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The purpose of this quantitative, correlational study was to understand the relationship between organizational culture on burnout for college counseling center clinicians. Studies have examined the relationship between organizational culture and burnout for mental health clinicians, but none have researched how organizational culture may play a role for clinicians working within higher education. College counseling centers are currently struggling to recruit and retain employees, resulting in many centers being under resourced. This study explored the following research questions: (1.) How do college counseling center clinicians experience burnout as measured by the Counselor Burnout Inventory? (2.) How do college counseling center clinicians experience organizational culture as measured by the Organizational Culture in Mental Health survey? (3.) What background characteristics of counseling center administrative leadership influence burnout of college counseling center clinicians? (4.) What is the relationship between organizational culture and burnout among college counseling center clinicians? If a relationship exists, which areas of organizational culture from the Organizational Culture in Mental Health survey significantly predict burnout among college counseling center clinicians? Results of this research study address the current gaps in literature and serve as an opportunity to support work engagement for mental health clinicians working in college counseling centers. A supportive organizational culture has the ability to contribute to both employee well-being and student well-being. [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.]

Quality in early care and education (ECE) has been widely studied across several decades. There is not one standard definition of quality across ECE contexts. However, classroom quality often encompasses both structural features of quality, such as teacher-child ratios and teachers' qualifications, and process features of quality, such as teacher-child interactions and the climate of the classroom environment. Yet, teachers are often not included in discussions about quality and accountability measures used in ECE programs. This study used an explanatory sequential mixed methods approach to understand teachers' perceptions of classroom quality and accountability tools used in Head Start. The Classroom Assessment Scoring System (CLASS) is a widely used measure of process quality in ECE settings and has been adopted by Head Start as a high stakes accountability tool. This study examines the following research questions: 1a) Are teachers' demographic characteristics and roles associated with their opinions of indicators of quality in Head Start? (QUAN); 1b) To what extent do Head Start teachers believe CLASS scores and quality thresholds are an accurate representation of the quality of their classroom? (QUAN); 2a) How do Head Start teachers define quality? (qual); 2b) What are Head Start teachers' opinions of the CLASS as an accountability tool? (qual); 3a) Do features of quality in Head Start align with teachers' definitions of quality?; and 3b) Do definitions of quality provided by Head Start teachers align with the CLASS's definition of quality? The findings from this study build on prior work and suggest further research is needed to incorporate teachers' perceptions in discussions about policies that regulate quality in Head Start. [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.]

My thesis work is focused on conceptual and epistemic learning and characterizing the environments in which this learning takes place. Earlier studies conducted by the Stowe group explored how instructional practices, instructional emphasis, and assessment emphasis relate to student outcomes in general and organic chemistry courses. Student outcomes were measured using short homework assignments that asked students to model and explain a chemical phenomenon. These studies demonstrated that what is taught and assessed is at least as important as how classes are taught. However, we did not have control over the learning environments in either of these studies. To more carefully investigate the influence of instructional practices on student outcomes, we carried out a study in the context of organic chemistry learning environments we controlled. All course resources were shared, including assessments, and the main difference between learning environments was in the whole-class meetings. Half of the instructors in the study embedded explanation-focused clicker questions into their lecture slides, and therefore ~30% of class time was dedicated to active learning activities. The other half of the instructors lectured the entire time. The results of this study, along with implications for equity, will be discussed. For the second half of my thesis work, I shifted focus from what students drew/wrote to why they constructed knowledge in the ways they did. Specifically, we examined how students' experiences with assessment-related messages about valued ways of knowing and learning (i.e., epistemological messages) aggregated over the course of one semester of an organic chemistry lecture course. To do so, we interviewed nine students three times each throughout the semester. We observed how students' experiences with the course epistemological landscape solidified the way they approached the course and the goals they pursued. Assessments and answer keys were an overwhelmingly powerful source of messages about how students should construct knowledge and what "good" knowledge looks like. [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 Action Research study was to examine, understand, strengthen, and improve how virtual platforms can be used to support the challenges novice teachers face. This document will outline the study's objective for collecting data within the initial stages of this action research study. By fostering deeper relationships between mentors and mentees, we can create a culture of care and concern that supports well-being, promotes learning, and serves as a model for future educators (Lasater et al., 2021). Cycle 1 of the study explores the capabilities of digital platforms to enhance the supervision and mentorship of student teachers beyond conventional in-person methods. This phase engaged ten alumni student teachers and their supervisors in assessing the effectiveness and enrichment potential of virtual support. Cycle 2 expands on this by creating a virtual space for novice educators to share experiences and challenges, facilitated by veteran teachers, thereby removing geographical barriers and fostering a community of mutual support and professional growth. The study employs a comprehensive methodology across both cycles, involving surveys, Zoom session analyses, semi-structured interviews, and a research journal to capture a broad spectrum of experiences and insights. This approach aims to evaluate the impact of virtual conversation spaces on educators' professional well-being and to inspire future research in digital mentorship. Key findings suggest a pivotal role for virtual platforms in revolutionizing mentorship and professional development, highlighting the need for further training in technological tools and the potential of virtual spaces to globalize support for novice teachers. This paper underscores the evolving digital landscape's capacity to facilitate meaningful mentorship and support, contributing to a nurturing and inclusive educational environment. [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.]

Curricular guidelines to prepare United States-based Doctor of Physical Therapy (DPT) students to address sexual health do not exist. The literature about this topic is scant and does not describe how DPT faculty design and deliver educational content related to sexual health. The available literature does not link curricular design and delivery to learning theories. This qualitative, phenomenological study explored how DPT educators (n=15) who teach sexual health determine the curricula for this topic and how they design learning experiences for their students. Participants reported a variety of content, design and delivery strategies, and resources that they use to guide curricula. Most participants did not use learning theories to guide their content, but they did advocate strongly for content inclusion in both the didactic and clinical components of their respective DPT programs. Student feedback was a major influence on content design and delivery. While research is still warranted to further understand the experiences of students learning this content, and the opinions of the patients who ultimately participate in physical therapy, this study provides a deeper understanding of the sexual health content that is currently taught in DPT programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Trusting relationships among elementary school principals and their teachers are vital for the success of the students and the culture of the school as a whole. The purpose of this qualitative case study was to explore ways in which principals build trusting relationships with their staff at two elementary schools in the Central Southwest. From the lens of Northouse's (2022) Servant Leadership Questionnaire, this study specifically focused on the principals' self-perceptions of their implementation of servant leadership, as well as the perceptions each staff had of their principals' servant leadership implementation. In addition to gauging servant leadership implementation, this study identified the personality of each principal from the use of the Enneagram Personality Test. Results from this study indicated that although neither principal nor staff appeared to be knowledgeable of servant leadership, both principals viewed themselves as implementing servant leadership behaviors at moderate to high levels. Results also indicated that the staff at both schools rated their principal as implementing servant leadership behaviors. Enneagram Personality Tests revealed that both principals had the same top four Personality Types, just in different orders. Study findings can help elementary school principals understand the importance of building trusting relationships with their staff. Recommendations for further research include a quantitative study to examine the relationship between principal servant leadership implementation and their personality types according to the Enneagram, and a qualitative study to involve more teacher participants from each site. [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 number of individuals entering the workforce with an interest in science, technology, engineering, and mathematics (STEM) careers is low across the United States. Although exposure to STEM careers through the intentional integration of career exploration can positively influence career choice, most student exposure to STEM career exploration occurs in after-school programs and dedicated summer programs but is limited in the general education curricula. The purpose of this study was to understand how and why high school STEM teachers embed career exploration into curricula even though local and national standards do not include these objectives. The conceptual framework for this study is grounded in a combination of constructs from social cognitive career theory and the ideas of situated cognition. This qualitative embedded case study used interview responses and lesson plan artifacts from nine award-winning teachers who embed STEM career exploration activities into curriculum to understand the instructional practices and the perceptions that drive teachers to include these practices. Embedded cases were created from coded interview responses and artifact content. Results confirm the connection between the use of authentic activities and STEM career exploration. Additional findings suggest a continuous connection between authentic activities and teacher-led instructional practices. This study also identified two constructs of social cognitive career theory, self-efficacy, and outcome expectations, as reason for embedding STEM career exploration in curricula. Identifying the reasons for the conscious instructional choices of STEM teachers is instrumental in supporting high school STEM teachers in their work, and ultimately influencing student STEM career choice and career retention in a positive way. [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.]

With high stakes testing in public schools, pressure for success prompts schools to implement intervention programs for reading and mathematics, often at the expense of extra-curricular and elective activities. Previous literature indicated a correlation between reading comprehension and mathematical understanding. This study examined the specific intervention programs being utilized by two rural Texas school districts and the impact these programs had on student mathematic scores as measured by the State of Texas Assessment of Academic Readiness (STAAR). STAAR scores and student response to intervention (RtI) status were collected and identified over a 5-year period for students Grades 3-7. Difference in scores for RtI and non-RtI and growth over time were examined using independent sample t-tests and one-way ANOVAs, respectively. Contrary to previous research, no significant impact was found on student math scores as a result of the reading enrichment programs utilized by the districts in the study. Results suggest current reading enrichment programs may not be the most effective for closing the achievement gap in mathematics and emphasized a need for further research to identify specific reading enrichment programs that could impact both reading and mathematics scores to increase both efficacy and efficiency of district intervention programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Mentorship has been identified as a vital process to career advancement. This phenomenological study consisted of in-depth interviews with women who are at the time of this study mid-level administrators in higher education who are engaged or have been engaged as a mentee and are currently or have been mentored. Using Supervisory Career Mentoring and transformational leadership as conceptual frameworks, I examined female mid-level administrators' perceptions of mentoring, leadership, and being mentored. The participants were mentors to faculty members working in higher education. My guiding research question was, "What are female mid-level managers' perceptions of mentoring, leadership, and being mentored?". [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.]

Therapy dogs are a valuable tool for students in the school system. The literature indicates therapy dogs are a supportive tool, from the perspective of teachers, students, parents, counselors, and the community, for mental health, social and emotional and academic needs. Research has provided evidence that principals and superintendents have the largest influence on strengthening existing practices and creating educational change which makes them key facilitators in the implementation of therapy dog programs within school districts. For this reason, the perception of principals and superintendents regarding how therapy dogs are being used in Pennsylvania public schools and their effectiveness was examined. Data was compiled and reported for each question on the survey tool to test all three research questions and hypotheses using an Independent Samples t-Test and Mann Whitney U Test. Participants were Pennsylvania public school superintendents and principals; they completed a survey via Google Forms. The findings of this study suggested a need for greater transparency, education, and policy regarding the benefits of therapy dog programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation contains two studies that examine family therapy services within public schools related to behavioral or discipline concerns. Both studies stem from an ecological and family systems theoretical framework in examining relationships between the student, family, and school systems. The first study is a scoping review on family therapy within a school context related to a behavioral or discipline concern and provided by a clinical mental health counselor or family therapist. This scoping review summarized both empirical and conceptual literature by type and degree of school context, type of behavioral issue addressed, interventions, and outcomes measured or contributions. The second study explored the relationships between discipline risk as determined by a predictive analytics program of students recommended for expulsion who were also referred to a family therapy program within a school district during the 2021-2022 school year. The second study also explored if there is a relationship between student characteristics and service utilization of family therapy services required by the district as a component to disciplinary processes. Both studies have implications for school officials and educators, family therapy providers, and counselor educators to inform policy, program and intervention implementation, training, and research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative interpretive descriptive study examined the process used by multidisciplinary teams during initial special education evaluations for different disability categories. The problem addressed the fact that there are no aligned norms for initial eligibility processes and procedures in special education from one school, district, or state to another. Special education teachers and school psychologists who had at least 3 years' experience completing special education evaluations participated in the study through semi-structured interviews. The social-relational model of disability formed a basis for this study, as it differentiates between necessary and sufficient conditions in the construction of a disability, or the definition of a person as being disabled. This study examined policies and practices currently being used for special education through the eyes of the participants. Seven major themes emerged from this study, with the key findings being that all 12 participants had a specific system that they used during the initial evaluation process, including response to intervention, strengths and weaknesses, discrepancy model, and multi-tiered systems of support. All 12 participants have participated in a process that they felt was better for initial evaluations for special education at some point in their career. All 12 participants would make a change to the current systems that are in place. Implications and recommendations for future practices include Individuals with Disabilities Education Improvement Act (IDEA) restructuring to implement uniformed compliance documents that every state/district/school can follow to make the overall process more equitable. Systems need to be organized around one intervention model for initial evaluations in the field of special education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this narrative inquiry is to hear stories from principals in relation to their assistant superintendent supervision and coaching and professional development through principal professional learning communities and resulting efficacy, particularly during times of crisis such as the COVID-19 pandemic. The literature from the field has been reviewed including research into current statistics on student performance, teacher coaching, principal development, and both assistant superintendent and central administration as well as the effects of the entire system in provoking and growing principals thus increasing student growth. Seven campus leaders consisting of elementary and secondary principals from school districts in Texas were chosen and interviewed. This inquiry will give insight into principal views of supervisory coaching, determine whether it resulted in principal efficacy, particularly during a crisis. [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.]

Schools across the country are struggling to retain STEM teachers, particularly secondary math and science teachers. Mentoring has been a successful tool to help build the confidence of novice teachers and to help lower attrition rates. Further, because it takes time and support to develop robust pedagogical content knowledge (PCK), the mentoring a teacher gets early in their career has the potential to help to develop this knowledge base for greater success in the classroom and for increased student achievement. This study sought to document the supports that novice secondary math teachers get as part of formal mentoring relationships and to delineate the assistance that new teachers get from mentors in developing their PCK. I found that novice secondary math teachers are supported in logistical and emotional ways as a result of formal mentoring relationships. However, a large portion of mentees are unsupported or are partially supported in their PCK development, and there are subdomains of PCK for which additional support is needed. Most of the PCK subdomains that novice teachers need additional support with involve the daily activities within the classroom, such as lesson planning and reviewing student assessment data to plan instruction. Educational leaders should work to examine their current mentoring programs to assess the degree to which PCK is a focus for the mentors and mentees, and adjust their programs accordingly to meet the needs of novice teachers particularly as they pertain to developing skills related to the nuances of teaching their content area. [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.]

According to data from U.S. Bureau of Labor and Statistics in 2018, it is estimated that there are 1,308,100 paraeducators employed in public schools in the United States. Despite the prevalence of paraeducators, these employees receive limited opportunity for training. In addition, there is little guidance from the Department of Education or Individuals with Disabilities Education Act (IDEA) for effective professional development (Brock & Carter, 2013) and there are no standardized job qualifications or job descriptions across states and school districts. This lack of uniformity, combined with vague job descriptions often result in paraeducators entering the education field with no formal education and training, despite the fact that these are the employees who are most likely to work with the most challenging students (Brock & Carter, 2013; Giangreco, Doylem & Suter, 2012). To work with students with disabilities more successfully, there needs to be a concerted effort to identify and develop comprehensive and effective training options for paraeducators, including components of adult learning theory and self-monitoring measurement tools. This quantitative, pre/post design study examined the impact of professional development model, TEACH (Training to Evidence- and Assessment-based Classroom Habits; Borgmeier, Simonsen, & Freeman, 2014) on a group of eight paraeducators' implementation of pre-correction and active supervision and disruptive, off-task student behavior. The results of all of these measures were mixed, showing that TEACH had a positive impact on self-efficacy, active supervision, and out of classroom referrals for students while the opposite was true for pre-correction and on-task student behavior. Based on the results, recommendations are made for future research in this area. [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.]

Students of color and students with disabilities are two underserved populations in our educational systems. At the intersection of these groups is a new subgroup: special education students of color (SESOC), who are highly underserved in schools. The experiences and perspectives of teachers of color who serve special education students of color is an area that needs to be studied. In order to seek out improved outcomes for this group of students, the current study focused on how Latinx teachers characterized the role of their personal experiences with race on their ability to effectively teach SESOC as well as how they characterized their personal experiences with race on student relationships with special education students of color. Latinx teachers were chosen because the Latinx population is the fastest growing demographic group in California, making up 39% of the population. This was a qualitative phenomenological study that explored and described the lived experiences of Latinx teachers of SESOC in Southern California. All of the 10 teacher-participants in this study originated from two separate districts and had varying levels of teaching experience. Each teacher participated in two interviews with deep discussions of their experiences as Latinx teachers. Data analysis involved three rounds of coding to identify patterns in the dataset. There were three themes that emerged that answered the research questions: (a) embracing a "whatever it takes" mentality to meet students' needs, (b) leaning on experiences as a person of color in developing a commitment to action, and (c) removing barriers at the intersection of disability and race through empathy, advocacy, and inclusion. The main conclusions from this study were derived from the three themes that were prevalent from the teacher interviews. Teachers drew from their own experiences to understand the needs of their SESOC and their families as well, and this drove their "whatever it takes" mentality. The participants used their resources including time and finances to help SESOC learn and meet their needs and were highly attentive to them in the classroom. Their commitment to the growth of their SESOC was expressed through empathy, advocacy efforts, and holistic inclusion. The findings indicate that districts might serve SESOC well by intentionally hiring teachers of color to match the ethno-racial population of students more closely and by providing training in the experiences of students of color and family needs for teachers from backgrounds that do not match those of their students. Recommendations for further research are provided. [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.]

An increasing number of U.S. teachers of English Language Learners (ELL) across the nation are not receiving adequate in-service training to provide instruction within students' zone of proximal development (ZPD). Vygotsky's ZPD is the difference between what a person can achieve when acting alone and what the same person can achieve when acting with support from someone else. ELL instructional practices should be implemented in ELL students' ZPD to ensure adequate academic performance. A lack of training is a local problem for a school district in the state of Florida. The purpose of this basic qualitative study was to explore the perspectives of ELL teachers regarding the professional development trainings they received to teach ELL students within their ZPD. The two research questions focused on: (1) how elementary teachers implement instructional practices and resources to teach ELL students within their ZPD and (2) what their perspectives are of the professional development they were provided to teach ELL students. A purposeful sample of eight teachers of ELL students in the first through fifth grades participated in individual interview sessions. Using thematic analysis, data were analyzed using open coding and axial coding. The findings revealed participants' concerns regarding their knowledge and preparation, as well as the professional development they were offered for teaching the ELL students. An in-service training project was created to provide teachers of ELL students with more information regarding strategies, accommodations, and instructional implementation. This study may contribute to positive social change by highlighting areas of concern for further research. Providing in-service training may equip teachers with the skills and knowledge that they need to teach ELL students within their ZPD, which may result in better educational outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This mixed-methods case study aimed to explore absenteeism and attendance expectations in Caufield, a pseudonym for a New England school district that facilitated an overnight one-to-one technology distribution in response to COVID-19. The sample consisted of one middle school in a four-school district in Connecticut. This research study sought to understand attendance expectations and the access and use of technology in response to COVID-19. In addition, the study explored limitations to online learning due to the absenteeism of teachers and 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.]

Zero tolerance policies were designed to create safety by implementing automatic exclusion (e.g., suspensions, expulsions) for misbehavior in response to rising school violence in the United States. However, evidence over the past four decades shows that these policies fail to increase objective and subjective safety, and instead foster poor school climate and disproportionate rates of minority groups in the school-to-prison pipeline. Previous research and literature reviews suggest there are a host of developing Multi-Tiered System of Supports (MTSS) practices that have promising potential to reduce exclusionary outcomes and foster equitable treatment of vulnerable student populations, such as Positive Behavioral Intervention Supports and Restorative Practices. This mixed methods systematic review collates available data regarding the effectiveness of various MTSS interventions as alternative discipline practices that intend to replace or reduce exclusionary outcomes in schools. This review identifies both the quantitative outcomes for each universal, secondary, and tertiary non-exclusionary disciplinary intervention, as well as the qualitative processes and perspectives associated with each MTSS strategy, such as subjective impact, acceptability, feasibility, and implementation barriers and facilitators across multiple types of stakeholders. Studies included in this systematic review were limited to peer-reviewed research in United States general education K-12 settings published in 1997 and later in order to capture the most relevant, high-quality work on this topic. This systematic review incorporates school-level, staff-level, and student-level effects and perspectives across multiple types of study design, therefore highlighting prevalent themes across various practices so that these strategies can be more easily replicated in under-resourced settings with access to less support. In order to ensure more unbiased assessment of the evidence, the quality of each study's reporting, methodology, and evidence are discussed to frame how strongly these findings should be taken into consideration when drawing conclusions. Each of the 59 studies is discussed in terms of its design, setting, population, intervention focus and MTSS tier, methods, and outcomes, followed by an overview of the shared characteristics and key findings across studies. While conclusions are limited by the available study designs and comparisons between interventions, recommendations are provided for administrators, educations, and practitioners in schools moving forward, as well as directions for future research on what we still need to know about alternative discipline practices to reduce exclusion and promote equity. Key themes for future implementers include: promoting school-wide culture change through relationship-building; using behavioral strategies to incentivize positive behaviors; implementing brief teacher-focused trainings to enhance empathy, cultural responsiveness, and awareness of implicit bias; offering trauma-informed trainings to enhance contextual awareness; providing ongoing professional development to prevent "initiative fatigue"; selecting core common practices across interventions to simplify implementation and reduce burden; tailoring interventions to fit students' developmental level; and involving stakeholders in development, implementation, and evaluation of these interventions. Implications for implementation science and disability critical race theory are also 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.]

Early literacy skills are key indicators of later reading success. Without the development of these prerequisite skills during early childhood, children are at risk for reading difficulties in elementary grades and beyond. By third grade, the gap between expected reading performance and actual reading proficiency is extensive and remains into eighth grade. Therefore, preventative and responsive services in early childhood education addressing early literacy skills can support both positive academic and behavioral student outcomes. Dialogic reading (DR) is an evidence-based intervention that targets early literacy skills like oral language, vocabulary, and print concepts. DR involves one or more students and an interventionist discussing information from a book including pictures and text. The interventionist prompts the student to provide information, provides feedback, and models an elaboration on the student's response. Although research suggests DR has the potential to impact the early literacy skills of young children, intervention fidelity must be maintained for the intervention to be effective for students. To improve intervention fidelity for DR, supports such as intervention scripts or checklists can be provided to practitioners and interventionists. This manuscript reports on two single case design studies conducted in an early childhood setting that together examined (a) the effects of intervention supports on the intervention fidelity of teachers performing interventions, and (b) student reading outcomes when teachers accessed DR intervention supports. Study 1 focused on intervention scripts and an intervention checklist on intervention fidelity using an alternating treatment design. Findings indicated that both supports equivalently increased teachers' (N = 4) intervention fidelity, though the teachers preferred using a checklist. Study 2 examined the effects of the intervention supports and subsequent increased intervention fidelity on student reading outcomes with a multiple-baseline design across four students. Findings indicated increased book-based vocabulary for students during the intervention phase when intervention fidelity levels were higher. Taken together, the studies suggest intervention fidelity for DR is best delivered with support from checklists or other methods, and that ensuring DR is delivered as intended may help bolster students' reading 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.]

After being introduced to "ambitious" teaching methods during teacher education, only some beginning teachers attempt to enact those methods, as others gravitate toward the conventional practices that overwhelm K-12 settings. To learn more about why, I conducted a multiple-case study of four beginning secondary mathematics teachers who graduated from three cohorts of one teacher education program and were teaching in two different schools. Through longitudinal interviews and classroom observations, I examined the teachers' enactment of ambitious practice through the lenses of their discursive teaching identities (critical pedagogical discourses) and perceptions of messages about teaching circulating within their institutional settings (contextual discourses). Findings revealed that the extent to which teachers' critical pedagogical discourses acted as resources for filtering out contextual pressures to teach in conventional ways helped to explain their enactment of ambitious practice. Among other implications, these results suggest that teachers' discourse development should be a more explicit focus of 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.]

A large body of research indicates that early intervention leads to better outcomes in children with Autism Spectrum Disorder (ASD); yet, research on parent factors that influence intervention engagement is sparse, though emphasized in recent literature that examines the impact of receiving a child's diagnosis on parents' mental health and well-being. Examination of the relationship between parent adaptation to a child's diagnosis (resolution to diagnosis) and intervention engagement as well as factors that may influence parent resolution provides important information about parent psychological processes and their impact on real-life behaviors. We examined these factors in parents of children diagnosed at 24 months and younger who participated in a study of ASD screening instruments. Approximately 12 weeks following evaluation, parents were contacted for a telephone interview to assess treatment engagement (e.g., contacting providers and beginning services) as well as resolution to the child's diagnosis through a semi-structured interview. Analyses indicate that parents had a high level of intervention engagement at follow-up regardless of resolution or lack of resolution to diagnosis. Consistent with previous literature on parent resolution, most parent and child demographic factors were not associated with parent resolution. Exploratory analyses identified trends in linguistic patterns between resolved and unresolved parents. Clinical implications are important to consider in the context of feedback and follow-up best practices and an increasing focus in the field on parent experiences during and after a child's diagnosis. [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.]

Presented in the context of this study are several conceptual and theoretical frameworks, as well as examples of empirical literature, which inform, focus, and offer perspective of the study. Gender theory and theorizing universities as gendered organizations provides the theoretical framework of the study. Along with the theoretical framework, presented is a review of the salary distributions, discrepancies, inequalities, and inequities that exist within U.S. institutions of higher education. Explored are the implications of unions and collective bargaining agents for non-instructional academic staff on college and university campuses. The purpose of this study to see whether gender wage discrepancies exist between male and female non-instructional civil service staff in Illinois four-year public institutions of higher education. The study will examine non-instructional civil service staff member's average salary broken out by gender (male and female) in the professional, semi-professional, managerial, and clerical occupational classifications within the State Universities Civil Service System. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A study determined the effectiveness of background classical music on listening comprehension. Nine special education students were read 10 different stories while music was either playing or not. They were asked the same four story element questions after each story. Results showed no significant differences between the two types of listening sessions. Raw scores indicated only a slight difference in the music settings. These differences were considered negligible for the purposes of this study. Contains 21 references and a table of data. Numerous story map responses (for both the music and no music settings) are attached. (Author/RS)

The goal of this study was to uncover, identify, and understand how the overseas community teacher integrated digital learning and one-to-one technology in the classroom. This study was necessary to understand how teachers in the overseas American schools are preparing students to enter the 21st-century workforce. There has been significant research conducted focusing on how teachers are using computers for planning, instruction, and achievement of students, but a gap in the literature exists on how overseas teachers are incorporating technology to increase student achievement. The theory of diffusion of innovation presented by Rogers was used to examine the effectiveness of one-to-one technology and digital learning in the classroom. Bandura's social cognitive theory also was used as a theoretical framework for this study. Six educators in an overseas environment who were participating in a one-to-one laptop program were selected to participate based on the criteria their students were performing at or above the 75th percentile on the Scholastic Mathematics Inventory and classroom assessments. Their use of technology in the classroom also was taken into consideration. Open-ended interviews were used to gather the data. The findings of this study were used to identify specific programs and methods educators used to show an increase in student achievement. This study also provided data that identified the critical components of a successful technology integration process in the overseas education environment leading to the acquisition of 21st-century skills and integration of technology in the classroom environment. Specifically, this study found for this successful integration to occur it was critical that appropriate professional development was offered and that there was support from multiple levels of the school system, which was integrating one-to-one technology and digital learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This report describes a program for increasing enthusiasm for math. The targeted population consisted of mixed-ability split second and third grade self-contained cross categorical, regular education third, and regular education fifth grade math classes in a suburban area located in the Midwest. The problem of frustration, inattentiveness and lack of motivation were documented by inattentive behavior checklists, student surveys, and reflective journals. Analysis of probable cause data at the site and in the literature indicated that students were frustrated, bored, and inattentive because their needs were not being met through the current educational system in which students of all ability levels were being taught in the same classroom. A review of solution strategies suggested by knowledgeable others resulted in the development of a program that consisted of whole group instruction, compacting, and small group work. The goal of this program was to enhance motivation and enthusiasm during math. Whole group instruction introduced or reacquainted students with math concepts and vocabulary. Compacting helped meet the needs of every student. Small group work provided students the opportunity to work in heterogeneous groups. Implementation of the solution strategies increased motivation for math while decreasing inattentive behaviors. The use of curriculum compacting helped differentiate instruction. Through whole group instruction and cooperative learning, students were given a feeling of belonging. These solution strategies contributed to improving students' enthusiasm for math. (Contains 32 references.) (Author)

This dissertation approaches the idea of lexical types such as word, clitic and affix from an oblique angle. Starting with Cardinaletti & Starke's (1999) diagnostics for the Weak Pronoun, I deconstruct the category of clitic, breaking it down into two binary qualities: the syntactic primitive of being linked to a head of a different basic phrasal category, and the phonological primitive of being internal to the phonological word of the host. I argue that the syntactic behaviors of clitic-words, in particular pronominal clitic-words, are predictable if we assume that there is an operation that allows Xmin/max elements to fuse with X[superscript 0] nodes during a syntactic derivation. This creates a complex X[superscript 0] node that selects a clitic-type spell-out form. This fusion process--m-merge, adapted from Matushansky (2006)--is the same process that drives the incorporation part of head-movement. I also propose that the features identified as phonologically clitic-like--reduction, lack of a syllabic nucleus, no coordination and morphological simplicity--result from a similarity to inflectional affixes. Instead of arguing for a distinct clitic phonology I suggest that clitics---when they are simple feature bundles---and agreement affixes are functionally identical and therefore are likely to undergo spell-out in the same way, in particular by being realized internally to their hosts' phonological word, and being able to determine the shape of their host to a greater extent than we expect word-level phonological processes to allow. The evidence supporting these claims shows that many strange grammatical phenomena can be explained simply if we adopt the above principles. The operation m-merge--fusing an Xmin/max to an X[superscript 0] node--offers a straightforward account of the WH as C pattern in interrogative relatives in Middle Bavarian and Lake Constance Alemannic. Considering how my model affects the diachronic trajectory of word-to-clitic-to-affix and adopting a restricted version of Roberts (2010) Move via Agree provides insight into the behavior of French subject pronouns in Old French, Standard French, and Contemporary Colloquial French. Most dramatically, my model offers a straightforward analysis for eight highly distinct types of phi marking in Middle Welsh, even to the point of predicting that three very different syntactic contexts will have the same realization for a phi-marked element. In sum, I argue that although clitics look and behave quite differently from canonical independent words and inflectional affixes, with a thorough understanding of the operations underlying head-movement and vocabulary insertion for paradigmatic elements, clitics are a predicted part of the model. Instead of requiring extra apparatus to explain, clitics offer us ways of simplifying our approach to syntax and the syntax-morphology interface as a whole. [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.]

Nurses in all areas of healthcare are exposed to patients who are suspected or actual victims of intimate partner violence. Many times nurses report a general lack of knowledge in regard to the topic. Therefore, it is paramount for nursing educators to identify effective methods to teach their students about intimate partner violence in an effort to prepare them for their eventual professional practice. This study utilized a quantitative research methodology to explore the impact of online simulation and instructor-led teaching methods on nursing student knowledge of intimate partner violence. The intent of this study was to determine the most effective method for teaching nursing students about intimate partner violence. The study findings revealed no statistical difference in use of teaching method, thereby suggesting both online simulation and instructor-led methods can be seen as effective in nursing 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 qualitative study examines the effects of multiple years of layoff notices on first- or second-year, K-12 teachers employed in a Northern California, suburban school district in 2008-2009. During years of budget crisis in California, teachers new to the profession experienced ongoing employment uncertainty. This study endeavored to understand the effects of such uncertainty on teachers, especially on those teachers who stayed in the district. How did years of layoff/rehire, layoff/rehire effect teacher attitudes about teaching, persistence to teach, and performance? Was there a relationship between their working conditions or school characteristics and their decision to stay? Was there a relationship between how they were treated by their school site or district and their decision to stay? How might their experiences inform district leadership? Included in the case study are nine teachers: five teachers who received multiple years of layoff notices and remained in the district; one teacher who received a layoff notice and left the district; and three veteran teachers who never received a layoff notice. The researcher, who is a district-level administrator in the same Northern California suburban school district, conducted face-to-face interviews. Participant teachers were asked about their experiences over the last four years relative to the layoff/rehire cycle. The analysis of data revealed three somewhat expected themes. The first theme was that relationships mattered. Teachers clearly articulated that relationships mattered with colleagues, site administration, support providers, and the community in which they teach. Next, the characteristics of their school settings--difficult though they were--did not matter. Decisions to stay or leave the district were not swayed by challenging circumstances at their sites. A last expected theme was that Human Resources systems matter. In trying times, it is imperative to treat one with the utmost respect and communication. Analysis also uncovered three unexpected themes. The new teachers in this study experienced challenging circumstances together, and because of such, forged strong bonds and created support networks for each other. Additionally, although the new teachers bonded together, many in this study experienced situations where they felt as if it was "us" versus "them" with their veteran colleagues. Finally, beyond all of the negatives that came from being caught in the layoff/rehire vortex, nearly all of the teachers were able to clearly identify benefits they gained from the trying times they experienced. Recommendations for practice and policy are included in the conclusion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research study explored how one middle school in a suburban New Hampshire town translates existing models of leadership into practice and how teachers experience these differences in practice. The research examined how school leaders balance formal and cultural models of leadership to affect change on a day-to-day level. In addition, the research explored how a particular context, including climate and culture, of a district affects the implementation of a leadership model. Finally, it examined how teachers perceive and experience cultural and formal models of leadership and the change process they generate. This research followed a single site case study of one middle school and included embedded cases studying various groups and stakeholders within the school. [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 evaluative case study was to gain insight into how students perceived the efficacy of using games to address their science literacy concerns. Scientists in the United States are concerned with the lack of science literacy. The No Child Left Behind Act of 2001 requires proficiency in reading, mathematics, language arts, and science by the completion of the 2013-2014 school year. The high school participating in this study received substandard test scores on both the 2009 state graduation test and the science portion of the ACT test. The research question included understanding how students perceive the use of games in addressing their science literacy needs. The data from the student journals, field notes, and transcribed class discussions were analyzed using a 6 step method that included coding the data into main themes. The triangulated data were used to both gain insight into student perspective and inform game development. Constructivist theories formed the conceptual framework of the study. The findings of the study suggested that games may prove a valuable tool in science literacy attainment. The study indicated that games were perceived by the students to be effective tools in meeting their learning needs. Implications for positive social change included providing students, educators, and administrators with game resources that can be used to meet the science learning needs of struggling students, thereby improving science scores on high stakes tests. [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 contributes to the literature on action research and undergraduate pedagogy for leadership development through application and expansion of existing theory on collaborative ways of teaching and learning. I applied a participatory, inquiry-based approach to teaching an undergraduate course in leadership studies over four semesters using the action research process of recursively asking and answering living questions in real time about teaching and learning with students' participating as co-researchers. Reflection on my initial, mostly traditional teaching strategies generated questions about the students' detachment from and resistance to exercising leadership, as well as the challenge of aligning my deepest values with my teaching. I invited subsequent cohorts to be co-investigators of these questions with me, guided by Torbert's method of action inquiry. I collected first-, second-, and third-person data from journals, course assignments, field notes, personal correspondence, discussion notes, interviews, collaborative writing, electronic discussion threads, and student course evaluations. The recursive action inquiry process led me to enact an increasingly experimental and emancipatory pedagogy which enabled the students to recognize the inertial passivity that restricted their capacity for agency, the experiences that had conditioned them in that way, and to acknowledge and act upon their responsibility for their own learning and exercise of leadership. At the same time I learned that my passion for liberating my students in this way paralleled and has been sustained by my ongoing, and unfinished struggle for my own emancipation from similar conditioning. Initially, I intended to contribute specifically to the improvement of pedagogy for undergraduate student leadership development; however, my findings have broader applicability. My narrative of the students', my dissertation committee's, and my struggles toward increasingly participatory and democratic forms of working in groups has larger application for those seeking to collaboratively transform their own groups and organizations with integrity, mutuality, and sustainability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The current literature in early childhood mathematics provides for little explanation of early mathematics skill acquisition in young children. This study was designed to use existing research on specific early mathematics skills to examine a cohesive model of mathematics skills in preschool and kindergarten aged students. Preschool and kindergarten students were recruited from several programs in New York State, and each of these students completed a set of eight assessment tasks measuring aspects of early mathematics skills. Results of confirmatory factor analyses indicated that combining the assessment tasks already demonstrated in the literature provided an appropriate model of early childhood mathematics skill acquisition. Seven skills demonstrated moderate to strong correlations with a latent variable of early childhood mathematics skills: One to one correspondence, the stable order principle, cardinality, the order irrelevance principle, number identification, oral counting, and informal addition and subtraction. The number skill of magnitude demonstrated a weak correlation with early childhood mathematics skills in this study. The variables that demonstrated the strongest correlations were informal addition and subtraction and the stable order principle followed closely by cardinality, one to one correspondence, order irrelevance, number identification, and oral counting skills. This information can be used to guide assessments for this age group, which often limit which of these areas are assessed. In addition, knowledge about the relationships of specific tasks to overall skill development can guide Response to Intervention practices where teachers assess children's levels of learning and develop instruction specific to those needs. [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.]

Children who enter kindergarten with low oral language skills are at great risk for reading problems, especially in the areas of vocabulary and comprehension. The purpose of this study was to evaluate the effectiveness of two instructional vocabulary methods of storybook reading with children who exhibit typically developing language skills and those that exhibit low language skills. Children with low language skills have difficulty understanding, remembering, and retrieving novel vocabulary words, thus helping them find effective ways to acquire vocabulary is essential. Two types of vocabulary instruction, embedded vocabulary instruction and explicit vocabulary instruction, were compared. Embedded vocabulary instruction is a method in which the storybook reader provides a simple definition of a vocabulary word within the context of the story while explicit vocabulary instruction provides the direct teaching of targeted words with contextual and definitional information, multiple exposures to targeted words in varied contexts, and the discussion of words related to students' experiences. Researcher- developed vocabulary assessment methods are more sensitive to vocabulary growth than standardized assessments (National Reading Panel, 2000), so participants' knowledge of targeted vocabulary words were assessed through the use of a Researcher Developed Vocabulary Assessment (RDVA). Results showed that students with typically developing language skills acquire more vocabulary than students with low language skills across both instructional conditions (embedded method and explicit method). Students with typically developing language skills and low language skills both acquired more words taught with the explicit method of vocabulary instruction than the words taught with the embedded method of vocabulary instruction. Students in both groups were able to demonstrate similar receptive vocabulary knowledge on the RDVA. Students with typically developing language skills were better able to demonstrate their knowledge expressively. This investigation addressed questions that may assist teachers in planning vocabulary instruction for students with low language 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 dissertation looks at architectural theory in early modern Italy through a history of its drawings. It examines a group of early-sixteenth-century drawing books, made in and around Rome, that comprised reproductive drawings based on circulating drawing exemplars from the late fifteenth century. The drawing books are identified as study tools made by artisans who aspired to the practice of architecture. The study illuminates the broader shift toward drawing as the primary means of architectural design. The first chapter contends that the distinctive drawing practices of architecture arose from the merging of the representational traditions of figural and mechanical drawing, identifying this progression in architectural texts by Cennino Cennini, Leon Battista Alberti, Filarete, Francesco di Giorgio Martini, Leonardo, and Raphael. The next chapter reconsiders the “treatise-books” of the 1510s-1530s as copybooks for architectural draftsmen, analogous to the commonplace books created by humanist scholars, using the Codex Coner (Soane’s Museum, London) as a case study. Chapter 3 looks at the widespread phenomenon of drawing and copying architectural details and tracks its development from detail drawing series made in the fifteenth century to the precisely measured images of the early sixteenth century. The case study is the Codex Fogg (Harvard Art Museums, Cambridge). Chapter 4 traces the empirical development of orthographic section drawing as an established component of the drawing palette of the architectural draftsman, taking the Codex Mellon (Pierpont Morgan Library, New York) as an example. Chapter 5 investigates the circumstances that influenced the end of the architectural copybook phenomenon in the late 1530s-40s. Two examples demonstrate the transition, the Codex Lille by Raffaello da Montelupo (Musée des Beaux-Arts, Lille) and the Codex Campori App. 1755 of Giovanni Antonio Dosio (Biblioteca Estense, Modena)., History of Art and Architecture

This study seeks to unravel the intricate connection between a selection of graphic novels, the moments in which they were created, and the process of weaving an Italian cultural history. It analyzes graphic novels and comics from three periods in Italian contemporary history – 1968, 1977 and 2001 – and asks how the hybrid image-text language of graphic novels might provide a unique insight into the relationship between the individual and history in contemporary Italy. More specifically, it looks at how the comic medium not only reflects or represents historical events, but effectively re-writes and re-traces them, allowing us to re-think History. Ultimately, this work reveals how the graphic novel medium has been used as an instrument in the process of weaving an Italian cultural history since 1968. Comics not only reflect the time in which they are created, either explicitly or implicitly, but also work as cultural agents in the formation and re-telling of history. Whether they attempt to speak to and for a generation seeking change and a new reality of freedom, are a means of aggressive socio- political criticism in a moment of apathy and disillusion, or a space to reflect on and work through personal and historical trauma, graphic novels are shaped by, and help to shape, our vision of ourselves and our society., Romance Languages and Literatures