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The purpose of this multiple explanatory case study was to investigate the preparation of underserved school band programs for a Music Performance Assessment (MPA). Specifically, I examined racial, economic, and social inequalities, which are well documented in the research literature, and the related achievement gaps of underserved public school bands. Using Ladson-Billings' four pillars of educational debt, a replication approach highlighted four cases as a small sample of the success rate of Title I school bands scoring a Superior at an MPA contest. I compared how contextual issues impacted the four band directors at these schools in preparations for their bands' Music Performance Assessments. I used a critical realism paradigm to examine the disparities of secondary school bands within the context of financial means and hidden cultural expectations. Through this, I identified the academic, economic, moral, and sociological debts that high school band directors may encounter while teaching in an underserved school. These topics highlighted the band director perception on the MPA process, culturally relevant rehearsal strategies and musical selections, student-teacher relationships, and the preservice curriculum that prepares band directors to teach in a Title I school. Findings showed that each director's instructional design was heavily predicated on the socioemotional needs of their students while addressing financial challenges in promoting a positive rehearsal culture. Finally, I collected written and interview data that pointed to several themes and subsequent implications for future band director, university professors, administrators, and policymakers. My goal was to provide a comprehensive understanding of the challenges and strategies employed to prepare an MPA concert program for low-income schools, while addressing the longstanding inequalities in music 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 evolving role of the school counselor reflects a commitment to supporting the holistic development and well-being of all students, addressing the complex challenges they face, and creating learning environments where every student can thrive academically, socially, and emotionally. School-based mental health programs and strategies are becoming more useful to secondary schools. The challenge remains on how to balance the academic requirements of high school with the social emotional learning and mental health supports to improve the mental health outlook of so many of today's youth who are struggling. To explore the effectiveness of calming spaces in secondary schools, the researcher will explore the lived experiences of staff members who have access to a calming space in their schools. Through a qualitative, phenomenological design, the researcher will collect administrator, staff, and parent perceptions of the effectiveness of the calming space, a school-based mental health support. This study starts by reviewing the literature regarding the history of mental health in schools and the evolution of services provided throughout the years. The teenage brain is discussed, with emphasis on the changes that occur in adolescence that allow this age to be more prone to mental health issues. The conversation then changes to the current issues facing teenagers and the evidenced based strategies that aid in improving the mental health of young people on the edge of adulthood. [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 study aimed to explore and understand educators' experiences with and perceptions of supporting students when they return to the secondary school setting after discharge from a psychiatric hospital. Schools are a significant post-discharge environment for the adolescent's experiences, meaning a seamless re-entry is one of the essential elements for the students' post-discharge adjustment (Savina & Simon, 2014). What has become all too prevalent is the need for purposeful and effective student reintegration back into school for intellectual, emotional, and social growth. Because the difficulties that young people face when attempting to re-enter the school environment can be insurmountable, it was useful to investigate how schools address the demands of these students. I recruited this study's participants from Ingleside, Kingsville, and Jackson Stone High Schools in the Odyssey School District. To ensure the privacy of participants and the confidentiality of the collected data, I changed the names of the district, schools, and participants. Each participant is a crucial school-based professional involved in managing students' reintegration into their schools. I conducted semi-structured interviews with open-ended, in-depth questions. The interview transcripts were then coded using standard qualitative research procedures to identify themes relevant to the study. The findings in my study underscore the urgent need for district and school-based interventions to address the mental health challenges students face. One critical finding is that there are issues associated with ineffective communication inside and outside the school environment. Parent and student engagement is necessary and a lifeline to form a trusting connection, creating an environment where people feel more comfortable and protected. Creating a defined re-entry protocol and a plan tailored to each student's needs and regularly reviewing it for any necessary modifications is a critical and essential intervention when a student returns to school. Returning students also needed individualized support to provide meaningful reentry. Importantly, I also found that ongoing professional development in areas specific to the demands of students returning post-psychiatric hospitalization is essential to support teachers who feel ill-prepared to manage students with behavioral health challenges. This training would give teachers the tools to feel confident and knowledgeable when engaging struggling students. The implications of this study point to the importance of recognizing the significance of efficient interpersonal interaction and the need for suitable approaches for addressing the demands of students with mental health difficulties. I conclude by sharing recommendations for the district and school-based staff about the importance of addressing communication issues, ensuring that school-based staff are sufficiently prepared/trained to support students, and developing written protocols to be followed during the re-entry process for students struggling with mental illness. [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 recent times, the world has witnessed an unprecedented global crisis with the outbreak of COVID-19. This pandemic has not only brought about a paradigm shift in our daily lives but has also significantly impacted various sectors of society, including the education system. K-12 schools are a major concern for viral transmission due to the close social interactions between children, crowded institutional environments, and suboptimal vaccine coverage. Children have close interactions with their household members, who are active in all sectors of society. The K-12 educational landscape has faced an array of challenges in the face of managing the COVID-19 pandemic, necessitating multifaceted approaches to mitigate its effects and ensure the safety and well-being of students, faculty, and staff. Having a thorough understanding of safety operations in K-12 schools is crucial. This dissertation, titled "COVID-19's Impact on K-12 Schools and Children," aims to comprehensively explore the multifaceted challenges posed by COVID-19 in the context of K-12 education. The research employed various methodologies such as scoping review, rapid review, implementation science, and both quantitative and qualitative research. These approaches allowed for a comprehensive analysis of the existing literature on the topic, including an exploration of effective disease control strategies implemented by institutions. More specifically, the dissertation examined the effectiveness of a novel Bluetooth contract tracing device. Additionally, it investigated stakeholders' attitudes and emotions which play a crucial role in successfully implementing these studies. Recognizing the complex and dynamic nature of the pandemic, this study takes inspiration from the Swiss cheese model, advocating for the use of multiple, interconnected approaches to control the spread of the virus within K-12 schools. To thoroughly investigate and offer practical insights into managing COVID-19 in K-12 schools, this dissertation adopts a structured five-chapter approach, encompassing both top-down and bottom-up perspectives. The first three chapters take a top-down approach, studying the current available evidence and institutional disease control strategies. The latter two chapters focus on individual stakeholder attitudes, areas of concern, and mental health. The chapters are as follows: Chapter 1: "COVID-19 and K-12 Schools: A Global Scoping Review of Major Themes, Study Regions, Population, and Methods" -- This chapter provides a comprehensive overview of the existing literature on COVID-19's impact on K-12 education. The proposed study is the first and only scoping review to thoroughly provide inventory of current studies on the impact of COVID-19 on K-12 schools (primary and secondary schools) and key stakeholders. The purpose of this study is to identify the contents and themes that have been researched, and to analyze the quality of evidence. The goal of the scoping review is to identify and analyze the existing knowledge gaps regarding school safety during a viral respiratory pandemic and to serve as a precursor to future research in this field. We first presented the protocol of the scoping review, and then the analysis from the review. For Chapter 1.A, the paper was published in BMJ Open on February 2, 2022 while Chapter 1.B was completed in October 2023. Chapter 2: "Rapid review on intervention strategies in K-12 schools during COVID-19" -- This chapter explores the various strategies and interventions that K-12 schools could employ to address the challenges posed by the pandemic. This study was done right at the beginning of the pandemic, predating the advent of vaccines and pharmaceutical treatments. The chapter with these details got published in Advances in Experimental Medicine and Biology in May 2021. Chapter 3: "Implementation of a Hardware-Assisted Bluetooth-Based COVID-19 Tracking Device in a High School: Mixed Methods Study" -- This study addresses the challenges of traditional interview-based contact tracing (TCT) by introducing a Hardware-Assisted Bluetooth-based Infection Tracking (HABIT) device developed by the Yale School of Engineering. The study evaluates HABIT's performance and implementation in a high school environment. The research involved a pilot implementation study, including mock case simulations comparing TCT with Bluetooth-based HABIT for contact tracing. It also utilizes interventional surveys and focus group interviews to study the implementation outcomes of the device. This study has been published in JMIR Formative Research on April 7, 2023. Chapter 4: "K-12 Parents and Faculty Attitudes, Behaviors, and Feelings during the Early Stage of COVID-19 Pandemic: A Longitudinal Survey Study" -- This chapter focuses on the perspectives and emotions of parents and faculty members regarding the pandemic's impact on K-12 education. We also suggested a framework to solving the school-parental communication problem identified from the survey. For Chapter 4.A, this study was completed in 2021 while Chapter 4.B was completed in 2021 and subsequently submitted to Medical Research Archives. This study was completed in 2021 and is accepted at Medical Research Archives. Chapter 5: "K-12 Student Attitudes, Behaviors, and Feelings during the Early Stage of COVID-19 Pandemic: A Longitudinal Survey Study" -- This chapter delves into the experiences and emotions of students during the pandemic. Moreover, this chapter put forward a recommendation for employing multi-tiered support strategies to address these challenges and promote psychological well-being within educational settings amidst crisis. For Chapter 5.A, this study was completed in 2021 while Chapter 5.B was completed in 2021 and subsequently submitted to Medical Research Archives. This study was completed in 2021 and is accepted at Medical Research Archives. [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.]

School counselors play an integral role in helping adolescents navigate and overcome the psychological distress that they experience. This study aimed to better understand the experiences of Jamaican school counselors who provide psychological support to adolescents in high school. Urie Bronfenbrenner's (2006) bioecological model of human development and Hans-Georg Gadamer's (1981) hermeneutic theory formed the conceptual framework for this study. Seven Jamaican secondary school counselors who provide psychological support to adolescents in high school participated in semi-structured interviews via the Zoom online platform. Narrative analysis was used to code and analyze the data from the interviews. Seven themes emerged from the data: school counselors describe their role and experiences of providing psychological support to adolescents, counselors' experiences of factors that influence and factors that discourage help-seeking behavior among adolescents, counselors' experiences of social media and social class as deterrents to adolescents seeking psychological support, counselors experience high workload and the need for more internal support and additional human resources, counselors' experiences working with external government psychological support services, counselors' experience of psychological impact and self-care practices, and counselors' experiences of determining the effectiveness of the psychological support they provide. The findings of this study have implications for the establishment of stronger support systems for Jamaican school counselors and the development and enforcement of policies governing the operation of school counselors. [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 qualitative descriptive study is to investigate how the perceptions, attitudes, or assumptions of principals' philosophy of technology might influence their technology leadership in secondary schools in Arizona. The research questions explored what and how perceptions, attitudes, or assumptions of secondary principals' philosophy of technology might influence principals' technology leadership. This study is guided by the Critical and Humanizing Framework for Educational Technology presented by Strobel and Tillberg-Webb (2009). Using a qualitative descriptive design, the researcher collected data from 10 interviews and a focus group discussion. A thematic analysis identified three themes for the first research question, and three themes for the second research question. The study found descriptions about technology affecting teaching and learning, technology negatively impacting teachers, and technology impacting leadership. Participants also described their agency in leading technology efforts, leadership through supportive efforts, and constructivist mentality of leadership. The findings advanced current knowledge of the role of the principal as a technology leader in schools. Recommendations for future research included continued research of principals' experiences in leading education technology initiatives to further reveal how underlying viewpoints might influence technology leadership, focusing on significant viewpoints that might influence principals' technology leadership, and examining experiences relative to participants professional development. [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 qualitative descriptive study was to explore the perceptions of school principals regarding creating a safety plan that addresses school safety in K-12 schools in Illinois. The conceptual model that guided this study was the M-PHAT model from the National Association of School Psychologists Framework for Safe and Successful Schools. The theory that guided this research was Maslow's Hierarchy of Needs. The following research questions were used to guide the study and to address the problem statement: RQ1) How do K-12 school principals describe the process for developing a plan that addresses physical safety in order to create safe schools? RQ2) How do K-12 school principals describe the process for developing a plan that addresses the psychological effects of school violence in order to create safe schools? Using semi-structured interviews and focus groups, the study sample included 24 K-12 school principals in Illinois. The corroboration of the data generated from the thematic analysis of the semi-structured interviews and focus groups transcripts assisted the researcher in establishing five themes in answering the research questions. The five major themes that emerged were: (1) Incorporating the process of communicating and collaborating with stakeholders; (2) Having trained staff in place that can provide interventions and support to students; (3) Regularly evaluation the feasibility and effectiveness of safety measure in place; (4) Checking in regularly to build a positive rapport and create trust between staff and students; and (5) Providing students access to social-emotional support services. [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.]

Purpose: The purpose of this qualitative phenomenological study was to explore how LGBTQ secondary public school administrators in California use the dimensions of centered leadership to find and create opportunities for connection, mentorship, career advancement, and joy at work. Theoretical Framework: A conceptual model that incorporated the centered leadership model (CLM) and the construct of thriving was used for this study. Methodology: A phenomenological design was used to explore the professional experiences of LGBTQ secondary public school administrators in California. Purposeful sampling with 10 (N = 10) LGBTQ administrators was conducted. Moustakas's (1994) steps in phenomenological analysis including epoche, phenomenological reduction, imaginative variation, and synthesis were used to analyze the data. Validity and reliability were established through the use of peer collaboration, respondent validation, bracketing, reflexive journaling, and detailed description. Findings and Conclusions: Significant statements were identified from interview transcripts and resulted in 24 initial codes. From these codes, 12 formulated meanings were deduced, and after further synthesis, five overall themes emerged. Themes included (a) motivation and consistent, daily use of perceived strengths contribute to passion for work; (b) LGBTQ administrators view challenges optimistically, often relying on a combination of personal strengths, mindsets, values, and environmental context to shape their actions as a leader; (c) leadership presence is mediated by individual and contextual factors; (d) LGBTQ administrators do not actively seek out mentors or coaches who can influence career growth; rather they connect with other professionals based on their work context and factors associated with their LGBTQ identity; and (e) self-awareness, mindset, and restoring behaviors allow LGBTQ administrators to manage their energy and maintain motivation for the job. Recommendations: The CLM provided evidence that LGBTQ secondary public school administrators thrive at work. Future research centered on the work experiences of different types of administrators across education levels (i.e., elementary, district-level or higher education) or school types should be conducted to determine similarities and differences in thriving. Additionally, future studies examining the role of a marginalized identity with regards to seeking coaching or research around cultural politics and influence on thriving should be researched. [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.]

Previous research has established relationships between reading fiction and increased empathy levels, an effect amplified by reading young adult fiction and by feeling transported by, or wholly immersed within, one's reading. Given the established correlation between increased empathy and decreased intolerance levels, reading fiction may decrease intolerance levels as it increases empathy levels; however, a gap in the research exists. This 10-week mixed methods intervention study examined pre- and post-test data in conjunction with analysis of student artifacts produced in five secondary-level language arts classes. Results provide evidence that reading fiction benefits students by increasing their empathy and decreasing their intolerance. Choice in text selection and reading transportation are shown to increase student engagement and improve learning. These results suggest that teachers should prioritize student choice and transportation for deeper learning in the language arts classroom. [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 phenomenological research study used interviews of Title I Secondary School principals regarding their leadership styles and how they get buy-in from their teams. The data collected was analyzed by transcribing the interviews and reading to find common trends in the information. The data collected was compared to each school's performance on standardized tests in Texas to see any commonalities in how the chosen leadership style effects student performance. The achievement gap between economically disadvantaged and non-economically disadvantaged students was compared to the same existing achievement gap in the data of the state of Texas. The study results support the notion that the use of transformational leadership components aligns with best practices of leadership by principals and when utilized, the achievement gap between economically disadvantaged and non-economically disadvantaged students lessens. [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 study used a non-experiment, ex post facto design analysis of survey responses to examine the difference between school districts that met and did not meet New York State: State performance plan Indicator 13- secondary transition; and Indicator 14 - post-school outcomes in special education providers' self-reported use of evidence-based practices (EBP). A total of 37 respondents across four school districts in Long Island participated in completing the forty-six-question survey created by Mazzotti and Plotner (2014). The survey examines the relationship between transition service providers and the utility of EBP and the relationship to the school district's compliance with Indicators 13 and 14 of the New York State Performance Plan/Annual Performance Report (SPP/APR). Descriptive statistics and Welch's t-tests were conducted to examine the hypotheses. The overall findings of this study revealed that special education providers' self-reported use of EBP did not show a statistically significant difference between school districts that met compliance to Indicators 13 and 14 and those that did not. Two subscale EBPs showed statistical significance, dropout prevention, and data-based decision-making for Indicator 13. All other subscales for Indicator 13 and all EBP subscales for Indicator 14 did not show significance when comparing schools that met SPP/APR Indicator criteria. Recommendations to foster evidence-based practices among special education providers in schools contribute to favorable post-secondary outcomes for students with disabilities. [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 examined the experiences and connections between head of school leadership and culture in small, independent boarding schools in New England. This study was the result of the participation of eight heads of school from eight separate institutions, engaging in semi-structured interviews. All of the schools were secular in their practice, all-gender, and had a formal dormitory-based boarding program. Each school enrolled 400 or fewer students, focusing the impact of these leaders on a tighter, interactional lens. This study explored a relatively under-researched area of K-12 education and used exploratory, qualitative methods to gather the stories of these formal leaders. The geographic boundaries of this study were limited to the six New England states. As a result of this study, several key themes involved in the practice of leadership and cultural development arose through the conversations with these heads. [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 qualitative descriptive study was to explore how secondary school counselors described the influence of COVID-19 on changes in delivering services to students in Utah. The framework included Lewin's change theory and Utah's school counseling model. The research questions addressed how do secondary school counselors described the influence of COVID-19 on (1) changes in delivering services to students, (2) the need to change in delivering services to students, (3) the implementation of change in delivering services to students, and (4) the stabilization of change in delivering services to students. The sample was secondary school counselors in Utah, employed since March 2019, worked in school settings that switched to remote or hybrid learning, and experienced changes in delivering services due to COVID-19. Data sources included semi-structured interviews and open-ended questionnaire responses. Braun and Clarke's RTA was implemented and supported development of six themes: (a) COVID-19 influenced uncertainty on providing services to students, (b) COVID-19 influenced the need to serve all students, (c) student mental wellness became a primary focus for school counseling services, (d) secondary school counselors showed ingenuity when implementing changes, (e) adopting new processes created a sense of normalcy in secondary school counseling programs, and (f) barriers in delivering services that still need to be resolved. Practical implications included increased training for mental health services and technology use. [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 report analyzes the parental leave policies of secondary Catholic schools across the United States. Current research suggests Catholic schools lack the ability to provide parental leave, which aligns with the methods and length recommended by various organizations, including the Vatican, the United States Conference of Catholic Bishops, and various medical and professional organizations. The project team was able to identify six criteria that are vital in determining effective policies, including duration of paid maternity leave, duration of paid paternal leave, types of leave, inclusivity in the types of employees offered leave, communication, and awareness of policies to community members and flexibility in scheduling leave. Within these six criteria, 26 indicators were developed for scoring purposes. The team sought to understand if secondary archdiocesan and independent schools adequately provide paid parental leave to employees. Specifically, the team wanted to determine the number of schools in the team's sample data that provided adequate leave based on these indicators. The team requested policies from more than 125 Catholic secondary schools to analyze current parental leave standards. Thirty-four of these schools shared their policies with the team. The team utilized a matrix to track the efficacy of policies, examine the strengths and weaknesses of each school's policy, and find trends among the sample schools. This report analyzes the project's findings and provides recommendations for future research and questions about developing future policies. [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 report analyzes the parental leave policies of secondary Catholic schools across the United States. Current research suggests Catholic schools lack the ability to provide parental leave, which aligns with the methods and length recommended by various organizations, including the Vatican, the United States Conference of Catholic Bishops, and various medical and professional organizations. The project team was able to identify six criteria that are vital in determining effective policies, including duration of paid maternity leave, duration of paid paternal leave, types of leave, inclusivity in the types of employees offered leave, communication, and awareness of policies to community members and flexibility in scheduling leave. Within these six criteria, 26 indicators were developed for scoring purposes. The team sought to understand if secondary archdiocesan and independent schools adequately provide paid parental leave to employees. Specifically, the team wanted to determine the number of schools in the team's sample data that provided adequate leave based on these indicators. The team requested policies from more than 125 Catholic secondary schools to analyze current parental leave standards. Thirty-four of these schools shared their policies with the team. The team utilized a matrix to track the efficacy of policies, examine the strengths and weaknesses of each school's policy, and find trends among the sample schools. This report analyzes the project's findings and provides recommendations for future research and questions about developing future policies. [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.]

Restorative practices (RP) have been shown through research to produce positive results on school culture and reductions in measures of exclusionary discipline especially when a whole-school and culture change approach is utilized. Further, the benefits of RP include fostering community, belonging, and supporting the development of positive relationships among staff and students. However, the role of school principals and their role in RP implementation has been underexamined in the literature. This study aimed to answer the following research questions: (1) What are the lived experiences of secondary school principals working to create transformative change through leadership in restorative practices? (2) How do school principals integrate restorative mindsets and behaviors in their leadership practices? (3) How do they transfer knowledge about their practices to staff members? (4) What conflicts and tensions (if any) do they face as they seek to engage in culture change? The purpose of the study was to use school principals' experience to define restorative leadership and surface the challenges they face. The study employed a phenomenological approach to explore the experience of school principals who are currently implementing restorative practices at their school site. In-depth semi structured interviews were conducted with seven school principals from California and New Mexico. Interview data was analyzed using Interpretative Phenomenological Analysis (IPA). Four themes surfaced from school principals' experiences which were (1) Holism (2) Power (3) Advocacy and Organizing and (4) Purpose, Meaning, and Values. These themes are proposed by the study as components of restorative leadership. [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 group project team conducted this mixed methods case study to report findings from data collected from a Non-public School Accrediting Association in the midwestern United States and how small Catholic schools use the NSBECS to monitor the school's operational vitality. The group project team identified Standard 10 of the four Standards within operational vitality as the focus. The group project team found that the Catholic schools identified had a higher self-reported school score than the site visit team gave during a Catholic school's accreditation year. The group project team recommends surveying small Catholic schools to investigate the resources used to obtain documentation/evidence for NSBECS benchmarks and having the Diocesan Office of Catholic Schools provide ongoing financial training workshops to assist in school operational vitality and accreditation. [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.]

While restorative practices (RP) is hailed as one of the oldest criminal justice models in the world, the official advent of RP in education did not occur until the 1990s. Mirroring the reemergence of RP into legal systems, educators began experimenting with the application of RP in the educational setting. Today, restorative work in schools has expanded beyond an alternative to exclusionary discipline measures into an effort to build, maintain, and, when necessary, restore community. More and more teacher preparation programs address restorative justice principles and the rising dedication to Social Emotional Learning and Culturally Responsive Teaching often embraces RP. However, the question of the person or people responsible for the implementation and maintenance of RP in the school building lingers. Literature abounds with information regarding the "how," but less information exists regarding the "who." While RP has largely been successful due to its grassroots emergence across school campuses, leadership is necessary to ensure its successful integration as a system and some schools have turned to full-time Restorative Practices Leads (RPLs) to shepherd the work. This study explores the role of RPLs in four secondary schools in one Midwest district as a case study. Through conducting 20 intensive, semi-structured interviews with stakeholders at each site, nine themes were established to promote self-efficacy, collective efficacy, and systemic implementation of RP via a full-time RPL position. [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.]

"Let it be known to all who enter here that Christ is the reason for this school, the unseen but ever-present Teacher in its classes, the model for its children, the inspiration for its staff." - Anonymous. This study explored the journeys and experiences of women leaders in Catholic secondary schools, focusing on their challenges and successes. The research included six participants who held leadership positions ranging from school principal to regional superintendent and represented diverse ages and perspectives. Using a qualitative approach with a case study framework, the study drew on Ciriello's (1996) theoretical framework and Uhl's (2020) systemic method of analyzing and reflecting on conflicts, providing the conceptual lens to understand women's experiences as Catholic school leaders. Data was collected through semi-structured interviews and participant journaling, utilizing the case study inquiry model to provide a nuanced exploration of these women's personal and professional trajectories in their roles. The experiences, professional growth, and challenges women face in Catholic education reflect the dynamic nature of leadership within the context of faith-based education. Women in Catholic education perceived their roles as spiritual, educational, and managerial leaders, which were profoundly interconnected, with each dimension contributing to the holistic mission of Catholic schooling. [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.]

Leadership coaching has been a means to build the capacity of leaders within the business community for numerous years (Bono et al., 2009). Over the last 10 years, leadership coaching has become an avenue to support professional development and capacity building for school leaders. Although the coaching concept is not new to the education field, instructional coaches and peer coaches have been proven to support professional development for teachers; leadership coaching is steadily gaining ground. The skill set required to be a principal is vast. As the demands of being a successful principal have changed, the professional learning opportunities available to principals must also adapt. With the growing demand placed on educational leaders coupled with the shortage of highly qualified educators, a perfect storm is forming. This qualitative phenomenological study explored the lived experiences of six secondary public school principals who participated in leadership coaching. [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.]

School leaders play an important role in implementing social emotional learning (SEL) and equitable discipline practices. A Northeastern United States school district initiated the use of SEL programs districtwide to reduce suspensions, and no follow-up has been conducted to explore how school principals adapted implementation to correspond with their leadership practices, nor how these individuals adapted their leadership practices to implement the intervention. Grounded in the SEL and adaptive leadership models, a basic qualitative study was conducted to explore this gap in practice concerning the adaptive leadership behaviors of 10 secondary principals who implemented SEL programs at their schools, including the five SEL competencies of self-awareness, social awareness, self-management, relationship skills, and responsible decision-making. Transcripts of individual semi-structured interviews conducted via Zoom were explored using inductive analysis through a priori and open coding. Findings revealed that principals adapted the SEL intervention through the application of school improvement strategies and by building a strong school culture. Specifically, principals provided SEL training and adapted implementation based on school data and feedback. Principals modified their leadership behaviors by responding to student needs and establishing a school identity. They listened to students, created advisory classes, and made curriculum changes. Positive social change may occur through expanded understanding of school leaders' strategies that support effective SEL program implementation and may assist others seeking to implement SEL 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.]

As virtual platforms for secondary education have grown, the performing arts have faced various difficulties in moving to these platforms effectively. The purpose of this qualitative case study was to explore the experiences of five secondary theatre educators transitioning to virtual teaching. This exploration included theatre educators' understandings of the importance of virtual teaching, successful approaches, and challenges to student engagement. Purposeful sampling was used to select five secondary school theatre educators in the Central Southwest who were interviewed on the subject of their lived experiences with traditional and virtual theatre education. Through the lens of Garrison et al.'s (1999) Community of Inquiry, data was collected and analyzed to determine how teaching, social, and cognitive presences impacted building community in virtual theatre instruction. Findings showed that educators were most concerned with keeping theatre in schools but faced problems with lack of training and preparation for teaching in virtual environments. Teaching theatre virtually required a reevaluation of the idea of rigor in the curriculum, and required teachers to shift their methods of theatrical production and student engagement. Researchers can use this study to further the application of CoI theory to virtual arts education, to determine best practices for virtual theatre educators, and to emphasize the importance of training and support for virtual educators. [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 investigates the nuanced factors influencing teacher retention within Title I secondary schools, comparing the perceptions of teachers from traditional teacher preparation programs and alternatively certified pathways. Drawing upon Maslow's Hierarchy of Needs and Herzberg's Two-Factor Theory, the study explores the psychological, social, and professional motivators that impact teachers' decisions to remain in the profession. A mixed-methods approach was employed to gather data from teachers across both subgroups. Quantitative analysis focused on aspects such as psychological and safety needs, belongingness and social needs, hygiene factors, and motivating factors, revealing differential perceptions between the two groups. Qualitative open-ended questions provided rich supportive content, offering deeper insights into the contextual factors shaping teachers' experiences and career decisions. The findings highlight the complex interplay between intrinsic and extrinsic motivators, shedding light on the diverse needs of teachers within Title I secondary schools. Policymakers, administrators, and educational leaders can leverage these insights to design targeted strategies that address the unique challenges faced by teachers in high-needs settings. By fostering supportive work environments and providing opportunities for professional growth, institutions can enhance teacher satisfaction and retention rates, benefiting both educators and students alike. This research can inform evidence-based practices and policies to foster a more supportive and sustainable educational environment within Title I secondary schools. [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.]

Drawing upon principles of participatory action research, this study collected input from secondary school stakeholders (teachers, students, caregivers, alumni, staff, and administrators) to create a local definition of quality teaching for students at an urban charter school in the northeastern United States. Analysis of stakeholder input produced four themes, reflecting participants' views of quality teaching: support for students' individual differences, flexible learning structures, development of knowledge about students to engage and build relationships, and development and use of professional knowledge. The resulting definition of quality teaching partially overlaps with the principles of culturally sustaining pedagogy (Paris, 2012) with shortcomings that must be acknowledged in undertaking equitable change. The project presents a possible model for engaging school stakeholders in solidarity-driven codesign (Ishimaru et al., 2018) and important considerations for doing so, especially within institutional restrictions. [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 convergent mixed methods research study sought to explore the impact of perceived partnerships among schools and families at a rural Midwest secondary Title I school. The impact of perceived partnerships was generally defined as school communications, partnership programs, parental self-efficacy, and student achievement. Respondents completed a quantitative family engagement survey in September 2023. An outside facilitator led a focus group in October 2023. The researcher conducted separate analyses of the data sets. The analysis of quantitative data revealed generally positive attitudes from parents toward engagement. The analysis of qualitative data revealed issues of parental technology accessibility, faculty attitudes, timing conflicts for school events, and homework accessibility. When converged, the data sets revealed similarities in key areas: Parental Technology Proficiency, Faculty Attitudes Toward Children, Homework Accessibility, Encouragement of Children, and the Establishment of Partnerships. Findings demonstrate that an implementation of a structured partnership program may help foster stronger communication between faculty and parents, continued high levels of academic socialization among parents and children, and greater understanding of technology platforms as parents monitor and promote academic achievement. [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 correlational study is to determine the nature of the relationship between school and demographic factors and student achievement using data from the individual schools reported by a school district in Northern Texas. Answers to the following questions were sought: Do the teacher demographic factors (years of experience, gender, ethnicity, degree held) have a significant impact on the student achievement on the English I and II STAAR exam? Do the school-related factors (size of school, attendance, average class size) have a significant impact on student achievement on the English I and II STAAR exam? In this study a comprehensive analysis was conducted using Binary Logic Regression to examine the relationship between various teacher and school-related factors and student performance on the English 1 and English 2 STAAR tests. The research focused on understanding how teacher gender, years of experience, racial demographics, and level of education, along with school-related factors like class size, school size, and attendance, influence student achievement. Results indicated that most of these factors, including teacher gender, race, education level, class size, and school size, did not exhibit a statistically significant relationship with student performance on the STAAR tests, as evidenced by high p-values and low R[caret]2 values. [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 focuses on providing professional development for teachers using virtual reality in secondary social studies classrooms. Literature surrounding virtual reality for education focuses on the effects of virtual reality on student motivation and engagement. However, there are no current studies available to help instructional coaches or academic leaders provide adequate professional development for their staff on this topic. The purpose of this mixed-methods exploratory case study is to design a professional development founded on best practices in VR and instructional coaching to help support social studies teachers integrate VR in the classroom. Research questions include: 1) How do teachers in the school district currently use VR in the classroom? 2) What relationship exists between self-reported rubric scores and post-survey data as a result of participation in VR coaching cycles? 3) What influence does VR professional development have on future VR implementation? The research participants are middle school social studies teachers in the school district in which I am employed, (N=4). The main phases of this research study include recruitment and consent, preparing the professional development according to the current understandings and needs of participants, coaching cycles, and debriefing. Data collection consists of using a pre and post survey, a focus group interview, a feedback rubric, and individual coaching conversations. Two statistical tests, Spearman's "rho" and a paired samples t-test will help determine answers to the research questions along with the qualitative data collected. Although teachers have limited access to VR headsets, teachers are using less immersive formats of VR such as 360 degree videos and "Nearpod." Based upon pre-survey data and focus group interview, teachers are excited to learn more about how to use VR in their class. However, they lack the experience in using headsets themselves. Participation in the professional development had a large effect on teachers. Based on coaching conversations, participants wish to implement VR in their lessons more frequently and feel more confident to do so. Spearman's "rho" correlation test showed there were no statistically significant correlations between items on the rubric and the post-survey. However, when looking at the paired samples t-test, several statements from the pre and post surveys were statistically significant. The implication of this research is that educational leaders can use this type of professional development as a model to build capacity in teachers to use VR in their classes. Recommendations are made to streamline implementation and support teachers in using VR at the district and school levels. Future studies may consider comparing different models of professional development to further explore best practices in VR instruction. [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 study investigates factors that influence the persistence of Black female principals of secondary charter schools. It examines the motivators that drive their commitment, the systems challenges that lead to thoughts of exiting their role, and recommendations for strategies that Charter Management Organizations (CMOs) can utilize to bolster their success and longevity. Through semi-structured interviews and a focus group, this research elevates the experiences of Black female principals, fostering a professional dialogue on the intersectionality of gender, race, age, and professional identity. Central findings indicate a strong sense of duty, responsibility, and dedication among Black female principals against systemic barriers undermining their well-being, leadership efficacy, and self-confidence. The necessity of self-advocacy and tailored organizational support emerges as a critical theme, pointing to the essential nature of work-life balance, manageable workloads, and organizational stability in nurturing the well-being and confidence of these leaders. From these findings, the study presents targeted recommendations for CMOs, including instituting mandatory remote workdays for principals to mitigate workload intensity, consistent and adequate time for new policy or initiative implementation, involving principals directly in decision-making processes, and acknowledgment of the complex and nuanced realities and challenges faced by Black female leaders. The study stresses the importance of systemic support structures like robust support networks, mentorship programs, and culturally relevant professional development. The research underscores the significant impact of Black female principals' voices and experiences in shaping their professional environments. It calls for all school systems, especially CMOs, to take proactive steps toward meeting their needs. This approach will benefit the leaders, their organizations, and the student communities they serve. Insights drawn from the stories of research study participants paired with the researcher's analytical reflections emphasize the authentic experiences of Black female principals and call for organizational changes that support their longevity as principal leaders, leading to recommendations to CMOs that challenge them to make shifts in their policies and practice to better support the needs of Black female principals of secondary charter schools. [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 nonexperimental quantitative research study was to explore and identify factors affecting the performance of elementary and secondary Title I schools in South Carolina. The study analyzed statistical significant differences in the overall performance of Title I schools over three years and analyzed other factors such as the principal's years at the school and the location of the school in South Carolina. Results showed there was a statistical significant difference in the overall performance in elementary and secondary Title I schools in South Carolina. No statistical significant differences were found in the overall performance in elementary and secondary Title I schools according to the location of the school and the principal's years of experience at the school. Findings from this research provide educational leaders and policymakers with insights on factors that affect student performance in elementary and secondary Title I schools across South Carolina that could help to close the achievement gap. Recommendations for future research include the continuation of analyzing other factors within Title I schools that could help ensure a positive outcome for 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.]

Esports has been adopted by high schools across the country and around the world as a school-based opportunity for students to engage in competitive video gaming. Growth of esports in secondary schools has been informed independently by student and industry interests, leaving school administrators little understanding surrounding the motives and objectives of the activity and esports' potential as a youth empowerment program in schools. This dissertation was conceptualized to inform school administrators and other constituencies with decision-making power in education about the intentions students bring with them to esports activities and the outcomes students find through their participation in esports. Each of the three principles examined in this dissertation--inclusivity, ethics, and creativity--is central to one of the three qualitative studies included in this dissertation. Firstly, a systematic literature review was developed to find current peer-reviewed literature examining the presence of inclusivity using Universal Design for Learning guidelines (CAST, 2018) among high school esports populations. The review of peer-reviewed journal articles studying high school esports student populations showed a preference among researchers to study health and wellness factors of esports participants. A qualitative comparative analysis extracted findings aligned with UDL guidelines to understand the intentionality of esports researchers and high school esports programs in supporting broad accessibility in their programming. Secondly, a grounded theory qualitative investigation using interviews and focus groups among high school esports players produced an initial theory which supports safety, team dynamics, and learning as primary ethical principles in high school esports. Thirdly, a qualitative multiple case study utilized interviews and focus groups to compare and contrast creative factors in high school esports and art clubs. Domain analysis of transcripts within the study conveyed differences between the two clubs based in their competitive or egalitarian intentions with Art Club students and Esports students possessing unique profiles when engaging creatively in their respective activities. Findings from each of the three studies inform nuance surrounding student engagement in high school esports and its potential as a student empowerment program. For schools and communities seeking to provide secondary students with practice in 21st century communication skills, esports offers players insight into strategies supporting virtual-physical team building. Students participating in esports gain a source of pride in their school-supported activity as they track their progress in achieving competition-based goals. This dissertation finds high school esports offers students an empowering environment that spans virtual and physical settings where students can gain valuable experience in developing virtual-physical relationships. [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 correlational study was to investigate the relationship of number sense comprehension and mathematics attitudes on mathematics achievement and intention to pursue a mathematics-related career for final-year high school students in Kenya. The sample for the study comprised of final-year high school students from three schools, including Wasamo Girls Secondary School, Sena Mixed Secondary School and Uozi Mixed Secondary School. Primary data for the study was collected through administration of a Number Sense Test and a two-part survey aimed at gathering data regarding students' attitudes and desire to pursue math-related career. Secondary data on math achievement was gathered through the average students' math scores attained for the last three academic years. Correlation, in addition to simple line regression and descriptive statistics, was used to analyze the collected data to establish and determine the relationship among the variables of interest. The results indicated that number sense had a positive and significant relationship on attitude towards mathematics and mathematics achievement. Additionally, the results illustrated a positive and significant relationship between attitudes towards mathematics and mathematics achievement. This implies that students' number sense and attitudes are positively correlated and, consequently, both are predictors of mathematics performance. However, despite the low performance exhibited by the students in this sample, a majority of them indicated a great desire to pursue math or STEM-related career, highlighting the need and a call for review of math career choices and their related prequalification standards, disciplines and subjects in general. [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 National Consortium of Secondary STEM Schools (NCSSS) is an organization comprised of member high schools from across the country, some of which are residential schools in which students from across the state apply to gain admittance to advanced academic science, technology, engineering, and mathematics (STEM) programs. Underrepresentation of culturally, linguistically, and economically diverse (CLED) students in programming with selective admissions processes, such selective STEM schools, has been evident throughout their history, and there is a perceived tension between the goals of excellence and equity in discussions around addressing this underrepresentation. The purpose of this study is to explore, describe, and understand the purpose of chosen selective STEM schools while interrogating how this impacts whom they claim to serve. I conducted a qualitative study focused on three residential selective STEM schools that are members of NCSSS using a critical race theory framework. My goal for this study was to gain insight about what elements can lead to more equitable outcomes. I reviewed publicly available documents including school website pages, school board documents, state statutes, school publications, and news articles. I additionally compared the school demographics for Asian, Black, Latinx, and White students to the general education population of the state. While the admissions processes at the selective STEM schools I studied follow some of the practices that research suggests can mitigate underrepresentation of CLED students, the racial demographics at the schools do not reflect the racial demographics of the general education population of their state. Specific course requirements and emphasis on an applicant having taken the most advanced offerings available fail to consider structural issues that often exclude CLED students. This along with lack of clarity and transparency are likely impacting racial equity at selective STEM schools. My recommendations center on gathering additional school data which can guide the selective STEM schools as they then modify admissions criteria and procedures, develop, or modify programming for younger CLED students, and develop intentional steps and goals for racial equity. [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.]

Attending to students' mathematics identities is necessary to provide all students with the opportunity to learn mathematics. Studies of students' mathematics identities must consider the context of the mathematics classroom. My overarching research question was, "How does the teacher to student discourse that takes place in rural, secondary mathematics classroom affect students' mathematics identities?" This question was subdivided into research questions that guided the manuscripts comprising the chapters of this dissertation: (1) How do secondary mathematics teachers in rural schools position their students? (Chapter II); (2) How do students in rural, secondary schools describe themselves in the context of mathematics? (Chapter III); and (3) How does the way secondary mathematics teachers in rural schools position their students facilitate students' development of positive mathematics identities, if at all? (Chapter IV). To address these questions, I analyzed data from one teacher and five students in an Honors Algebra I classroom in a rural, secondary school. Data collected included video-recorded classroom observations, pre- and post-interviews of the teacher and the students, pre- and post-identity drawings from the students (whose narrations were audio-recorded), and follow-up questions from both the teacher and the students. In Chapter II, I analyzed the data from a positioning perspective on mathematics identity and found how the teacher positioned students by leveraging their thinking through questioning and her lesson facilitation. In Chapter III, I analyzed the data from an identity as narrative perspective and found themes across how the students described their mathematics identities. Several of the students also described boundaries between themselves and mathematics as part of their identities. In Chapter IV, I drew from both of these perspectives to understand how the teacher's leveraging of student thinking through questioning and lesson facilitation affected the students differently based on their individual mathematics identities. The findings of this study were significant for mathematics teachers, mathematics teacher educators, and mathematics education researchers. Future studies should describe other contexts, include students who are in minority groups, make comparisons between different contexts, and provide additional evidence to support themes that emerge in students' mathematics identities by collecting data longitudinally. [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.]

Vocational educational opportunities have influenced the focus of CTE and made the needs of secondary classrooms change course. One of America's most significant problems is that it can no longer say it has the most educated and technologically savvy workforce globally. Students come from other countries, enroll in American schools, and return to their homes of origin with the knowledge. High schools were once the proving ground for our future technology leaders. Still, high schools have fallen on hard times, and they are having difficulty finding teachers for our future technology leaders. This study will determine why there are ups and downs in the retention and hiring of CTE teachers. [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 population of sub-Saharan Africa is projected to grow to 1.52 billion by 2050, which means that food production must significantly increase at the same rate to ensure that there is reduced impact to the environment. Society's major challenges include energy security, national security, public health, and climate change, all of which are interconnected with the global food and agriculture enterprise. Educational institutions that teach students about agriculture science are in a unique situation to help boost the next generation of leaders and professionals required to tackle these challenges (Stubbs & Myers, 2015). How Nigerian schools plan for and enact experiential, practical work in teaching and learning of agricultural science at the precollege level has implications for how students are prepared to address career trajectories in agricultural science, and by extension, the challenges of food security. This study sought to understand how agricultural science teachers in three urban, public schools in Lagos State, Nigeria, perceive, plan, enact, and assess practical work in agricultural science. More specifically, this study documented (a) agricultural science teachers' knowledge and understanding of practical work in the curriculum, (b) their process for unit and lesson plan development, (c) their approach to assessment of practical work, (d) their process in the enactment of practical work, (e) the benefits and challenges of enactment of practical work, and (f) the resources and support available to enact practical work in agricultural science in the context of urban public schools. This case study followed a qualitative, naturalistic approach with teacher interviews, classroom observations, and artefact analysis as the main data sources. Dewey's theory of education, Namptota et al.'s (2020) science teaching orientation spectrum, and Rogan and Aldous's (2005) implementation of practical work framework framed this study. This study was guided by the following research questions: (1) How do agricultural science teachers in three urban public schools define and understand, and plan for practical work in the context of agricultural science? (2) What are the instructional approaches that guide agricultural science teachers' enactment (in terms of strategies, classroom dynamics, teacher-student interactions, student-student interactions) of practical work in their agricultural science course? (b) How do agricultural science teachers engage formative assessment in the enactment of practical work in agricultural science? (3) What resources and supports are available for agricultural science teachers in their enactment of agricultural science? (b) What were the major challenges that teachers identified as they reflected on the types of support and resources? The main findings revealed that Nigerian teachers' conceptions of practical work focused on a mix of content lecture and hands-on practice work; as field-based, student-focused, and hands-on for targeted learning in agricultural science. Still yet, there was a mismatch with the instructional approaches that were primarily didactic, teacher centered with teacher-led demonstrations that were highly procedural. Similarly, the assessment approaches were summative with a focus on correct answers, thus discounting the power of formative assessment and the development of content alongside practical skills for agricultural production. The major institutional and classroom supports came in the form of district-based professional development and teachers' personal experiences with family farming. Finally, teachers identified time and lack of farming space in urban contexts as the major challenges in enacting agricultural science. Altogether, the findings revealed that teachers are enthusiastic for enacting agricultural science. However, there were numerous missed opportunities to engage content, competencies, and habits of mind and personal, familial experiences that promote the best approaches to prepare agricultural science learners for the 21st century. The findings have implications for targeted teacher training, curriculum development, and instructional and assessment approaches for agricultural science. Finally, there is a critical need to reconceptualize 21st century precollege agricultural science for dense, urban spaces in the African context. [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 qualitative case study was to explore how resilience factors from teacher training influenced blended learning incorporation in the 9-12 classroom. Kumar's resilience theory was the foundation for the overall research question: How do 9-12 teachers perceive training that influences resilience in the incorporation of blended learning in the 9-12 classroom? Further, this question was broken down into sub questions for each of Kumar's resilience theory factors: creativity, confidences, change acceptance, connectedness, communication, curiosity, control, and clarity of focus. Data were collected from various secondary schools in Southern Arizona. An online questionnaire (n=38) with open-ended questions and semi-structured interviews (n=10), and a focus group (n=4) to collect data. Data analysis included a multi-step thematic analysis, using reflexivity to create codes. From there, nine rich codes were generated from each of the eight sub-research questions. Participants' answers fell into one of the nine codes: (a) descriptors, (b) tools/resources, (c) feelings/reactions, (d) reasons, (e) community, (f) peers, (g) training, (h) abilities, (i) pedagogy. The results of this study indicated a severe lack of support and training for blended learning from administrators and districts. Findings may be applied to teacher preparation programs at universities and consistent blended learning training provided by schools and/or districts to keep up with the increasing demand of technology-driven instruction. [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.]

Career and Technical Education (CTE) exists for those students who want to enter the world of work sooner rather than later; who wish to learn from teachers who are experts in their field, whether in class settings and internships and/or apprenticeships. CTE practitioners in suburban settings, whether they are teachers or administrators, have not garnered much attention in research studies over the last 20 years. The participants include two CTE directors representing two different school districts in a suburban setting. This study revealed four major findings regarding the perceptions of CTE leaders and CTE programs they supervise: programs that have curriculum representing only one of five signature features of CTE curriculum, one district very representative of high quality, rigorous CTE pedagogy, the other halfway there, programs that are closer to cutting edge than not, and knowledgeable CTE directors. This study has implications on theory, practice and research since traditional workforce trends continue to be uprooted by normal market ebbs and flows coupled with post-COVID 19 pandemic influences as well as automation. The voices of these two CTE leaders, from the frontlines, can help to inform parents and policy makers about the effectiveness of public high school based CTE programs, as well as how such programs can be strengthened to help meet the needs of industry. [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.]

Despite the research of Chief Diversity Officers in K-12 educational setting being limited, these DEI-focused professionals have become a recent emergent practice in Connecticut school districts. Informed by the research on Chief Diversity Officers in corporate organizational and higher educational structures, this phenomenological study aimed to explore the emerging phenomenon of Chief Diversity Officers in Connecticut K-12 school districts to understand the functional responsibilities of these DEI-focused practitioners and how they are being integrated into the educational structural systems. Employing the use of semi-structured, open-ended interviews, this study revealed great variability in the titles and position of authority among the 14 Chief Diversity Officers who participated in this study. With Chief Diversity Officers possessing expansive responsibilities, many existed in the technical and operational space, focusing on improving programmatic equity. However, some Chief Diversity Officers described the importance of adaptive functions that focused on strengthening professional capacity to ensure equity is shared and practiced throughout their school district. Despite many Chief Diversity Officers functioning as advisors of equity, some possessed the capacity to engage in supervision of faculty and administrators. Not possessing authority to make unilateral decisions, Chief Diversity Officers described their role as "thought partners", focused on strengthening interrelationships as they collaborated laterally and vertically and extended their influence beyond their school community. However, Chief Diversity Officers described alignment with the Superintendent as being critical, especially since a lack of standards guide the functional responsibility of Chief Diversity Officers in K-12 school districts. [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 COVID-19 pandemic in the spring of 2020 shut down schools and forced many teachers to teach online. The subsequent reopenings varied by state, region, and even school district. While research about instructional strategies during the pandemic were available, there was little to no research available about instructional strategies in post-pandemic education. In this qualitative study, using a questionnaire for teachers and semi-structured interviews for instructional leaders, I explored the perceptions of secondary teachers and instructional leaders about instructional strategies during the pandemic, the ongoing use of those strategies after the pandemic, and the perceived effectiveness of those strategies in secondary schools in East Tennessee. Through the analysis of 16 questionnaire responses from teachers and 6 interviews with instructional leaders, I was able to determine that technology use increased during the pandemic and has been sustained in post-pandemic education. Respondents used the effectiveness demonstrated through student data to justify the continued use of technology in the classroom. This use of technology should be understood and utilized by teachers and administrators in future decisions on school curriculum and funding. [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 qualitative study was to describe the lived experience of administrators in developing school improvement plans. The outcome being sought was an informed framework to build the capacity of administrators to strategically plan for school improvement. The central research question for this study was the following: How do secondary school administrators at Magnet ISD develop school improvement plans? The subset questions for this study were the following: a) How do the participants describe their experiences in developing school improvement plans and any associated challenges? b) How do administrators describe the contexts or situations that influenced or affected their experiences in developing the school improvement plan? This qualitative study was grounded in social learning and educational change theories. Through a phenomenological process, my intent was to describe through an empirical inquiry the development of school improvement plans through the shared and lived experience among the school administrators, the context of their experiences, and how these experiences affected or influenced the development of school improvement plans. Through purposeful sampling, one administrator per secondary school within the Magnet Independent School District was selected on the basis that the administrator was directly in charge of the development of the school improvement plan. The sources of data were texts, interviews, and a research journal. The results of this study aligned to the literature presented that there exists a lack of a systematic process for positive improvement, school administrators might lack strategic skills necessary to enact timely educational reform, and effectiveness of principals must be developed and improved. These results guided the recommendations and the artifact presented as part of this record of study. [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 study is to determine if and to what extent disparities in the referral of student subpopulations for discretionary discipline exist and if changes in disparity correlate with changes in campus academic achievement. In this study, 31 million observations of discipline data generated by reason code 21, violations of the student code of conduct, over 20 years in Texas secondary (grades 6-12) public schools were examined. Using a risk ratio to describe the likelihood that students from a subpopulation would receive a code 21 referral, an index was calculated by subtracting the smallest non-zero risk ratio for each subpopulation from the largest in each year to measure the size of disparity. The trend in disparity was then examined at the state level over time. Then at the campus level, the index was correlated to the percentage of students meeting the minimum standard on Texas accountability assessments using simple, partial, and semipartial correlations. This study found that disparities in secondary discretionary discipline do exist in Texas between the 1999-2000 and 2019-2020 school years. On average, 9.33% of 5,220,197 secondary students receive a code 21 over the course of a school year. However, 15.22% of Black or African American secondary students and 7.41% of White secondary students receive a code 21 in the average year. The trend for indices increased in the first decade and then decreased after the 2009-2010 school year at the state level. At the secondary campus level, disparities are negatively correlated (r = -0.1301) with the campus percentage of students who pass Texas accountability assessments. This correlation is weak because it only explains about 1.7% of the variance (r[superscript 2] = 0.0169). The higher the disparity in discretionary discipline, the lower the campus passing rate tends to be over time; however, this does not mean that rising levels of disparity cause campus passing rates to decline. The annual campus level correlations were weakest in 2000 at -0.0060 and strongest in 2016 at - 0.2002. In the final year under study, 2019, the correlation was -0.1709. This increasingly negative correlation is evidence that the strength of the relationship between disparities in discretionary discipline and campus passing rates has increased over the last two decades. [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 qualitative descriptive study was to explore how African American female secondary principals in the United States describe their leadership strategies to promote positive climate and culture in their schools. The study was grounded in the theoretical framework of transformational leadership theory. The research question was: How do African American female secondary principals describe their leadership strategies to promote positive climate and culture in their schools? The data collection process involved conducting 10 semi-structured interviews with African American female secondary principals and facilitating one focus group consisting of five African American female secondary principals. Data analysis followed the principles of Braun and Clarke's Six-Phases to Thematic Analysis. Seven distinct themes emerged from the data including fostering a positive school climate and culture through the creation of welcoming and inclusive environments, promoting engagement through collaboration with families, schools, and communities, empowering school wide communities through recognition and celebration, supporting professional growth and emotional well-being among staff, promoting trust and effective communication, creating an inspiring vision through goal alignment and shared purpose, and nurturing inclusive leadership for an equitable school climate and culture. The findings of this study contribute to the existing knowledge by providing leadership strategies employed by African American female secondary principals to promote positive climate and culture in their schools. [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.]

Vulnerable students in North Carolina secondary schools are dropping out, contributing to the widening of the opportunity and achievement gaps. School counselors are placed in public schools to help vulnerable student populations who are at risk for academic failure. The multi-tiered system of support (MTSS) can be used as an intervention to help students who are experiencing vulnerabilities in secondary education. The purpose of this transcendental phenomenological study was to describe secondary school counselors' lived experiences of assisting vulnerable students in North Carolina. The key research questions answer how these counselors use the MTSS to assist vulnerable students and how they describe the phenomenological experiences of assisting these students. Finally, counselors' interpretation of the essence and meaningfulness of the lived experience of assisting vulnerable students by using the MTSS was uncovered. The research conducted may be informative for secondary school counselors, teachers, policymakers, university students, stakeholders, and individuals working in Kindergarten through 12th grade school systems, as well as those working in higher 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 significance of the role of school administrator has been shown in recent years to be second only to the influence of the classroom teacher in terms of increasing student achievement and improving the climate and culture of a school. In recent years, teachers and administrators alike have been leaving the educational profession in large numbers due to burnout, challenging work conditions, and, more recently, the COVID-19 pandemic. Most research on school administrators neglects the essential but often invisible role of the assistant principal (AP). This mixed-methods research study explores the following research questions: (a) What are the greatest contributors to burnout for secondary assistant principals? (b) How are preparation, mentorship, feedback, and district infrastructure related to secondary assistant principal job satisfaction and outcomes? and (c) How does the secondary school administrator experience differ between Title I and non-Title I schools? I sent quantitative surveys to 756 principals and assistant principals in four San Francisco Bay Area counties, and received complete responses from 90. Fourteen assistant principals were also interviewed in order to gain rich qualitative data regarding how various factors influenced their job satisfaction and experiences. Correlational analyses indicated that strong principal relationships, feedback from principals, the presence of a formal evaluation, and the presence of district support all significantly contributed to higher levels of AP job satisfaction. The interview data analysis and sample t-tests also found that APs working in Title I (high poverty) schools experienced lower job satisfaction, less frequent principal feedback, less support from their districts, and had experiences their first year that were harder than their expectations compared to their counterparts working in low-poverty schools. [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.]

Positive Behavioral Interventions and Supports (PBIS) is recognized as a preventive tiered framework that positively supports and addresses student behavior. Currently, there are over 30,000 schools across America implementing PBIS. This phenomenological investigation examines the perceptions of key secondary school personnel on school climate in schools where PBIS has been implemented. The 16 participants in this study were all from the same suburban school district in southeastern Virginia. Data were collected from individual semistructured, open-ended interviews and a focus group. Additionally, Discipline Reports from the Virginia Department of Education and the Tiered Fidelity Inventory from each participating school were examined. Moustakas' (1994) phenomenological research model was used to analyze data, allowing the researcher to examine what and how the phenomenon was experienced by each participant. Additionally, it allowed the researcher to uncover essential themes and describe the total essence of the phenomenon. Results revealed three themes that emerged from the analysis about how key secondary school personnel perceived school climate: (a) a sense of care and involvement, (b) a sense of clarity and intentionality, and (c) a sense of connections and interdependence. The study participants used positive terms to describe their school's climate after the implementation of PBIS. The study results can be used as a guide to assist secondary schools implementing PBIS or exploring the construct. [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 content of a humanities course allows students to understand other philosophies, cultures, and values different from their own. The problem is that although the literature indicates the many benefits of completing a humanities course, the prioritization of academic performance in core courses such as reading, math, and science, coupled with the high financial burden associated with humanities courses, results in the restriction or removal of humanities courses from a school's master schedule. The gap in literature disclosed that studies are needed to explore the strategies that can help develop humanities education so that the benefits of humanities curricula can be seen in society. The purpose of this basic qualitative study was to explore the leadership strategies middle and high school principals employ to support the implementation of humanities courses. Middle and high school principals were interviewed, and the data was analyzed using the thematic analysis approach, which allowed for an in-depth analysis to understand and answer the research question: What leadership strategies do middle and high school principals employ to support the implementation of humanities courses in schools? The theoretical framework for the study was instructional leadership. Eleven principals participated in the study: five public high school principals and six middle school principals. All principals had been at their current school for at least one year, with their school earning an A or B for the last two consecutive years based on the state's ranking system, and their school offered humanities courses that align with the definition of humanities provided by the National Foundation on the Arts and the Humanities Act of 1965 and the state's Department of Education that go beyond band, chorus, and language arts that most schools in the state offer. The findings of this basic qualitative study revealed strategies that middle and high school principals employ to support the implementation of humanities courses. The strategies were categorized by the following five themes: communication and working together, effective planning, managing the instructional program, promoting a positive school-learning climate, and humanities help develop the whole child. Future studies should include a larger population and participants who successfully implement humanities courses at schools that have not earned an A or B for the last two consecutive years based on the state's ranking system. [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 study addresses secondary educator perceptions of Positive Behavioral Interventions and Supports (PBIS) and student academic achievement. PBIS is a proactive approach with a multitiered framework. When used properly, PBIS can be a tool for school faculty to establish behavioral expectations and procedures, prevent disruptive behavior, and improve the school climate and culture. This phenomenological study was conducted using two secondary schools in West Virginia. Participants were identified and chosen through purposive sampling techniques according to their years of experience teaching and utilizing PBIS interventions. The data for this study included unstructured, open-ended interviews based on three research questions. The questions addressed secondary educator and administrator perceptions of PBIS and high school student achievement, interventions associated with student achievement, and how the program could be adapted to provide increased student academic support. Interviews were transcribed and data were organized by topics and themes coded into various categories. Triangulation, member checks, and rich descriptions supported the credibility of the analysis. The results revealed that five categories emerged, which included: (1) PBIS influences student work ethic, (2) positive reinforcement of high expectations, (3) Student Assistance Team, (4) Advisory, and (5) consistency. [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 qualitative descriptive study was to explore how special education teachers in secondary schools describe institutional challenges and how they personalize their teaching when educating students with special needs in a self-contained classroom in the southwest United States. The theoretical framework is the conceptual framework of a classroom as a complex adaptive system (CAS). Two research questions guided the semi-structured interviews and archival data: how did special education teachers in secondary schools describe institutional challenges when educating students with special needs in a self-contained classroom? How did special education teachers in secondary schools describe how they personalize their teaching when educating students with special needs in a self-contained classroom? Ten self-contained secondary educators participated in the semi-structured interviews. The Special Education Committee Survey provided three hundred responses. Clarke and Braun's six steps of thematic analysis supported data analysis. Six themes emerged from the analysis of the data. For example, one theme was that the districts need to provide a system that will distribute money to equip the SPED programs with the knowledge of the professional SPED Teachers, while another theme was the inability to provide stable support for the uncertain day-to-day challenges in their jobs. The researcher recommends further research be done to identify how special education teachers describe institutional challenges and personalize their teaching. [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.]

Numerous studies look at the impact of sex education programs in public schools in the United States, but there is a lack of research on how private Evangelical Christian schools approach the topic. This study aimed to explore the attitudes and experiences of students, staff, and parents about sex education in Evangelical Christian schools. Using a qualitative approach, focus group interviews were conducted with separate groups of students, staff, and parents at two different Evangelical Christian schools. The semi-structured interviews were recorded, transcribed, and coded. Themes emerged from the focus group interviews. The two Evangelical Christian schools in this study articulated clear beliefs and statements on sex and sexuality but sex education was often informal and teacher-dependent. Sex education resources and coverage of topics lacked depth and cohesion, which resulted in limited impact. Students, staff, and parents wanted more conversations in school on sex and sexuality but were concerned about how sex education could be delivered effectively. All stakeholder groups agreed that sex education should be taught in Christian schools. Respondents agreed that parents have the primary responsibility in the sex education of their children, but that the Christian school is a valued and trusted partner. In the end, each group believed that more time needed to be spent on sex education spread out across multiple years. The findings from this study showed students and parents were open to more sex education and described the need for a more formal approach to sex education that requires training for staff. A large-scale quantitative study of sex education practices in Christian schools would be beneficial to gain a broader perspective of what is happening across the country. [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.]

Secondary traumatic stress (STS) impacts professionals who assist others experiencing trauma. Assistant principals and principals help both students and staff members suffering crises yet remain an understudied population in relation to STS. This study sought to answer: what is the prevalence of STS in secondary campus administrators, and does the prevalence vary across the demographic factors of gender, years' experience, and campus location? This research also examined what coping mechanisms campus administrators most often employ to address work-related stress and whether those coping mechanisms related to prevalence of STS. Ninety-four active secondary campus leaders, including 45 principals and 43 assistant principals with an average 8.5 years in administration, completed both the Secondary Traumatic Stress Scale and Brief-COPE. Mean STS for this sample was high (40.2), and 53% of respondents screened positive for moderate or higher STS. No significant correlations between demographic factors and STS suggest neither gender, years' experience, administrator role, nor location of campus strongly aligned with STS. The most common coping mechanisms were problem-focused strategies, followed by emotion-focused strategies and avoidance strategies. Use of avoidance strategies correlated with more severe manifestations of STS. Destigmatizing access to assistance and promoting problem-focused coping strategies must be priorities when addressing campus leaders' mental health. [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.]