is, the established expectations, training, and colleagues. The findings suggest that we need to further explore how ideas, strategies, and practices from teacher education and professional development are presented to account for the educative influence of teachers' specific school contexts. As teachers grow into the profession, they encounter a wide array of ideas about what constitutes "good" science teaching, and therefore must make decisions about their instruction to best support students' success. Whereas the first two studies in this dissertation focus on the influence of teacher education and one's school context, respectively, the third paper considers all relevant instructional influences to investigate how teachers foreground some ideas about teaching and background others. Extending a theory of teacher learning with the same sample as the second study, this paper argues that teachers differentially take up ideas about science teaching. Across a wide-variety of perceived instructional influences, some teachers privileged broader pedagogical frameworks, while others placed more weight on their specific contexts. Additionally, the results illustrate that common frameworks for professional development are only partially aligned with what mid-career science teachers perceive as important for changing their practice. The data from this work suggests that pre- and in-service learning opportunities need to account for how teachers' differentially weight instructional influences, while providing examples, opportunities for practice, and sufficient resources. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. 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This dissertation is primarily concerned with nature-human relations -- how human people relate with and see themselves in relation to the rest of nature. Nature-human relations are part of how we make sense of the world around us, and these relationships therefore affect our broader reasoning and decision-making. The magnitude of environmental problems like climate change and polluted lands and waters make it critical for educators to find new ways to work with children and families to cultivate nature-human relationships that build healthier socio-ecological futures. To achieve this, I argue that educators should look to Indigenous peoples, who continue to draw on Indigenous knowledge systems to maintain ecologically sustainable relationships with lands and waters despite the ongoing threat of settler colonialism across the globe. Rooted in Indigenous knowledge systems and socio-cultural theories of teaching and learning, this dissertation aims to: 1) understand connections between nature-human relations and pro-environmental decisions and behaviors, and 2) explore how an Indigenous STEAM summer program was carefully co-designed toward transformative and sustainable nature-human relationships. The dissertation contains three academic papers. Paper 1 explores the design of an Indigenous STEAM summer program and how it supported a kinship relationship between an Indigenous youth and the plant Stinging Nettle. Paper 2 examines human perceptions of their relationships with place and nature from a cognitive psychology perspective. Paper 3 addresses how cultural stories embedded in an Indigenous STEAM program's learning activities cultivated relationships between Indigenous youth and Stinging Nettle. Together the papers highlight how close nature-human relations have the potential to move us toward socio-ecological thriving. The dissertation finds that recognizing plant personhood, supporting human peoples' connections to the places they live and work, and learning from Indigenous stories may all be effective ways to transform nature-human relationships. Importantly, these can be taught -- the Indigenous STEAM (ISTEAM) program is a powerful example of;this. For ISTEAM participants, learning from Indigenous stories as well as recognizing plant personhood helped to cultivate connections to place and nature-human kin relations. Given this, an implication of this dissertation is that educational curricula and pedagogies can be designed with Indigenous stories in ways that support the recognition of more-than-human personhood toward closer nature-human relations. If this were a norm across classrooms and non-school-based learning environments alike, we may see a shift in human decision making and behaviors resulting in more sustainable lifeways. This is critical if we are to address climate change and other environmental problems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In this study, I documented, analyzed, and compared the thought processes of six high school science teachers during twenty minutes of planning for NGSS-aligned instruction. Teachers' thoughts were captured using a virtual revisit think-aloud protocol and their thoughts were analyzed and compared using a novel tool called a thinking web. A narrative of each teacher's planning process is provided in this paper along with each teacher's thinking web. My analysis produced a list of thirty-five different thought types within the three categories of antecedent planning conditions conceptualized by Shavelson and Stern (1981): nature of instructional task, information about students, and context of instruction. This paper offers this taxonomy of thought types with definitions and examples as well as a replicable procedure for documenting and analyzing teacher thought processes during planning for NGSS-aligned instruction. This procedure can be used for professional development by pre-service and in-service teachers, instructional coaches and coordinators, administrators, education faculty, and educational researchers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The experiences students have as they pursue graduate degrees in Science, Technology, Engineering, and Mathematics (STEM) are governed by numerous dynamics that are at play outside the context of any classroom. The relationships students share with their peers, advisors, administration, and university significantly impacts their trajectory as scholars, professionals, and future educators. This dissertation consists of three major studies that are each focused on examining student's experience through a critical lens and characterizing their interactions with the graduate apparatus. The first two papers address socialization and well-being of engineering students and the third on how a graduate preparatory program successfully prepares students for the challenges of graduate education. All three papers used similar approaches to data collection and shared interwoven themes and theoretical frameworks in their aim to tangibly represent the sentiments shared by students. Results of these works call into question the extent to which engineering graduate programs cultivate well-being among their students, how engineering students conceptualize academia, and the impact of graduate preparation on student socialization. In each chapter, practical recommendations for departments, faculty, and students are provided along with a challenge to reflect upon existing norms and paradigms prevalent in higher education. This work provides a more complete characterization of STEM graduate education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The inclusion of Black learners in mathematics education discourse is typically achieved by way of deficit framing and the need for intervention rather than discussions of Black learners' brilliance (Gholson et al., 2012; Leonard & Martin 2013; Martin, 2012). Although mathematical illiteracy has become a signifier of Blackness, it is not a norm for Black learners (McKittrick &Woods, 2007). To the contrary, Black learners' brilliance need not be tested or proved, rather it works to definitively reclaim "the identities of Black children from anti-Black violence" (Martin, 2019, p. 472). As research built on Black learners' brilliance and humanity as a given, this dissertation (1) critically analyzes existing literature on Black students' mathematics experiences; (2) documents Black students' positioning of themselves and by others in the middle grades mathematics classroom context; (3) analyzes the instructional practices and activities experienced by Black learners; (4) examines the opportunities that students make to express their multi-faceted math identities; and (5) describes the mathematics experiences that Black learners envision for themselves. To describe and analyze Black students' mathematics classroom identities and experiences, I have produced three papers. The first paper is a critical analysis of existing literature on Black students' mathematics experiences which also argues for the use of race-first lenses in research centering Black students in mathematics learning spaces. The second paper is a qualitative case study of five Black students in a sixth-grade mathematics classroom and utilizes classroom observation, field notes, and artifacts as data sources to examine their positioning in the mathematics classroom. The third and final paper is also a qualitative case study of the same five Black students; however, this paper specifically helps to describe and analyze their placemaking as a form of agency and relies on one-on-one semi-structured interviews, in addition to field notes and artifacts during interviews as data sources. The significance of this dissertation is first in its critical approach when analyzing theoretical framing and methodological choices in existing literature centering Black students' mathematics experiences. This dissertation then moves beyond gathering, identifying, and analyzing themes in mathematics education discourse to employing a qualitative research design to describe and analyze Black students' mathematics classroom identities and experiences. Race-first theoretical framings, which thoughtfully balance structurally- and systemically related factors to Black middle-grades students' learning while celebrating their agency, expression, and placemaking, are apparent throughout each study. Finally, implications are offered for future research and mathematics education practice towards making mathematics spaces more equitable for Black students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Counselors play a critical role in U.S. schools and provide a range of services to students, from academic guidance to mental health supports. Yet, the profession remains vastly understudied. This three-paper dissertation aims to contribute to the existing literature on school counselors, particularly on the experiences of Black school counselors, by considering their work and policies that impact their work from a variety of perspectives. The first paper uses differences-in-differences to explore the effects of state-level school counselor mandates, finding that these mandates increase the number of school counselors, but no evidence that they affect student-to-counselor ratios. The second paper narrows the focus to master's in school counseling programs and how faculty in those programs approach recruiting and retaining for diversity. I offer a typology of faculty, based on their perspectives on diversity and their level of engagement with diversity work. The third paper concentrates on the lived experiences of Black school counselors in Mississippi. Using a phenomenological approach, I find that Black school counselors bring an incredible wealth of knowledge to their roles, stemming from their background and complex social identities. However, they are often underutilized or exploited--many times due to their racial identity and the anti-Blackness that persists in our school systems. Taken together, these papers have implications for how policymakers craft legislation that affects school counselors, the efforts of graduate counseling programs to recruit and retain diverse classes of students, and our understanding of how Black school counselors experience their work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Reading is one of the most important skills that students learn in elementary school. The problem addressed in this study is the decrease in proficiency of reading comprehension when primary grade students are assessed using a digital device to read and respond to instead of reading a text from a paper-based test. The purpose of this study is to determine how teachers perceive their primary grade students' (students in grade kindergarten, one, two or three) reading comprehension is affected by the modality, (paper versus screen) in which they read a text. The theoretical framework that guided the study is the cognitive load theory. A qualitative case study was used for the study as this allowed for an in-depth investigation of teachers' perceptions and experiences surrounding the use of either paper texts, or digital texts in the elementary classroom. Data was collected for a period of 13 weeks from 10 participants. Participants answered survey questions using an online survey and then participated in a one-on-one Zoom interview. The data shows that teachers perceive their primary grade students comprehend better when reading text from paper. Knowing that students are assessed yearly by using digital devices, poses a need for students to have some degree of exposure to reading from digital devices. This leads to the need for more education on the use of digital devices in the classroom. Future research recommendations would be to do a similar qualitative case study with a larger, and more diverse group of participants. Another recommendation is to conduct a quantitative case study using actual data from student assessments in reading comprehension. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation is aimed at articulating and empirically characterizing an expansive orientation to field-based socio-ecological systems learning that elevates participatory and ethically-engaged approaches to teaching and learning. Grounded in relational ways of knowing, this dissertation works to expand and transform normative educational paradigms towards the realization of more just and healthful ways of being through recognizing the agency and dignity of youth, places, and more-than-human beings. Elevating the role of wonder as central to scientific sensemaking, ethical deliberation, and the creation of new forms life and learning, this dissertation contributes to scholarship, practices, and the construction of life-worlds critically engaged with the increasingly pressing challenges and possibilities of the 21st century. Situated within a space of problem and possibilities, this dissertation addressed the need to shift nature-culture relations through analysis of design and interactions situated in the Learning in Places project. Across five chapters I situate and develop three related papers which characterize and empirically ground a framework for "ethical wondering with people, places, and more-than-humans." The first chapter situates this work in transdisciplinary approaches to science education and begins to construct a framework for how we have taken up the role of wondering in our context of work. The three following chapters represent the primary papers in this dissertation. In Chapter 2, I analyze materials designed in the Learning in Places project to explicate key dimensions and commitments of our work and build out an empirically-grounded conceptual framework for ethical wondering with people, places, and more-than-humans. In Chapter 3 I conduct a deep case study analysis of knowledge and interaction to examine how dimensions of ethical wondering with people, places, and more-than-humans were manifest and mediated within wondering walk data gathered from the pilot year of Learning in Places implementation. Complimenting this deep qualitative focus, Chapter 4 shares findings from a broad statistical analysis of over 98 hours of wondering walk data collected in our first full year of school-based storyline implementation to identify significant correlations and comparisons between descriptors of interest. By way of synthesis and conclusion, Chapter 5 closes out this dissertation through offering up principles of design to guide work in similar spaces alongside reflections salient strengths, limitations, and pathways for future work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation examines the different aspects of education policies and their socioeconomic implications through three distinct research papers. The first chapter investigates the causal impact of grade retention in primary school on juvenile crime in Chile and it was written jointly with Juan Diaz, Nicolas Grau, and Jorge Rivera. Utilizing a fuzzy regression discontinuity design, the study finds that repeating an early grade in primary school reduces the probability of committing a crime as a juvenile by 14.5 percentage points. By employing a dynamic model, the research demonstrates that the observed result is primarily driven by two mechanisms associated with the timing of grade retention. First, grade retention in early grades decreases the likelihood of subsequent retention in later grades. Second, late grade retention in primary education exerts a stronger positive effect on crime reduction compared to direct effects in early grades. The findings suggest that, if grade retention remains an ongoing policy, its optimal implementation at the margin should involve retaining students in early grades to prevent retention in later ones. The second chapter explores the equity and efficiency effects of a 2013 reform in the Chilean college admissions system. This reform aimed to increase equity by introducing a third component based on the student's GPA relative to the historical average at their high school. By simulating the admission mechanism with and without the relative GPA boost, the study categorizes applicants into three groups: those who gained access to more selective programs (pulled-up), those who lost access to more selective programs (pushed-down), and those whose admission was unaffected. Employing a difference-in-differences design, the research estimates the impacts of the reform on enrollment, persistence, and graduation. Pulled-up students were able to persist in their newly accessed programs, leading to more selective degree attainment without significant effects on overall BA completion. Pushed-down students, predominantly from better-educated/higher-income families, experienced comparable reductions in the probability of graduating from selective programs, offset by gains in graduation from less selective programs. The study concludes that the reform improved equity with minimal or no loss in efficiency. The third chapter estimates gender bias in a college admissions system based on standardized test scores and was jointly written with Matias Grau, Nicolas Grau, and Damian Vergara. This research applies standard discrimination literature tools in the context of the Chilean centralized admission system. We show that marginally enrolled female applicants exhibit higher first-year grades and are more likely to graduate on time compared to marginally enrolled male applicants. By employing an outcome test model, the research translates outcome differences into disparities in selection thresholds. We interpret this result as gender bias against females who, being "equally qualified" - based on their latent college performance - are not admitted into the program. Approximately 10% of enrolled male students would not have been admitted to their programs under the female effective selection thresholds. A counterfactual exercise simulating the college assignment algorithm with gender-targeted test-score inflation to correct for estimated bias suggests that such a policy would enable an improvement for 2% of female applicants in their preferred options relative to the observed assignment. Similar size effects are found with a decrease in the test score weight assigned to the application score formula. Collectively, these research papers shed light on the complex relationships between education policies, socioeconomic outcomes, and student trajectories, emphasizing the importance of evidence-based policy recommendations to promote equitable educational systems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This paper discusses the educational experiences of Black transitional males with emotional disturbance (ED) in regard to their postsecondary preparation and relationships with school staff. Black children, males specifically, are facing a modern-day segregation; where at the intersections of race, ability, and gender they are disproportionately identified as having emotional disturbance leading to their overrepresentation in restrictive educational settings (e.g., special day classes or non-public schools) and a lack of support in inclusive settings. Black boys and transitional youth with emotional disturbance experience some of the worst in-school (e.g., academic engagement and achievement and school discipline removals) and post-school outcomes (e.g., involvement with the criminal justice system and employment instability). Moreover, this paper revealed that Black transitional males continue to be othered in their education environments where they have to "prove" their capabilities when enrolled in rigorous courses, have limited access to academic school counselors, or have nonexistent relationships with general education staff. In spite of the shortcomings of the education system, Black transitional males with ED exhibit high levels of self-advocacy, self-concept, and self-efficacy. This research study documented the experiences of Black transitional males with ED utilizing "Endarkened" and "Black Storywork." This method has the potential to elevate the voices of Black transitional males in regard to their postsecondary preparation, relying on humanizing, asset-based approaches to analysis and documentation; the outcome being adding to the sparse literature that currently exists regarding this population. This research study generated counter-knowledges that lay the groundwork on how to include Black transitional males with ED in the conversations surrounding postsecondary preparation. Participants' contributions inform researchers, educators, and families in the area of building trusting relationships, nurturing a sense of belonging, and cultivating self-determination; working to improve post school outcomes for Black transitional males with emotional disturbance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

On November 2015, the Commission on Accreditation of Physical Therapy Education (CAPTE) published position papers for the 2016 changes to the CAPTE standards. One of these position papers discussed the changes in the 2016 standards related to the qualifications for the position of a program director (PD) for a physical therapist assistant. A specific qualification requirement was added stating "experience in educational theory and methodology, instructional design, student evaluation and outcome assessment, including the equivalent of nine academic (semester) credits of coursework in educational foundations." The effectiveness of this additional requirement has to date not been assessed. The purpose of this study is to determine if the addition of educational foundations preparation for PTA program directors is related to a change in student outcomes and accreditation status. Additionally, this study will explore how the program directors of PTA programs feel about the educational foundations requirement and their ability to meet the standards for curricular assessment and student outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The three articles in this dissertation explore how curriculum, instruction, and assessments should align with the vision for science learning outlined in the Framework for K-12 Science Education. Together, the papers demonstrate how curriculum, instruction, and assessment, when mutually supportive of each other, can foster a learning environment where teachers and students work together to figure out a compelling, real-world phenomenon. This dissertation also makes the case for looking to a future that truly put students at the center of science learning - for creating environments where students bring in their whole selves and honors their diverse interests and identities, that supports bringing students in to the community and practices of science and then making space to cross the school and science boundary into other communities, intersecting students' ways of knowing and doing. Each paper, through various approaches, endeavors to understand and describe ways in which curriculum, instruction, and assessment can support such an ambitious vision. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Background: Nature exposure is beneficial to human health and wellbeing, but the evidence base for nature-based interventions (NBI) is still developing. Heterogeneous naming conventions, study designs, and intervention contexts create difficulty in accessing and assessing the evidence for such programming. While NBI have been utilized in a wide array of human populations, no interventions have been reported among clinical health professions students. Aims: The objectives of this dissertation project were to review the existing body of NBI literature exploring health and wellbeing outcomes, and to conduct a feasibility trial of forest bathing, a type of NBI, among clinical students. Specifically, this study aimed to: ("Aim 1") conduct a scoping review to (1) identify the different nomenclature used to define NBI, (2) describe the NBI utilized and the contexts in which they occurred, and (3) describe the methodologies used in studies of NBI; ("Aim 2") assess the feasibility of implementing a pilot forest bathing intervention for stress management among clinical health professions students; and ("Aim 3") assess the preliminary effectiveness of a pilot forest bathing intervention for stress management among clinical health professions students. Methods: ("Aim 1") A scoping review was conducted following a prospectively published protocol and adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. We searched PubMed, Web of Science, Scopus, and ProQuest Dissertations and Theses Global for studies on NBI in humans. Dual independent screening and single-author data abstraction were conducted. ("Aims 2 and 3") A single-arm feasibility trial of a six-week forest bathing intervention was conducted. Proctored, self-guided sessions were held on weekday afternoons in a local arboretum. The protocol was prospectively registered and CONSORT reporting guidelines were followed. Participants were clinical students enrolled in a public university in the United States. Aim 2 used qualitative (surveys, focus group, and researcher observation) and quantitative (surveys) methods to assess the feasibility of implementing the program. Aim 3 used quantitative survey data to explore preliminary effectiveness measures: perceived stress, attitudes toward spending time in nature (TSN), self-efficacy TSN, and intentions TSN. Results: ("Aim 1") A total of 406 papers comprising 416 reported studies were included. Multi-day programs, repeated short-session programs, and single short-session programs comprised the sample. NBI were reported in 36 countries and published as dissertations and peer-reviewed papers in 160 journals. 155 unique NBI names were reported. ("Aim 2") 413 students were invited to participate in the program, and 13 students enrolled. Seven individuals participated in at least one session; of those attending at least once, five (71.4%) attended at least five of the six sessions. Measures and data collection methods were well-received and reliably reported. Interpersonal commitment was a primary facilitator to participation, and time constraints were a key barrier. (Aim 3) Participants reported positive affective impacts during 63.6% (n=21) of sessions, and present stress declined significantly over a single 40-minute session (p=0.0007). Over the course of the study and into follow-up, stress decreased by half of a point on the Perceived Stress-10 scale per week (p=0.0308). Participating enrollees and non-participating enrollees may have differed on baseline perceived stress, baseline positive attitudes TSN, and time spent in nature in the week prior to enrollment. Conclusion: ("Aim 1") Taken on the whole, NBI are highly diverse in design and reporting. The field of research would be strengthened by the development of (1) consistent naming conventions and (2) NBI-specific reporting guidelines (i.e., a checklist). ("Aims 2 and 3") While recruitment proved challenging in this population, preliminary evidence suggests that forest bathing or other NBI may be acceptable and beneficial for clinical students experiencing stress. Further feasibility work should explore weekend-based NBI programming offering guided activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative case study utilizes the human capital theory to examine the influence of high impact career exploration and career-focused practices in a public, regional four-year institution. Literature shows that graduates who enter well-matched careers earn approximately 30 percent more than graduates who are not closely matched. In addition, well-matched employees lower recruitment and training costs for employers. The guiding notion of the paper is that students should not only be well-rounded but also be prepared to enter a career that is related to their field of study. Most students attend college to advance their career and economic outlook. This paper found that some participants did not know that most entry-level marketing positions are typically sales positions. This study found that a variety of high impact practices were being utilized in the marketing program. In addition, this study found that participants prefer assignments and projects that have real-life connections to industry. Horizontal mismatch is the main focus; however, vertical mismatch was examined, as the two types of mismatch correlate with one another. The use of high impact practices such as internships and externships, first-year seminars, as well as linking students to careers related to their fields of study will be examined. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Youth with and at-risk for emotional and behavioral disorders (EBD) served in alternative education settings often experience challenges with writing due to various deficits across academic, behavioral, and social-emotional domains, especially in the area of writing. These youth also are less likely to engage in self-determination skills such as self-monitoring and self-awareness -- key aspects to the writing process. This study examined the impact of the self-regulated strategy development (SRSD) instructional approach teaching the POW+TREE (e.g., Pick my idea; Organize my notes; Write and say more; Topic sentence, Reasons [three or more], counterargument(s)/refute; Explanations for each reason and counterargument(s); and Ending) mnemonic with an integrated self-determination skill acrostic to determine the effect on youth writing performance and self-determination skills. The POW+TREE mnemonic and self-determination skill acrostic were taught to three, adolescent female youth at-risk with EBD in a secure juvenile justice facility. An alternating treatment design was used to examine youth writing performance across three response modalities: a) paper/pencil, b) iPad, and c) laptop. A functional relation was found between the SRSD with self-determination intervention and the increased organizational quality (i.e., essay elements) for written essays for all youth. Treatment of fidelity implementation was 100%. Youth found the intervention (e.g., POW+TREE strategy; self-determination acrostic) socially valid and favored writing on the iPad or laptop versus the paper/pencil option. Self-determination scores improved for one youth and remained stable at high levels for the second youth. The third youth was unable to complete the study. Limitations and future directions are explored. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Intervention and education programs for autistic individuals have been greatly informed by the medical model of disease/disability. Under this model, autism is seen as something to be fixed or remediated, and interventions have often focused on reducing autistic traits in an effort to get the autistic person to appear more "typical." Autistic advocates have denounced this, and there is still much debate on what kind of interventions are best for autistic individuals. A viable alternative to the medical model is the neurodiversity approach, where neurological differences such as autism are seen as a valuable contribution to human diversity and should be accepted. Though it has been argued that early intervention can in fact be compatible with the neurodiversity approach, the field still has much work to truly become neurodiversity-affirming. This dissertation discusses three ways to ensure interventions move toward being more neurodiversity-affirming: considering intervention social validity (i.e., acceptability) from the autistic perspective, gathering feedback on interventions from autistic adults, and assessing professionals' attitudes toward neurodiversity. The first paper herein is a systematic review of social validity assessment in Pivotal Response Treatment research, with an emphasis on assessment of the autistic point of view. The second is a qualitative investigation of 214 autistic adults' feedback on common intervention goals for young autistic children. The third paper presents the development and validation of an instrument designed to measure professionals' attitudes toward neurodiversity. Findings from the first two studies suggest that autistic perspectives need to be included much more frequently when designing and implementing interventions, and that professionals need to consider the importance of developing autistic identity, autonomy, and self-advocacy skills. Finally, the neurodiversity attitudes questionnaire (NDAQ) presents a valid way of measuring professionals' attitudes such that neurodiversity training needs can be assessed, which will hopefully ultimately lead to more neurodiversity-friendly interventions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]