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Measures of academic engagement and disruptive behavior in students are strong predictors of social, academic, and lifelong career outcomes. Educators need a measurement tool that is feasible, accurate, and cost-effective in order to identify students who may be in need of additional behavioral support. Direct Behavior Ratings (DBRs) offer a solution, but are prone to rater effects, threatening the psychometric properties of the tool. Two methods are proposed for the mitigation of such rater effects: rater training and statistical adjustment. Previous studies have demonstrated mixed results regarding the effectiveness of rater training on DBRs, and no studies have investigated the impact of statistical adjustment on the mitigation of rater effects and DBR accuracy over time. In the current study, 23 participants were recruited to complete DBRs on video recordings of middle school students at two time points. One group received training while the other received no training. Additionally, many facet Rasch measurement (MFRM) was used to investigate the impact of statistical adjustment on DBR accuracy and rater effects. Results demonstrated that across both behaviors, neither rater training nor MFRM adjustment significantly improved DBR accuracy, and rater effects were stable over time. [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.]

Neurodevelopmental disorders (NDDs) significantly affect the developmental capacities and overall quality of life for children, including Ghana, where approximately 45% of children under 5 years old in a child welfare clinic show signs of NDDs. Early identification and intervention for NDDs are crucial for optimizing the children's development and ensuring their inclusion in education, aligning with the United Nations Sustainable Development Goal 4 on quality education for all. The See Something Do Something (SSDS) program aims to train educators in Ghana to recognize early signs of NDDs, refer, and provide adapted support. This program is grounded in Bronfenbrenner's ecological systems theory and Bandura's social cognitive theory and incorporating principles of Andragogy. It offers a comprehensive, 6-week training program that equips teachers with the necessary knowledge and skills to create inclusive classrooms, manage challenging behaviors, and develop individualized education programs. The SSDS program seeks to increase teacher confidence and improve classroom practices through interactive workshops, practical activities, and ongoing support. The expected outcomes include enhanced teacher capability, efficient referral systems, and better support for children with NDDs. The program's impact will be measured through a mixed-methods approach, ensuring both quantitative and qualitative insights into its effectiveness. The SSDS program not only addresses a critical educational need but also fosters systemic changes toward inclusive education in Ghana. By empowering teachers, the program aims to enhance the developmental potential of children with NDDs, ultimately improving their quality of life and reducing the burden on families. This abstract invites readers to explore the comprehensive approach and promising outcomes of the SSDS program, highlighting its potential to drive significant improvements in education and support for children with NDDs in Ghana. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Over the past two decades, U.S. states have widely adopted early literacy policies. These policies have shown short-term success in enhancing K-3 literacy skills. However, the reasons behind their widespread adoption and the factors driving their success are poorly understood. This three-paper dissertation focuses on Michigan's Read by Grade Three Law, enacted in 2016, to delve into the adoption and implementation of these policies. The Read by Grade Three Law is an informative case study because it is one of the U.S.'s most comprehensive early literacy policies. The first paper employs interviews and policy document analysis to explore the law's adoption and the dissemination of early literacy policies across states, highlighting the significant role of policy entrepreneurs. The second and third papers examine the policy's implementation, specifically its family engagement requirement and districts' methods to identify students with "reading deficiencies." The second paper analyzes data from the Michigan Department of Education and educator surveys spanning 2019-2023, uncovering that only 20% of eligible students receive "Read at Home" family engagement plans. The findings highlight considerable differences among districts and demonstrate how educators' understanding and perceptions are closely linked to the execution of these plans. The third paper uses superintendent survey data and state records from the 2021-22 school year to investigate how districts identify students with "reading deficiencies," making them eligible for supports such as "Read at Home" plans. The results reveal that districts use diverse measures to identify students. These variations are related to significant disparities in identification rates, with implications for which students receive literacy support under the Read by Grade Three Law. Together, these studies illuminate the complexities of policy adoption and implementation, enhancing our understanding of early literacy policies and laying the groundwork for future research on their mechanisms of success. [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.]

Hearing the painful stories of clients (indirect trauma) has been described as an occupational hazard for professionals working with trauma survivors and is becoming more common among mental health professionals. This might include counselors struggling with intrusive thoughts and having flashbacks of victimization, counselors viewing the world as an unsafe and unpredictable place, and/or counselors experiencing a loss of ability to empathize with clients. Clinical supervision is documented as an effective strategy to reduce the adverse effects of indirect trauma symptomology. A signature component of most counselor education and supervision doctoral programs is the training and preparation of students to provide clinical supervision. This study's purpose was to understand doctoral student supervisors' preparedness to recognize indirect trauma symptomology, even when not reported by the supervisee. Five counselor education doctoral students participated in this qualitative, instrumental case study. This study found that counselor education doctoral student supervisors can identify indirect trauma, but they do not know how to address it. The researcher conducted semi-structured interviews, which revealed seven themes. Implications for counselor education doctoral programs and supervisors and future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This phenomenological study's objective was to review the existing initiatives for cybersecurity awareness and training that are in place for the K-12 education system throughout the United States. Every facet of life is now plagued by the potential, perceived, and real threat of cyber warfare, which includes, but is not limited to, K-12 schools throughout the United States. Massive cascading effects result from cybersecurity breaches, and some are so severe that the targeted organization is forced to shut down. The digital anatomy of these massive hacks' origins is sometimes overlooked in their context. Even if they have the best intrusion detection technologies in place, public and private sectors continue to experience cybersecurity breaches, as reported throughout endless news headlines. In actuality, the human factor, the most disregarded factor of all, is what is widely considered to be the culprit within many of these sophisticated and highly targeted hacks. Cybersecurity training and awareness is a valuable investment for any public or private organization to have. The K-12 system has technological safeguards in place which will continue to evolve over time. The human element will continue to evolve as well, as will the anatomy of a well-orchestrated hack. Even if it is not part of their specific work tasks, staff training is crucial for increasing awareness amongst employees and motivating them to pay close attention to cyberthreats and countermeasures. Cyberattacks often involve human errors, so proper cybersecurity training is crucial for effective security. A security awareness training program enhances employees' cybersecurity awareness, equips them with skills to identify security hazards, and teaches problem escalation. This study highlighted the importance of cybersecurity e-learning solutions within any organization. [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.]

For over 100 years, youth mentoring has grown to be an evidenced based prevention strategy for youth, demonstrating positive youth outcomes through strong relationships with caring adults. While trusting relationships are the mainstay of the positive impacts achieved through mentoring, the difficulty in recruiting volunteer adults has not met the steady increase of needy children and has encouraged the mentoring field to expand beyond the one-on-one mentoring model. In response to this challenge, Big Brothers Big Sisters of Lorain County (BBBSLC) has developed innovative mentoring programs to allow for an increased reach and involvement for more youth. In this light, the purpose of this study was to identify and characterize its youth and adult volunteer participants. Through a quantitative study of application data and youth risk/protective outcome surveys at BBBSLC, the following research questions were addressed: (a) what are the characteristics of youth that seek community-based programming; (b) what are the characteristics of adult volunteers that seek to participate in programming; and (c) what are the predictive drivers of youth and adult volunteers that contribute to meaningful and successful community-based matches? Data were collected from youth and adult mentor enrollees from 2018-2023. Results indicated most prevalent descriptors for both adult volunteers and youth enrollees and data variables for predictability of being matched. Implications and recommendations for practice were also included. I have emphasized the importance of these expanded forms of mentoring in conjunction with one-on-one mentoring in order to achieve positive youth outcomes for the greatest number of children. [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.]

One of the most significant issues in education, as defined by the U.S. Department of Education Office of Accountability (2018), is disproportionality in exclusionary discipline. Disproportionality is defined as the over- and under-representation of racial/ethnic minorities in relation to their overall enrollment (Ahram et al., 2011). Currently, Black/African American students experience exclusionary discipline two to three times more often than all other groups combined (Bland & Mitchell, 2018). Traditionally, data use in schools has been focused on assessment and accountability data. Research has shown that using disaggregated discipline data and Data-Based Decision-Making (DBDM) processes to determine the main drivers of disproportionate outcomes is a promising strategy for neutralizing disproportionate outcomes (Girvan et al., 2017; Irvin et al., 2004). This Buffalo City School District developed a disproportionality data dashboard to allow schools to identify disproportionate outcomes in exclusionary discipline in real-time. This study explores whether school administrators are accessing their data via the dashboard. In addition, the study aims to determine if administrators who access the data are able to reduce disproportionate outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The number of students struggling with chronic absenteeism, while on the rise prior to COVID-19, appears to have increased dramatically since the onset of the pandemic. This dissertation explores the challenges faced in a suburban middle school in Western New York throughout and following the COVID-19 shutdown. Data from the district's student information system reveal a disproportionate increase in student subgroups experiencing chronic absenteeism, while survey and focus group results indicate that growing mental health concerns are a large contributor to the phenomenon. A mixed methods study was conducted to determine trends in chronic absenteeism at the identified school and to elicit educators' perceptions of absenteeism's root causes and effective interventions. After reviewing the school's student data from the 2017-2018 through 2022-2023 school years, a survey was administered to educators in the building, and separate focus groups were held with administrators, mental health professionals, and teachers. The findings reveal that chronic absenteeism is a growing concern at this school and that addressing the cause is not a simple solution. A multi-faceted approach involving identifying and addressing individual root causes and then collaborating with families and outside providers to educate families and decrease accommodations is essential for the 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.]

This qualitative phenomenological study investigated the perspectives of university students who self-identified as Deferred Action for Childhood Arrivals (DACA) regarding the academic support systems they received and/or required to graduate on time. The study's primary objective was to discover support mechanisms that supported DACA recipients in facilitating their higher education experience and reaching their universities' desired on time graduation timelines. Individual online interviews were conducted via Zoom for data gathering. A question protocol matrix guided the interviews, while video recording and verbatim transcription of the interviews aided in data analysis. To uncover emergent themes, the interviews and notes were subjected to qualitative content analysis. Tinto's theory of student departure served as the study's guiding theoretical framework. The results of this study revealed certain support systems that had a direct influence on DACA recipients' graduation rates. The study also found that professors, mentors, and organization leaders had an impact in providing academic assistance for courses, meeting degree plan criteria, and meeting financial aid deadlines. The study found that universities' policies on providing financial assistance, having information centers, hiring university personnel for mentoring, and providing professional development to all university personnel on the most recent DACA guidelines increased the participants' DACA graduation attainment. [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 whether and how psycholinguistic priming, and social knowledge are integrated in the identification of sociolinguistic variants. Using the English variable (ING), the alternation between -ing and -in' (e.g. thinking vs. thinkin') as a testing ground, this dissertation probes whether and how individuals utilize constraints of different types when they perceive variation in real time. Through six perception experiments, I combine existing experimental paradigms in a novel way to probe how listeners make inferences about the identity of sociolinguistic variants under circumstances of uncertainty. Listeners hear synthesized stimuli in which there is ambiguity between two sociolinguistic variants, -ing and -in', and are placed in situations that require them to resolve this ambiguity through categorization. In Chapter 3, I demonstrate the effectiveness of the methods I will use to introduce uncertainty at the word level and the sentence level. I show in Chapter 4 that phonological variant identification in perception is subject to psycholinguistic priming. All else being equal, hearing a clear -ing makes listeners more likely to choose -ing again, given an ambiguous target for categorization. This phonological variant priming effect, however, decays rapidly over time, after only one monosyllabic word, suggesting that phonological variant priming is activation-based. In Chapter 5, I further investigate whether phonological variant priming is sensitive to social expectations. Results show that psycholinguistic priming and talker accent both come into play when listeners categorize ambiguous variants, and crucially, they interact by way of prime variant relative frequency, suggest -ing that social and linguistic unexpectedness jointly modulate priming. In Chapter 6, I establish that listeners possess and make use of dynamic social factors such as stylistic covariation during phonological variant identification. Additionally, target whole-word frequency can be revealing of the perceptual consequences of different types of s-conditioning. Finally, Chapter 7 discusses implications of these empirical results in the context of the typology of conditioning on variation in individuals. Overall, this dissertation establishes that psycholinguistic, social and linguistic factors all play a role when listeners perceive variation. However, different factors and processes are not integrated in the same way, suggesting that individuals have sophisticated knowledge of how variation is conditioned but how this knowledge is used is context-dependent. By combining the framework of variationist sociolinguistics with the methods and theories of psycholinguistics, the results of my dissertation shed light on how sociolinguistic variation is processed in real-time language use. This ultimately has the potential to develop a better understanding of the structure and systematicity of language at the community 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.]

Achieving proficiency in core foundational oral language (OL), reading, and writing skills remains difficult for students with specific learning disabilities (SLD) and foundational OL difficulty (National Center for Educational Statistics, 2022). Despite evidence linking OL skills in grammar (morphosyntax, syntax) and vocabulary (semantics) to writing quality (Dockrell et al., 2014, 2015; Kim et al., 2011, 2014, 2015; Kim & Park, 2019; Kim & Graham, 2022; Kim & Schattschneider, 2017) and a high co-occurrence of OL difficulty and SLD (Adlof & Hogan, 2018; Graham et al., 2020) OL difficulties remain under-identified (Adlof & Hogan, 2018; Georgan et al., 2023). To improve identification of these language-based learning disabilities, school-based practitioners must adopt a comprehensive, cascading levels of language assessment approach that examines linguistic skills across modalities (i.e., oral, written), domains (i.e., phonology, morphology, syntax, semantics, pragmatics), and levels (i.e., word-, sentence-, discourse-level) (Berninger et al., 2015). To support comprehensive oral and written language assessment, Reno and McMaster (2024) applied metrics from language sample analysis (LSA) as a complementary scoring mechanism for sentence-level picture-word writing curriculum-based measures (PW CBM-W) that provide discrete estimates underlying syntactic and semantic skills not possible with current CBM-W metrics (Dockrell et al., 2014). Three metrics, mean length of T-Unit in words, mean length of T-Unit in morphemes (MLTU-M), and number of different words (NDW) showed evidence of adequate reliability, criterion-related validity, and sensitivity to growth in a group of typically developing first through third graders. However, the extent to which complementary PW CBM-W and LSA scoring mechanisms exhibit technical quality in students with writing difficulties is unknown. The purpose of this dissertation was to determine the technical quality of complementary PW CBM-W and LSA scoring mechanisms in 123 first through third graders with writing difficulties. Using descriptive statistics, Pearson product-moment correlations, and Spearman's correlations, I determined that two LSA metrics showed evidence of adequate reliability and criterion-related validity with existing CBM-W metrics and the Kaufman Test of Educational Achievement, Third Edition Written Expression subtest (Kaufman & Kaufman, 2014): MLTU-M, using the mean score of two PW CBM-W forms, and NDW, by individual form or the mean of two PW CBM-W forms. Results support research on the role of foundational OL skills in writing (Kim & Graham, 2022) and offer a promising method to support comprehensive sentence-level written language assessment. Future research in PW CBM-W and LSA should investigate sensitivity to growth and identification accuracy for language-based learning disabilities, technical quality with bilingual and emergent bilingual populations, and school-based practitioners' experiences with PW CBM-W and LSA scoring mechanisms as a feasible and acceptable 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.]

As academic standards for incoming kindergarten students at Morris Early Childhood Center (MECC), in the Milford School District, increase, a significant obstacle to student achievement has emerged. The deficiency of social and emotional skills among MECC students has increasingly impeded school staff from focusing on instruction due to the management of disruptive and occasionally aggressive behaviors. This project sought to ascertain whether a social and emotional learning (SEL) screening administered during kindergarten enrollment could effectively identify students at risk for such behavioral concerns. The study scrutinized various indicators of social and academic success for a cohort of 30 students flagged as at-risk based on the screening. Results demonstrate a compelling r between the screening scores of participant students and their social and academic outcomes throughout the initial semester (21 weeks) of 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.]

This dissertation examines the integral role of identity in first-year composition, a crucial site of writing instruction predominantly taught by contingent, often inexperienced faculty. It explores how identity is manifested in composition textbooks, which are pivotal in transmitting knowledge about writing and pedagogy across various programs nationwide. Utilizing established identity theory, this project aims to establish a baseline for future research in identity and writing development. Chapter 2 lays the theoretical groundwork, drawing on the works of Gee, Ivanic, Matsuda, and Hyland to offer a comprehensive understanding of identity in writing. It explores generalized definitions of identity, delving deeper into its nuanced role in first-year writing classrooms. The chapter justifies the focus on identity due to its significant influence on the writing process and composition. The literature review in Chapter 2 synthesizes prominent theories, including Gee's "Identity as Discourse and Community," Matsuda's "Identity as Voice," Ivanic's perspective on "Identity and Writing," and Hyland's concept of "Academic Disciplinary Identity." This review also establishes key terminology such as discourse, voice, literacy, ideology, and identity, crucial for the study's context. Chapter 3 details the methodology, introducing the "Textbook Identity Analysis." This case study, using corpus linguistics software, analyzes key terms within the Norton Field Guide to Writing 4e with Readings. Drawing on Gee's "How to do Discourse Analysis," the method provides a baseline framework focusing on identity. Chapter 4 is divided into two sections for systematic data presentation and analysis. Chapter 4a focuses on the relationship between identity and literacy in the Norton Field Guide, examining their intersection and impact on first-year composition students. Chapter 4b shifts to analyzing discourse, ideology, and voice within the same textbook, exploring their implications on student writing experiences. Finally, Chapter 5 evaluates the findings, assessing the effectiveness on how identity manifests in the "Norton Field Guide," and how the study could be applied to other texts, groups of texts, and fields of scholarship. It synthesizes the key insights, overarching themes, and implications of the study. This chapter provides practical insights for instructors and outlines future research, emphasizing a shift toward identity in future first-year composition texts. [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 non-experimental causal-comparative study aims to explore the possible effect of expertise on learning experience design (LXD) deviation identification and the classification of these deviations in alignment with provided learning experience design constructs within a learning technology. Additionally, this study challenges Nielsen's (1993) Five User Assumption regarding how many novices or experts are needed to identify 80% of LXD deviations within the learning technology. According to Nielsen's (1993) Five User Assumption, only five participants are required to identify 80% percent of usability problems; however, this assumption has yet to be tested within a learning technology (Nielsen, 1993). A convenience sample of 10 participants (five novices and five experts) were recruited from a business corporation in the Mid-South region of the United States. Participants were presented with a Gooru module and asked to identify LXD deviations present within the module and rate their severity. Before this, two outside LXD experts evaluated the learning technology and comprised a list of LXD deviations and classifications. Descriptive statistics were used to calculate the total average LXD deviations, average severity ratings, and average for the number of "interaction within the learning environment" and "interaction within the learning space" LXD problems that novices and experts identified. Results suggest that experience may impact the LXD deviation identification and classification, but there are no significant differences between groups on severity rating. [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 potential of speech technology to improve educational outcomes has been a topic of great interest in recent years. For example, automatic speech recognition (ASR) systems could be employed to provide kindergarten-aged children with real-time feedback on their literacy and pronunciation as they practice reading aloud. Within these systems, speaker identification (SID) technology could additionally be used to identify the user's speaker characteristics in order to ensure that they receive age, language, and dialect-appropriate feedback. While these technologies are more established for well-represented groups in STEM (ie. able-bodied, adult, first-language speakers of mainstream dialects), they give much worse performance for underrepresented groups (young children, speakers of non-mainstream dialects, people with speech-related disabilities, etc.). This work focuses on improving speech technology performance for children's speech and African American English (AAE) dialect speech with the goal of creating more equitable outcomes in early education. The contributions of this work span three primary areas: 1) Dialect identification and density scoring, 2) data augmentation for speech recognition, and 3) Natural Language Processing for fair and inclusive automatic speech assessment. First, we create a robust system for dialect identification of African American English for both children and adult's speech. This system aims to take an input utterance from a speaker of either African American English or Mainstream American English and determine which of the two dialects the utterance belongs. The system fuses features from paralinguistics, self-supervised learning representations, automatic speech recognition system outputs, prosodic contours, and other descriptors of the speech signal in order to learn a mapping from the standar input acoustic information to a dialect classification decision. We further explore this architecture in automatic dialect density estimation, a task we create and develop. In dialect density scoring, we train a system to automatically predict a speaker's frequency of usage of dialect-specific patterns. This information can then be passed to a speech recognition system for more dialect-informed processing. Second, we develop a data augmentation algorithm to improve zero-shot and few-shot speech recognition of low-resource dialects. The algorithm, named LPCAugment, deconstructs an input speech signal into a source and filter representation using linear predictive coding (LPC) analysis. The poles of the filter representation can then be perturbed independently of the source representation in order to model formant shifts that may be seen across accents and dialects. We use this perturbation method to artificially generate speech samples with shifted formant locations to serve as additional training data for a speech recognition system. This speech recognition system is then evaluated on children's speech for child speakers of a Southern California dialect and child speakers of an Atlanta, Georgia, area dialect. Third, we explore automatic analysis and scoring of speech recognition transcripts for educational assessments. Given information about a student's spoken dialect and automatically generated transcripts of their oral response to an assessment prompt, we train a system to automatically grade the quality of the response with respect to a pre-determined criterion. This system uses language modeling and spoken information retrieval to identify key features in the spoken response and holistically decide if the response aligns with the grading criteria. Combined, the steps in this work form a framework for inclusive spoken language understanding technology that can be used to perform provide students with dialect-appropriate language training or language assessment. [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.]

Understanding student engagement with the institution from the first day of classes to the end of the semester would help inform the institution of the potential risk that a student will drop out of a class or of the school. Learning Management Systems (LMS) record student interactions with the system and might be able to be used to identify students who are at academic risk. The scope of this study is to retrospectively analyze first-year student activity for the Spring 2022 semester for early warning signs worthy of intervention. A student risk assessment will be determined by reviewing student LMS activity, compared with peers, during the semester. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In this study, the researcher used the quantitative descriptive methodology to explore and more clearly describe teachers' knowledge of dyslexia to improve dyslexia referral and evaluation practices for students on at-risk campuses. The purpose of this quantitative study was to determine what English-language arts teachers who teach kindergarten, first-grade, and second grade know about dyslexia to support recognizing students with characteristics of dyslexia in the general education classroom. The participants for this study were purposefully selected from the populations of English-language arts primary teachers who teach kindergarten, first grade, and second grade in a large suburban district in Southeast Texas on four campuses. There were 24 participants in the study. In the first part of the survey, participants completed the demographic questions. In the second part of the survey, the teachers rated their knowledge of dyslexia. The third part of the survey was used to rank the most effective ways teachers can learn about dyslexia in professional development sessions. The researcher used the information obtained from the three-part survey to better understand what educators know about dyslexia. Based on the participants' responses in the study, teachers want more professional development sessions that provide them with information on dyslexia referral and identification practices. If teachers thoroughly understood the dyslexia identification and referral practices, this would improve teachers' pedagogical practices, it would support improving dyslexia identification efforts, and improve educational outcomes for students with dyslexia. [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 addresses the problem of practice of the high rate of employees in financial organizations clicking on phishing links, positioning their companies at risk of a data incident or breach. The financial sector was the most breached industry in 2022 (Schwartz, 2022) and was impacted the most by malicious phishing emails (Trellix Advanced Research Center, 2022). This qualitative research study utilized an adapted Clark and Estes (2008) Gap Analysis conceptual framework to include expectations of knowledge construction (factual, conceptual, procedural, and metacognitive knowledge) (Krathwohl, 2002), motivation (self-efficacy) (Bandura, 2000) and (value) (Ambrose et al., 2010), and organizational influences (training, communication, and culture). Semi-structured interviews were conducted with 13 participants in August 2023. This research study explored safeguarding against phishing within organizational settings and contexts in which employees are susceptible to deception and exposed gaps in organizational influences through significant research findings that more training and awareness are needed for employees to successfully identify advanced phishing attacks. As the cyber threat landscape continues to be pervasive, companies utilize a myriad of information security frameworks for building their security programs; however, these frameworks only require that employees receive phishing training and do not address how to effectively train staff. This research study was conducted to serve as a resource for leaders in organizations by providing recommendations for developing a security-aware culture and effective training and communication that educates and motivates employees to identify phishing attacks and protect company and customer data. [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 dissertation is to identify quality indicators for visual based learning material for technology education classes for grades 6th to 9th. This is a three round Delphi study aimed in answering the following research question. RQ: What are the quality indicators that contribute to the successful selection of visual-based learning material that contribute effectively to transmitting pedagogical information in a technology education classroom for grades 6th-9th? The quality indicators were determined by the consensus reached by technology education expert panel/educators that have been identified for the contributions and expertise in the field of technology education and have taught in Greek schools in the Cyclades region. In the first round, the panel were given a set of examples with initial quality indicators. These initial quality indicators are examples that have been identified from the literature review. The first round of the modified Delphi method uses an open-ended questionnaire format in which the experts were asked to keep, reject, modify or add a new characteristic to the quality indicators. The instrument of the second round was generated by the responses given from the first round. The second round involved panelists valuing and ranking from lowest to highest the items identified on round I on a 5-point Likert scale. The third and final round involved the expert panel accepting or rejecting the quality indicators derived from the second round. In the final round the panel reached consensus. Final quality indicators were the results of analysis on data collected from Rounds I, II, and III. [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: Undiagnosed mental health disorders such as depression are increasing in prevalence. School staff serve as important gateway providers for students requiring mental health support, and understanding how teachers make decisions about referring students for mental health services in schools is critically important. Additionally, identifying how likelihood of referral for mental health services may differ given student demographics can provide insight on the support teachers need when making referrals for mental health services. Methods: The current study used a quantitative analytical approach combining the use of vignettes with an accompanying survey (n=100), to determine how teachers make decisions to refer students for school-based mental health services. Results: Results show that respondents self-identifying as White were significantly more likely to state their colleague would refer a student for mental health support as compared to teachers who identified as non-White. Further, teachers self-reporting higher levels of comfort with identifying symptoms of depression were significantly more likely to refer students for mental health support as compared to teachers who reported lower levels of comfort. Additionally, general education teachers were significantly less likely to refer students for school-based services when the student was not displaying symptoms of depression, as compared to non-general education teachers. There are no significant differences in likelihood of referral as a function of student race. Conclusion: To address disparities in mental health support for students with diagnoses of depression, teachers require continued mental health literacy to identify the symptoms of depression and make referrals for school-based mental health services. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The identification of students with specific learning disabilities has evolved since the reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA) in 2004. This reauthorization gave state agencies parameters that disallowed using the severe discrepancy model for identification as a stand-alone method. In response to this change, Michigan provided Intermediate and local school districts with further guidance that disallowed the use of the severe discrepancy model for identifying children with Specific Learning Disabilities (SLDs) and instead required Intermediate School Districts, on behalf of their local districts, to choose one of three methodologies, including Patterns of Strengths and Weakness (PSW), Multi-Tiered Systems of Support/Response to Intervention (MTSS/RTI) or a combination based approach which includes both the PSW and MTSS/RTI models. Research within the field of Special Education is robust, and the various methodologies utilized for identifying students with SLDs continue to be highly debatable (Fletcher & Miciak, 2019; Hale et al., 2006; Maki & Adams, 2020). As research within the field of special education continues to contest the benefits and challenges of the utilization of the various methodologies for the identification of SLD, states and school districts must decide which route for identification best meets the needs of the students and districts they serve. In 2016, as a result of a need to promote the coordination of systems-based approaches along with supporting the improvement of outcomes for students with disabilities, the Michigan Department of Education (MDE) began a project with the National Implementation Research Network (NIRN), which partnered with two Intermediate School Districts to implement the Transformation Zone (TZ). While this project was designed to implement systems of support for all students at the state, regional, and local levels and not address the challenges of SLD identification, this study aimed to examine whether post-participation in a comprehensive system change framework focused on MTSS impacted the SLD identification rates in participating districts. This study also analyzed various levels of the educational system as it sought to examine whether there was any change in the eligibility rates over the last ten years in the area of SLDs across the State of Michigan. Analysis for this quantitative study included descriptive statistics, ANOVA analysis, and Chi-Squared analysis to answer the research questions. The results of this study supported the understanding that, over time, SLD identification rates have continued to decline statewide; in addition, the implementation of a comprehensive system of support that focuses on systems of intervention can delay the need for special education for students when appropriate and identification rates for SLDs continue to be more prevalent in males versus females. This study also found a relationship between participation in the TZ, including a robust alignment of MTSS/RTI and a lower identification rate of students as SLD. Recommendations are included for further research within the field to understand the long-term impact of comprehensive systems of MTSS/RTI and the identification of students with SLDs. [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 exploration of dissecting gifted and talented programs combined with student advancement and academic success is one daunting but doable. The purpose of this study was to investigate the equity of the gifted and talented program while analyzing the achievement scores of these students compared to their peers. This quantitative study includes an evaluation of third through fifth grade students in a central Arkansas school district while merging the relationships of the general education population versus the academically gifted and talented population. Both groups were examined through the independent variables classified as ethnicity, gender, and socioeconomic status. A descriptive data analysis was conducted to assess the academic performance of students enrolled in the gifted and talented program, paralleled with their counterparts in the general education setting. The findings of this study reveal valuable insights into the equity of gifted and talented programs and the impact of such programs on the academic success of their participants. A Chi-Square test was conducted to determine if there was an association between the number of students admitted to the gifted and talented program and those not admitted based on ethnicity, gender, and socioeconomic status. The data indicated that students were selected disproportionately for gifted and talented programs based on ethnicity and socioeconomic status. This research contributes to the ongoing dialogue surrounding educational equity and provides recommendations for policymakers and educators to create more inclusive and equitable educational environments. [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.]

Virtual Reality (VR) has been found useful to improve engagement and retention level of students, for some topics, compared to traditional learning tools such as books, and videos. However, a student could still get distracted and disengaged due to a variety of factors including stress, mind-wandering, unwanted noise, external alerts, and internal thoughts in mind. Thus, distractions could be classified as either external (due to the environment) or internal (due to internal thoughts). Student eye gaze data could be useful for detecting externally distracted students. Gaze data-based visualizations have been proposed in the past to help a teacher monitor distracted students. However, it is not practical for a teacher to monitor a large number of student indicators while teaching. To help filter students based on distraction level, we propose an automated system based on machine learning to classify students based on their distraction level. We divided our research problem into two sub-problems. Firstly, we created a labeled eye gaze dataset from an educational VR environment, and we propose an automatic system to gauge a student's distraction level from gaze data. Then we apply and compare several classifiers for this purpose. Additionally, a personalized machine learning model was found to improve the classification accuracy significantly. Secondly, we consider adding EEG data along with eye tracking data so that the combination of EEG and eye gaze data can help to detect internal and external distractions. Therefore, we collected EEG and eye gaze data of participants using educational VR environment, and then trained various machine learning and deep learning models and we found that the overall accuracy of the machine learning model for detecting internal and external distraction was over 90%. Based on these findings, in the future, we will evaluate real-time distraction detection system and guide students through audio voice or controller alerts through the VR system automatically when the system detects distractions. [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.]

Gifted and talented initiatives provide challenging education programs designed to cater to the unique dispositions of students exhibiting exceptional promise by tapping into their inherent proclivities for productive discovery and contribution to society. As population trends in the United States move toward increasingly diverse communities, K--12 school systems must be prepared to recognize, understand, and engage diverse students in rich learning opportunities to develop students' potential and foster constructive social change. However, despite years of efforts to reduce disparities in access, culturally, linguistically, and socioeconomically diverse gifted students continue to be underrepresented in gifted programs, leaving them with unmatched services to develop their assets. This study aimed to generate a deeper understanding of the complexities involved in the gifted and talented education (GATE) identification process of diverse learners to promote a more equitable representation of culturally, linguistically, and socioeconomically diverse populations in gifted programming. Using the Cattell-Horn-Carroll Theory (McGrew, 1997) to ground the study, insight was gained by analyzing the impact of the use of alternative, non-achievement-based GATE identification instruments, the role of teacher theory on the GATE identification process, and the advocacy of GATE Site Coordinators in the identification of diverse gifted students. The results of this study demonstrate the challenges in advocacy while advancing the equitable identification of diverse gifted learners. Complex predicaments stemming from assessments, identification criteria, varying perspectives, limited professional development opportunities, and the intersectionality of cultural, linguistic, and socioeconomic factors influence students' profiles, challenging the appropriate identification of gifted students and the appropriate delivery of gifted services. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Decades of empirical research has demonstrated that exclusionary discipline is a racialized mechanism through which schools systematically remove Black and brown children from the learning environment. Although development of Functional Behavior Assessments (FBAs) and linked behavior support plans has been identified as a solution to exclusionary practices, school psychologists do not ask questions about the cultural and contextual factors that may influence student's behavior during FBA interviews with caregivers. As a result, FBAs conducted in schools privilege the perspective and voices of (often White) school staff, while dismissing the perspectives of (often Black or brown) students and families. FBA procedures must be altered to disrupt the influence of bias and structural racism on the way "problem behaviors" are identified and addressed in schools. One way to engage in this work is to train school psychologists to explicitly ask questions related to culture and context during FBA interviews with caregivers. Unfortunately, practicing school psychologists often have limited time and resources to devote to professional development; therefore, it is critical to ensure that training procedures that require higher investment of time, staff, and effort produce significant positive effects on professional practice, over those that require fewer resources. The current study compared the effectiveness of a low vs. high intensity training procedure on school psychologists' ability to facilitate FBA interviews grounded in cultural humility with caregivers. Participating school psychologists were asked to conduct simulated interviews before and after exposure to one of two training conditions: self-training (low intensity) or Behavioral Skills Training (high intensity). Regression analyses were conducted to describe the relationships between type of training and school psychologists' interviewing skills. Results indicated that (1) prior to training, school psychologists did not ask questions about culture and context during interviews and (2) school psychologists are able to train themselves to deliver an interview protocol, but participation in BST improved the clinical quality of their delivery. Implications for future research and training 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.]

Misrepresentation of culturally and linguistically diverse (CLD) students in special education is a continuing issue that requires attention. This is likely occurring due to educators' lack of knowledge, awareness, and/or training to work with diverse populations. The educational needs of CLD students require that schools, teachers, and staff understand the diversity among the student population and provide responsive services. Failing to understand the diverse cultural and linguistic skills of students will likely result in misidentification of CLD students. There are various aspects that play a role in the referral and placement of students in special education. The collection of essays in this dissertation provides insights into current practices that school professionals engage when referring and assessing CLD students' language skills. The first study explores bilingual teachers' knowledge about identification of bilingual students with language disorders using an interview protocol. A mixed methods research design was employed in the second essay to elucidate SLPs' current cultural and linguistic competence and responsiveness practices. The third piece utilizes quantitative analysis to examine the content validity of a pre-referral tool to guide educators in their decision-making process when referring bilingual-bicultural students to special education due to language concerns. In general, the findings show that bilingual teachers and SLPs need further educational experiences for working with bilingual learners who present with language disorders. Additionally, the findings confirm that resources are needed to help practitioners in the referral process of bilingual 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.]

College students' interactions with campus leaders are a crucial element of their success and satisfaction in higher education; however, little is understood about students' identification, perceptions, or expectations of campus leaders. To help fill this gap in the literature, I led two exploratory studies in collaboration with my committee chair and a graduate of the leadership program. Our studies used a combination of quantitative and qualitative data gathered from online surveys to learn more about students' lived experiences. In our findings, students identified their advisors and faculty members as leaders on campus. Based on data that is grounded in students' perspectives, we offer a model to represent students' definitions, expectations, and goals for campus leaders. These results have numerous implications for leadership preparation and practice in higher education, as well as future research opportunities. [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.]

Identifying at-risk readers in early grades is an ongoing challenge for educators, especially those in Title I schools where environmental and economic disadvantages may negatively impact students' reading ability. The purpose of the current study was to compare methods of identifying at-risk readers in kindergarten through third grade in Title I schools. This study was conducted in two Title I elementary schools using Acadience Reading Diagnostic to measure reading achievement and growth in students with reading disabilities, students at risk of reading disabilities, and typically reading students. Reading composite scores (RCS) were significantly different between the typical group and each of the other two groups (at-risk and identified groups) at all grade levels. Growth rate classifications were significant between groups only for kindergarten and first-grade participants. Among the three risk identification methods, there was fair agreement between low-achievement (LA) and low-growth (LG) methods and moderate agreement between dual-discrepancy (DD) and the other two methods. RCS means were found to be significantly lower than published norms. Growth rate classification means also fell significantly below published norms except for participants in first grade. Application of the LA and DD methods to local norms resulted in the identification of fewer than half the number of at-risk participants compared to published norms. The dual discrepancy method was recommended to identify at-risk readers in these grades because both achievement scores and growth rates were significantly different among kindergarten and first-grade groups. Due to a large number of participants identified as at-risk based on the use of published norms and the lack of significant difference in growth rates among groups in second and third grade, it was recommended that the LA method based on local norms be used to identify at-risk readers in second and third 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.]

Problems with literacy exist in schools. Children in American public-schools continue to struggle to be successfully identified as proficient readers. Educators need detailed descriptions of how student and teacher interactions aimed at developing positive literate identities impact the literacy development and achievement of struggling readers in the early grades are needed to help prevent the cascade of social and academic problems that older struggling readers experience. The purpose of this study is to describe how student and teacher interactions affect the literate identities of first grade students identified as struggling in literacy. The theoretical foundation for this study depends on the conceptualization of the relationship of identity and literacy as interconnected. Using the assumption that the social instructional events of literacy lessons build the cultural literacy practices internalized as literate identities, the research questions are aligned to observe, analyze, and theorize about this process. The four research questions are: (1) What evidence is used in the identification of first grade students as struggling readers? (2) What are the instructional decisions that influence the interactions between teacher and student in the tutoring situation? (3) How can the interactions between teacher and students participating in a one-to-one tutoring intervention for struggling readers be described? (4) How do the interactions between teacher and student influence the shifting literate identities of students identified as struggling readers? The teacher researcher's perceptions were captured in the evidence used to identify the student as a struggling reader and included multiple forms of quantitative early literacy assessments measuring early literacy skills. The teacher's instructional decisions were categorized according to the role of the teacher's action in both planning and implementation. The teacher made decisions based on goals set using observations of student behaviors and ongoing data collection and were categorized those decisions as Teacher Initiated Actions and Student Initiated Actions/Teacher Prompts (student actions followed by a teacher prompt). The teacher's perceptions and the student's perceptions were considered in the instructional interactions and were described using 4 focused codes: Call for Student Action (CSA), a Call for Shared Student Action (CSSA), Give Additional Information (GAI), and Call for Student Evaluation (CSE). Analysis using these codes identified two main identity development themes of "I Am a Reader" and "Literate Actions." A third underlying theme in both main themes was "Sounds and Story." Evidence from semi-structured interviews showed how the student's literate identities shifted throughout the lessons. Despite difficulties with more complex text the student was able to maintain and declare his identity as a reader. [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 disproportionality of Black students identified as gifted has been a hot topic of discussion in the field of education for decades. If the purpose of education is to maximize the potential of all learners, then educators are missing the mark. Although multiple factors may impact the gifted identification of Black students, one of the biggest conundrums in the field of gifted education--the process of gifted identification--may stem from the lack of common definitions of intelligence and giftedness. The purpose of this study was to examine teachers' perception of giftedness and other factors that may be impacting the gifted identification of Black students in a small, rural school district. This comparative descriptive research design examined the role teachers play within the gifted identification process by analyzing the following data gathered from three elementary schools: teacher perception of giftedness, teacher perception of the gifted identification process, and teacher perception of factors that may provide a more equitable gifted identification process. Descriptive statistics and nonparametric data analysis were used to analyze and compare quantitative survey results. In vivo coding and inductive thematic analysis were used to analyze qualitative data from open-ended survey items and interviews. Key findings were reported to division leadership and recommendations for increasing the number of Black students identified as gifted were provided. To ensure equitable access to appropriate education for all students, especially those who have been historically underrepresented, continuous improvement of the gifted identification process through planning and policy is integral for the progression of society. [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 popularity of distance learning has increased among higher education students owing to its flexibility and convenience, as it enables learning from any location and at any time. Despite the substantial number of enrollments, distance learners are experiencing high attrition rates, leading to low completion rates compared to students enrolled in traditional in-person courses. Academic advising is a significant contributor to student retention and an effective intervention used to support students at-risk of dropping out; therefore, advisors must provide the same degree of support to their distance learners as they do to their face-to-face advisees. This applied dissertation was designed to assess the quality of academic advisers' practices and determine if their current retention strategies need to be enhanced to successfully minimize attrition rates among distance learners. The researcher designed a web-based survey with multiple-choice and Likert-scaled questions to capture data for the study. The instrument was sent to academic advisors at a college in South Florida who advise distance learners. The researcher examined what specific academic advising approaches are applied to engage and retain distance learners, how academic advisors foster cognitive development for academic success, and how academic advisors identify and support at-risk distance learners. The study reveals the findings of advisors' practices, implications of findings, and suggestions for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The ability to identify errors by sight and sound--commonly referred to as "error detection"--is a musical ability needed in a variety of music professions. Instructors of undergraduate aural-skills courses often agree that strong error-detection skills are an essential outcome of these courses; however, error-detection activities are given little attention in the most widely used aural-skills textbooks and web-enabled resources, and so they are likely to be omitted from assessment in aural-skills courses. This disparity between the belief that error detection is an important musical ability and the lack of instructional focus on this ability in aural-skills courses raises the following pedagogical question: Why do instructors of aural skills consider error detection to be an essential skill but seem to not provide direct training of this skill in their courses? This dissertation evaluates the learning objectives of the undergraduate aural-skills curriculum and considers the role that error detection plays in serving those objectives. To accomplish this goal, I frame my research around the following questions: What skills do instructors want undergraduate students to learn in aural-skills courses, and how do they teach those skills? The focus of many curricula seems to be on final "products" such as a completely accurate aural dictation, but music also involves many examples of real-time "processes": listening, composing, performing, improvising, and so forth. Although the act of taking down a dictation includes many processes, and there are products of error detection, I argue that the focus of dictation is more about the total product of these musical processes whereas the focus of error detection is more about refining essential musical processes and therefore deserves more attention in aural-skills assessment. To demonstrate the myriad ways that error detection can be incorporated at all levels in the undergraduate aural-skills curriculum, I present several examples of lower-order thinking skills (LOTS)-based and higher-order thinking skills (HOTS)-based activities. As well, I offer a proposed outline of an undergraduate aural-skills curriculum that incorporates these activities, and I conclude with opportunities for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem addressed in this qualitative study is that classroom teachers are not adequately prepared to identify gifted characteristics, which leads to the underreferral of students from diverse socioeconomic, ethnic, and language backgrounds. The purpose of this study was to explore the perceptions of public K-6 general education classroom teachers regarding their understanding of giftedness as it relates to their abilities to identify potentially gifted students and their awareness of programs and services offered by their district. The study's guiding theoretical framework was based on key theories of intelligence and giftedness. In a phenomenological approach, 15 elementary educators from the same urban Alaska school district were individually interviewed. An interpretive analysis rendered themes including gifted characteristics, stereotypes, teacher efficacy, awareness of identification methods, meeting gifted students' needs, advocacy, and equity. Participant knowledge of identification methods and comfort in the identification process were inconsistent. Many were also concerned with meeting gifted students' needs beyond their pull-out enrichment classes. Recommendations include practices to promote inclusivity and timely identification of gifted students, sustain research-based programming, and implement ongoing professional development for staff. [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 quantitative study was to examine if implicit bias among Indiana educators might affect the identification of gifted Black students for programming. Educators, within school districts with high minority populations, were asked to provide a demographic survey and then take the Implicit Association Test (IAT). Survey data were then collected to determine if potential demographic information like gender, race, the possession of a high ability license, years of experience, highest collegiate degree, or their professional role had a statistical significance when compared to their IAT score. Using t-tests and one-way ANOVAs, demographic data were able to be interpreted against the participant's IAT score. Although a case for bias was revealed in the descriptive analysis, there was no significant difference that was found with Indiana educator demographic data. [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 the research was that many individuals were not diagnosed with attention deficit hyperactivity disorder (ADHD) until they were adults. The purpose of the study was to examine the experiences and beliefs of participants regarding the management of ADHD and the impact that experiences may or may not have regarding the quality of life during adulthood. This study utilized a phenomenological qualitative approach to collect data from adults diagnosed with ADHD about their life experiences. Data were gathered with virtual conference interviews and phone calls using an interview protocol that the researcher developed. Qualitative methods were utilized to analyze the data to answer the research questions. Research Question 1 asked about differences in the quality of life between those diagnosed with ADHD in childhood and those diagnosed with ADHD in adulthood. Adults diagnosed with ADHD in childhood struggled with procrastination, disorganization, and forgetfulness in schools. Adults diagnosed with ADHD in adulthood experienced distractibility problems when performing monotonous tasks. Research Question 2 asked about the type of childhood experiences that affected the outcomes of how adults treated ADHD. Findings showed adolescents with ADHD who were best friends in childhood sought adults with ADHD for friendships when they became adults. Parents who worked all the time contributed to responders with ADHD being lonely and introverts as adults. Research Question 3 inquired about how childhood experiences, stemming from ADHD, affected life choices in adults. Results indicated supportive mothers of responders with ADHD helped the responders achieve positive life choices. Research Question 4 inquired concerning factors that determined how adults managed ADHD. Results conveyed early diagnosis of ADHD and conversations with others who experienced ADHD helped with the management of ADHD. Books may be read on the topic and Internet searches conducted to locate symptoms and treatments. [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 explores the relationship between quantitative phonetic measurements and listener identification of accents of English, focusing on phonetic distance and its perceptual correlates across various English accent varieties. The Levenshtein distance (LD) measure, which quantifies string similarity by calculating the minimum cost of transforming one string into another, is used to compare phonetic differences across accents. This study begins by investigating the diverse applications of LD across disciplines, emphasizing its significance in dialectology. Evaluation of different LD approaches and algorithms reveals that simpler methods often yield analogous or superior results compared to more complex ones. Insights from analyzing LD trends inform the selection of the algorithm chosen for the current experiment. Subsequently, carefully selected low- and high-pass filter cutoffs enable investigation of target phonetic features. Four English accent varieties are included in this research: Midland American (control), British/Australian, Hindi-influenced, and Mandarin-influenced. Hypotheses and predictions are formulated based on the documented correlations between LD and listeners' perception ratings of native-likeness and intelligibility. For monolingual American English-speaking listeners, frequent confusion is predicted between Midland American and British/Australian accents due to their similarly low LDs, amplified by filtering conditions altering vowel and consonant cues. Conversely, higher LDs are hypothesized for Hindi- and Mandarin-influenced English due to the influence of various first languages (L1s). It is expected that these two varieties will be more frequently confused with each other in unmodified identification tasks due to their relatively high LDs. The impact of filtering conditions on confusion is predicted to differ for each variety, with high-pass filtering affecting Hindi-influenced English due to consonant substitutions and low-pass filtering affecting both varieties due to vowel substitutions. However, fewer confusions are expected for Mandarin-influenced English due to the potential presence of tonal information. The research methodology involves analyzing listener identification of accents using confusion matrices and employing generalized linear mixed modeling. The findings contribute to understanding the relationship between phonetic distance and perceptual identification in English accents. This comprehensive exploration of phonetic distance and perceptual accent identification provides valuable insights into the factors influencing accent perception. The study's implications extend to the broader field of acoustic phonetics, shedding light on the role of phonetic variation in accent perception. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Research into an educator's ability to identify warning signs or intervene with suicidal students primarily focused on the perceptions of educators. The purpose of this qualitative case study was to explore the perceptions of educators from middle and junior high schools' ability to identify warning signs and intervene with suicidal students. The problem addressed by this study was that educators lack the essential skills to recognize and intervene with suicidal behaviors. Examining this problem from the perspectives of administrators, teachers, and paraprofessionals provided insight into how educators perceive their self-efficacy in recognizing and assisting a suicidal student. Social cognitive theory, more specifically self-efficacy provided the framework that guided this study. The research methodology was qualitative and the design was case study. Data was collected from 10 semi-structured interviews and two focus groups for a total of 21 participants. A thematic analysis was used to analyze the transcripts from the interviews and focus groups. Five themes emerged from the thematic analysis, preparation and support, educator role in suicide prevention, identification of at-risk behaviors, confidence in intervening with a suicidal student, and educator awareness and challenges. Preparation and support necessitate the need for additional training in suicide prevention. An educator's role is pivotal in suicide prevention in schools. Educators are likely to identify at-risk behaviors because they have daily interactions with students and often the first line of defense known as gatekeepers. Confidence in intervening with a suicidal student impacted educators' feelings of being underprepared due to lack of training. Educator awareness and challenges impacted educators' attitudes of fear and legal reprisal. The implications of the research represented the importance of connection between an educator perceptions and suicide prevention in schools. Recommendations for future research include professional development in suicide prevention from mental health professionals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Research indicates the influence of socioeconomic factors by general education teachers in the use of Multi-tiered System of Support (MTSS) which was derived from Response to Intervention (RTI) in the placement of urban English Language Learners (ELs) in special education is a topic which needs more attention (Cramer 2015). The purpose of this qualitative case study was to understand how socioeconomic factors influence school supports used in the identification of K-4 EL and special education students in Arizona as perceived by teachers. The research questions guiding this qualitative case study are as follows: RQ1: Do socioeconomic factors influence the use of MTSS interventions? RQ2: Do socioeconomic factors influence the placement of K-4 ELs in special education? RQ3: Does MTSS influence the placement of K-4 ELs in special education? After reviewing the responses from teachers, themes emerged revealing that many schools within Arizona participate in MTSS interventions for students struggling with academics, they participate in the Student Study Team process to discuss specific, targeted interventions to assist students, and there is limited professional development opportunities provided for teachers pertaining to instructing K-4 ELs that have special needs. More research must be completed to fully understand what interventions have taken place before K-4 ELs qualify for special education services. Professional development opportunities must be provided for current teachers as well as training for new teachers in the areas of working with K-4 ELs that have been identified as having special needs. It is also recommended that college courses should be included in the teacher preparation programs training future teachers on implementing instructional strategies which focus on supporting K-4 ELs and whom may have special 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.]

Organizational sociologists have long argued that informal and formal rules around emotional displays within the workplace seek to maximize employee effectiveness and productivity; however, these rules have also been observed to have negative consequences in the context of employee emotions. These feeling rules establish the workplace emotional norms that employees must adhere to or face consequences for noncompliance. Yet, prior studies have shown that these consequences are disproportionately applied to members of minoritized communities. While prior studies have examined individual types of identity advocacy centers, this study uses 17 semi-structured interviews to gain an understanding of what overarching feeling rules may govern the emotional norms of employees within these centers. Through the analysis of these interviews, this study finds the existence of feeling rules around (1) the need to minimize the anger of themselves and (2) (re)producing the trauma of students in themselves; moreover, the alignment of these findings with prior works focused on singular types of identity advocacy centers points toward the systemic reproduction of these feeling rules at institutions of higher education in the United States. [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 mixed methods study was to examine at-risk students in a small rural high school and school district, and the implementation of a response to intervention program at the high school called CAT Time. CAT Time is approximately 40 mins long and occurs four times per week. Teachers can request a student participate in the CAT Time interventions or a student may request CAT Time with a particular teacher. This study specifically wanted to see whether or not students with high absenteeism were being identified for interventions, and whether or not being at-risk and selected for interventions increased their mean GPA and rate of graduating with their four-year cohort class. [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 international graduate students who learn English as an Additional Language (EAL) pursue advanced academic degrees in the United States. Previous studies have indicated that international graduate students often face several challenges as EAL learners while socializing in English academic communities and negotiating multiple identities (Flowerdew & Wang, 2015). This study focuses on exploring the lived experiences of Southeast Asian international graduate students in a Midwestern university, grounded in the poststructuralist conceptualization of identity, Community of Practice (Lave & Wenger, 1991), and Language Investment (Darvin & Norton, 2015) by examining how Southeast Asian international graduate students construct their identities while participating in academic communities and their investments in language learning. The participants' reflective journals, documents, and interviews were collected to provide an increased understanding of the students' lived experiences and perspectives about their identity construction and participation in academic communities. The following research questions were investigated in this study: (1) How do international graduate students construct their identities in academic communities? (2) What challenges do international graduate students confront in participating in academic communities? (3) What opportunities do international graduate students have in participating in academic communities? The findings indicated that the participants constructed their identities based on their professional, learning, and cultural experiences. Concurrently, they confronted several challenges that include academic and social challenges as learners and international graduate teaching or research assistants. To be a legitimate and competent member of the academic community, the participants incorporated various strategies such as enrolling in additional English courses and receiving support from the academic community members and instructors to participate in academic communities. It was also found that their perspectives evolved as identities are multifaceted, complex, situational, and dynamic. Due to power relations in academic communities, participants struggled in gaining fuller membership and to be deemed as legitimate and competent academic members. The findings of the study contribute to the literature on language, culture, and identity through the lens of communities of practice. In addition, the findings inform educators in higher education institutions about the challenges that international graduate students face and ways to support them. [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 debate about mental illness and the importance of good mental health especially in the classroom has surged. Promoting child mental health is a global priority, and educators have an important role to play in mitigating this public health crisis. Early identification, accurate diagnosis, and effective treatment of mental health disorders can decrease the suffering of children and their families. The purpose of this study is to research elementary school teachers' perceptions of their importance in identifying, referring, and providing support for the mental health of their students. This qualitative study framed through a phenomenological lens aimed to determine the best practices and strategies for addressing the mental health needs and unique challenges faced by primary school children. The research questions and Bronfenbrenner's Theory informed this study which was conducted using semi-structured open-ended face-to-face interviews. The study participants included K-5 elementary school teachers in Southeast Texas. Evidence suggests that school-based mental health services have the highest likelihood of reaching children in need. In this paper, the researcher presents a foundation that can serve as a blueprint for an intervention plan for policymakers and educational leaders. Recommendations for practice and future research are also included. [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 phenomenological study was to explore and investigate teachers' perceptions of giftedness in culturally and linguistically diverse students (CLD) as a factor that causes the lack of access for these students to gifted pedagogy. The theory guiding this study was Culturally Responsive Teaching. The central research question was "Does English language proficiency in culturally and linguistically diverse students influence teachers' perceptions of potential referrals to gifted and talented programming?" The sub-questions of the study were, "What are the perceptions of teachers about the characteristics that culturally and linguistically diverse students need to exhibit to be identified as gifted and talented?" and "How do teachers' perceptions of giftedness influence their decision to refer culturally and linguistically diverse students to gifted and talented programming?" To respond to these questions and to identify patterns in the teachers' perspectives, beliefs, and attitudes, the researcher conducted a qualitative study including open-ended questions from a survey and a semi-structured interview. The participants were ten elementary school teachers from the same public school district in South Carolina. The results of the study revealed that teachers' decisions to refer CLD students to gifted and talented programming are influenced by teachers' stereotypical assumptions associated with the background and language proficiency of CLD students. These assumptions and the lack of teachers' intercultural competence intertwine in a systematic restriction of access for CLD students to gifted programming. In addition, the researcher identified a need for teachers to be exposed to relevant training on the characteristics of gifted CLD students, and a need for effective communication and collaboration among home, school, and district personnel. This research study attempted to serve as a catalyst for change and reflection about the effects that potential biases can have on the chances that CLD students may have for being referred to a gifted program. [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 uses sociocultural linguistics to investigate how Black undergraduates at a Historically White Institution (HWI) understand Blackness, and how their racial socialization experiences in their pre-college years inform that perspective. This project reveals that many Black undergraduates in the HWI context may not have the benefit of Black socialization, and as a result, are exploring how to be Black in community for the first time. Each of the chapters, explores an area of Black self and community discovery, the social interactions and discourses that inform their understandings of Blackness, and the impact of students' dispositions toward Blackness in the HWI context. The first chapter autoethnographically explores my own Black socialization before college, interactions that shaped my understanding of Blackness, and how that understanding interacted with the HWI context when I transferred to University. The second chapter describes and reflects on my process of ethnographic data collection and analysis. The third chapter explores the significance of self-identification labels among Black undergraduates at a California HWI, and, through the concept of Black community (non)identification, demonstrates how these students' understanding of their place within Blackness was informed by their lack of Black socialization in their pre-college years. The fourth chapter centers the experience of students who understand themselves not to be identified with Black community and examines the hubs of Black community socialization these students engage with to transition to Black community identification, including the role of Black faculty in this process. The fifth and final chapter is a summary of the key contributions of my research alongside policy recommendations based on my analysis, followed by an exploration of future directions for research on the racial socialization experiences of Black undergraduates at HWIs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Research, nonprofit, and philanthropic organizations have increasingly had a larger influence in public educational institutions as they support particular programs, practices, and policy reforms. This study investigates the case of local organizations that have initiated and institutionalized high school dropout prediction systems called ninth grade "early warning indicators" (EWIs), and the strategies these entrepreneurial organizations used in spreading the innovation beyond the school districts they worked in. Situated in Chicago, Philadelphia, and New York City--districts that pioneered EWIs at scale--this research uses in-depth interviews and document analysis to trace the role of this "exoskeleton" of outside organizations in spreading EWIs not only in the cities they were in but also beyond them. With interviews from 73 organizational actors and 22 school staff, the study illustrates the role of entrepreneurial outsiders' agency in influencing structures and cultures promoting human development outcomes, particularly in urban areas with large economically and racially minoritized populations. The research theorizes the "urban spread of innovation," where improvements in a decentralized and disjointed system like the United States' public education system, spread less through top-down policy mandates or bottom-up social movements, and more through the influence of "outside" organizations locally connected with various actors in the public school system and interconnected across urban school districts. The case of EWIs in the three cities illustrates the multi-level strategies employed by these organizations. At the macro-level, research and philanthropic organizations working with school district officials were able to bring together various institutional logics to frame EWIs that satisfy different educational stakeholders. At the meso-level, local state and non-state organizations--what many scholars consider as institutional entrepreneurs--were connected as each organization had unique contributions and niches in spreading the EWI innovation. At the micro-level, school support nonprofits worked directly in schools and with school leaders and teachers to change organizational routines and address resistance on the ground. But these local organizations were not just limited to working in the three cities. These local organizations became influential in spreading EWIs across the United States as the cities became proofs of concept for other districts, as organizations were contracted to work in other places, and as national institutions like the Institute for Educational Sciences and Gates Foundation supported these efforts. This dissertation expands and furthers the study of educational sociology, institutional change, innovation diffusion, and human development. For the sociology of education, this research highlights the enlarged role of "outside" organizations in influencing educational policies and practices. For the study of institutional change, this research integrates literatures on institutional logics, entrepreneurs, and routines in order to suggest a multi-level conception of the strategies employed to bring about institutional challengers' intentional change. For innovation diffusion, this research emphasizes the less theorized spatial aspect of how innovations spread through the connections of organizations across various local systems. Finally, for the study of human development, this research highlights how "distal" organizational structures and systems interact with "proximal" implementers to bring about positive growth and development among disadvantaged and minoritized 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.]

This dissertation suggests that student wellness will improve if signs or symptoms are recognized earlier. This dissertation critically analyzed the current literature and provided a basis for further research and future development of a theory that would maximize the various relationships students develop while on campus with faculty and staff. This dissertation concluded that when higher education institutions address public stigma, there is a positive impact on a student's perception that can boost help-seeking behaviors. It concludes that faculty and staff can effectively impact students' wellness when trained to recognize signs and symptoms earlier. This dissertation serves as a basis for new preventative measures focusing on faculty and staff training. This dissertation also highlights the current gaps in prevention literature and suggests further 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.]

The consequences of the COVID-19 pandemic continue to be experienced around the globe. The impacts of which are most significant for children and adolescents. Long COVID is one of the persistent outcomes of the pandemic that can be catastrophic for youth who experience it. Although medical research remains ongoing in developing our understanding of this chronic condition, schools continue to play a key role in supporting youth suffering from symptoms of long COVID. School psychologists can provide leadership and guidance in helping schools develop best practices in identifying and supporting students utilizing an interdisciplinary framework with experts in the schools and in the community. Rigorous collaboration with medical providers on this new and evolving condition is critical to supporting continued academic, social, and emotional success for children and adolescents. Every case is different, and as a result, school teams need to work together in developing accommodations and support strategies individualized to student needs who are living with this illness. School psychologists continue to be pivotal in supporting youth through this pandemic. The final product of this study can serve as training for school psychologists to provide school teams in better understanding this condition, and processes that can be utilized in adopting best practices in serving this vulnerable population. [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 aimed to describe the perceptions of faculty regarding teaching students who experienced anxiety and depressive disorders at one rural North Carolina community college. Through a qualitative case study approach, this study revealed the experiences of faculty, representing a variety of disciplines and who teach a diverse population of community college students, including traditional, non-traditional, and dual-enrolled students, about instructional practices related to teaching students with depression and anxiety. Mental health literacy was defined as a person's knowledge and beliefs about mental illness, awareness of warning signs of mental distress, attitudes toward reducing mental health stigma, and knowledge of resources and treatment for mental distress (Crowe et al., 2018). Three themes were identified after an analysis of data: Lack of Professional Development Related to Student Mental Health, Increase Mental Health Promotion and More Visibility for Campus Resources, and Barriers to Faculty Involvement When Faced with Serving Students with Mental Health Challenges. As community college faculty seek opportunities to identify, support, and provide referral services to students who suffer from anxiety and depressive disorders, this study also served to reveal the support structures available to faculty during challenging conversations with students who experience barriers due to their mental health. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As our student population becomes more culturally and linguistically diverse (CLD), the field of school psychology continues to have demands to improve upon best-practice procedures in accurately evaluating and identifying students with disabilities, without pathologizing cultural and linguistic differences. Specifically, students in the Armenian American diaspora challenge the existing educational structures of what it means to be culturally and linguistically diverse and highlight the need for culturally responsive and linguistically appropriate practices. The goal of this extended literature review is to inquire about multicultural competencies and critically analyze current CLD evaluation procedures in determining special education eligibility and providing equitable special education services. Implications of this literature review indicate the need to reframe our mindset using multilevel practices embedded within a social justice framework to create equitable access for all CLD students, including considerations specific to Armenian American youth. As a result, a CLD special education needs assessment is proposed at the institutional, interpersonal, and individual levels as a tool for evaluating systemic and professional practices in schools and districts. Additional considerations are proposed regarding academic achievement and educational performance when evaluating CLD students for high incidence disabilities. Finally, recommendations are made for educational practitioners and leaders who specifically work with youth of the Armenian American diaspora. [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.]