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The American family is changing (Brown, 2017; Pew Research Center, 2015; Seltzer, 2019). While grandfamily formations are becoming more common throughout the United States, they are particularly prevalent in specific counties of north-central Pennsylvania. Data obtained from the American Community Surveys between 2012 and 2021 suggest that incidences of grandparents raising grandchildren in this area have increased by 54% over ten years, with most of the children in these families between six and eleven years of age, which falls in the range of compulsory school attendance. Epstein et al. (2021) report that these family formations are often informal due to previous negative experiences with child welfare agencies, fear of jeopardizing relationships with their biological children or family members, and fears of government intrusion. The decision to avoid a legal arrangement complicates caregivers' ability to enroll a student in school, make educational decisions, or access the child in an emergency. Meanwhile, federal and state laws and local regulations constrain school leaders' responses to this growing population, establishing positional conflict where partnership is vital. This qualitative study, conducted with a constructivist worldview, utilized a critical phenomenology approach and portraiture methodology to present the lived experiences of grandparent caregivers and school leaders, focusing on the culture and systems that shape their circumstances. The realities of the participants, connected by their roles in the lives of the children, give voice to the experience of a growing population and the systems that must respond to these changes for the communities they serve. The data suggest that educators must build cultural competencies centered on their communities' unique composition. These competencies, essential to successful classroom and district leadership, require all stakeholders to assume and share the roles of leader and advocate within the school and external communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative descriptive study aimed to investigate how parents articulate service strategies and provider characteristics that supported them during the transition from Early Intervention to Preschool Special Education in the boroughs of New York City. The author explored parents' descriptions of service strategies, and their accounts of provider characteristics that contributed to their support throughout the transition. Components of Epstein's parent engagement and Avolio's full range leadership model served as the conceptual framework. Data were collected through 11 one-to-one open-ended semi-structured interviews and two focus groups. Thematic analysis was used to identified five themes from the research questions: (1) Empowering Families through Inclusive Communication, (2) Collaborative Partnerships Fostering Successful Transitions, (3) Fostering Autonomy through Parental Engagement and Home Learning, (4) Navigating Empowerment through Supportive Transitions, and (5) Navigating Clarity: Understanding the Transition Journey. The results show the need to inform the development of more effective support systems and strategies for families transitioning from EI to PSE. The study contributes to the field by offering a deeper understanding of the factors that influence parental involvement and leadership behaviors during this critical period. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There is a call to action to close disparities and address inequalities throughout various institutions across the United States. There is a growing amount of research on the topic of education in relation to how schools can better serve as critical societal change agencies. This qualitative study serves to answer questions on the experiences and perceptions of school leaders, school district leaders, and community agency leaders on the roles and responsibilities of school systems and personnel to serve as societal change agents. This comparative case study is reported through the ethnographic perspectives in individualized interviews around one centralized public school district. The nine participants were selected through purposive and snowball sampling due to their work in the school district or partnership with schools. In Vivo and Process Coding with elements of Values and Emotion Coding were utilized to determine themes and responses. First, findings for agency leaders included the inherent good behind the responsibilities of school leaders, hope for change with advancing partnerships, and identified issues preventing change. Findings for school and school district leaders covered the demands of their roles, the value of partnerships, and identified unintended consequences. Secondly, participants shared responses on how they sustain practice and reduce disparities. Finally, the study reports on how participants collaborate to drive change through enhancing and leveraging partnerships, emphasizing the roles of school and school district leaders, and advocating for policy change. The study's final discussion discusses implications and suggestions for ongoing or 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 communication and implementation of characteristics related to building and maintaining partnerships are crucial to the success of an instructional coaching program. This qualitative study investigated the inclusion of attributes of partnerships in documents guiding instructional coaching programs. This study produced the following conclusions: (1) School districts are engaged in efforts to include partnership characteristics in documents guiding instructional coaching programs; (2) The concept of partnership is absent from documents guiding these programs; (3) Some characteristics are prioritized over others; (4) A discrepancy exists between the inclusion of partnership characteristics in district-created documents and coach-created documents; (5) The characteristics of equality and reciprocity are not represented in the documents; (6) Instructional coach roles and responsibilities need to be clarified, especially as they relate to administrative tasks. These conclusions suggest that while districts have made an effort to incorporate partnership-related characteristics into the documents guiding their coaching programs, much more work still needs to be done in how districts communicate about the instructional coach, especially pertaining to the role of the coach within the district. [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 consists of three papers on education policy. In each paper, I use applied econometric methods and descriptive quantitative analysis to examine topics related to teacher labor markets and postsecondary attainment. The first paper leverages a rich student-teacher-day data set to study the relationship between daily teacher attendance and student exclusionary discipline referrals. Prior research shows teacher absenteeism is costly for school districts and adversely impacts student achievement on standardized tests. However, little research has documented how teacher absences are related to student behavior patterns. We hypothesize suspensions are more likely to occur on days when teachers are absent due to the resulting disruption of classroom norms and routines. Our findings suggest students are slightly more likely to be suspended on days when their teachers are absent, on average. We also explore the extent to which this relationship differs by absence types, temporal dimensions, and student demographics. The second paper evaluates a partnership between a major online postsecondary education provider and a Boston-based nonprofit focused on increasing attainment for nontraditional and historically underrepresented college students. The nonprofit supports students in the completion of competency-based degrees through in-person coaching, career mentoring and wrap-around services. I leverage statewide longitudinal data and employ coarsened exact matching to estimate the effect of this partnership on students' postsecondary outcomes compared to observably similar Massachusetts students enrolling in other postsecondary institutions. I find strong, positive effects of the partnership on college graduation rates when compared to students with similar high school experiences, postsecondary trajectories, and demographic characteristics. The third paper examines teacher shortages from an international perspective. I combine data from the OECD's Teaching and Learning International Survey (TALIS) and the World Bank to investigate the extent to which country level economic conditions and school characteristics explain international differences in teacher shortages both across and within countries. I find that principals' perceptions that teacher shortages hinder instruction in their schools tend to be higher, on average, in countries experiencing higher population growth and in contexts with higher concentrations of students with disabilities, economically-disadvantaged students, and immigrant 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 qualitative study explores how five Jesuit universities in the United States maintain their mission and identity when partnering with online program managers (OPMs) to develop and support online degree programs. Focusing on the history of online learning and Ignatian spirituality and pedagogy, and using cultural reproduction theory as a lens, this study involved semi-structured interviews with 15 participants, including administrators, faculty members, and OPM representatives. The findings revealed that although mission and identity are not explicitly included in OPM contracts, faculty engagement and providing context on Ignatian principles enables the practical integration thereof. Though OPMs aim to distinguish programs, best practices and customization generally occur based on each school's needs and faculty members' expertise. The results suggest that communicating the mission and involving faculty members helps mitigate risks of mission dilution. Further, the alignment of these programs with service-focused careers indicates students seek to leverage degrees to fulfill their own missions versus solely adopting a university's mission. Recommendations include keeping instructional design responsibilities in-house and recognizing the importance of student advising, as exemplified by OPMs. Overall, careful communication of the mission and collaboration with faculty members are vital to preserving identity when expanding online learning through third-party partnerships. [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.]

When looking at large, urban school districts across America, one may observe many common issues that act as limitations for students. However, when taking a closer look at the data, each district and school has unique barriers that impact students and families. This study focuses on Buffalo City School District (BCSD), the second largest school district in New York State as of 2022. BCSD has experienced similar structural inequities in other large urban districts nationwide (NYSED Data Site, 2022). BCSD is unique, though, because it has taken great strides to improve student outcomes by supporting the development of restructuring and changes. BCSD has been a pioneer in the state of New York in implementing many of these initiatives. These changes and initiatives include adding departments dedicated to leveraging student capabilities to build better curricula and offering unique courses focused on culturally responsive initiatives. Most notably, Buffalo City School District has made efforts to increase local, grassroots, enriching programs and add community partnerships in its schools to support the district's work in addressing the multi-faceted areas that families and youth navigate. Research has suggested that bringing in grassroots, local, or goal-focused community-based organizations can help improve schools. (Diamond & Freudenberg, 2016, p. 937; Gross et al., 2015; Hicks et al. 2012). This research asserts that community organizations allow schools to provide a better advantage for the students and families because they can often cultivate trusting relationships in ways that school staff cannot accomplish and offer various learning opportunities that may not regularly be offered in a school setting. There is limited research, however, on how community organizations work toward student success within districts, how they define success, and the supports and barriers to success. This study bridges this gap by surveying community-based organizations that partner with BCSD to meet the needs of youth and families. The data collected in this study explores the perception of success by community-based organizations and the level of support community-based organizations feel they need to implement successful student and family supplemental programming within the Buffalo City School District. This study seeks to understand how community partners perceive their work, its impact on students' overall success, how they make programming decisions, and the supports and barriers to their success. This survey will be one of the first universal cross-communicative tools for meaningful feedback from BCSD community partners. [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.]

STEM literate citizens are needed to fill the STEM jobs within the United States and to be active members of society economically, personally, and democratically. One way to develop STEM literate citizens is by implementing a STEM Learning Ecosystem (SLE). SLEs are an initiative founded in 2015 that bring together cross-sector partners to collaboratively design and deliver connected and coherent STEM learning experiences for students. This instrumental qualitative case study focused on the actions of SLE leaders by asking the question: What are the practices exhibited by SLE leaders in guiding their SLE? Data was collected from five participants via a semi-structured interview. Data analysis indicated three main findings: SLE leaders' practices vary, SLE leaders' actions vary based on the structure of their SLE, and there are common practices among the SLE leaders that can be combined into five overarching themes. Using Bolman and Deal's (2017) four-frame model, the study looked to understand how the SLE leaders conduct their practices. The analysis revealed that SLE leaders' practices align to all four frames and numerous frame combinations. This study's results indicated SLE leaders could be classified as brokers and collaborative leaders. As such, SLE leaders could benefit from differentiated training in how to be an effective broker and collaborative leader and how to think systemically. Any further research that focuses on the SLE leaders' practices and the effect of those practices on the SLE members and/or SLE functions, effectiveness, and/or influences would be advantageous to this body of literature. [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 presented a thorough investigation into the dynamics of international education at the University of Hawai?i at Manoa (UHM), utilizing a multi-source data approach that includes MIEC meeting notes, historical documents, institutional statistical data, and interviews with key stakeholders. The analysis, grounded in Institutional Theory and Resource Dependency Theory, offered insights into UHM's organizational culture and strategic responses to external and internal influences within the context of international education. The study underscored the importance of balancing compliance with regulatory demands, fostering innovation, and cultivating collaborative networks to enhance UHM's global education initiatives. The dissertation identified areas for future research, such as exploring innovative strategies for international student recruitment, assessing the impact of digital transformation on international education, and examining the role of international partnerships in the development of global education initiatives. This dissertation contributed insights to the field of international education, offering a nuanced understanding of the strategic behaviors and challenges faced by higher education institutions like UHM in the global education landscape. The findings and recommendations provide a foundation for further research and strategic planning in the evolving domain of international education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this descriptive qualitative study was to determine the effectiveness of the selection criteria of the middle school Advancement Via Individual Determination (AVID) program by examining the perceptions of the middle school AVID site team regarding the alignment of the AVID mission statement and the student selection process, possibly leading to the exclusion of students who met the original criteria to participate in the program. The following questions guided the study: (1) What are the important factors in the selection of AVID students? (2) How would the AVID site team members describe the current AVID mission statement? (3) How do AVID site team members describe their perception of the performance of AVID students in closing the achievement gap? The results of this study revealed a need for more professional training that will provide information on the AVID selection process to assist educators with understanding the program's mission statement and how it is connected to the selection of students. The study also revealed that the AVID program must assess the possible ramifications of any modifications to its mission statement and guarantee that it provides impartial assistance to all students, especially students traditionally underserved in the educational system. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Catholic institutions of higher education have continued to operate at a crossroads as challenges to long-term financial sustainability have intensified the need to reduce costs and increase revenue. Institutional personnel must find ways to streamline offerings in academic programs and student services while maintaining a commitment to their distinct Catholic identities. Given the primacy of academics to the educational enterprise, student affairs divisions are particularly vulnerable in an environment aiming to reduce operating expenses. For student affairs, fundraising may serve as an avenue to offset the impact of budget cuts, enhance cocurricular programs, and promote mission-specific strategic initiatives. Conversely, leaders of institutional advancement divisions may expand and diversify their donor base by partnering with student affairs colleagues. Student affairs initiatives may appeal to donors who value contributing directly to student success and well-being. The purpose of this multisite, case study was to understand how Catholic universities create third-space organizational partnerships between their institutional advancement and student affairs divisions. The "third space of partnership" was defined as "an emerging technical and sociocultural entity distinct from those within the partnership's home organizations" (Hora & Millar, 2011, p. 16). The research design included 41 semistructured virtual interviews, three virtual focus groups, document analysis, and site visits at three Catholic institutions over a span of 18 months. Interestingly, the findings did not indicate a distinct third space was necessary to create and sustain partnerships between institutional advancement and student affairs divisions. Still, the following organizational practices supported the development of partnerships: presidential and divisional leaders supported the partnerships and were motivated by enlightened self-interest (Hora & Millar, 2011); leaders agreed on clear goals, scope, and objectives; and adequate resources were dedicated to the partnership. There were also similar characteristics of partnerships between the three institutions. Characteristics included the embrace of a mission-informed approach to the partnership; institutional advancement boundary spanners guiding the development of structures and routines governing the partnership; the creation of workflows around annual events; and consensus on how to communicate and use technology across divisions and with prospective donors. Definitions of success and effectiveness of the partnership varied by campus and constituent group. Institutional advancement participants defined success through traditional fundraising metrics such as dollars raised and increasing the number of donors who make annual gifts. Student affairs participants tended to conflate success and effectiveness as they were more focused on operational efficiencies, expanding student programs, and developing connections with alumni and parents. These findings led to the development of a best-practice model to inform future student affairs fundraising partnerships. Suggestions for future research on student affairs fundraising partnerships at both Catholic and non-religiously affiliated institutions are included in the final chapter. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A growing number of colleges and universities have come to recognize the role and responsibilities they have in the economic and social fabric of their surrounding communities and regions as anchor institutions. Yet, the conditions of urban communities surrounding even the most engaged universities--including under-resourced public schools, inadequate healthcare, and deep poverty--demonstrate that much more needs to be done. If a primary goal of anchor engagement is more equitable, inclusive communities, as much of the rhetoric suggests, scholars and practitioners need to better understand the policies and practices through which democratic, mutually transformative anchor-community partnerships are built and sustained. This qualitative study explores Rutgers University -- Newark's efforts to advance an anchor institution mission. The guiding research question of this study was: How is one university attempting to realize the ideals of an anchor institution strategy with its local community--including comprehensive engagement of academic and economic resources for mutual benefit, institutionalization of engagement, and a democratic process that centers community voice and co-creation--and what kind of institutional changes have facilitated these goals? Thirty-one representatives from the university and the greater Newark community were interviewed, including senior administrators, staff, faculty, and advisory board members, as well as leaders of local nonprofits, community development organizations, and corporate partners. Findings demonstrate the ways in which the internal- and external-facing change efforts--that is, changing institutional policy, practice, and culture and building trusted democratic partnerships with the community and other anchor partners--have been inextricably linked at Rutgers-Newark as part of the institutionalization and mutual transformation process. The findings also highlight key animating features of the Rutgers-Newark experience, which include a clear and compelling anchor vision for the institution that was consonant with its longstanding values, an outside-in framework that guided institutional transformation based on what the public needed from the university, and the building of diverse, inclusive, internal and external coalitions to advance and sustain the anchor agenda. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to examine how placing students in youth apprenticeships can be used to impact the local skills trades gap. Placing students in youth apprenticeships impacts the local skills trades gap, and provides businesses with more skilled workers while providing a pipeline for local students. This study helps to align students' skills with local industry needs. For 20 years the trades skills gap in the United States has been widening (Management Concepts, 2021). Some of the identified skills gaps are wide-ranging deficits that impact the federal workforce at large, such as a lack of adequate training in science, technology, engineering, and math (STEM) skills that workers need to complete their work. A lack of STEM skills in the workforce has had a drastic impact on cybersecurity, creating the potential for huge risk across all government sectors (Management Concepts, 2021, para. 4). The U.S. skilled trades labor shortage has been heightening and in-demand jobs remain unfilled for the longest time in U.S. history (Irwin, 2021). A few examples of skilled trades people are: welders, carpenters, electricians, plumbers, machinists, chefs, and nurses. The methodology that this researcher employed in this study was to start with contacting local businesses to ask what type was needed for skilled workers in the community. When this yielded minimal results, the researcher started surveying students at the technical school to see if anyone was currently working in a skills field. From those results, this researcher was able to locate employers who were willing to hire students and students who wanted to work while they attended school. Findings indicated that there was a need for skilled workers in the surrounding communities. There were also students who were either working or wanted to work while attending 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 qualitative multiple case study explored district, school, and classroom level leadership support for school-family-community (SFC) partnerships in Title I elementary schools located in distant small towns or rural areas. Over five decades of research support the benefits of schools actively partnering with families and communities to promote student success as well as meet student needs. There is limited research to show how superintendents, school administrators, English as a New Language teachers, and bilingual staff members in rural areas and small towns leverage effective family and community engagement. The study was conducted in four school systems that had Title I elementary schools with growing Hispanic or Latino/a student populations. Two of the school systems were located in distant rural areas, and two were located in distant small towns in Alabama. The participants at each school site included a vertical team of school stakeholders that included the superintendent, a school administrator, one or more English as a New Language (ENL) teachers, and a bilingual staff member. Data analyses were conducted within each individual case and across the four cases. Three themes emerged from the cross-case analysis: (a) communication, (b) school culture, and (c) structures and processes. The three themes presented a description of how school leaders in rural and small-town schools serving Hispanic or Latino/a students supported the development of effective SFC partnerships. [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 paper describes the intent, process, and findings in implementing an online Indigenous People's Social Studies curriculum that incorporates what local cultural institutions have to offer. Constructivism is the main theory embedded with Community of Inquiry, New Museum Theory, and Indigenous New Museum Theory. Subsequent pages describe planning as it relates to museum education programming and remote instruction as a partnership for schools and institutions. The content is specific to the institution but can be for all populations of students in the United States. I had the support of the Hibulb Cultural Center and Natural History Preserve to conduct research, create content, and volunteer virtually over an extended period. [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 has been designed to be an evergreen project to help higher education institutions define their external partnerships. The action research model has been used to create and test a model of external engagement, which was later redefined as the Reaney Model of External Engagement with the intent for continuous improvement. Further modification of this research study will need to be tested to strengthen the Reaney Model of External Engagement core while considering external factors that create challenges within the higher education space. Challenges that may arise to help higher education institutions clearly define external partnerships may include, but are not limited to, power dynamics within the institution, external and internal political climate, the financial health of the higher education institution, and unforeseen external factors (i.e., 2020 pandemic). Assuming the best intent of both parties (i.e., the higher education institution and the external partner), a common ground on how the levels of engagement are utilized is critical to the model's success at its core. Communicating with external and internal stakeholders who would and should utilize the model is most important to relationship building and moving external partners to a deeper level of engagement within the university. [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.]

Community Writing has emerged as a relatively new subdiscipline that spans elements of larger fields such as Rhetoric and Writing Studies, Technical and Professional Communication, and Composition Pedagogy. Despite this recent emergence, teacher-scholars are still grappling with three major problematics traditionally associated with Community Engaged Learning (CEL) writ large: (1) this work frequently fails to address the real needs and basic material realities of community partners in favor of (2) a repetitive cycle of short-lived educational "experiences" for students, often without tangible and/or sustainable results, which is further exacerbated by (3) a shortage of useful data-driven assessment conducted on curriculum, pedagogy, and other community-oriented work within the discipline. To address these problematics, this dissertation proposes a methodological approach to teaching and assessing CEL courses based in assembly, remix, space, place, story, and practices from the Detroit Geographical Expedition and Institute. A pedagogical heuristic is described and then tested in an experimental course against a control. Student outcomes are assessed and discussed in relation to the heuristic's efficacy and future directions for 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.]

While Black students have experienced significant growth in college enrollment since the passage of the Civil Rights Act of 1964 and Higher Education Act of 1965, they are still less likely than their white counterparts to attend and graduate from a post-secondary institution (Ryan & Bauman, 2016). There have been previous studies on college access programs that aim to combat the challenges contributing to the college access gap for Black students, such as percentage plans, admissions lotteries, and admissions preferences for low socioeconomic students. Although the aim was to promote equality, race-neutral and objective admissions policies perpetuate patterns of power, privilege, and racial inequity by assuming that all educational resources are equal (Bonilla-Silva, 2010). In an effort to address educational disparities, the Florida State University Office of Admissions, Center for Academic Retention and Enhancement (CARE), and Office of Financial Aid joined forces in 2015 to launch the High School Partners Program, a new college access initiative. Students from eight (8) public high schools located in three counties along the eastern and western corridor of Interstate 10 in Florida receive support with college applications and enrollment through the High School Partners Program (Florida State University, 2021). Increasing the percentage of students from underfunded public high schools who applied and were accepted to Florida State University was the objective of the High School Partners Program. All students at participating high schools are eligible for the High School Partners Program, regardless of their financial situation or status as first-generation students, although most of them come from historically underserved backgrounds. The purpose of this study was to explore the role of the High School Partners Program in the college choice process among Black students who enrolled at Florida State University through the general admissions process. This study is supported by research on factors associated with Black students' postsecondary enrollment patterns and chances to improve the pipeline and yield of students from high schools with inadequate resources. Hossler and Gallagher (1987) created a college choice model that outlined three stages (predisposition, search, and choice) that students go through while selecting a college, and this model had an influence on the research framework. The study explored a range of factors that influence students' decision-making through semi-structured interviews. The sample consisted of seven Black students who were enrolled in Fall 2023 and were alumni of a school that was affiliated with the High School Partners Program. According to the study's findings, Black students' enrollment in the predisposition or search stages of the Hossler and Gallagher College Choice Model (1987) was not significantly impacted by the High School Partners Program. Comparable to previous studies, family, college reputation, geographic location, cost, and availability of financial aid shaped Black students' pre-college experiences (Bers & Smith, 1989; Clayton et al., 2023; Comeaux et al., 2020; Sevier, 1992; Weiler, 1994). However, the study indicated that the High School Partners Program played an influential role in the choice stage. Students gave a variety of reasons for choosing to enroll, including scholarship funding, interactions with Black FSU personnel, a different academic and cultural setting from their high schools, household structure, and family member accessibility. The findings also revealed that the High School Partners Program is positively correlated with postsecondary enrollment at FSU for Black student populations that were previously overlooked in the admissions process. These populations include first-generation students who are not eligible for Pell grants and second-generation students who are eligible for Pell grants, who each represent only 9.7% of the university's total FTIC Black student body in Fall 2023 (FSU Office of Institutional Research, 2024).Participants suggested that in order to improve the FSU High School Partners Program, the admissions staff should consider three primary modifications: 1) increase awareness of the High School Partners Program; 2) provide more opportunities to build relationships with FSU representatives; 3) assist in integrating students from partner schools into the FSU community. Further research is imperative to determine the High School Partners Program's viability as an approach to Black student recruitment and to obtain a better understanding of the student populations that stand to benefit the most from involvement. [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 qualitative research study was guided by the following research questions: What factors impede how parental advocacy works in collaboration with the IEP team, and what motivates parents to be involved and/or engaged with their child? The qualitative study examined the everyday experiences of parents and school personnel as they collaborate to develop Individual Education Programs for children in middle school while looking at factors that may impede total collaboration in the development of an Individualized Education Program. Nine participants were interviewed in the qualitative research study. Three participants were parents, and the remaining six participants were school personnel with years of experience in collaborating as an IEP team. The reoccurring themes identified throughout the data analysis were background information, involvement/engagement, jargon, intentional relationships, motivation, behavior, and advocacy. The information from the qualitative study could help establish more effective partnerships between parents and school personnel and encourage more openness and communication to have a more positive impact on students' educational experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

An analysis of misinformation, disinformation, perverse rhetorical devices, and the origin of the Critical Race Theory (CRT) controversy were presented, as well as the motivations of those most likely to share misinformation and crisis communication strategies. The purpose of this mixed method study was to explore Ohio Superintendents' levels of understanding of CRT and preparedness to respond to allegations, as well as their perceptions of the impact of CRT allegations school, family, and community partnerships and student conflicts. An exploration of the statistical correlations between the number of CRT posts and allegations in a school district and the number of student conflicts, reported conditions of partnerships, and demographics was also presented. The outcome of this study could provide educational leaders with the needed information to better prepare proactive responses to CRT allegations as well as other school targeted allegations while building positive relationships with all stakeholders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

With little to no literature found exploring dual enrollment/dual credit (DE/DC) offerings in Career Technical Education (CTE) and Health Science core courses/programs this study provides an examination of the perceived driving forces behind the recent expansion of DE/DC into CTE and Health Sciences. The development of a deeper understanding surrounding perceived driving forces was explored utilizing interview questions addressing participant DE/DC experiences, perceived reasons behind the expansion, opinion on current and future attainable outcomes/goals, how goals could be accomplished, opinions on how the expansion should be made, and who should be making the decisions. The methodology utilized in this qualitative phenomenological study included interviews conducted with key secondary, postsecondary, and industry decision makers (community college industry partners, community college Vice Presidents of Instruction, K-12 Principals, secondary counselors, and secondary and postsecondary DE/DC Coordinators and CTE Deans/Directors). Interviews were transcribed line-by-line, coded, and categorized by utilizing ATLAS.ti coding software. Cyclic coding was conducted revealing six themes. Two themes "cautiously optimistic" and "outside influences/influencers" were identified leading to the conclusion of optimistic outcomes combined with outside influencers (governmental incentives/initiatives) as key driving forces behind the expansion of DE/DC. Findings and additional themes emerged around the participants' deeper examination of the driving forces. These findings included the perceived needs, limitations, restrictions, and leadership aspects of decision making. Thus, adding to the knowledge of understanding while examining DE/DC perceived expected growth, outcomes, and feasibility. The combination of this study's participants' current DE/DC experiences and extensive knowledge and experiences in CTE gives this study a unique perspective on the perceived future of DE/DC expansion. Three new conceptual concepts emerged from the study's findings, utilizing DE/DC to redirect secondary resources, DE/DC as a vessel for early career guidance, and suggested a new delivery method and selection process utilizing a modified middle college delivery approach. In addition, new possible challenges and limitations facing expansion were revealed in the findings of the study: age limitations of those under the age of eighteen, potential of producing an under-skilled workforce, and the possibility of increased student financial burdens. There was a conscience noted by the findings of this study of the need to shift from the current norm in order to achieve a win-win for all parties involved students, educational institutions, industry, and community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study investigated the experiences of learning technology professors with National Science Foundation (NSF) external grant funding focused on education. The study investigated stories related to using NSF grants by learning technology professors across the United States, Europe, Africa, the Middle East, and Asia. It enumerated the need for collaboration between industry, government, and higher education institutions (HEIs). The study aimed to establish how more grants lead to increased opportunities for learning technology professors to pursue academic research and impact society. The research questions were: What outlier stories emerge from learning technology professors by securing NSF grant funding? How do learning technology professors utilize NSF grants to contribute to academic research? How do learning technology professors with NSF grants contribute to collaboration between universities, industry, and government? The qualitative method was appropriate for investigating these questions. The study employed a qualitative design for data collection and thematic analysis to identify dominant themes. Future research includes expanding the scope to compare experiences across different disciplines and evaluating the impact of NSF grants on students, institutions, and the technology industry in Silicon Valley. Clarke and Braun's (2013) six thematic steps were used as the data analysis method. Several themes were expected to arise during thematic analysis to describe the essence of learning technology professors' experiences and how they leveraged NSF grant funding. The NSF propels partnerships, innovations, infrastructure, and education, and is a beacon of opportunity for research studies due to its unwavering dedication to catalyzing groundbreaking discoveries and advancing knowledge across diverse fields. NSF offers a unique platform to explore transformative funding in driving scientific breakthroughs and fostering societal progress on a global scale. Preliminary research has shown an apparent gap in funding HEIs. Without a robust funding model, overreliance on governments by HEIs limits learning opportunities. Promoting collaboration between governments, industry, and universities would increase funds to HEIs. Subsequently, the number of learners joining HEIs would increase, fostering more research and development across different sectors. [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 dynamics of research-practice partnerships (RPPs) through a qualitative multiple-case study that explores the boundary work between university researchers and K-12 practitioners. It is framed within Wenger's communities of practice theory and focuses on the concept of 'boundary work,' which is pivotal in understanding the collaboration and knowledge exchange in these partnerships. The study is titled "A Tale of Two Brokers" reflecting the critical role of individuals who bridge the divide between academic and practical spheres. It argues that the concept of boundary work is critical in understanding and improving the functioning of RPPs, suggesting that more attention should be paid to the role of brokers in facilitating these partnerships. Key findings reveal that effective boundary work in RPPs is contingent on mutual respect, shared goals, and a deep understanding of each community's values and practices. The study highlights that while researchers and practitioners often have different priorities and approaches, successful brokers can harmonize these differences to create a productive partnership. These brokers often possess qualities such as flexibility, strong communication skills, and a deep understanding of academic and practical contexts. In conclusion, this study contributes to the broader understanding of how university researchers and K-12 practitioners can effectively collaborate. It underscores the importance of recognizing and nurturing the role of brokers in RPPs, providing valuable lessons for future collaborations between academic researchers and practitioners in various fields. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative single-case study was to investigate how a partnership between a rural community college in New Jersey and a manufacturer of emerging optics equipment reflected the regional networked innovation system, a type of regional innovation system. This single case study provided a comprehensive overview of the perceptions and roles of Sussex County Community College, Thorlabs, and the Sussex County government within the partnership framework of a triple/quadruple helix model in a rural region. This study discerned that the development of the optics technology program was an example of the second type of regional innovation system described by Asheim and Isaksen, the regional networked innovation system. The results of the study provided perspective for policymakers, educators, and industry leaders about effective collaboration to assist in regional economic development. Additionally, this research contributes valuable insights into how community colleges, particularly in rural regions, can leverage their role in regional innovation systems to address local challenges, bridge educational gaps, and stimulate economic development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative study was to investigate the perceptions of selected CTE directors regarding policies, practices, and procedures in West Virginia. Specific CTE components investigated included philosophy and rationale, structure, curricula, partnerships, evaluation, challenges, and future goals. Purposeful and snowball sampling were used to select study participants (N=20) who were active CTE directors in West Virginia. Participants had to possess at least one year of experience as a CTE administrator in their current position to be eligible for the study. Semi-structured interviews were conducted with the 20 directors to gather their perspective regarding CTE policies, practices, and procedures. Thematic analysis was used to organize and interpret the information collected. Findings suggest CTE directors have a positive outlook about the direction of CTE. Supporting career and college awareness and readiness, while shaping their programming to support local industry is their primary focus. Further research suggestions include repeating this study in multiple states, interviewing middle and secondary principals, for a deeper dive into the framework elements, procedural guidelines, and a detailed look at what it takes to develop a program; and interviewing post-secondary directors involved with CTE to gain an understanding of the alignment between secondary education and post-secondary education from a higher education perspective. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative case study on implementing the Innovative High School Models Grant was to examine administrators' and teachers' experiences integrating college and career readiness programming into Career and Technical Education (CTE) pathways. Forward-thinking leadership and strategic partnerships were key to the initiative's success, enhancing teacher quality, industry involvement, student impact, and campus culture. Using Vroom's Theory of Expectancy Value as the framework, the study explores motivational factors and expected impacts driving the work. Recommendations include prioritizing teachers and leadership development, diversifying early postsecondary opportunities, and ensuring staff capacity for student support. The study's insights may inform best practices for integrating college and career readiness into CTE pathways, facilitating students' preparation for postsecondary education and professional 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.]

Dual enrollment allows high school students to participate in college courses, earning both high school and college credits. Although many high schools offer dual enrollment to all students, past research has demonstrated a significant gap in the participation of low-income students and students of color compared to their White and Asian counterparts (e.g., Friedmann et al., 2020). This study aims to understand the promising practices of one dual enrollment program that has a record of success in promoting the participation of Black and Brown students. Interviews were conducted with nine key program leaders--four from the high school partner and five from the community college partner. Interviews focused on key factors contributing to the program's success, specific efforts to promote equitable access (including support for Black and Brown students), and challenges related to the program implementation. The study participants highlighted three factors that program staff felt were important to the program's success: the enrollment of students in a College Success Course, the implementation of an online asynchronous model, and the presence of passionate personnel. The program has advanced equity by removing barriers to participation in dual enrollment, creating a college-sending culture, and prioritizing representation. Finally, the interviews revealed specific challenges arising in the collaboration between the two education systems: a technological divide and union oversight. Based on the study findings, it is recommended that the program implement a hybrid in-person/online model, expand opportunities for high school teachers to teach college-level courses, and strengthen collaboration between the participating colleges and high school districts. Given the many known benefits of dual enrollment, institutions must be intentional about ensuring equitable access to these opportunities. This study seeks to advance this goal by presenting lessons learned by the staff of one dual enrollment program that has been successful in promoting the participation of Black and Brown students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The cultivation of solid leadership abilities and the implementation of effective strategies are of utmost importance in facilitating collaboration among community college institutions and businesses, fostering agility and creativity, promoting diverse thinking, facilitating effective pedagogical practices, supporting professional development, and fostering entrepreneurial initiatives in rural areas throughout the 21st century. The collaboration between community colleges and businesses enables the achievement of two primary objectives: providing students with comprehensive education leading to the attainment of certificates or degrees and promoting regional economic development through active involvement with local companies and industries. The primary objective was to investigate the leadership strategies and skills necessary for educational and business leaders to effectively collaborate to address the educational and economic needs of rural communities in Ohio. The eleven participants exhibited a comprehensive understanding of leadership strategies. However, their awareness regarding the impact of these strategies on economic growth or educational attainment was limited. Enhancing the diversity of the survey participants beyond business or academic leaders would enable a more holistic comprehension of community partners. Forthcoming researchers should broaden their inquiry to include community members engaged in volunteer organizations who do not occupy leadership positions but make significant contributions to the community. This would facilitate an examination of the extent to which the leadership strategies and capabilities recognized in the volunteer agencies' facilitation of transformative change can be applied to different contexts. [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 aim of this three-article dissertation was to examine potential relationships between workload environments and career persistence-related outcomes for faculty of color employed in U.S. higher education institutions. Evidence has suggested that amid disparities of workload assignments and devaluation of their scholarship, exclusion from promotion conventions may increase faculty of color departure (Kelly & McCann, 2013; Settles et al., 2019). Thus, it is important to better understand the factors impacting persistence for faculty of color. Using data from the Higher Education Research Institute (HERI) 2016-2017 Faculty Survey, I used a series of multiple regressions in three articles to explore contributors to a career-related outcome: departure intent, satisfaction level, and productivity. The first article examined predictors of intentions to depart from the institution among racial groups of faculty of color. The primary contributors to departure were workload stress (Asian American and Pacific Islander faculty, e[superscript B] = 3.464; Black faculty, e[superscript B] = 3.357), while decrease was associated with higher professional work environment satisfaction (Black faculty, e[superscript B] = 0.935; Hispanic faculty, e[superscript B] = 0.948). The second article focused on faculty of color job satisfaction. Results from Article 2, suggested that strong predictors of satisfaction with compensation included working at an historically Black college or university (HBCU) or research institution, and strong predictors of satisfaction with professional environment included working at an HBCU or private institution. In Article 3, I examined predictors of two areas of scholarship: scholarly productivity and community-minded engagement practices. Results from the third study suggested that scholarly productivity tends to increase for faculty with protected time for writing and research scholarship and tends to decrease with higher teaching loads. The results also suggested that higher levels of civic-minded practices were associated with private institutions and collaborations that addressed needs of community organization partners. In sum, findings from this dissertation demonstrated the importance of work environment conditions at the institutional and departmental levels, and present variance in the impact on outcomes among heterogenous groups of faculty of color. The results from these studies provided insight into how work is experienced among faculty of color and contribute toward efforts for longer-term career success for faculty of color. [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.]

Culturally responsive community-school partnerships can help support students' well-being, and the facilitators, barriers, and benefits of community-school partnerships in Indigenous communities may be unique due to historic and contemporary sociopolitical influences. The aims of the current study were to explore facilitators, barriers, and benefits of community-school partnerships in Indigenous communities in order to better support student well-being. Project SELA is an existing partnership between a community and school on a reservation, and individuals who have been part of this project participated in the current study. Ten participants shared their experiences and perspectives of community-school partnerships in Indigenous communities through semi-structured interviews. Data were analyzed using constant comparative analysis, and trustworthiness and credibility were established using triangulation, member checking, and reflexivity. Results included three themes reflecting participants' perspectives of factors that contribute to tension in relationships, authentic and sustainable relationships, and supportive school environments. The discussion of results also includes implications for school psychologists and other educators, limitations, and future directions. [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 ethnographic study explores the crucial role of family engagement in educational systems and the impact a human-centered design team has on students' success at an elementary school. The research addresses the historical impact of racism and colonization on student outcomes alongside the ongoing challenge of narrowing the opportunity gap. Current interventions and support services, though significant, often adopt a remedial stance and are grounded in deficit thinking rather than embracing an asset-based approach. The research proposes a shift from traditional school-initiated family engagement to a human-centered design (HCD) approach to address these challenges. The purpose of the study is to examine the impact of an HCD team on student success, explicitly investigating power-sharing or power-shifting dynamics between educational leaders and the design team. The three-phase HCD process--observation and empathy-building, brainstorming for community needs, and designing and testing solutions--aims to elevate family voices, build on community cultural wealth, strengthen relationships, and enhance family engagement practices. By collecting data throughout each phase, the study seeks to gain insights into power structures within the group, assessing both collective and individual contributions. Ultimately, the research aims to contribute valuable knowledge to the field of family engagement, advocating for equitable partnerships that improve student outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As acts of violence in schools increase, schools are unprepared and in-equipped to prepare for targeted violence. This dissertation focuses on how professionals organizations are preparing educational leaders in threat assessment and how school personnel can reach out for support to community resources and agencies who specialize in threat assessment. The National Threat Assessment Center has provided best practices for threat assessment and with these best practices, schools can utilize community supports to strengthen further. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Students today have various feelings of distrust among many of their teachers and administrators regarding the handling of violent episodes. As such, an examination of existing educational research to assess strategies that promote school safety and how to access community partnerships within this study is warranted. The efficacy of nonviolent and restorative disciplinary practices, with characteristics of social/emotional wellness programs supported by community partnership school resource officer (SRO) initiatives, are examined. Demonstrations of how positive school culture, features of emotional wellness programs, and an SRO's community-based role can promote school safety rather than exacerbate the school-to-prison pipeline are shared. This study further builds on the current pool of knowledge through an investigation of the viewpoints of 18 participants including school personnel and recent graduates in rural, suburban, and urban school districts across three counties in Northeast Ohio. Specifically, the researcher examined the perspectives of four key stakeholder groups to study their ideas regarding school safety, SROs performing law enforcement duties at the school and the associated impacts on learning, recommendations for ensuring building-wide safety, existing school climate and safety strategies, and SROs implementing the triad model (i.e., law enforcement, teacher/mentor, counselor). The investigation utilized Q-methodology and follow-up questions. Seventeen of the 18 Q-sorts loaded significantly on one of the three factors (summarized as Factor 1: "We Are In This Together," Factor 2: "Keep Us Safe," and Factor 3: "Teachers Teach"), which together explained 67% of the study variance. Follow-up questions provided additional support and context for the researcher's operationalization of the participants' collective viewpoints across these three main lines. Implications of this research will provide districts and educational professionals a blueprint for restorative practices that SROs can contribute to. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There is a problem in Minneapolis communities at the intersection of ecological and social systems. Despite efforts to use native prairie plants for cleaning water, the social justice stories connected to native prairie plants were being ignored. This problem has negatively impacted communities because native prairie plants can be an educational tool for action around water justice, climate change, systemic racism, and habitat restoration. A possible cause of the problem is a narrowed focus on the science behind the native prairie plants without attention to diverse voices, perspectives, partnerships, and capital that people involved in the projects hold. The purpose of this case study was to hear from diverse voices, perspectives, and partnerships involved with a variety of native prairie planting sites in the Minneapolis area. This multiple case study investigated the meanings people made connected to forms of capital through a social constructivism paradigm based on participation in community native prairie planting projects. Four cases with six focus group interviews, alongside triangulation using artifacts and visual methods were used in this study. Analysis included critical theory, ecological citizenship theory, and complexity theory. Participant hands were on plants and in the soil where lessons expanded beyond the tangible environmental science into self-reflection and community relationships related to sense of place, connection, belonging, healing, agency, and knowledge to action. Nine findings emerged from the data. This study teaches community leaders tools and pathways for healing and reconciliation at the intersection of social and ecological systems (Berkes et al., 2008; Liu et al., 2007; Nyborg, K., 2020) and points out gains in forms of capital when native prairie planting projects were completed by individuals, groups, and communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This convergent mixed methods research study sought to explore the impact of perceived partnerships among schools and families at a rural Midwest secondary Title I school. The impact of perceived partnerships was generally defined as school communications, partnership programs, parental self-efficacy, and student achievement. Respondents completed a quantitative family engagement survey in September 2023. An outside facilitator led a focus group in October 2023. The researcher conducted separate analyses of the data sets. The analysis of quantitative data revealed generally positive attitudes from parents toward engagement. The analysis of qualitative data revealed issues of parental technology accessibility, faculty attitudes, timing conflicts for school events, and homework accessibility. When converged, the data sets revealed similarities in key areas: Parental Technology Proficiency, Faculty Attitudes Toward Children, Homework Accessibility, Encouragement of Children, and the Establishment of Partnerships. Findings demonstrate that an implementation of a structured partnership program may help foster stronger communication between faculty and parents, continued high levels of academic socialization among parents and children, and greater understanding of technology platforms as parents monitor and promote academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As the United States attempts to address inequities in student outcomes by evolving equitable education for all students in the 21st century, the Multi-Tiered System of Support (MTSS) framework has been promulgated to support educators at all levels of the PK-12 system in continuous observation, learning, and development of public education systems in equitably fostering student growth. The purpose of the study was to explore the data practices utilized by a Southern California local education agency (LEA) and a constituent school site, which has received outside technical assistance for its MTSS implementation in at least one domain of the framework. Specifically, the focus was centered on the application of data to support the systems and structures so all students can access growth. The study will reveal the groundwork of progress and the complexities of MTSS data practices. The study aimed to describe how the district and the school site conceptualized their data-driven decision-making practices, through their beliefs, values, and goals. A qualitative case study design was implemented, allowing data to be grounded and contextualized by the work that data teams in the district and the school site were doing in relation to MTSS data practices. Interviews, observations, and artifacts were collected from both district and site-level educators. The study's findings indicate that the participating district and school site were at the beginning phases of aligning their practices as they shifted toward a shared collectivist mentality throughout all system work, focused on making their "all students can learn" mantra a reality. While the many educators within the district were working to align data-driven decision-making systems, conflicting values complicated the effort. Specifically, the paradoxical district values of individual agency (to do what each educator thought was best) and fidelity (to common processes and systems) made it difficult for the district to align its data practices, while innovation in the middle of a conservative political climate made it difficult to navigate the diverse needs in the community the district served. Furthermore, the efforts to create aligned data-driven decision-making systems left out key elements, including (a) the step of creating actionable knowledge by asking deep, critical questions related to the origins of observed inequities, (b) the step of evaluating the impact of interventions for students who experienced them, (c) ensuring that the systems extended beyond students at the Tier 3 level of intervention to include all students in the other two tiers as well, and (d) incorporating student engagement in the process (i.e., students actively being involved in developing their own learner identity and goals for growth). Due to these missing elements, data practices were more overall performative in nature rather than transformative. The findings indicated that MTSS data practices require leadership of the system and within the system. This can support a continuous and intentional examination of the system work and can provide intentionality to learn about and engage the community and students that the districts serve. Work toward equity is always "in progress," and no matter where they are currently, districts and schools should use data-based decision making with a critical lens to strive for continuous improvement. [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 years researchers have stressed the importance of implementing a Culturally Responsive System to improve outcomes for Black students (Culturally Responsive Sustaining Education, 2018). It is important to shift towards a perspective that sees everyone from an asset-based perspective The narrative that was created throughout time was that Black students' lack of success in school was the result of a lack of intelligence, lack of motivation, and /or family dysfunction (Hammond, 2015). Howard (2013) opined that the focus on Black students from the perspective of being poor and living in challenging environments takes away from the fact that educators are not prepared to work with Black students. The purpose of this qualitative, comparative case study was to explore the system leader's understanding of the organization's level of cultural competence and the fidelity of implementing culturally responsive sustaining practices that lead to the improvement in outcomes for Black students. There were three school districts with at least 20% percent Black students and a Black graduation rate of at least 80% in two BOCES regions in New York State that participated in the study. The graduation rate for the Black students in each district was 80% or higher for the 2019 school year. The study consisted of a comparative analysis to answer four research questions. Data were collected through open-ended interview questions of 11 leaders across three districts and a review of relevant documents. Data for each research question were first analyzed by district and then compared across districts to synthesize similarities, differences, and patterns in system leaders' understanding of their organization's level of cultural competence that led to improved outcomes for black students. The study resulted in 16 comparative findings. There were 12 conclusions that emerged from the findings. Four key conclusions are that culturally responsive school districts understand the needs of the learning community; develop relationships with students and build partnerships with families and universities; hire for diversity; and allocate fiscal resources for programs, staffing and learning spaces to assist students in transitioning from dependent to independent learners. This study will help educators understand the role system leaders play in creating culturally competent districts that increase not only opportunities but also student achievement for Black students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Over seven million children in America receive special education services yearly, meaning millions of families participate in the special education process each school year (National Center for Education Statistics, 2021). The Individuals with Disabilities Education Act, or IDEA (2004), required that parents and educators collaborate within the special education process. Given that positive parent-school collaboration correlated with increased student achievement, researchers sought to identify components of a collaborative parent-school partnership in special education: an atmosphere of trust, mutual respect, empathy, cooperation, and a balance of power between the school and special education staff (Hampden-Thompson & Galindo, 2017; Henderson et al., 2020; MacLeod et al., 2017). Even with the collective understanding in the field of education regarding the characteristics of positive parent-school partnerships in special education and the benefits for student achievement, a disconnect between special education staff and parents persists (Fenton et al., 2017). Given the impact of parent-school collaboration on student achievement, the purpose of this basic interpretative study was to explore how parents of children who qualified for special education and have participated for two or more years in the public-school special education process described their experiences in the special education parent-school partnership. Using in-depth interviews with six families representing different disabilities, researchers collected the stories the families shared of their experiences navigating a combined 59 years of special education with their children. The following themes emerged: The difference one educator can make; inequality in knowledge; parent to parent support; inequality in access; balancing and navigating the professionals; and the depth of a parents' unwavering love. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examines public-private partnerships (P3s) as represented in the Association of College and University Housing Officers -- International (ACUHO-I) publications from 1951-2023 and shares themes and patterns found. P3s have been used for on-campus student housing since the 1960s, yet the method is not well represented in the discourse of the student housing profession. The purpose of this qualitative content analysis is to serve as a resource for higher education administrators to support the evaluation of the P3 methodology for future student housing projects. Less than 2% of the 12,264 ACUHO-I publication entries reviewed were related to on-campus student housing P3s. Over half of the P3 entries were conference programs (104), followed by newsletter or "Talking Stick" magazine articles (46), and finally "Journal of College and University Student Housing" chapters (11). The six themes found in this study were 1) Novelty of P3 as a trend, 2) Motivation, benefits, and drivers prompting P3 exploration, 3) Adversarial, fear, and risk framework, 4) Acceptance and adoption, 5) Implementation, 6) Storytelling. This research encourages ACUHO-I to take an active role in building a body of knowledge to support membership development as subject matter experts in P3s. [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 ethnographic dissertation research project focuses on a digital storytelling workshop called Food/Stories which took place in collaboration with Black Yield Institute in Spring of 2023. The Food/Stories workshop is the case study that I used to explore the effectiveness of Collaborative Visual Storytelling, a methodological approach that provides a road map for university-based research practitioners to collaborate ethically with community organizations and individuals towards mutually agreed upon goals, using visual research tools. This inquiry included a deep exploration of the ethics of engagement, an attention to process over product, the use of story circles to foreground conversations about lived experiences with the food system, and digital storytelling as the primary visual research tool. The research combines elements of Critical Participatory Action Research and Participatory Visual Methods and is rooted in Black feminist and Indigenous epistemologies which center the lived and embodied experiences of marginalized people in the creation of knowledge and for whom relationship is central to the research process. I argue for the use of Collaborative Visual Storytelling in social movements and community partnerships wherein university-based practitioners and community members work toward a community-identified goal, utilizing visual tools. The data in this project demonstrate that relationality is and must be central to community-university collaborations, that existing power dynamics need to be addressed, that process is as important as product, and that projects must move only as quickly as trust can develop. This project has implications for the way that universities and their surrounding communities might engage with one another in ways that are collaborative, rooted in a strong consideration of ethics, and which pursue mutually beneficial outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study was designed to add to educators' understanding of veteran student success and offer ways to reframe how they measure veteran student success. Currently, university leaders tend to measure veteran student success using traditional metrics such as retention and graduation rates. This study involved examining whether there are alternative methods we can use to better understand veteran student success. Consequently, a Students as Partners (SaP) framework served as the theoretical approach that undergirded the study. In keeping with the tenets of SaP, three undergraduate veteran students were recruited to serve as research assistants. By using SaP, these United States Marine Corps (USMC) veteran students were able to serve as meaningful contributors on a research team that sought to learn what veterans say it means to attend a university that is on the U.S. Department of Education's military friendly list. The narrative analysis for this study uncovered several significant findings. Specifically, the findings revealed partnerships strengthen our common goals, partnerships cultivate a culture of learning and curiosity, and veterans want educational communities that invest in their experience. Essentially, the findings provide a template educators can use to reconceptualize veteran student success. A substantive discussion section is provided to expand on and interpret the three key findings by comparing them to the guiding principles used in the SaP framework. Finally, implications for practice and research are offered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative case study was to examine and understand educators' perceptions of the community support offered to kindergarten students and their families by the partnership between the Henry Doorly Zoo and Aquarium Robert B. Daugherty Education Center and Bancroft Elementary. These educators included those teaching or leading the education center at the time of the study. Educational community partners have a shared responsibility of supporting how families, organizations, and agencies promote child development and learning. This support can be culturally appropriate and reciprocal. How this collaborative partnership is established and advocated for over time varies. The researcher sent an initial email to assess interest and potential participation to Mrs. A, Program Manager at the Henry Doorly Zoo and Aquarium, Robert B. Daugherty Education Center. Mrs. A provided names and contact information for additional participants through opportunistic sampling. After that, the researcher conducted individual interviews with staff, conducted observations, collected photographs, and wrote narrative descriptions. The findings of this qualitative study include qualities of a collaborative partnership, a history of advocacy between a zoo, an educational center, and a public school system, and how environmental education is woven throughout the study. This research may contribute to the existing literature by providing definitions and characteristics of quality school and community partnerships working towards a common goal. The findings from this study will benefit school administrators, school superintendents, community social services organizations, non-profits, and other educational groups looking for meaningful ways to promote holistic student and family achievement and improve decision-making policies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teacher attrition is a significant concern for many districts. Teachers cite leaving the profession for a variety of reasons. These high attrition rates have a negative impact on rural districts, creating a loss of experience and respect for the profession. The purpose of this study is to explore perceptions of leadership support and Grow Your Own programs in connection with teacher retention and recruitment. The theoretical framework used to design the study was Social Learning Theory, Self-Efficacy Theory, and Transformational Leadership Theory. The research questions sought to consider the perceptions of teachers and administrators regarding leadership support and job satisfaction. The design of the study collected perceptions through surveys, interviews, and a focus group. Data and discussion of the findings would benefit rural district leaders seeking leadership development and specific strategies that support teacher retention. [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 how partnership teachers experience their role in preparing future teachers provides valuable insights for all educators. The purpose of this narrative inquiry was to understand the collaborative experiences of partnership teachers as they work to support teacher candidates during their student teaching internships. I conducted focus groups with seven veteran secondary partnership teachers in the Eastern United States and follow-up interviews with two of the seven participants. I used narrative inquiry to capture and present these partnership teachers' voices and collaborative experiences. I identified seven themes: defining collaboration throughout student teaching, the level of control versus autonomy, the importance of teacher toolboxes, reciprocal relationships, diversity, missed opportunities for collaboration with the university, and why partnership teachers host teacher candidates. The findings indicate that partnership teachers use a mixture of cognitive apprenticeship and mentoring methods in their work and highlight the importance of co-thinking and reflection. Implications from the study include suggestions for partnership teachers to focus on relationships and learning from each other and for teacher educators to involve partnership teachers throughout teacher preparation coursework. The years of experience a partnership teacher has matters, and they need opportunities to collaborate with teacher preparation programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The COVID-19 pandemic, along with historical inequities, resulted in a widening of the achievement gap between underserved populations and more advantaged students. In response to this issue, California took action by allocating additional funds to public school districts for out-of-school-time services through the Expanded Learning Opportunities Program (ELOP). This study examined how a public school district and three external organizations negotiated the development of a viable plan for implementing the first year of summer ELOP programming. The multiple case study included qualitative analysis of the collaborative process between each district-organization dyad. Each dyad was analyzed as an independent case and then a cross-case analysis was completed. Results revealed two significant components of the emergent collaborative relationship, including developing a shared vision and creating new practices. The study identified key competencies from previous domains that support or obstruct the development of a shared project and highlighted the critical role of a broker in fostering alignment and community development. Implications for practice include strategies for effective interorganizational collaboration and innovation in educational programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examines the critical role that marketing plays within the realms of public four-year higher education institutions (HEIs) in the United States, all through the lens of HEI presidents. The context is a higher education market that is rapidly evolving, stirred by fierce competition, shifting societal norms, the COVID-19 pandemic upheavals, and a looming drop in high school graduates nationwide. Employing a mixed-methods study that marries causal-comparative with phenomenological methodologies, this study ventures to understand the perceptions and interactions of HEI presidents with the marketing department, positing it as an indispensable facet of their institutional strategy. The findings highlight the increasing significance of the marketing operation as a strategic partner for institutional differentiation, reputation management, enrollment management, and partnership development. Notably, the research identifies a link between the strategic positioning of a Chief Marketing Officer (CMO) within the president's cabinet and a marked improvement in marketing's perceived effectiveness. This connection underscores the critical nature of integrating marketing into institutional operations to enhance strategic alignment and performance. The study's reach extends beyond the tactical deployment of marketing within HEIs, touching on broader implications for student recruitment strategies, community relations, and economic planning. It signals a pressing need for a deeper, more intricate understanding of how marketing molds institutional ethos and proposition value. Moreover, the research prompts a rethinking of HEI's organizational and leadership frameworks, making a case for elevating strategic marketing to a cornerstone of institutional prowess and competitive edge. [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.]

Community schools have shown promising gains for students in the areas of student attendance, academic achievement, student behavior, and school climate. However, little scholarship has addressed the experiences of these schools and their stakeholders during the COVID-19 pandemic. To determine how community school programs were impacted by the pandemic, as well as how community school programs supported families during this time, this study utilized a phenomenological approach. Interviews were conducted with community school coordinators across a single network of community schools spanning several school districts. Based on coordinators' experiences, the pandemic represented a clear disruption to community schools for numerous reasons. School closures eliminated many in-person opportunities to connect and increased communication challenges between coordinators and other stakeholders within their programs. Certain organizational factors and changes related to the structure of the community school coordinator role during this time further detracted from the relationships that had previously been built within these programs. This made it difficult for coordinators to monitor families' needs and to leverage their community-based relationships to acquire resources to address those needs. Additionally, numerous community school services and programs that supported families were terminated during this time. All of these factors represented a threat to the social capital that had previously been developed in these schools. Yet, at the same time, certain structures within community school programs enabled coordinators to continue leveraging the social capital that existed within their school communities. Coordinators discussed leaning heavily on their existing networks of community school coordinators and community partners to acquire resources to address families' changing needs. They also discussed working to develop new community partnerships to address families' needs. Therefore, while the pandemic increased challenges within community school programs, these programs continued to serve as a critical support to families during this time. This research contributes to the growing literature highlighting the value community school programs bring to their school communities and demonstrates the value of such programs during times of crisis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

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.]

Much research in the field of education has been conducted on strategies to address students' academic and socioemotional needs of students experiencing trauma. The problem addressed in this study was that when students do not receive support for their socioemotional and academic needs related to trauma, they can experience low levels of academic achievement. The purpose of this study was to explore how teachers and community partners describe strategies used to meet the socioemotional and academic needs of students experiencing trauma and living in low-socioeconomic homes. Epstein's theory of the three overlapping spheres of influence and Epstein's six types of parent involvement were the theoretical foundations. Three research questions guided this study. The first question focused on how teachers and community partners describe strategies used to address the socioemotional needs of students who experience trauma. The second question focused on how teachers and community partners describe strategies used to address the academic needs of students who experience trauma. The third question focused on how teachers and community partners describe the resources needed to meet students' needs when experiencing trauma. Braun and Clarke's six-step process was used to analyze transcripts from interviews and the focus group of 19 teachers and community partners participating in this study. Five themes emerged from the data. The themes were understanding trauma, building relationships, and recognizing students' resilience, the support provided by community partners that help address students' needs, counselors' and social workers' support teachers' need resources. Recommendations for practice are to attend training on trauma-informed practices, professional learning communities with all stakeholders, learn about partnerships and collaborate with families. Recommendations for future research are to learn how partners address students' needs, effective strategies for counselors and social workers, and family involvement. [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 North/South partnerships in higher education, shedding light on their practices and underlying logics. Recognizing the growing importance of these collaborations in addressing global challenges, universities are actively working to strengthen these ties. However, concerns about the potential replication of imperialistic structures in North/South partnerships necessitate a critical examination. This study is a response to these concerns, presenting a new analytical framework for the analysis of collaborative practice within this context that is rooted in the institutional logics perspective. My findings suggest that North/South partnerships are made up of multiple coexisting and competing practice conventions and logics that, once identified, bring the complex social dynamics and cultural contestations of this global academic field to the fore. The study has a twofold purpose: an empirical inquiry into international partnership practices in published articles on North/South collaborations, and a theoretical exploration of the logics underpinning these practices. Analyzing 58 articles published in 2022, the study captures the institutional logics employed by higher education actors to reason different types of partnership practices. Utilizing a constitutive approach within institutional logics and a focus on field-level communication, the study responds to calls by critical scholars to explore how broader cultural structures influences practice, identifying the specific logics and cultural content that define the field. This study makes notable contributions to organizational theory by elucidating the intricate cultural interplay within North/South partnerships and challenges prevailing assumptions of unidirectional trajectories toward cultural hegemony. The findings unveil distinct reasoning schemas and logic-practice combinations, offering a fresh lens to understand the cultural dynamics of North/South partnerships. The proposed analytical framework emerges as a potentially valuable tool for higher education actors seeking to develop more effective strategies for navigating the complexities of these types of collaborations. In the concluding chapter, evidence and practical recommendations tailored for diverse stakeholders are presented, emphasizing the importance of discerning nuanced differences among similar practices and fostering diversity, equity, and innovation. In essence, this dissertation goes beyond a mere exploration of North/South partnership practices; it uncovers a rich tapestry of practices, reasoning schema, logics, and cultural interplay. My findings underscore the spectrum of choices and considerations available to field participants when navigating practice and its expression. The new framework prompts participants to critically reflect on how the language used to explain or reason a practice constitutes its meaning and, consequently, its potential impact. It emphasizes the importance of scrutinizing practice choices, including those often taken for granted. These insights contribute to a nuanced understanding of North/South partnerships in higher education, reconceptualizing them from potential tools of imperialism into a space for actors to collaboratively create more effective partnerships. The outlined analytical framework for practice provides compelling tools to foster a more inclusive and mutually beneficial global higher education landscape. [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.]