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According to recent research, gun violence at schools has become a public health issue. Teachers, administrators, students, and communities are trying to cope with the aftermath of gun violence at schools. The purpose of this qualitative phenomenological study was to identify coping mechanisms among teachers and administrators after experiencing gun violence at school. The theoretical framework was the transactional model of stress and coping, contending that a person's capacity to cope and adjust to challenges and problems is a consequence of transactions. Data collection included Zoom interviews with 10 participants. Findings from coding and thematic analysis indicated that experiencing gun violence can result in risk factors that can be reduced by implementing coping mechanisms. Findings on emotional stress and physical issues provide information on decision making and planning for teachers and administrators who have experienced gun violence and needed resources for adverse mental health outcomes. Findings may be used to address positive social change through trauma-informed practices, safe space in classroom settings, and interventions for teachers and administrators. [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 explored the availability of mental health services in the South Florida high school setting and how the application of said services could affect adolescent student-athletes who are experiencing depression and anxiety based on the perspective of the school's leadership. A total of eight individuals participated in the study, all of which are members of the athletics administration in the respective schools. Individual open-ended interview questions were conducted via Zoom meetings that lasted an average of 20 minutes. The participants reported whether their respective school has mental health services, any potential barriers to access, outside resources, professional development, and potential suggestions that could enhance and destigmatize mental health services. The collected data was transcribed and imported into Dedoose, a data analysis software, coded, analyzed, and placed into themes to better organize the information. Three prominent themes were discovered: stress, perception of stress, and mental health support. The provided data was vital, but there are gaps in the literature that could be addressed in future research. A few of the recommendations for further research are more mental health counselors to decrease the student-to-counselor ratio, implement external resources, and enhance mental health awareness and education. The findings indicate that while mental health services are available, notable limitations and barriers to access need to be addressed to enhance services. This study highlights the need for ongoing research and collaboration to ensure that adolescent student-athletes receive the comprehensive support they need to thrive at school, in sports, or at home. [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.]

Utilization of online programs in higher education continues to rise. Although online counselor education programs are also rising, few studies explore the personal and professional consequences of these modalities on counselor educators. Therefore, this study examined differences in burnout and Zoom fatigue scores among traditional, hybrid, and distance counselor educators. The results of this study show that there were no significant differences in burnout or Zoom fatigue among these three groups. These findings suggest that counselor educators may be getting more familiar with online teaching and experiencing fewer negative personal and professional consequences. [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 quantitative survey study compared student perceptions of counseling services between a community college that employed counselors on-campus with one that outsourced services to an online provider. Many community college students struggle with mental health which challenges their educational progress. Counseling services have been shown to help students to succeed, but there is not a standard of best practice at community colleges, which vary in how they address student needs and success. In-house counseling services are provided by college-employed counselors on-site, and may attract students with their visibility and inclusion on campus along with programming and outreach opportunities. Outsourced counseling services are attractive to community colleges with financial constraints, and virtual services may appeal to students who prefer greater convenience, flexibility, and privacy. Results from this study were compared between the two types of counseling delivery models -- in-house and outsourced, to see if student perceptions differed in being aware of counseling services, using them, and feeling satisfied with them. Perceptions also were examined in relation to various demographics. Results confirmed a moderate level of student mental health needs which negatively impacted their academic performance. Students were largely unaware of and consequently not attending counseling services provided by the college, despite recognizing that they needed help. Significantly more students were aware of and met with counselors on-campus from the in-house school than met with counselors off-campus from the outsourced school. Satisfaction levels were similar across schools. These findings have implications for deciding how to offer counseling services at community colleges. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation examines the key challenges faced by collegiate aviation faculty members as they transitioned from in-person coursework to emergency remote teaching (ERT) during the COVID-19 pandemic. Interpretive phenomenological analysis of semi-structured interviews profiled four collegiate aviation faculty members' experiences with the transition to ERT and how they adapted to initial low levels of student engagement. Faculty responded to the initial low levels of engagement by deemphasizing extended Zoom sessions and shifting to more student-centered online activities, often completed asynchronously in an online group setting. Discussion boards and Zoom breakout sessions, in addition to facilitating more student-centered assignments, were found to be more effective at maintaining a social presence than one-directional Zoom lectures. Eventually, as faculty iterated their course designs though the pandemic, more traditional online courses emerged, which complied to a greater extent with recommended online pedagogical models and instructional strategies. Along with students' growing experience with self-regulated learning skills, overall engagement with ERT coursework seemed to increase toward the tail end of the pandemic. The study concludes with recommendations for future ERT preparedness, emphasizing the integration of online teaching elements in traditional courses, fostering communities of inquiry, prioritizing student-centered activities with online coursework, and enhancing support for students' self-regulated learning and academic writing skills. [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 problem is that translations of language in standardized mathematics tests are not provided, which reduces the achievement scores of native-Spanish-speaking English language learners (ELLs) in Grades 4 and 8. The purpose of this basic qualitative study was to explore teachers' perceptions of language translation for the National Assessment of Educational Progress (NAEP) to uncover strategies of language translation to support the math scores of Spanish-speaking ELLs in fourth and eighth grades in a northeastern state. Underpinned by Krashen's theory of comprehensible input, this study addressed the research question regarding how teachers of ELLs perceive language translation strategies for the NAEP standardized mathematics tests to foster the mathematics scores and academic achievement of fourth- and eighth-grade ELL students. Twelve teachers of ELLs who took the NAEP assessments, recruited via purposeful sampling, participated in semi-structured interviews via Zoom. Findings revealed that translation strategies were considered a very valuable tool by the teachers toward the improvement of math scores and achievement in academics among ELL students enrolled at the fourth and eighth grade levels. Teachers emphasized the importance of culturally relevant translations and how language proficiency may be a key factor in the capacity of ELLs to perform better on tests. The findings of this study may facilitate positive social change through providing a foundation for targeted interventions to enhance academic outcomes for Spanish-speaking ELLs at the individual level and advocating for comprehensive strategies to address language-related issues in standardized testing at the organizational level. [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 project investigates the effectiveness of the Digital Discipleship Model at Zoe Ministries in enhancing online engagement among its predominantly Black congregation. Prompted by the digital divide seen during COVID-19, particularly among older members, the initiative centered on a six-week digital literacy workshop via Zoom and Zoe's Virtual Campus. Focusing on essential digital skills like website navigation, mobile app utilization, live chat, online donations, and web security, the project aimed to equip congregants with the necessary tools for effective online interaction. While digital literacy levels showed improvement with higher test scores, this did not lead to the expected increase in online church participation. These results highlight the need for more targeted engagement strategies and demonstrate the model's role in narrowing the digital gap for the elderly in religious communities. [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.]

Cyberbullying remains a significant issue in school environments, impacting students of diverse backgrounds. The problem addressed by this study was that despite the proven effectiveness of traditional bullying interventions within the school environment, the ability of teachers to identify incidents of cyberbullying and apply intervention methods is deficient. The purpose was to enhance teachers' awareness of cyberbullying and improve their efficacy by exploring perceptions of training adequacy. This study employed a qualitative exploratory case study approach guided by Bandura's social learning theory, which delved into how teachers acquire knowledge and behaviors related to cyberbullying and emphasized the social context of learning. Interviews were conducted via Zoom, with eight, sixth through eighth-grade teachers providing answers to semi-structured qualitative interview questions. Data were analyzed using NVivo, resulting in nine key themes, including the prevalence of cyberbullying, effectiveness of current training, and best practices and successful interventions. Three research questions guided the study: RQ1: What are teachers' perceptions of the extent of cyberbullying in their school? RQ2: What are teachers' perceptions about the current anti-bullying training's efficacy within their school district? RQ3: What is needed to improve the effectiveness of existing cyberbullying training? The findings unanimously acknowledged the prevalence of cyberbullying among middle school students, emphasizing its pervasive nature. Furthermore, 87.5% of participants underscored the importance of training delivery, highlighting its critical role in addressing cyberbullying effectively. Additionally, teachers' recommendations, emphasizing the integration of restorative justice practices and the promotion of student-led initiatives, were revealed. These align with prior research, emphasizing the importance of comprehensive training and support systems for teachers and accentuating the significance of nurturing positive relationships and fostering accountability among students. Recommendations for future research include developing innovative training modules, personalized learning approaches with mental health professionals, and comprehensive long-term evaluations of engaging delivery methods and collaborative resource networks for educators. This study highlights the pivotal role of educators in fostering a safe environment and recommends the development of comprehensive training programs and collaborative initiatives to address cyberbullying effectively. The results contribute valuable insights for future research to refine training methods and foster collaborative networks in 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 problem addressed in this study was the advantages and disadvantages that families enrolled in an early intervention (EI) program experienced as they transitioned from in-person EI coaching sessions to teleintervention EI coaching sessions. This qualitative inquiry narrative study explored the perceptions of the challenges of families enrolled in an EI program as their coaching sessions transition from in-person to teleintervention coaching sessions. The conceptual framework of this study included how families perceived their teleintervention EI coaching sessions versus their in-person EI coaching sessions and how it impacted their children's academic progress. This study was guided by L. S. Vygotsky's writings and his sociocultural theory of learning. A sociocultural framework was used to explore the experience and perceptions of the challenges of families enrolled in an EI program as their coaching sessions transition from in-person to teleintervention coaching sessions. Two semi-structured narrative interviews were used to gather thick, rich descriptions of six participants' perspectives through stories of their experiences of transitioning from in-person EI coaching sessions to teleintervention EI coaching sessions. After completing the data collection, all interviews were transcribed, reviewed by the participants, and entered into NVivo Pro to assist in generating emergent themes. Participants' descriptions were analyzed using Braun and Clark's six steps for reflexive thematic analysis. Themes indicated that teleintervention was an effective means for EI service delivery, but staff lacked training for virtual sessions. A recommendation would be for EI providers to receive adequate training to increase their knowledge of teleintervention coaching services to help increase the efficiency of the EI teleintervention coaching sessions. Future researchers may wish to conduct similar studies with increased population size, different counties, and alternate research methods and designs. [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 present project is a research-based and practice-tested online synchronous curriculum for English language learners with the Russian language mother tongue. The curriculum's theoretical component is grounded in Vygotsky's, Leont'ev', and Engestrom's "Cultural Historical Activity Theory" as well as in scholarly papers on the influence of non-educational and educational and linguistic factors on the English language teaching in Russia. As for the practical component, the designer examined the roots of the most common mistakes by the English language learners from Russia and purposed the curriculum objectives at eliminating the main errors in reading, writing, speaking and grammar skills and at mastering the pronunciation of the most difficult combinations of consonants for the Russian language speakers. The curriculum was designed for an eight-week program with a frequency of three hours teaching per week and with a total of 48 hours of instruction. The students in the program are recommended at the B-2 - Upper-Intermediate - level of the English language proficiency. All lessons materials were developed to be taught in a PowerPoint presentation format via Zoom or other e-teaching platforms. However, the universal design of the curriculum allows EL instructors to modify the curriculum for face-to-face teaching formats depending on the availability of a computer and materials thereof. [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.]

Hope has a powerful influence on individuals, especially those battling critical illness. The problem is the Make-A-Wish wish-granting experience was never designed to improve the health care of children being granted a wish; thus, hope was a mere by-product of the wish experience. The purpose of this qualitative phenomenological study was to determine what sparked hope in children, thus providing Make-A-Wish with data to design a process with the objective to spark hope intentionally. Research exists on the power of hope and the ability for hopeful individuals to be more compliant with medical treatment; however, research on the power of an intentionally designed intervention to influence hope is lacking. Hope and resilience theory served as the theoretical framework. Research questions included how Make-A-Wish ensures the connectivity between hope and the wish experience and how the Make-A-Wish program inspires hope, which could stimulate health improvement. Fifteen parent participants whose children received their wish experience were recruited. Data were collected via semistructured interviews with the participants individually via Zoom. An inductive data analysis model was used to determine codes and themes from the interviews. The common themes identified were lifetime impact, mindset, anticipation, family involvement, experiences, and future-oriented goal. The research findings confirmed the role hope plays in the healthcare journey, validated that the wish engagement experiences are a vital part of the wish journey, and emphasized the importance of having a future-oriented goal to help their children's journey through the illness. A future study should seek the child's lived experience instead of parents' experiences. [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 examined if and how school counselors employ Telemental Health (TMH) to support students in crisis. Specifically, the researcher examined the barriers to using TMH in schools, what participants identified as effective and ineffective practices for using TMH in schools, and which synchronous and asynchronous TMH methods school counselors use. The researcher collected data via a Qualtrics survey wherein participants responded to open- and closed-ended questions. The data was analyzed using descriptive statistics and qualitative content analysis. The results include input from seventy-seven school counselors working in kindergarten through college counseling settings. The findings implied a varied comprehension and utilization of TMH within school settings to support students in crisis. All the school counseling participants' answers reflected the desire to help our students and the flexibility in approaches needed. The results highlighted the need to clarify TMH terminology, its practical implementation, and best practices for its utilization, and these clarifications should be the focus of educational initiatives aimed at current school counselors, school counseling students, and policymakers responsible for shaping the ethical and legal framework surrounding TMH applications in 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.]

Calls for increased involvement in science outreach have come from scientists (Alberts, 2018; Friedman, 2008), from professional organizations (Jayaratne et al., 2003; Lee, 2018; Toolin, 2004) and from funding agencies (Broadening Participation, 2008; Catsambis, 1995) to increase students' interest in science, technology, engineering, and mathematics (STEM) and STEM careers. One model of science outreach is the scientist in the classroom model, where a STEM professional visits a school classroom either in-person (Peker et al., 2012; Pratt and Yezierski, 2018) or virtually (Barry et al., 2022; McCombs et al., 2007). The St. Jude Virtual Journal Club is a scientist in the classroom program where participating classes receive three virtual visits from three different scientists. Scientist participants are trained in effective science communication prior to their virtual visits. To better support teachers in the program, the current project asked teachers to design their own research into the St. Jude Virtual Journal Club program through participatory action research (PAR). PAR was chosen to ensure that teachers had an active voice throughout the research process. The four participating teacher co-researchers chose to evaluate two research questions: (1) Does participation in the St. Jude Virtual Journal Club increase students' interest in STEM or STEM careers?, and (2) Are students able to understand the content and to think through applications of the St. Jude Virtual Journal Club talks? Through student surveys and reflections, we found that, while our population of students held less stereotypical views of scientists prior to the outreach program, student reflections focused more on the actions and motivations of scientists after the program. We also found that our students were able to understand most of the content of the talks and were able to make some connections between the talks and the subject content but not to the same extent for all the speakers and classes. This study offers a novel approach to integrate teachers into science outreach research using PAR methodology. Use of PAR methodology is a powerful way to give teachers voice and to ensure relevancy of science outreach to their classrooms. [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 regulations of the Individuals with Disabilities Act and the New York State Part 200 Procedural Safeguards mandate that parents of students with disabilities be afforded an opportunity to attend their child's Committee on Special Education (CSE) meeting to discuss needs and services. Historically, CSE meetings have been held in school buildings around a conference table with all members present. The 2020 school closures caused by the COVID-19 outbreak suspended all in-person school meetings, but districts were still required to comply with regulatory mandates. A virtual option for CSE meetings was implemented to support the district's responsibility in incorporating parents into meetings. This research study examined the continued use of a virtual meeting option to support parental attendance in the CSE after the COVID-19 restrictions ended and to facilitate an additional option to in-person meeting attendance. [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 short-term study abroad programs increase in popularity and number at community colleges, it is vital to examine the effect on the faculty who lead these programs. The purpose of this research study was to explore how community college faculty who lead short-term study abroad programs perceive personal learning including social and cultural factors and how they apply any change in perspectives to their non-study abroad courses. At the community college level, faculty-led short-term study abroad courses play a key role in addressing the growing importance of intercultural competence within undergraduate education. Despite the critical role that faculty play in higher education internationalization processes, there exists a vast gap in the literature on the impact of leading study abroad programs (Bista, 2016). In this interpretative phenomenological analysis (IPA) study, 10 community college faculty who have led short-term study abroad programs were interviewed using semi-structured open-ended questions via Zoom or telephone to explore their experiences and perceived development of social and cultural learning. The research focused on the impacts of meaningful social and cultural experiential learning for community college study abroad leaders and any subsequent contributions to instructional internationalization efforts in the classroom. When the identified problem is complex or under-researched, IPA is a particularly useful method to investigate how participants make sense of their experiences. As a dual form of analysis, visual methodology was employed to analyze artifacts and photographs supplied by the participants. This study offers valuable contributions to the limited literature that exists for the community college faculty experience during and after leading these programs. The analysis revealed leading a study abroad program to be a complex undertaking employing a wide range of interpersonal skills, teaching tactics, and flexibility. The participants indicated their experiences enriched their personal and professional identities and development and enriched their efforts to internationalize their non-study abroad classes. Three main personal experiential themes (superordinate themes) emerged describing the lived experiences of the faculty leaders. These were, "professional identity: what I do/leadership role," "personal identity: who I am," and "bringing it home: faculty as change agents/connecting who I am with what I do.". [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 case study was to explore how recent nursing graduates understand and describe their online clinical experience during the COVID-19 pandemic and examine perceptions of the impact on their preparedness for transitioning into professional practice. The problem addressed was the closure of clinical sites to nursing students' clinical education during the COVID-19 pandemic and perceptions of the impact of changing to online clinical education on the preparation and transition of new graduate nurses entering professional practice. The two identified research questions focused on the perceptions of the recent graduates' experiences with their online clinical education in preparing them to transition to professional clinical practice. The conceptual framework which guided the study was the KublerRoss model of grief and Duchscher's transition theory. The nine participants for this study were new graduate nurses who participated in online nursing clinical education during March 2020 and Spring 2021. The data were collected through a Qualtrics survey and semi-structured interviews conducted by Zoom. The data analysis yielded four themes, Development of Knowledge, Experiences, Emotions, and Outside Influences. Four recommendations for practice evolved. Professional development is needed to debrief clinical scenarios and develop a plan to understand student populations and technology knowledge, education for faculty on virtual technology, and the need for faculty to work with providers of virtual simulation technology to improve the realism of the clinical scenarios. Recommendations for future research include further investigation into virtual versus in-person clinical education and the perceptions of the new graduates and experienced nurses. Additionally, a more extensive study population could yield further insight into online nursing clinical education, and which aspects prepare the new graduate nurse for the transition to professional practice. [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 outbreak of COVID-19 forced the world population to find new ways to improve their productivity. It also significantly changed the course of education and instruction entirely. Like many students worldwide, adult English as a Second Language (ESL) students have been dramatically impacted by the sudden switch to online courses due to the COVID-19 outbreak. Blended Online Learning (BOL) was considered an innovative transition for adult ESL students due to the fact that it allows the learner to view the classroom as a social learning environment, thereby strengthening their connection to the language. This dissertation aimed to investigate the online learning experiences of a group of ESL students and their instructor through online zoom classes during COVID-19. The study employed a qualitative case study research methodology. This case study utilized purposeful sampling to focus on the experiences of adult ESL students and their course instructor with learning and teaching online during the pandemic. The target population for this study was a group of 8 international adult students and their respective course instructor. Data were collected from ten field observations, nine semi-structured interviews through Zoom, field notes, and document analysis. Findings revealed that participants showed positive experiences with online learning as it had provided students with new communication forms. Breakout rooms, group discussions, and discussion boards were methods the majority of students agreed were helpful for participation while facilitating social interaction. Students printerpersoneferred to communicate with each other through online platforms as they feel safer and less shy to express their opinions. Conversely, participants showed negative experiences with the lack of reliable internet connectivity, especially in rural areas, which affected the students' ability to access online courses. Based upon the dissertation's findings, there are several practical implications for students, instructors, institutions, and administrators. Recommendations for additional research are needed to provide various observations and solutions to promote online platforms, including offering instructors training to guide students through these platforms expertly and merging synchronous and asynchronous learning to ensure a holistic learning environment for adult ESL learners. [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 grounded theory study explored how best practice designs for personalized learning plans could support the learning needs of students in closing achievement gaps. The traditional educational system has been found inadequate in addressing the individual educational needs of students. The Personalized Learning Continuum Framework was utilized to investigate the various design elements and effects that personalized learning programs could have in helping address student educational needs. Data was gathered via Zoom meetings and interviews with eight participants: an assistant superintendent, four principals, a program director, a teacher, and an educational consultant. The results highlighted several design elements for consideration during the program design phase, such as learner agency, program sustainability, community epistemology, professional development, and growth in student learning. Additionally, teacher training was identified to help teachers prepare for student learning needs. The most common approaches were monthly coaching sessions, learning walks, professional learning communities, teachers training teachers, and personalized learning catalogs. Overall, this study would contribute to the existing literature about the potential for implementing personalized learning programs to support student's educational needs and narrow achievement gaps. [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.]

Annual goals are an essential component of Individual Educational Programs (IEP), which are developed for students with disabilities, and which are informed by data. However, the methods and practices that special educators use to make sense of data to inform the annual IEP goals represent a gap in research literature. This qualitative study was conducted to explore how sixth-through-eighth-grade special educators in urban public middle schools make sense of data that informs annual IEP goals. The research question asked how sixth-through-eighth-grade special educators in urban public middle schools make sense of data to inform annual IEP goals to target students' specific learning needs. Using purposeful sampling, 11 certified special educators who were permanently employed by the school district, and instructed students with IEPs voluntarily participated in this study. Data were collected through semi-structured interviews via Zoom conferencing. Interviews were recorded, transcribed, and coded using an in vivo approach. Seven themes emerged from the data analysis (a) changes in data use, (b) using data for goal alignment, (c) types of data collected, (d) data analysis, (e) understanding the data, (f) adding meaning to data, and (g) challenges encountered when making sense of data. District leaders, policy makers, and school administrators may use the findings of the study to influence decision-making, empower special educators, and enhance special education practices. This study has the potential to contribute to positive social change by providing scholarly information, to precisely target specific learning needs of students with disabilities in urban public middle 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.]

Videoconferencing (VC) instruction has become more prevalent in education due to a variety of factors, one of which was the COVID-19 pandemic, which required online teachers to plan relevant and purposeful VC lessons. Secondary English Language Learner (ELL) teachers have expressed concerns about the quality of instruction being delivered. The problem for this study was that U.S. secondary teachers of ELLs had concerns when using VC for instruction. The purpose of this basic qualitative study was to explore the concerns that secondary teachers have about using VC with secondary ELLs. The concerns-based adoption model formed the conceptual framework of this study. The research questions focused on ELL teachers' perceptions of their concerns related to the use of VC and on how those concerns influenced their teaching practices. A basic qualitative approach was used to capture the insights of 12 ELL teachers through semistructured interviews; a purposeful sampling process was used to recruit the participants through social media groups. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, rich descriptions, and researcher reflexivity. The findings revealed that the participating ELL teachers were concerned about ELL student engagement with VC. Addressing these concerns would allow them to create a more supportive and productive virtual learning environment for learners, they indicated. This study may contribute to positive social change by increasing educators' knowledge of practices to promote effective ELL instruction via VC. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

On September 10, 2020 after two days of synchronously teaching Zoom classes, I posted the following message on my personal Facebook page: "I've learned that I am more excited to 'see' students than any sane person should be, somehow I now wave all the time, and students showing off their pet pig is a thing in my classes now." This captures what was happening to many teachers when schools adopted emergency remote teaching that occurred during the COVID-19 pandemic in the spring of 2020 as well as from August 2020 to March 2021. In this study I use narrative inquiry to collect teacher stories about their trials and triumphs during this time. I conducted four interviews with semi-structured questions with four veteran teachers as they tried to translate their face-to-face pedagogy to teaching via Zoom and, later, concurrently. Through the use of possible selves theory introduced by Markus & Nurius (1986) and its adaptation to teachers by Karimi & Norouzi (2019) I attempt to describe and understand the pedagogical choices teachers made at the time, the emotions they experienced, and the context in which they taught. After analyzing teacher responses, coupled with my own experiences, I argue that emergency remote teaching needs to be further studied using qualitative methods to help administrators and policymakers better understand how to support teachers during times of crisis. I also argue that teacher voices need to be amplified to better understand pedagogical choices made in a classroom as well as to better inform both state and federal policies in education. Finally, I believe that if we spent more time researching veteran teachers in general, we could better understand what makes teachers stay in the profession, which could help prevent turnover and burnout in 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.]

Elementary music teachers are required to attend long-term, campus-wide professional development outside their content area. The purpose of this interpretive qualitative study was to better understand how elementary music teachers in a North Texas and a South-Central Colorado school district who have had five or more years of teaching experience perceived and interpreted their experiences of long-term, campus-wide professional development which is outside their instructional content. Participants in this study included six teachers from North Texas and South-Central Colorado. The literature review examined aspects of how the No Child Left Behind Act of 2001 (2002) and the Every Child Succeeds Act (2015) impacted professional development, accountability, professional learning communities, Desimone's framework of effective professional development, and educators' perceptions of professional development. Participants were questioned through two separate Zoom interviews within two weeks. Themes were coded and analyzed from the interviews. The empirical applications of this interpretive qualitative study will inform principals of the need to identify concerns over whole-staff development with their elementary music teachers, provide continuing training in areas outside of their content area, and allow time to collaborate and refine instructional strategies they may have learned from the whole-staff 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 exploratory case study was to explore how executive leaders and faculty in "The College" located in a region of Ontario, Canada describe their perceptions of academic integrity processes and the experiences leading to underreporting of academic integrity incidents (AIVs). The study aimed to understand the participants' perspectives on reporting AIVs to improve the academic violation experience and to understand the underreporting of incidents at a college in Canada. A purposive sample of five executive leaders and 10 faculty at "The College," answered nine semi-structured, open ended interview questions through Zoom audio platform. The data collected through the interview, policy and process documents, and educational resources were analyzed through QSR NVivo 14 for categories, codes and themes. Thematic analysis revealed five major themes with minor sub-themes: (1) changes in perceptions of the college community, (2) strategies needed to uphold AI, (3) increased support for policy and process, (4) expectations causing barriers to reporting, and (5) needing educational resource assistance. The recommendations for practitioners and leaders are first, to increase faculty self-efficacy and motivate AIV reporting through additional needed resources improvements, with increases to support structures such as the AI Team and Peer Mentors. Second, educating students and upfront discussions on the importance of AI must be added to the AIV process to work towards changes in negative perceptions that have led to underreporting and job insecurity. Implementing these recommendations will assist with encouraging faculty reporting AIVs and upholding the reputation of the programs at "The College." [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.]

At the onset of the COVID-19 pandemic in 2020, it became necessary for community mental health agencies and private mental health practitioners to utilize telemental health services. In reviewing the literature, a gap was identified regarding clinical mental health counselor education programs and teaching strategies utilized by counselor educators. The rationale for this study was to understand how CES faculty describe their teaching strategies for telemental health. A generic qualitative research methodology was used to answer the research study question. The generic qualitative method was chosen for research participants to be given a chance to express themselves freely and gather data through an interview process. The population for the study included counselor educators who held a doctoral degree in counselor education and supervision and have taught in a CACREP-accredited clinical mental health counseling program. The sample consisted of nine counselor educators who participated in a semi-structured interview. The mean number of years the counselor educators had experience was five. Thematic analysis was used to analyze, code, and develop themes from the data transcriptions. The qualitative software MAXQDA was used to aid in the analysis process. The study identified five themes: Literature, Lecture/Discussion, Experiential, Regulatory State Standards of Telemental Health, and Faculty Experience with Telemental Health. The results from the study show that counselor educators are using various teaching strategies for teaching telemental health, including active learning, pedagogical content knowledge, encouraging cognitive complexity, promoting a growth mindset, using students' prior knowledge, and ensuring students are engaging with the subject matter. Counselor educators use these teaching strategies by exposing counselors-in-training to literature and discussion on various telemental health topics, using their knowledge of state regulatory standards and personal use of telemental health, and through hands-on experience through practicum and internships. Further research could focus on counselor education and supervision programs concerning culturally relevant teaching of telemental health, what is being taught in classrooms, and specifics on what skills are needed for telemental 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.]

Telehealth may increase the reach of applied behavior analytic services to underserved populations living in remote areas. An important applied behavior analytic service is performing a functional analysis, which aids in determining the variables that evoke and maintain dangerous behavior. To be proficient in any applied behavior analytic procedure, one must be trained to a criterion deemed acceptable, and behavioral skills training is a training procedure that can sufficiently train individuals to reach proficiency. A participant underwent behavioral skills training via telehealth to improve their intervention fidelity in conducting a latency functional analysis in a study using a concurrent multiple probe design across behaviors design. Following behavioral skills training, the participant improved in intervention fidelity for each condition of the latency functional analysis. Implications for practice and directions for future research are discussed following results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Reading and writing go hand in hand, students who struggle in reading are likely to struggle in writing. Yet, when we research interventions for students with reading difficulties and writing difficulties, we rarely combine the two. In a study by Puranik et al. (2017, 2018) investigating the feasibility and promise of a whole-class peer-assisted writing strategies intervention, the researchers found that students with below average reading skills struggled to improve their early writing skills. In this multiple-probe single case research design, I provided a combined reading and writing intervention to pairs of first grade students with reading difficulties to evaluate the effects of the combined intervention on students' early writing and reading skills. The individualized writing and reading intervention was provided to pairs of students with reading difficulties via an online video-conferencing platform (i.e., Zoom). Of the five participants who participated in the study as described and intended, three participants had sufficient data to determine the presence of a functional relation. An additional participant received only the writing portions of the intervention as the student demonstrated advanced reading skill, and he demonstrated improvements in his overall early writing skills. All participants made improvements in their early writing skills, and the five participants who were provided targeted reading instruction as described in this study descriptively made improvements in their early reading skills as well. Implications and future directions are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The onset of the COVID-19 crisis in March 2020 gave way to a precipitous transition to online learning in colleges and universities across the globe. Learners and teachers alike were forced to adapt to new procedures and norms within a matter of days. Among the many questions regarding the development of rigorous courses that can adequately replace face-to-face learning, there was a need to examine and understand the complex ties between identity and second language (L2) classroom discourse in the ever-expanding sphere of online learning. Thorne et al.'s (2015) study demonstrates that there is a considerable body of work that sheds light on the role of L2 identity in online contexts, with some studies focusing on platforms that are not entirely synchronous but that contain synchronous capabilities (Thorne et al., 2015). Despite this, few studies have focused on the manifestation of learner identity using exclusively synchronous video communication for L2 instructional purposes in educational contexts. The present study aims to fill this gap in the literature on L2 identity in synchronous online courses that utilize video web conferencing platforms using qualitative methodological approaches. This study relied on data from one-on-one interviews with five focal participants, classroom transcripts, and weekly written reflections to demonstrate relationships between recurring themes in their data to theoretical constructs that were relevant to the research questions being examined. The theoretical constructs that were used to interpret the data were activity theory (Engestrom, 1987, 2001), Lave and Wenger's theory of communities of practice (Lave & Wenger, 1991; Wenger, 1998), and Norton's theories of identity and imagined communities (Norton-Peirce, 1995; Norton, 2000, 2001, 2013; Norton & Toohey, 2011). Activity Theory was used to understand how learners made use of the affordances of the online classroom to accomplish their individual goals of learning about Spanish linguistics. The communities of practice (CoP) framework was used to examine how learners negotiated their identities within this community and how their identity or role within the online classroom community impacted their participation. Regarding investment and imagined communities, this research focused on how learners were able to draw connections between class activities and their personal and professional goals. Theoretical and practical implications for this study outline how instructors can constructively negotiate the use of technological affordances for communication in the online classroom to meet the learning goals of their courses. [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 assessed the effectiveness of using Behavioral Skills Training (BST) for parent training to implement functional behavior training and video modeling via a telehealth platform designed to increase manding abilities and to decrease problem behaviors with children with Autism Spectrum Disorders (ASD). With eight participants, this study used a multiple-baseline design across subjects (four parents and four children with ASD). The research was divided into three phases: parent training, baseline, and intervention. BST was administered remotely from the United States through synchronous video conferencing with families in different countries in the Middle East. All parents were able to learn to identify the function of their child's problem behavior, to create video models, and to implement the functional communication intervention. Problem behaviors were eliminated or nearly eliminated for all participants, and all participants were able to use manding independently to request desired items. Manding generalized to other settings for two of the four participants. The intervention was well received by all participants and the study's social validity questionnaire revealed that all parents were satisfied with the training. The results of this study have significant implications for clinical application and contribute a meaningful and unique approach to add to the academic literature in ABA. [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.]

Disability is a common phenomenon globally, an experience that comes with many challenges and stress. This study focused on culture's role in the well-being and education of children with disabilities within a Nigerian cultural context. The specific problem this study addressed is that the well-being and education of children with disabilities within a Nigerian cultural context are ignored to the children's detriment due to societal views on disability. Coping with a disability is complex and even more challenging when living in mid to low-income countries like Nigeria. This qualitative phenomenological study aims to explore the culture's role in the well-being of children with disabilities and their families in Nigeria. In Nigeria, people's attitudes and perceptions toward disability have been a growing concern, contributing to how the people of Nigeria treat children with disabilities. Qualitative phenomenological research was conducted to address the research questions for this study. The guiding conceptual framework of this study combined Vygotsky's sociocultural theory of cognitive development and Bronfenbrenner's theory of human development. A sample of 10 Nigerian parents who have children with disabilities residing in the United States participated in the study through Zoom. A semi-structured interview provided questions to the participants that yielded rich information based on their lived experiences of raising their special needs children in a Nigerian cultural context. Data analysis was completed using thematic analysis techniques. The findings from this study, along with multiple sources of literature review, revealed that the traditional and cultural beliefs of the people of Nigeria influence and shape people's negative attitudes toward the well-being and education of children with disability. [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 problem addressed by this study was that educators struggle with knowing which authentic literacy instructional practices and strategies were effective for improving student engagement and achievement levels in the middle grades. The purpose of this qualitative exploratory multiple case study was to examine the instructional strategies related to authentic literacy that educators believed to be effective in high-performing, high-growth public middle schools in Washington state. This study was approached from the conceptual and theoretical lens of sociocultural theory. The participant sample (n=9) was comprised of three different role groups: teachers, instructional coaches, and administrators. These groups served as the different cases for analysis in the multiple case study. Three research questions guided the study. Zoom video-recorded interviews and their transcriptions served as the main source for data collection and analysis. Using NVivo qualitative software, a cross-case analysis and synthesis method for multiple case study research was employed, and three different phases of coding were conducted. The findings of this study provided a better understanding of how experienced educators have incorporated authentic literacy strategies in classrooms to improve academic and engagement outcomes. Six themes and various subthemes were explored in the findings: Recommendations for practice were organized across three themes: literacy instruction and activities, professional learning and training, and curriculum and instructional planning. A logical next step for future research is that researchers should employ other qualitative approaches, such as phenomenology, to examine the lived experiences of teachers and students in classrooms where authentic literacy strategies are being used. This study moves the research forward by examining what experienced literacy educators believe to be best practices and strategies to improve academic outcomes for student in the middle grades. [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 shortage of school psychologists nationally is problematic for myriad reasons and has been well documented in literature (Castillo et al., 2016; Castillo et al., 2017; Eklund et al., 2017; Eklund et al., 2020; Merrell, Ervin, & Peacock, 2012; National Association of School Psychologists, 2021). Due to such shortages, consultations are more difficult to organize and therefore, prevent the provision of optimal academic and mental health services for the optimal number of students (Merrell, Ervin, & Peacock, 2012). Also, this shortage can impact students in rural, suburban, or urban areas. Both general and special education teachers are the most prevalent consultees that school psychologists have because of the frequent contact they have with students (Erchul, et al., 1992; Pearrow, et al., 2021). However, teachers often feel that school psychologists are not available to assist with student issues (Gonzalez, et al., 2004). A potential solution is teleconsultation which is videoconferencing for the purpose of consultative services. The purpose of the current research project was to determine the acceptability of teleconsultation, among teachers, in rural, suburban, and urban areas. In addition, the study investigated the differences in acceptability for teleconsultation with respect to teacher demographic variables, as these variables (i.e. teacher type: special education versus general education; years of experience; school type; location; age; race; and grade level) highlight teacher opinions. The results of this study showed that teachers do accept teleconsultation as a potential method to aid in mitigating the shortages of school psychologists. Additionally, the results showed that teleconsultations was acceptable depending on the commute time of the school psychologist, teacher familiarity with technology, and lastly, behavior problem severity. Further results are discussed in the last two chapters of this dissertation. [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 conducting this qualitative research was to investigate Middle Eastern international students? perceptions of individual mental health counseling services at their colleges/universities in the U.S. An Interpretative Phenomenological Approach (IPA) developed by Smith et al. (2009) was used to analyze the data. Six participants (three females and three males) participated in two individual interviews. Both interviews were conducted during the Coronavirus pandemic (COVID-19). Therefore, interviews were conducted via Microsoft Teams rather than in a face-to-face format to keep participants and the researcher safe. Two superordinate themes and five subthemes emerged from analyzing the data. The first superordinate theme was "Mental Health Counseling Services are Unsafe to a Point." The three subthemes that emerged within the first superordinate theme were "influence of cultural stigma," "misinformation surrounding mental health counseling services," and "mistrust related to English as a second language." The second superordinate theme was "College Mental Health Counseling is Progressively Effective and Supportive." The subthemes that developed within the second superordinate theme were "shifting generational perceptions of mental health counseling services" and "personal experiences with professional 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 was to describe reasons Federal Pell Grant-eligible community college students in California do not complete the financial aid process after submitting the FAFSA and the resources they need to complete the process. The conceptual framework of this study was Perna's (2006) multi-layered student choice model. The two research questions addressed the reasons Federal Pell Grant-eligible community college students describe for not completing the financial aid process after submitting the FAFSA and the resources needed to complete the financial aid process. A criterion-based, purposeful sampling approach was used to select students from one California community college district. Semi-structured individual Zoom interviews were conducted with 18 students and 50 participants responded to the online questionnaire. Data collected were analyzed guided by Braun and Clarke's six steps of thematic analysis. Six themes emerged from the data analysis: (a) lack of communication and understanding, (b) lack of direct support and follow-up and (c) personal issues are reasons students describe for not completing the financial aid process, while (d) communication and financial aid training, (e) provide direct support to students using multiple mediums and (f) removing requirements barriers are resources students describe needing to complete the financial aid process. Results illustrated that importance of communication, direct support, and financial aid training to increase student understanding of the financial aid process. The conclusion was that students need information communicated to them: actionable steps accompanied by direct support for completing the financial aid process. [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 pandemic led to a sudden expansion of telehealth in the delivery of nursing services. At the same time, nursing education was forced to extend clinical learning to online approaches. However, telehealth clinical experiences are limited in the nursing curricula of entry-level programs. Nursing simulation is an educational activity that prepares students for clinical practice by supporting the learning of fundamental clinical competencies. This study was designed to explore prebriefing methods for simulation to prepare entry-level nursing students for telehealth patient care visits. Standardized patient (SP) methodology was used to simulate a telehealth video conferencing call for an infectious disease case interview. Simulations were conducted remotely using Zoom technology with breakout rooms adhering to Healthcare Simulation Standards of Best Practice[superscript TM], and informed by NLN Jeffries Simulation Theory and Experiential Learning Theory. The experiment compared two different methods for prebriefing: traditional prebriefing with a narrated script and structured prebriefing with a narration script plus learners viewed a role modeling video and participated in guided reflection. Participants from one private university in the Northeast (N =126) were randomized and simulations took place over one semester. In conclusion, the standardized patient simulations were an effective teaching strategy for developing fundamental telehealth skills of therapeutic communication and confidence with patient safety. Learners in the structured prebriefing group had significantly higher scores for confidence in quality and safety, faculty assessed therapeutic communication, and simulation effectiveness. There were significant improvements of therapeutic communication scores over time for both groups, but there were no differences between groups. Future research might extend the explanations of how to best prepare learners for telehealth experiences; it is important to further explore telehealth clinical competencies with entry-level nursing 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.]

The Covid-19 pandemic has seemingly altered the practice of Dietetics, and its essential supervised practice component of the Dietetic Internship programs. Telehealth, in particular telenutrition, became a necessity of practice for the entire United States and many parts of the world. Medicare and many private insurance companies amended policies for the expansion, inclusion, and provision of MNT via telephone.[superscript 1] In addition, numerous Dietetic Interns were forced to complete the supervised practice (SPE) components of ACEND (Accreditation Council for Education in Nutrition and Dietetics) accredited programs virtually. The practice of telehealth is not a new concept. Indeed, this area of Dietetics practice was growing prior to the pandemic. However, virtual completion of the supervised practice component of Dietetic Internships was previously not an accepted practice and was temporarily approved by ACEND. The approval of this virtual supervised practice will continue (until at least June 30, 2022) as it is based on a decision by the United States Department of Education (USDE) and remains active until the USDE rescinds this accommodation of virtual learning. The purpose of this study is to gain the perspective of dietetic interns and employers of the quality of this virtual supervised practice experience during the COVID-19 pandemic, and to compare RD exam pass rates between the graduated classes of 2019 (no virtual SPE) and 2020 (some SPE). The mixed methods approach to this study will utilize both quantitative (surveys) and qualitative (interviews) methods. [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.]

From a teacher's perspective, teacher learning happens through a complex web of learning experiences. However, research on teacher professional development (PD) typically focuses on the direct influence of single activities or programs. PD researchers less often acknowledge the interactive impacts on teacher learning of the multiple experiences teachers have in different contexts. This dissertation works toward a more thoroughgoing ecological framing of teacher PD by bringing forth three dimensions of teacher learning that are often overlooked: scope, interconnectedness, and temporality. The dissertation centers on the type of design that is widely considered high-quality PD -- namely, experiences that are collaborative and situated in teachers' instructional context -- and considers those experiences from the perspective of these three dimensions. In the first conceptual part of the dissertation, I build on sociocultural, ecological, and complexity theories to frame and operationalize an ecological framework for analysis of teachers' conversations. In the second empirical part of the dissertation, I use data from Project SIGMa (Horn & Garner, 2022). The overall project was a research-practice partnership with a PD organization, where we used video to support secondary mathematics teachers' teams in improving their practice. The analysis investigates the role of teachers' previous professional experiences in their collaborative sensemaking. The analysis focuses on two teacher teams, highlighting moments in which teachers invoke previous experiences and resources from remote settings and provides a proof of concept for their transformative potential. I elaborate on how these resources are used across contexts in conversations (interconnectedness), what they are and where they come from (scope), and when they arise in teachers' sensemaking (temporality). The empirical investigation illustrates the ecological framework and its affordances. The focus on scope allows researchers to name and distinguish contexts that are salient to their different studies. The focus on interconnectedness uncovers the interactive relationship between the immediate and broader PD contexts. Finally, the focus on temporality affords the understanding of different phases in learning and extends linear conceptions of progress. Together, these dimensions portray a rich conceptualization of the ways teachers make sense of PD and incorporate changes into their instruction, providing numerous implications for teacher 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.]

This field research project sought to facilitate growth for cohort-based online university students. The facilitator conducted eight extensive weeks of training in communication for public speaking. The study included objectives for cognitive, affective, and skill-based dimensions in relation to communication and public speaking for the participants. The sessions were conducted on Zoom with a diverse selected international group. The writer provided a thorough bibliography and extensive appendices. The project analysis demonstrated that with training and support the online students grew in communication and interactional skills and that regular faculty-led cohort meetings utilizing non-formal education are helpful to affective impact, and thus, relationship-based discipleship. Cohorts may bring the affective growth from online education, which Christian universities require. [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.]

Spiritual development plays a vital role in young people's psychological health and wellness, and spiritual awareness is beneficial in developing morals and coping strategies when dealing with real-life situations (Lee et al., 2020). A lack of scholarly literature addressing the spiritual growth of Egyptian youth involved in evangelical camps and now living for Christ in a predominately Muslim society prompted this study. This qualitative narrative study was based on the theoretical framework of social constructivism pioneered by Vygotsky. The research participants were four Egyptian youth who had attended a Christian camp, made the life-changing decision to follow Christ, and were involved in a discipleship and mentorship program after camp. All interviews were conducted in English and Arabic using Zoom video conferencing and were recorded and transcribed using the Otter.ai transcription application in English. The four Egyptian youth shared detailed information about their lived experiences during and after camp to provide stories about the spiritual discipleship program with mentors after camp. Data was collected, verified for accuracy by the participants, then coded and analyzed to reveal four emergent themes. The themes were, Egyptian life, the participants' spiritual experience at camp, discipleship with mentors after camp, and recommendations for future camps. Findings from this study suggested spiritual discipleship and mentorship played a significant part in the participants' spiritual growth after camp. [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 knowledge of math fact fluency skills is crucial for children to develop both related and subsequent necessary math skills. Students require fluency in basic math facts in order to successfully understand and perform more complicated math problems. Research has shown that students demonstrating math skill deficits are likely to have limited cognitive capacity to devote to higher math tasks, and also suffer from math-related anxiety, a lack of engagement, and limited vocational and career opportunities (Delli Sante et al., 2001; Gersten & Chard, 1999; Parkhurst et al., 2010; Poncy et al., 2007; Riconscente, 2013). During the COVID-19 pandemic, all U.S. public schools, approximately 124,000 schools, shut down their buildings in some capacity by March 26th, 2020 (Ballotpedia, 2020). The majority of these schools continue to provide remote-learning instruction to students. Examining the effects of time spent on learning, academic losses over summer vacation, absenteeism, and home-schooling outcomes, students' academic progress is jeopardized (Garcia & Weiss, 2020). However, empirically-based research for delivery of math fact fluency interventions remotely is narrow provided the lack of previous need on such a massive scale. With the unknown timeline of when educational practices will resume in person, and the need for individualized student intervention, it is important to demonstrate the effectiveness of established math fact fluency interventions in a remote setting. Using an alternating treatments design, the current study compared the effectiveness of an "adapted" remote-delivery version of Taped Problems Intervention (VTPI) with the traditional methodology of TPI, provided in a virtual environment. Both interventions were delivered via Zoom video conference. Effectiveness was measured by graphing the participants' DCPM and calculating percentage of nonoverlapping data between the two intervention conditions. Participants were assessed with 2-minute math fact assessment probes following the delivery of each intervention. After the intervention phase was complete, participants completed acceptability questionnaires for both VTPI and TPI conditions. Results indicated multiplication fact fluency gains for all participants, regardless of baseline performance level. The VTPI procedures yielded greater DCPM gains than traditional TPI procedures delivered remotely for four of the five participants. The TPI procedures increased DCPM, but to a lesser degree. Of the four participants for whom VPTI led to greater DCPM scores, PND ranged from 60% to 100%. Follow-up phase data showed that VTPI was more effective in maintaining or leading to continued gains in the maintenance phase than was TPI. Generalization effects were revealed across both intervention conditions as well as the control condition, but results were inconclusive in distinguishing which intervention led to more pronounced generalization effects. Results indicated that participants endorsed higher acceptability ratings for VTPI procedures compared to TPI procedures. Discussion focused on implications for providing academic interventions in virtual learning environments, the importance of direct instruction of multiplication fact fluency, as well as future considerations for researchers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The ability to communicate effectively to others is a pivotal skill necessary to get one's needs and wants met; however, children with autism spectrum disorder (ASD) often have significant delays in communication skills. Augmentative and alternative communication (AAC) devices provide an alternative means for children with complex communication needs to express their needs and wants. Communication interventions involving AAC have been largely conducted in school and clinical settings, despite young children spending a significant amount of their time at home and in the community. Family involvement plays a critical role in improved outcomes for young children with disabilities. Recent shifts in how education has been delivered (e.g., virtual, distance, hybrid) provide early childhood professionals with innovative ways to work more intimately with families. However, research assessing the generalization and use of AAC from the school or clinical setting to the home environment and implemented by family members is limited. This study examined virtual training and coaching to families of children with ASD to implement a picture exchange communication intervention in the child's natural environment. Using a multiple probe across participant design, this study compared and evaluated the effects of asynchronous training and direct coaching provided to caregivers of young children with ASD. Results indicated that online training and coaching positively impacted caregiver capacity, with three out of four participants reaching high levels of fidelity. Further, all child participants learned to use picture exchange to communicate. [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.]

Conjoint Behavioral Consultation is an empirically supported model of service delivery that emphasizes family-school partnerships where caregivers and educators collaborate to support student goals across home and school settings. Amid an evolving educational landscape, including increasing numbers of online learners, applications for technology supported consultation models should be explored. This study evaluated the degree to which behavioral interventions developed through conjoint behavioral teleconsultation and implemented by parents improved on-task behavior and reduced maladaptive behavior among students who attended online school. The intervention led to an increase in the percentage of on-task behavior for all three participants, providing preliminary support for conjoint behavioral teleconsultation and parent led behavior interventions. With a wide base of research support for conjoint behavioral consultation and the positive findings of this study, adaptations to deliver the model via teleconsultation are promising. Limitations and suggestions for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There is currently an epidemic of high school readers who struggle; many are considered below-level readers, according to standardized tests, and they are not choosing to read for pleasure. The purpose of this case study was to evaluate whether a pedagogical framework called CRISP (choice, relevance, interest, success, and peer interactions) would impact the motivation of readers who struggle, which was investigated through the use of book clubs containing all five CRISP elements. The stories of five 10th-grade readers are presented in this study, each of whom was enrolled in an English course at the same Midwestern high school. Students completed a pre- and post-reading motivation survey, and levels of motivation were also evaluated through the use of book club discussion observations and audio recordings. After finishing their books, the participants joined a focus group to candidly discuss their thoughts about the book club experience and CRISP. All meetings utilized the video conferencing site Zoom, and meetings varied from students being fully remote to hybrid. Recommendations are provided for teachers, administrators, pre-service teachers, and parents. Further research is recommended to study CRISP, such as using the framework for in-person book clubs, for longitudinal affects, for CRISP in content areas, and for readers with other ability levels. Results from this study indicate that when students participate in communities of practice, such as book clubs featuring CRISP, they will have an increase in self-efficacy, engagement, and reading motivation. [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 and Method of Study: The purpose of this phenomenological study was to discover factors in Hispanic women's lives that influenced their persistence in attainment of a doctoral degree. Six Hispanic women, ranging in age from 44 to 70 years, were interviewed regarding their educational experiences. At the time of the study, five of the participants were employed at an educational organization; two were or had been school principals, three were assistant superintendents of large public-school districts and one was the head of a national non-profit preschool organization who had served in educational leadership at the national level. The interviews for this qualitative study were conducted over nine months, from March 2020 to December 2020. The semi-structured interviews were conducted in person or on the ZOOM application and lasted from 45 to 90 minutes. Findings and Conclusions: Nine themes surfaced from the data analysis. Five themes were identified as being barriers to the PK-20 educational pipeline among the participants and Latinas as a whole. Those themes included: (a) Hispanic children living at or below poverty; (b) Hispanic students academically at-risk; (c) lack of parental education, which limits the college advice they can give their children; (d) teen pregnancy which keeps many Latinas out of college, eliminating graduate school and ultimately doctoral studies; and (e) invalidating agents which hinder success. Four additional themes emerged that proved to be empowering for these Latinas; (a) self-efficacy or ganas, which influences positive performance; (b) validating agents leading to success; (c) aspirational capital, defined as the hopes and dreams of individuals which determine how a person adjusts and navigates social venues and academic institutions; and (d) spiritual beliefs which can be a significant factor in contextualizing persistence and finding a sense of belonging. [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.]

Higher education institutions' growth in online course offerings has led faculty to designers-by-assignment (DBAs). Faculty DBA are tasked with designing online courses without foundational instructional design knowledge, skills, or institution-provided instructional design support. Data were collected using semi-structured interviews using Zoom. The experiences of six graduate faculty were examined who lacked an instructional design background or support in their transition from traditional instruction to online course design. The theoretical frameworks for this investigation were constructivism, specifically andragogy and transformative learning theory. A basic qualitative methodology was used to answer the research question, "How do faculty DBAs describe their experiences transitioning from traditional face-to-face instruction to online course design?" Purposive sampling was used in this investigation. The sample consisted of faculty assigned to build graduate online courses who developed online courses in the past two years at higher education institutions in the Northeast region of the United States. Data were collected using semi-structured interviews. Several themes emerged from the analysis: faculty utilized templates, existing course shells, relied on subject matter expertise, previous teaching experience, collaborated with colleagues with online course design experience, and desired online course support such as mentors. Findings indicated learning management system technology training varied from institution to institution, instructional design expertise is essential to identifying critical course components in templates and existing course shells, and faculty support mandated instructional training for online course design. The most challenging aspects of online course design were reported by faculty DBAs to be time-consuming and to be isolated from others while designing courses. Further research could perform a study that examines faculty DBAs transitioning from traditional face-to-face instruction to blended learning course design. [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 phenomenological study presented the lived experiences of eight high school principals who led through the COVID-19 pandemic. The participants represented eight different school from five school districts from across Colorado. Each participant's school implemented 1:1 devices, namely Chromebooks or iPads, for each student prior to the pandemic's onset. The research question that guided this study was: What are lived experiences of high school principals who led through the COVID-19 pandemic? Data were collected via one-hour, individual, semi-structured interviews in person or via Zoom, then transcribed and analyzed. A phenomenological approach to the data was employed while implementing bridling methods on the researcher's part. Three key themes emerged from the data. Theme 1 included hardships of the pandemic and contained five subthemes: (a) the pandemic was hard on leaders, (b) the pandemic was hard on teachers, (c) the pandemic was hard on students, (d) the pandemic was hard on the community, and (e) symbolic events helped ease hardships. Theme 2 was the pandemic as catalyst and presented four subthemes: (a) catalyst for shifts in grading practices, (b) catalyst for shifts in weekly schedules, (c) catalyst for shifts in meeting protocols, (d) catalyst for a renewed focus on the leaders' work. The final theme was support is critical. The third theme included five subthemes: (a) district support for leaders, (b) mental health support for the school community, (c) school leaders' support for teachers, (d) school leaders' support for self, and (e) school leaders creating connections as support. Significant statements directly from interviews with the participants were included to support the findings. A summary and discussion of the findings and their relation to the literature, implications for policy and practice, and recommendations for school leaders and future research are also presented. [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.]

Given the literature review on over and under representation of ELL students in Special Education, this research aimed to study how teachers identify between ELL students who present with language proficiency learning difficulties and students who might exhibit learning disabilities. This qualitative study added to existing literature on self-efficacy by concentrating specifically on how teachers perceive their work with ELL students. To explore how teachers perceived their skills in identifying between English Language proficiency difficulties and a learning disability in ELLs, as well as their perceived self-efficacy in working with ELL students, this study presented respondents with vignettes that described a student who was academically struggling and asked teachers to hypothesize about the root cause of the student's challenges. The participants were interviewed via Zoom. A total of ten general education teachers participated in this study. Through the process of thematic analysis, a total of five overreaching categories and ten themes were identified. Results of this study suggest that experience, support, interventions and connectiveness to ELL student are all important factors that affect perceptions of self-efficacy. Findings will promote further research on best practices regarding ELL identification and 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.]

Supervision is critical to the field of Applied Behavior Analysis (ABA) because it improves the quality of services provided to the recipients of behavioral services which in turn increases client protection and helps to portray the field of ABA as one that is committed to socially significant behavior change (Britton & Cicoria, 2019; Brodhead & Higbee, 2012; Hartley et al., 2016; LeBlanc & Luiselli, 2016; LeBlanc et al., 2020; Turner et al., 2016). Without effective supervision, the quality of services may decrease and negatively impact treatment outcomes for the clients (Britton & Cicoria, 2019; Dixon et al., 2016; Eikeseth, 2009; LeBlanc & Luiselli, 2016; Shapiro & Kazemi, 2017). Given the rapid growth of the field of ABA, supervision will continue to play a critical role in training, fostering the growth and development of professionals and ensuring those professionals uphold the high standards of the profession (Hajiaghamohseni et al., 2020; Turner et al., 2016; Turner, 2017). The current dissertation addressed and evaluated supervision of behavior analytic services provided to individuals with autism spectrum disorder (ASD) in three different contexts: (1) supervision provided during the implementation of behavioral interventions; (2) supervision provided via Telehealth, specifically evaluating barriers and strategies used to address and/or mitigate those barriers; and (3) supervision provided via Telehealth in the form of email performance-based feedback. Collectively, these chapters sought to address gaps in the current behavior analytic supervision literature and identify additional areas of study. Chapter 1 provides an overall introduction connecting the three separate, but related chapters (Chapters 2-4) and includes a supervision logic model. Chapter 2 is a systematic literature review that evaluated the extent to which recently published articles included information regarding supervision and staff training of the individuals implementing behavioral interventions to young children with ASD. The results of Chapter 2 revealed that there is little to no consensus on reporting supervision and staff training characteristics in the current behavioral intervention literature. Research implications and reporting recommendations will be discussed. Chapter 3 is a survey study that evaluated the barriers Board Certified Behavior Analysts (BCBAs) experienced and the strategies BCBAs used to address and/or mitigate the barriers that arose when providing supervision via Telehealth. The results of Chapter 3 revealed that BCBAs that provide supervision via Telehealth are not exempt from experiencing barriers. Research and practical implications will be discussed. Chapter 4 is a single case research design study that evaluated the extent to which email performance-based feedback increased procedural fidelity of teacher candidates' implementation of a multiple stimulus without replacement (MSWO) preference assessment. The results revealed that email performance-based feedback was effective in increasing procedural fidelity of MSWO preference assessment implementation. These results support previous literature suggesting that email performance-based feedback alone is effective in increasing target behavior(s). Research implications will be discussed. Finally, Chapter 5 provides an overall discussion about the findings of the three chapters (Chapters 2-4), recommendations for research and practice, and considerations for the future direction of supervision in the field of ABA. [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.]

Navigating the period of transition from a student to a clinician can be challenging for new graduate midwives and advanced practice providers. With exponential growth in these professions coupled with a complex American healthcare system, there has been increased desire for fellowships for advanced practice providers. This sentiment has been echoed by midwifery students. While there is an increasing body of evidence for the benefits of postgraduate fellowship programs for nurse practitioners, studies regarding midwifery specific fellowships are limited. This project gathered information regarding the characteristics and outcomes of postgraduate midwifery fellowship programs in the United States. A mixed methods design used a program demographic survey and interviews with the program directors. With both a quantitative and qualitative approach, a thorough description of US postgraduate midwifery fellowship programs as perceived by the program directors was completed. Seventeen postgraduate midwifery fellowship programs were identified through an environmental scan and snowball sampling. Thirteen program directors completed the survey (76.5% response rate, n = 13) and 11 completed the Zoom interviews (64.7%, n = 11). The findings allowed for identification of program characteristics including location, structure, funding, and educational offerings of midwifery fellowship programs. The thematic analysis revealed the emergence of three themes highlighting the creation of support for midwives in transition, including new graduates and practicing midwives returning to practice after a hiatus or shifting to specialty practice: (1) Stepping-stones; (2) Empowered and equipped; and (3) Innovative future. This project provided new information as it relates to postgraduate midwifery fellowship programs in the U.S. There is no call for mandatory midwifery fellowships or residencies, but rather, as a valuable option that selected midwives and practices may find useful. The findings of this project validate the unique qualities of these programs in creating a bridge for midwives transitioning into practice, returning to practice, and changing clinical settings. Disseminating information about these programs, bringing them together in a coalition within midwifery professional associations, and joining forces with other fellowships in advance practice specialties can create opportunities to advocate for systemic legislative and funding support, similar to that of medicine, for advance practice providers and midwives. [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.]

From an early age, we engage in building our narrative language through social interactions. These narrative language skills influence academic success. Many educational establishments focus solely on academic achievement. A focus on supporting emotional intelligence that can support narrative language development is imperative. In this ethnography study, students were taught feeling words lessons from RULER, a social-emotional learning curriculum. Using observations and interviews, I sought to understand how early childhood students apply emotional feeling words into their narrative language. By using inductive analysis and conducting interviews with the students, I coded data to narrate my research question to assist with using social-emotional learning curriculum to support narrative language development. The study found that teaching the RULER Feeling Words through Zoom tutoring sessions, students were able to increase their emotional vocabularies. [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 dissertation focuses on intercultural communicative competence (ICC) in a video-mediated environment, as ICC is considered to be one of the most vital skills language learners need to have in the 21st century to successfully communicate and interact with their interlocutors. More specifically, the aim of my dissertation research is to empirically examine how intercultural communicative competence is organized in and through the actual course of the interaction and how intercultural moments -- moments during which cultural differences between people become exposed -- evolve. Put differently, this dissertation examines how low intermediate German language speakers display their ICC in real-time interactions with L1 speakers of German, how they test their cultural assumptions and co-construct cultural knowledge. In addition to examining L2 learners' and L1 speakers' conversational practices and their demonstration of understanding and view of each other's cultural similarities and differences, this dissertation illustrates how L2 speakers perceive such moments in their reflections. For this study, modules based on previous research (Byram, 1997; Liddicoat & Scarino, 2013) that provide occasions for intercultural moments were created. These intercultural modules consist of instructional stages including preparing students for a recorded video-mediated conversation with L1 speakers of German that involve inquiring about their firsthand experience with a variety of cultural products, practices, and perspectives and a follow-up self-reflection on their experience and shift in cultural knowledge and perspectives. By employing the methodological framework of conversation analysis (CA), which helps us scrutinize how participants demonstrate their understanding of coparticipants' language use and their cultural and sociocultural background in interactions, the type, position, the outcomes of questions L2 speakers pose, and their assumptions of cultural practices are analyzed and a variety of strategies L2 speakers use while interacting with native speakers to overcome linguistic and cultural obstacles in real time conversations is analyzed. The findings of this dissertation research show that question format depends on L2 speakers' cultural knowledge, interest in the target culture, linguistic repertoire, and interactional competence, that L1 speakers do not position L2 speakers as less knowledgeable upfront, that in order to have a better understanding of the development of L2 speakers' ICC, CA-informed transcripts need to be included, and that interculturality is constituted in and through the actual course of the interaction making cultural identities relevant. In doing so, a new approach to teaching intercultural competence where interaction lies at the core of L2 speakers' skills and propose IC modules for more effective and meaningful engagement with cultural facts is developed. At the same time, a new self-assessment approach is proposed, which will help L2 speakers prepare for subsequent intercultural encounters. Thus, this dissertation contributes not only to the field of ICC but also to the field of SLA, as the findings help teachers and language educators better understand L2 speakers' linguistic abilities and achievements at the low intermediate level and how they can linguistically and culturally prepare their students for such more meaningful and effective intercultural encounters. [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.]