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Ferrari (2010) stated 20-25% of people self-identified as chronic procrastinators, which is a common self-regulatory failure involving stalling the initiation or completion of important duties or responsibilities until the last minute, after a predetermined deadline, or indefinitely (Dryden, 2000). This study is the first attempt to translate and analyze the psychometric properties of the AIP scale with an Arabic speaking sample. It is important to assess procrastination rate among Arabic speaking sample, and to compare it with international procrastination rates for cross-cultural comparison. The purpose of this study was to translate and then test the reliability and validity of an Arabic version of the AIP. The total sample included 601 students of which 280 identified as men (46.6%) and 313 as women (52.1%). An Arabic version was translated by the researcher and then back translated by a panel of experts. The AIP had high level of internal consistency reliability, Cronbach's alpha was 0.85. Exploratory factor analysis (EFA) two factor loading explaining 62% of the total variance. These finding suggest that AIP is a valid measure for determining the degree of procrastination tendency for the Arabic speaking 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 was completed to examine students' behaviors and perceptions of an innovation lab in a private school that utilized the design thinking process. The researchers sought to understand students' perceptions of the i-lab in relation to empathy, critical thinking, and communication, which were key constructs of the design thinking process and the school's core values. Additionally, the researchers sought to discover if and how the i-lab provided an opportunity for students to empathize, demonstrate critical thinking skills, as well as describe student communication between peers and the i-lab teacher. Participants for this study were third through 12th-grade students enrolled at Believer Academy who interacted with the lab. The researchers utilized student questionnaires, focus groups, and observations to gather qualitative data. The data were analyzed through the pre-determined themes of empathy, critical thinking, and communication. Through the analysis process, three more themes arose: time, organization, and age-related differences. [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 completed to examine students' behaviors and perceptions of an innovation lab in a private school that utilized the design thinking process. The researchers sought to understand students' perceptions of the i-lab in relation to empathy, critical thinking, and communication, which were key constructs of the design thinking process and the school's core values. Additionally, the researchers sought to discover if and how the i-lab provided an opportunity for students to empathize, demonstrate critical thinking skills, as well as describe student communication between peers and the i-lab teacher. Participants for this study were third through 12th-grade students enrolled at Believer Academy who interacted with the lab. The researchers utilized student questionnaires, focus groups, and observations to gather qualitative data. The data were analyzed through the pre-determined themes of empathy, critical thinking, and communication. Through the analysis process, three more themes arose: time, organization, and age-related differences. [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 root causes of student success and struggle in the first semester of a community college tuition-free promise program. The research is set within the context of the Gateway2NKU River Cities Promise Program (RCPP), a partnership between Gateway Community and Technical College (Gateway) and Northern Kentucky University (NKU) to provide a free tuition guarantee to students who are eligible for federal financial aid and graduate from one of six qualifying high schools. In the short existence of the program, first semester success has proven to be a concern, with the average GPA of participants in that semester below a 2.0. Thus, there is a glaring need to explore why these students are struggling and what recommendations can be developed from these findings to improve the RCPP for future students. The purpose of this study was to better understand the root causes of both student success and struggle and to consider solutions within the RCPP context to help more students succeed. Additionally, the importance of developing a college student identity and an academic mindset was specifically explored. To achieve these dual purposes, a qualitative design was utilized to identify root causes of first-semester student outcomes, including grade performance and retention. The collected data included semi-structured interviews with 8 former students and a current student focus group of 6, both of which were analyzed to find themes and commonalities. Primary findings included the significant influence of motivation on student success, seen most prominently through external relationships with friends and family. Half of the participants felt like they identified as a college student in their first semester, which was an indicator of success. The transition from high school to college, balancing work hours, developing good time management, and the influence of online classes were also prominently featured as impacting student success for this population. These findings implore community colleges to stress students to consider and develop their own motivation for attending and succeeding in college classes as well as creating an environment to promote engagement that instills a belief in students that they are a college student, even in a community college, and the understanding of commitments and responsibilities that go with that. Recommendations and implementations throughout the onboarding process and first semester are explored and considered for improved student success for this population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study explored the impact of coaching secondary social studies teachers in culturally responsive teaching (CRT) on their ability to foster belonging within urban classrooms in the southwestern United States. Prior research highlights the importance of belonging for all students, particularly marginalized populations. While CRT offers a potential framework for fostering belonging, its effectiveness in teacher coaching has not been extensively studied. This research addressed this gap by examining the experiences of social studies teachers undergoing CRT coaching. Data was collected through focus groups, open-ended questionnaires, and classroom observations. Seven themes emerged from the analysis: engagement, amplification of educational elements, awareness, vulnerability, time allocation, relevance, and kinship. These themes inform future research and practice in K-12 and higher education, highlighting the potential of CRT coaching to enhance teachers' ability to create inclusive classroom environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This transcendental phenomenological study aimed to understand the time management decisions of persistent non-traditional online learners over 30 at large institutions offering online programs in the United States. The central research question is: What are the shared time management experiences of persistent non-traditional online students over 30 enrolled in large institutions in the United States? Data was collected through semi-structured interviews, journal prompts, and focus groups. The sample comprised 12 participants. Saturation began to visualize after the ninth interview. Data collection continued until all 12 participants were interviewed and their journal prompts were completed. The study was conducted in a virtual setting, utilizing Knowles's theory of adult learning as its theoretical framework. Strategies for ensuring transferability and credibility include member checking and triangulation of data sources. Thematic analysis was employed for data interpretation. Findings revealed that key themes such as Personal Organization and Reflection, Time Management Challenges and Scheduling, and Work-Life Balance significantly influenced the persistence of non-traditional learners in online education. These elements and strategies for navigating challenges and leveraging online learning flexibility underscored the importance of effective time management for online academic success and personal fulfillment among non-traditional learners enrolled in online learning 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 employed quantitative methods to analyze survey results related to the heutagogical learning preferences of undergraduate students in the United States. Heutagogy, an emerging theory focused on a self-determined and student-led approach, has shown positive benefits associated with 21st-century skills and high-level learning necessary to compete in a global economy. However, institutions of higher education have been slow to harness heutagogical methods consistently. Framed in the person-environment fit model, this study aims to examine the relationship between person and environment factors and the heutagogical learning preference of undergraduate students. More specifically, to explore the extent to which demographics, person factors, and environment factors impact and predict heutagogical learning preferences according to the five principles of heutagogy. Independent samples t-tests and oneway ANOVA tests were completed to analyze differences in heutagogical learning preferences based on demographic characteristics. These tests showed that differences in heutagogical learning preferences were most related to age, credits completed, GPA, institution type, and class size. A hierarchical multiple regression analysis was run to evaluate the heutagogical learning preferences and demographics, environment factors, and person factors. Age, credits completed, and GPA were positive demographic predictors. Institution type was the only environment predictor, revealing that students enrolled in two-year programs were more likely to report higher heutagogy preferences. Most of the person factors explored in this study were positive predictors, including critical thinking, organization, elaboration, metacognition, effort regulation, time and study environment, and peer learning. Rehearsal was the only negative predictor, suggesting that students who valued rehearsal-type learning strategies were likelier to report lower heutagogy preferences. Help-seeking was the only person variable that was not a predictor. Additional research is needed to support the recommendations of this study, which include the need for institutional support, accommodations for students in their first year of study, and the development of low-states opportunities for students to experience heutagogical learning methods through differentiated learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to understand the perception of self-efficacy and training of teachers to teach high school students with disabilities in the regular education classroom in rural schools in Missouri. The theoretical framework for this study was Bandura's (1977) theory of self-efficacy. The participants in this study were high school principals and high school general education teachers in rural public school districts in the state of Missouri. This study included themes of teacher experience, special education leadership, collaborating with special education teachers, and professional development. This study reviewed how teacher experience and professional development impact a teacher's self-efficacy in the regular education classroom. This study discussed the importance of collaboration with special education administration, special education teachers, and regular education teachers. The personal experiences of how behavior difficulties are handled in the regular education classroom or the lack of behaviors was noted from the teachers within the study. This study provided information on the need for training for general education teachers in the area of research-based strategies and the use of assessments for students with disabilities in the regular education classroom. Administrators should provide opportunities for general education teachers to gain experiences in working with students with disabilities in the regular education classroom. School districts should focus on professional development to increase teacher confidence to teach students with disabilities and provide professional development training on inclusion and working with students with disabilities in an inclusive setting. Time should be provided for general education teachers to collaborate with special education teachers to increase the self-efficacy of regular education teachers to teach students with disabilities in the regular education classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this action research study was to examine and improve school principals' time management to increase opportunities for instructional leadership. The only constant of a principal's day is the consistent need to prioritize various expected and unexpected demands and expectations that exist on a daily basis. This study investigated the barriers that exist for principals to be instructional leaders and possible solutions to improve time management so that they can engage in more instructional leadership strategies. The data collected for Cycle 1 included ten current school principals. The findings suggested that there are multiple barriers that exist for school principals within their control and beyond their decision making capacity and there was a need to further analyze these barriers. In addition, the data indicated a desire for principals to learn from one another in a safe and trusting space. Consequently, action steps and an evaluation plan for cycle 2 were designed and implemented in the aim to further examine principal time management and to strengthen principal and district response to instructional leadership barriers. A professional learning community was established for principals who volunteered to contribute to a four-part series. The initial Likert survey provided valuable data on current practices as it relates to time management and instructional leadership. After each professional learning community meeting, an open-ended survey for all participants and one semi-structured interview provided the necessary data to support adjustments for the researcher. The post-Likert survey and focus group resulted in data regarding the current study and indications for possible next steps. The study concluded that principals face several difficult barriers when managing their time to be instructional leaders. With support from colleagues and central office leaders, principals can overcome barriers and increase opportunity to engage in instructional leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Population dynamics modeling using stage-based transition matrices has been used in ecology for six decades. However, the data analysis method has never been used for students in higher education. This applied doctoral project used the principles of population dynamics to assess two student populations at an institution of higher education separated by the COVID-19 pandemic. The analysis revealed that not only is this method appropriate to use for student populations, but it also showed that the students in the junior academic stage have a larger impact on the success of the student population than any other academic stage. [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.]

Principal self-efficacy is crucial to educational leadership, especially in instructional and operational areas, as found in this study. The study examines how principals maintain self-efficacy despite their many responsibilities, drawing on Bandura and Schunk's (1981) research on human behavior and belief and perception. Bandura and Adams (1977) also stressed the impact of self-efficacy on educational leadership decision-making, effort, and perseverance. Semi-structured interviews with experienced school administrators were used to study self-efficacy beliefs using qualitative phenomenology. Personal beliefs, time management, professional connections, shared leadership models, and self-efficacy were the main themes. The study shows a high correlation between principal self-efficacy and leadership beliefs. Time management and support networks greatly impact self-efficacy. Positive professional relationships boost principals' efficacy, whereas shared leadership models encourage cooperation and inclusive decision-making. These findings emphasize the relevance of shared leadership, professional development, time management, and collaborative learning communities for principal self-efficacy. To foster excellence in teaching, school systems must prioritize proactive programs to help principals balance their personal and professional lives. Ongoing coaching and mentorship programs improve principal efficacy and confidence, benefiting students and schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examines the role Google Calendar has in improving Self-Regulated Learning (SRL), planning, and time management in post-secondary students with intellectual disabilities (ID). Individuals with ID experience difficulties in executive functioning (EF) skills, such as reasoning, problem-solving, planning, abstract thinking, judgment, academic learning, and learning from experience. Adult learners with ID are a growing population on college and university campuses. Despite the increased awareness and acceptance, few studies have been published on EF and the transition into post-secondary education of adults with ID. The study was designed to answer the following research question: To what extent does the training in a calendar application support the improvement of SRL and time management for post-secondary students with intellectual disabilities? The data analysis did not find evidence that the intervention, as designed, improved time management and SRL in students with ID. Low statistical power, problems with implementation, and several confounding variables made it difficult to find any clear pattern of evidence concerning the efficacy of the implemented intervention. Even though the intervention developed here did not improve SRL and time management, the SRL framework remains promising in helping identify factors that could improve these skills in students with ID in post-secondary education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This mixed methods study explored how elementary teachers reported using a commercially published instructional unit to plan and deliver science instruction in their elementary classrooms. Of particular focus is what elements of the program teachers eliminated during planning and instruction, what outside materials teachers added to instruction, what modifications they made to the materials, and their rationales for these changes to the prescribed program. This study consisted of two phases. The first was a survey of elementary science teachers who taught the "Smithsonian Science for the Classroom" units. Data collected from this phase informed the subsequent interview phase. I used deductive coding to analyze the data and a descriptive narrative format to report the findings and implications of this study to answer the following questions: How do teachers report using instructional materials in elementary science during the planning and delivery of instruction? What modifications, if any, do teachers report making to instructional materials? What rationales do teachers report for their modifications? Two clear themes emerged from the study. First, teachers eliminated lessons and shortened tasks to fit instruction into the minutes designated for teaching science. Time constraints or the perception by teachers that the tasks would be too difficult for their students were typical rationales given for making any changes to the materials. Implications for teachers, administrators, professional development providers, and policymakers were discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The longstanding call to prioritize science education has gained momentum, particularly with the noticeable changes aligned with reform-era practices. This quantitative study explored the relationship between policy, time allocation, and teacher practices in elementary science education, guided by constructive learning theory as the theoretical framework. The study utilized a quantitative survey to measure how much time elementary school teachers spend teaching science and understand how this impacts their teaching methods, specifically the reform-era vs. traditional teaching practices. Surveys were conducted electronically with K-5 teachers who are National Science Teacher Association members. Findings from the quantitative analysis via a series of Spearman correlations showed a significant positive correlation, suggesting that reform-era instructional practices tend to increase as the perception of reform-era standards increases. However, the data indicated no statistical significant difference between instructional time and teachers' use of traditional or reform-era practices. Despite the absence of statistical significant differences between instructional time and teachers' use of reform-era practices, the study's findings still provided valuable implications for further research. The science education community requires continued advocacy to prioritize science education, especially at the elementary level. Future research and evaluation are essential to explore the potential impact of time allocation on teachers' chosen instructional practices. [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.]

High-achieving teenage students (HATS) take Advanced Placement (AP) courses to fulfill two goals: boost their grade point average (GPA) and maintain or increase their class rank. To assist in accomplishing these goals, HATS access social media (SM) and technology. Smart devices, laptops, and tablets provide easy access for HATS to build social communities where exchanging knowledge, sharing opinions, and communicating messages are related to AP. Therefore, continual access to social media communities serves as a gateway for HATS to participate in academic dishonesty (AD), which can adversely affect their performance on the AP exam but ultimately challenge the traditional models of teaching and learning. This exploratory qualitative study examines the social, behavioral, and technological worlds of HATS' participation in AP courses. Twenty-one participants shared their perspectives through focus group interviews to answer why and how social media was used to complete AP coursework. Interview transcripts were coded using Atlas.ti, and these codes, along with prior research, revealed three themes for each research question: 1. Why HATS use SM emerged into the themes of personalized learning structures, time management, and building social media communities. 2. How HATS used SM resulted in developing learning strategies, fact-checking, and AD. 3. HATS's reactions to AD included various emotions, the depths of AD considered through "morally gray" lenses, and the justifications given to rationalize AD acts. The results reveal a need to redesign our current teaching and learning models rather than trying to catch HATS' engaging in AD behaviors. [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 colleges prepare nontraditional students for a variety of careers. Although the colleges promote flexible class schedules and faculty who understand their students' social and economic statuses, nontraditional students often need help prioritizing their college responsibilities. The purpose of this phenomenological qualitative study was to examine adult nontraditional career and technical education (CTE) students' motivations, personal needs, and inside- and outside-classroom influences on the ways they prioritized their time. The study addressed three primary research questions: What are the overall responsibilities of nontraditional CTE students seeking careers? How do nontraditional CTE students prioritize college and personal demands? Where and from whom are nontraditional CTE students receiving guidance related to prioritizing their time to reach their educational goals? In this qualitative study, participants' lived experiences could be categorically grouped into two categories: participants with dependents and participants without dependents. Using reciprocating determinism and hierarchy of needs theories, this study found nontraditional CTE students with dependents prioritized their college responsibilities last. They had to make lose--lose decisions that negatively impacted their education, family obligations, or education if they could not find empathetic employers or faculty to help them navigate their responsibilities. Based on the findings of this study, different teaching strategies are recommended among subgroups of CTE nontraditional students. This suggests that colleges consider changing how committees evaluate future professors to meet the needs of nontraditional community college 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.]

Women bring diversity, innovation, and leadership to higher education institutions, which is often disregarded (Renn & Hughes, 2004). This participatory action research study explores women's experiences before, during, and after the COVID-19 component using a feminist lens. This study examines the obstacles facing women in the workplace that disproportionately affect women using a feminist lens. Data was collected through interviews, action groups, and reflective writing to understand participants' attitudes toward their roles and find necessary resources to envision a sustainable career in higher education. 12 participants were chosen using purposeful sampling. This study is set at a 4-year mid-size public university in the mid-Atlantic region of the United States. All participants currently are employed at the university in an entry or mid-level student support staff position. Findings revealed supervision, leadership, alignment with personal values, and campus culture significantly influence their experience and retention. While COVID-19 was not a direct cause of high turnover, it spotlighted issues surrounding work-life balance, compensation, and advancement opportunities. Participants expressed the need for professional mentorship, on-campus childcare, and flexibility to feel valued holistically. Findings from this study also highlighted an alignment between personal values and feelings of support at work. This study examines the systemic gender-based constraints within higher education by illuminating women's lived realities. Participants' insights provide a feasible initial roadmap to better support and retain women working in student support services at the university. Findings from this study also demonstrate the potential women have to make grass-root change within their organization regardless of their hierarchal title. [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.]

Teaching and learning online was extensively adopted in English as a foreign language (EFL) teacher education program, as well in education of all levels in China with the advancement of the internet, multimedia information processing, cloud computing, and other information technologies since 1994. However, online education has remained more of a supplement to classroom education, and large-scale normal online education lacks cases and research in China. The COVID-19 pandemic caused profound change in higher education, with closures of campuses globally and migration of learning and teaching practices to online formats. The COVID-19 pandemic disrupted traditional teaching and learning activities, meanwhile, creating opportunities for investigating innovative approaches to EFL teacher education. This case study explored the experiences and perceptions of the Chinese EFL student teachers' online learning, with the COVID-19 lockdown as the context. This study adopted a qualitative research approach (Denzin & Lincoln, 2011; Merriam & Merriam, 2009) consisting of two distinct phases: an open-ended response questionnaire followed by focus group interviews to investigate the Chinese EFL student teachers' experiences and perceptions of online learning. The participants were EFL student teachers who enrolled in the chosen normal university in China. The data included 148 responses from the open-ended response questionnaire and transcripts from two focus group interviews with 12 participants in total. The findings from this study showed that a majority of participants had online classes for at least two semesters. Analysis of data on their online class experiences revealed four major themes: learner autonomy, digital skills, Internet connectivity, and interactivity. The findings indicated that the Chinese EFL student teachers, to a certain extent, were capable of leveraging digital tools for learning purposes. Meanwhile, the Chinese EFL student teachers expected more comprehensive support in terms of technology troubleshooting, time management skills, self-discipline, and online resource evaluation. This study brought in the Chinese EFL student teachers' voices on their online learning experiences and perceptions in order to advance EFL teacher education programs in order to promote further development of online learning in China. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In recent years, several physical therapy programs have been launched at U.S. colleges and universities to respond to the need for trained practitioners to serve an aging population. However, there is a shortage of qualified physical therapy faculty to meet the needs of students and to adhere to accreditation requirements, and limited information exists regarding what resources might promote faculty job retention. The purpose of this basic qualitative study was to explore the perspectives of senior physical therapy faculty regarding how they had balanced their workloads throughout their career and what key resources they used that directly contributed to the longevity of their career. The conceptual framework for this basic qualitative study was grounded in Bandura's theory of self-efficacy and Herzberg's two-factor theory of motivation. The research question focused on the perceptions of senior physical therapy faculty regarding workload management and what resources contributed to the longevity of their career. A self-developed interview protocol was used to gather data from nine senior physical therapy faculty in the U.S. who were selected via purposeful sampling. Data from semistructured interviews were analyzed through open coding, followed by axial coding, and then the development of emergent themes. The primary themes encompass how participants used (a) organizational strategies, (b) support, and (c) self-advocacy to balance their workload. An implication for positive social change includes the identification of strategies that stakeholders might use to support the retention of physical therapy faculty to prepare students to meet the health care needs for the patients they serve. [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 investigated the types of reading instruction and opportunities prekindergarten children have both at school and outside of school to understand how their reading develops during the first semester of prekindergarten. An abundance of research suggests that many children enter kindergarten lacking foundational reading skills that they will need to become readers. This is especially true for children in poverty. However, prekindergarten alone does not impact reading development in the early years, as children's experiences with reading outside of school also play a significant role. Understanding how both factors may or may not influence reading development is necessary to provide recommendations to teachers and parents to help increase reading development and better prepare children for kindergarten. A simultaneous, convergent, mixed-methods study was utilized to collect reading assessment, teacher perception, and family survey data related to reading experiences and outcomes for children in prekindergarten. The findings of this study align with extant research that suggests that prekindergarten and reading experiences outside of school can positively influence reading development. Teacher interview data analyzed in the study suggests that prekindergarten reading instruction should be developmentally appropriate, multi-modal, differentiated, and embedded throughout the day. Parent interview data suggests that many parents read to their children at home and provide them with access to resources, but struggle with finding time to practice with their children. Furthermore, reading data analysis showed that the majority of students did make growth in reading skill development during the first half of the year but many are still below benchmark for their age. Recommendations include increased access to high-quality prekindergarten for children in the United States. Increased funding for prekindergarten programs nationwide may help better prepare children for formal schooling and decrease reading achievement gaps by developing foundational reading skills before they enter kindergarten. [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 examined how elementary school leaders from K-5 schools in eastern New York addressed contextual factors in implementing and sustaining professional learning communities (PLCs). Senge (1990) posited structures need to be in place to create and facilitate collaborative communities. A complementary position presents organizational learning as a social process that is affected by contextual factors such as organizational structure, information, communication, and control processes, but that in turn affects the way individuals learn (Hedberg, 1981; Pawlowsky, 2001; Simon, 1991). Drawing on Senge's learning organizational (LO) theory, this research explored leaders' views on organizational structures, information, communication, and control processes in relation to PLCs. The study revealed that time is the greatest constraint for PLC implementation and sustainment, and contractual limits to school-day structures pose challenges to allocating adequate time for teacher learning. Staffing shortages are another key restraint, limiting teacher availability to participate in PLCs via released time during the school day. Despite these obstacles, PLCs optimize these limited resources by creating efficient structures in support of teacher collaboration and communication. The findings underscore the need for policymakers to support school leaders and teachers in creating more opportunities for collaboration and learning, moving beyond reactive educational reform initiatives focused on accountability measures. [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 aims to develop a playbook of best practices for balancing academics and athletics among Black male student-athletes (BMSA), addressing the increasing rates of academic setbacks. A comprehensive review of research data on interventions and programs, including insights from Balfanz et al. (2007), highlights the urgency of this issue. Synthesizing research data and feedback from in-depth interviews, the proposed multifaceted approach prioritizes relationship cultivation, revisiting academic support plans, implementing time management and goal-setting techniques, and establishing mentorship programs. Additionally, potential interventions will address social and emotional needs, including mental health awareness and peer support opportunities. The dissertation emphasizes leadership skills and professional development to empower BMSA both on and off the field. By developing this comprehensive playbook, the study seeks to provide practical solutions for improving the academic and athletic balance for BMSA in grades 9-12. The integration of targeted strategies, such as enhanced academic support, effective time management, and mentorship programs, along with addressing social and emotional needs, aims to foster a supportive environment. Drawing from in-depth interviews as a key reference, this approach will empower BMSA to achieve greater success in both their educational and athletic endeavors, contributing to their overall development and future opportunities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative study was to explore how early childhood educators perceive the use of Modern Classrooms Project (MCP) in their classrooms. MCP is an instructional model that promotes blended, self-paced, and mastery-based learning with ties to constructivist teaching ideals. Data were collected using a teacher interview, observations, and the review of teacher resources such as lesson plans and student learning paths. Previous research found MCP was effective at the secondary level. Findings of this study showed that early childhood educators found MCP to be an effective instructional model to use in their classrooms. I identified three themes: differentiation, self-paced learning, and time consumption. Findings of this study provide information regarding the use of MCP in early childhood classrooms, specifically kindergarten through third grade classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Faculty who develop courses in an online environment are crucial to an integral part of providing accessible learning in graduate school education. However, existing literature on accessibility reveals that faculty are sometimes unprepared to create accessible online courses. Developing accessible courses for all students is an ongoing challenge as online learning evolves. This phenomenological qualitative study explored faculty perceptions of readiness to develop accessible online courses at a comprehensive regional university in the Southeastern United States. Participants in the study included a purposefully selected sample of nine undergraduate and graduate faculty who had developed at least one online course. The source of data was an online survey and online one-on-one interviews. The theoretical framework featured in this study was the theory of planned behavior. The theory of planned behavior proposes that an individual's behavior derives from the intention of performing a specific behavior. The theory of planned behavior has three constructs that determine an individual's behavioral intent. The three constructs included in the theory of planned behavior are attitude, subjective norms, and perceived behavioral control. Findings from this study revealed that faculty had a neutral intent to develop accessible online courses, and the primary area of influence was subjective norms which impact faculty readiness. The results indicated that participants considered time management a negative factor influencing faculty's intention to develop accessible online courses. Future research should explore the implications for faculty time management, address students' perceptions about faculty readiness to develop accessible online courses and replicate the same study to explore faculty readiness to develop accessible online courses with a different target population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Aim: This study aimed to describe the practices and perceptions of nurse educators when developing NGN-style test items. Methods: This study used a qualitative descriptive methodology to explore the practices and perceptions of nursing faculty when developing NGN-style test items from nursing faculty in accredited prelicensure programs in the United States who offer an Associate's Degree in Nursing or a Bachelor's Degree in Nursing. Potential participants were identified through a search of accredited schools of nursing websites in the United States and through recruitment of colleagues known to have experience in NGN-style test-item writing. All potential participants were encouraged to distribute the survey to qualified colleagues. Over 500 emails were sent out to potential participants. Thirty-three participants completed the online survey, and six participants completed the interview. Findings: This survey discovered four categories within the data, including internal facilitators, external facilitators, internal barriers, and external barriers to developing NGN-style test items. Internal facilitators included collaboration and practice with peers, while external facilitators included workshops and external resources. Internal barriers included anxiety and an intense time commitment, while external barriers included software compatibility and a lack of resources. Conclusion: The results of this study indicate multiple facilitators and barriers to NGN-style test item development. Further research is needed to evaluate how nursing faculty are adapting NGN-style test-item development into their classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

All teachers, regardless of where they are in their career, should be valued and deserve relevant, applicable, and inspiring professional development both for the sake of their classrooms and their continued adult learning. To avoid the attitude of "I feel like I got this," one may suggest that schools providing music content-focused and scaffolded professional development may sustain a feeling of meaningful work for mid-career music teachers. Music teachers at this career stage may be at risk of becoming stagnant in their careers, or perhaps may be overly confident due to the lack of comparison and isolation from other music colleagues. This study is motivated by two purposes: (a) to investigate how andragogy shapes a group of mid-career music teachers' professional growth by way of content-focused PD, and (b) to examine reflection practices of a group of mid-career music teachers in terms of identifying the possible benefits and barriers of content-focused PD experiences. To address this purpose, I engaged in interviews with five mid-career music teachers. The findings concluded that mid-career teachers' content-focused professional development was limited to one or two annual state conferences. Participants deemed these professional development sessions as repetitive and over-generalized. Administration rarely, if ever, provided content-focused professional development in their schools, particularly for music teachers. Teachers felt if they were consulted more about specific needs, their time spent with professional development would be much more effective. Furthermore, teachers expressed a desire to network with other music colleagues, but encountered barriers with the time and cost associated with content-focused professional development. Finally, these teachers felt that much of what they do with music outside of the classroom could be considered a form of content-focused professional development and believe credit is deserved. Further research is needed in this area to tend to the needs of experienced teachers for their andragogical growth. Administrators who have control over professional development standards might consider these ideas for the sake of retaining excellent teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This descriptive, qualitative case study investigated how three high school teachers in non-STEM subject areas developed integrated STEM (iSTEM) pedagogies for conventional classroom lessons in a high-technology makerspace. The school in focus adopted a STEM teaching policy that required all teachers to implement iSTEM teaching in the school's makerspace called the Innovation Center. However, pre-study, needs-assessment data revealed that many staff teachers viewed iSTEM teaching in the Innovation Center as a somewhat unrealistic expectation for literature-supported reasons that included a lack of professional and teacher candidacy training for iSTEM, ambiguity in defining iSTEM literacy, daily demands of meeting a standardized curriculum, unfamiliarity with teaching in a makerspace, and an ambiguity regarding STEM policy learning initiatives. The study group of teachers underwent a targeted professional development program, and afterward, they taught their own self-described iSTEM lesson in the Innovation Center. Data collection included interviewing and observations. The study's findings revealed that iSTEM makerspace education offers significant, positive affordances for teachers, including curriculum renewal, an impetus to take risks, and a clearer vision of iSTEM teaching. However, teachers also reported that to overcome barriers to iSTEM makerspace teaching, they need support that addresses time management issues and daily scheduling, meaningful professional development, and clear lesson exemplars of iSTEM that work within their classroom structures. This research will provide insights into some practical instructional approaches educators can take when introducing iSTEM makerspace learning into their classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study explored, from a case study perspective, early college high school principals' viewpoints on leadership characteristics and best practices that influence a school culture and school climate. Through an analysis of participant interviews and data collection, themes were identified regarding best practices and characteristics for creating a positive school culture and school climate. These themes were: Building Relationships and Communications, Ambiance, Unified Customs and Practices, Visibility, An Empowering and Safe Environment, Risk Taking, Leadership Style, Time Management and Policy Change, Leadership is Constantly Changing, Setting High Expectations, Understanding Your Role and Accountability, Stability, and Parental/Family Involvement is Essential. This qualitative study used the phenomenological approach to explore the lived experiences of study participants in their role as leaders of an early college high school. The study provided some of the best practices principals used to build and promote a positive school culture and climate in their respective schools. The literature reflected the need to establish and promote a positive school climate and school culture to ensure students grow academically and socially. The literature suggested that the involvement of school and community stakeholders were critical elements in establishing and maintaining a school environment conducive for learning. All these elements were critical ingredients in promoting academic and social advancement of its 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.]

Professional development is essential for teachers to grow in their profession. However, often professional development is a one size fits all approach, and it occurs outside of the teachers' classroom. This causes teachers to not fully implement new strategies when they return to their classroom. One way to overcome this is to utilize instructional coaching. As our school district began implementing new high-quality instructional materials without guidance, I took on the role of serving as an embedded mathematics instructional coach. For this qualitative self-study, I acted as an embedded mathematics instructional coach and provided research-based teaching activities to peer teachers during our common planning time. During this time, I completed a teacher-research journal, while my peer teachers and vice principal also completed journals. These journal entries reflected on how these activities could help change teaching methods with the high-quality instructional materials. Using In Vivo Coding, Descriptive Coding, and Emotion Coding, I gathered codes from excerpts of the journals. With these codes, I used axial coding to create categories, which were then narrowed down further to create themes. From these themes, it was clear that utilizing an embedded mathematics instructional coach provides more good than bad outcomes. Embedded mathematics instructional coaching has many positive impacts on the embedded coach, peer teachers, and students. There were some obstacles that could impede embedded mathematics instructional coaching, such as time constraints and teacher beliefs, but these could be overcome by having the embedded mathematics instructional coach teach part-time instead of full-time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

College athletics stakeholders have had growing concerns regarding student-athletes' transition out of collegiate athletics. Research specific to student-athletes following college athletics has explored mental health, role identity, and occupational participation. This program development plan addresses occupational therapy's role in assisting student-athletes transition out of collegiate athletics. The needs assessment conducted with West Virginia University athletic staff revealed two gaps in programming: athletic identity including leisure exploration, and a program to help student-athletes who want to enter health professional programs. Life After Sport comprises two programs, one to help student-athletes transition into a health professional program, titled Athletes in Medicine (AIM), and one for athletic identity and leisure activities, titled Beyond the Field (BTF). The AIM program is a six-session program that is meant to be completed in succession: 1) introduction and profession exploration; 2) program exploration, entrance exam, and prerequisite coursework; 3) GPA and gaining experiences; 4) resume, letters of recommendation, application, and personal statement; 5) interviewing; and 6) panel and networking. The pilot program cohort consisted of 22 participants. The BTF program was developed as a single-session program to increase preparedness for transitioning to life after collegiate athletics including athletic identity, leisure exploration, and time management. The pilot program cohort had two participants who were graduating seniors. Pre and post-test surveys were completed for data collection. Results revealed that student-athletes benefit from the two new programs, resulting in increased confidence to transition to life after sport. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation uses a three-article dissertation, including a literature review and two research articles, related to the understanding and development of self-regulation (SR).Using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), the literature review examined 22 articles researching a self-regulation intervention used in an online, higher education context. The articles included interventions specific to a unique context, interventions used in a specific context but could be easily adapted to other contexts, and generic interventions that could be applied in any context. Important themes revealed in the analysis include the importance of feedback in developing SR, the interaction of SR and autonomy, the contribution of qualitative data, and the effectiveness of SR interventions. The second article investigated an intervention introduced to a higher education, preservice teacher course on teaching in online and blended courses. Participants included 30 students from two sections of the course. Each week students set an SR goal, and then reported on their success in a weekly self-report. Using the results from a pre and posttest SR survey, as well as students' weekly self-reports, final exam reflection data, and student interviews, we conducted limited quantitative analysis and thematic qualitative analysis. The findings indicate that although student progress varied from week to week, students generally felt the process helped them increase in SR. In their weekly self-reflections, students revealed that the process of reflection increased their self-awareness of how to adapt SR principles to their specific needs. They found that increased SR resulted in more positive affect toward their learning and increased their ability to learn effectively. They also indicated that their SR skills carried over into other courses during the semester as well as into the next semester. All but one student felt that the goal setting and self-evaluation process increased their ability to self-regulate and improved their learning. The third article explored the state of student SR in an online secondary school. The data included a survey of student perceptions of their SR in five SR dimensions. It also included interviews with 12 students, 12 parents, and 12 teachers. Analysis of this data revealed that students generally concentrated on the help-seeking and time management SR dimensions, corresponding with the purpose and structure of the school, which emphasizes these two dimensions. Findings also indicated an inaccurate understanding of motivation and poor mental health depressed their ability to work. Finally, all participants noted that students with positive character traits were more likely to have the will to act in a self-regulated manner and progress in their schoolwork and their learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This generic qualitative study aimed to identify the benefits and barriers of implementing social-emotional learning (SEL) in K-12 public schools in southern Illinois. Overall schools are beginning to implement SEL mainly in the wake of COVID-19. Participants were chosen via convenience and snowball sampling to take part in a semi-structured interview process. The sampling included 13 administrators or designees across the southern Illinois region. Benefits of SEL included academic growth, enhanced relationships, reduced behavioral issues, and increased attendance rates. Participants indicated that obstacles such as time constraints, financial limitations, staffing issues, and political controversy are present. The participants' overall perception was that SEL is a way of preparing the whole child for success beyond the classroom and should be implemented at the Tier I level to include all 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.]

Authentic connections and experiences frequently occur between students, educational material, peers, and staff. Staff set the climate and culture of the classroom and impact the academic, behavioral, social, and emotional achievement of students. To support students behaviorally and academically, schools across the United States have created a system of support called the Multi-Tiered System of Support for Academics and Behavior. While systems of support for academics have been thoroughly researched and developed, those for behavior are still being developed and adapted. One Tier of intervention that is being developed and researched is Tier 2. An intervention within Tier 2 being researched and adapted to resolve any issues is Check-In/Check-Out. Currently, issues that have been identified include lack of time and personnel in schools. Knowing the current issues with the behavioral intervention Check-In/Check-Out, it is key to analyze a potential way to resolve the issue of time and personnel factors. Therefore, the current research was conducted to determine if the virtual setting is an appropriate setting to resolve the issue of time and lack of personnel for the intervention Check-In/Check-Out. Results of the analysis of the data indicated that the staff perceived the virtual setting as a setting that improves the relationship between staff and student, encourages accountability from staff and students, and improves issues with staff shortages and lack of time. An analysis of the data also indicated that the staff perceived the efficiency of utilizing the virtual setting being impacted by the accessibility of technology, time management skills, and staff-shortage issues. [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 single phenomenological case study was to examine the importance of an FYE or College 101 seminar and why this topic matters to Latinx students' success. The research took place in a two-year Hispanic Serving Institution (HSI) located in the Southwest part of the United States. The overarching question was: "How can First-Year Experiences (FYEs) or college seminars bridge the gap of retention, persistence, servingness and completion for Latinx students in higher education?" A total of 18 Latinx students were interviewed and provided valuable information about their experiences to assert the study findings. Four major themes were created from analyzing the interview transcripts: 1) cognitive factors, 2) social factors, 3) institutional factors, 4) FYE course content and lack of servingness. The findings supported the challenges of Latinx students to fit in a college environment and comply family expectations. The majority of the participants were first generation. Many of them expressed mental health as a major struggle to cope with the demands of school and at home responsibilities. In general terms participants expressed their main struggles with navigational skills, time management skills, sense of belonging, social capital, financial struggles, immigration status, balancing school with work, and student services. The findings also support the lack of curriculum and instruction to serve their needs with a racial/ethnic cultural enhancement perspective. Another part of the findings reveals that the FYEs may be an important point of intervention to the transition of Latinx college students. Latinx students were exposed to services that assisted them in their academic journey. In addition, the FYE provided the basic skills of college preparedness and navigational skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research aims to evaluate the challenges in facilitating online teaching for secondary education during the COVID-19 pandemic based on a case study in the western province of Sri Lanka. With the pandemic, teachers had to face many challenges concerning online teaching, as they were unprepared for the remote teaching process that was to follow. For this research, teachers were able to give an account of their experiences, challengers and the sacrifices that had to be made in adapting to this new method of teaching. A mixed method of data collection and analysis was used in this research, as both quantitative and qualitative methods in combination would provide a better understanding of research problem enhancing the validity of the results. Through the findings of this research, it was revealed that most schools and its teachers had embraced online teaching in the midst of the many challengers during COVID-19. Thereby it is vital that measures are taken to overcome and to mitigate the effects these challenges faced in online teaching, making it possible for teachers to deliver an online education for students that is on par with other technologically advanced education system.

The aim of this qualitative phenomenological action research was to explore the viewpoints of educators participating in a community of practice that integrates the Universal Design for Learning (UDL) framework with culturally responsive teaching and personalized learning. The study involved six teachers from a competitive public school district in New Jersey. Data collection methods encompassed weekly reflections, researcher's field notes, audio-recorded sessions, and interviews. The study yielded valuable insights into organizational frameworks and learning strategies that enhance educators' ongoing reflective practices, while also advocating for districts to allocate resources to support teachers' continuous personalized professional development. Analysis of the findings revealed four prominent themes that reinforced the concept of lifeworld and its impact on teachers' outlook and experiences: recognition and validation of inclusive socially just pedagogies; fostering good humans and nurturing collaborative relationships with families; promoting openness, partnerships, and empowerment of culturally diverse voices; accountability; continuous culturally responsive learning; and time management. The teachers in the present study acknowledged individual student needs, cultural diversity, and UDL principles and the challenges of integrating multiple instructional approaches. They also recognized the significance of their agentic capacity within a community of practice, reinforcing their collective understanding of engaged participation and intentional choices in their professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study investigated the impact of training in self-regulated learning on community college, geoscience students' achievement, metacognition, time management, and science motivation scales. The study also investigated the impact of SRL training on these outcomes as a function of gender and ethnicity. During the Fall of 2022, 70 community college geoscience students from 9 different classes participated in the study. The classes were bifurcated with one half of the students in each class randomly assigned to the SRL treatment and the other half to the control condition. Each week, for 10 weeks during the semester, students in the treatment group utilized a component from each of the three phases of Zimmerman's (2002) cyclical self-regulated learning model as one of their geoscience class assignments. At the beginning of the week students in the treatment group would set instructional goals and create a calendar that included class time, study time, work, and relaxation time. During the week the same students would monitor their class attendance and study practices. At the end of the week, students would reflect on whether they attained their goals set at the beginning of the week and reflect on the reasons for their success or failure. As an alternate activity students in the control group were assigned to write a brief summary of a famous geoscientist's biography. All students' final exam and final course grades were examined to determine the impact of SRL training on science achievement. Study participants completed a questionnaire containing metacognition, time management, and science motivation items. No significant differences were found between students in the SRL treatment and those in the control group. [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.]

Counselors interact with every student on their campus and impact student outcomes. The researcher examined the predictable relationship between counselors' demographic factors, job-related and professional-related factors (Texas Counseling Association, 2018), and student discipline outcomes (Texas Education Agency, 2021).The researcher used secondary data in the form of discipline frequencies, counselor gender and race of counselors, the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) accreditation status of the counselor's master's program, counseling licensure, counselor ratios, and the time counselors spend providing services within the Comprehensive School Counseling Program. This correlational research design allowed the researcher to examine the relationship between variables (Gay et al., 2012), using correlational statistics. The predictable relationship between the time counselors spent working in the service delivery domains of Comprehensive School Counseling Programs and Discipline Outcomes was examined (TEA, 2021). The researcher used multiple regression to analyze secondary data. The investigator used counselor demographics, School Counselor Use of Time Analysis (SCUTA) Reports, and Discipline Reports. The amount of time counselors spent working in the service delivery domains was acquired from the target ISD. SCUTA, an evidence-based school counseling program, identified the amount of time, work, and activities of counselors. Senate Bill 179, was passed by Governor Abbot in alignment with The American School Counselor Association (ASCA, 2019) National Model, required school counselors to spend a minimum of 80% of their work time on duties within the components of a comprehensive school counseling program (TCA, 2018). SCUTA provided school counselors with the ability to clearly illustrate the nature of their work and school needs with supervisors and stakeholders.The researcher found a statistical significance that added to the existing body of literature. Ethnicity was found to be negatively related to student disciplinary outcomes. Additionally, among the job-related factors, school counselor-student ratio was found to positively relate to student discipline outcomes (r = 0.434, p < 0.001). The variable time delivering Developmental Guidance and Counseling Program was found to be significantly related to student discipline outcomes (r = 0.056, p > 0.05). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Decades of student achievement data reveal that schools in the United States do not adequately equip students with the skills needed for success in college. The purpose of this study was to examine the extent to which the AP Capstone program, an Advanced Placement (AP) diploma program launched by the College Board in 2014, promoted specific college readiness skills among high school students. Using a mixed methods approach, this study examined the perceptions of students and teachers from one large school district in a southeastern state. Quantitative data were gathered through two student surveys: one for students in the AP Capstone program and one for students in a traditional AP program. These students responded to 18 college readiness skills items by rating on a Likert scale the extent to which they acquired each skill as a result of their participation in their respective AP program. They were also able to expound upon these ratings by responding to an optional constructed-response question. Additional qualitative data were generated through interviews with AP Capstone graduates who were currently in college and through interviews with AP Capstone teachers. Both groups of AP students perceived that they had acquired all skills assessed in the survey to a moderate degree or more. Perceptions of AP Capstone students regarding skill acquisition significantly exceeded those of their counterparts in traditional AP programs. Differences in these perceptions were significant across most subgroups. AP Capstone student survey results rated the following skills as those they had acquired to a large extent: citing evidence and sources correctly, determining credible evidence, and avoiding plagiarism. The lowest rated skills were self-reflection, organizational habits, and time management. Results from written responses and interviews indicated that writing, research, analysis, and time management were skills gained through participation in the AP Capstone program. These results were confirmed through interviews of AP Capstone graduates and AP Capstone teachers. In addition, results from interviews indicated that AP Capstone graduates and AP Capstone teachers viewed the program as an important program that prepares students for the academic rigor and expectations of college. This study was delimited to one large school district in a southeastern state. The timeframe for deploying the survey and conducting interviews was May and June 2023. AP Capstone student survey participants were delimited to those who had at least completed AP Seminar and completed the AP exam requirements. Traditional AP student survey participants were delimited to those that had completed at least one AP course and taken the corresponding AP exam. Student interview participants were delimited to those who were AP Capstone graduates, at least 18 years old, and currently in college. Teacher interview participants were delimited to current AP Capstone teachers. The study concluded with recommendations for policy, practice, and 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 purpose of this research study is to determine how successful teachers allocate class time between the need for students to meet high-stakes testing and creating a constructivist learning environment that prepares students for real-world careers. In this study, I used an explanatory sequential mixed method design to explore how much class time teachers of English Language Arts (ELA) and math allow for constructivist activities and direct instruction. The findings showed that teachers of gifted and talented (GT) and advanced classes who use 70% or more of their class time for constructivist learning still successfully have 60% or more of their students meeting the targeted academic requirements. However, students in regular education classes were overwhelmingly unsuccessful on high-stakes tests. Based on the findings from this study, teachers give various student-led learning opportunities throughout the year but are not varying their usage to meet the academic abilities of students in each class. In addition, teachers reported having time to meet as subject-level educators but stated that the time was primarily unproductive in terms of discussing strategies to enhance student learning. In meeting the demands of both high-stakes learning and 21st-century skills, educators need to understand how class time structures affect learning. Likewise, administrators need to develop effective professional learning opportunities for teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Over a century of research on K-12 public school principal time use (PTU) illustrates that principals spend time on professional tasks beyond the instructional hours of their school days. Similarly, a century of research on the division of household labor suggests that women spend more time on household labor than men daily. However, no prior PTU study has recognized this gendered imbalance of household labor. The purpose of this study was to collect PTU data and household labor time use data from female and male principals, assistant principals, and aspiring principals to explore how the additional time demands of household labor may be impacting the disproportionate number of female principals to female teachers. Twenty principal pipeline participants (PPPs), composed of ten women and men from two northeastern states, completed a 24-hour electronic time diary for seven consecutive days to record their professional and household tasks in phase one of the explanatory sequential mixed methods study. For phase two of the study, two women and two men from each PPP group participated in semi-structured interviews based on their quantitative time diary data. The final connected quantitative and qualitative results indicated that women in the present study spent more time on their professional tasks as they advanced along the principal pipeline, and this time was more likely to be marked by multitasking and blurring professional and household boundaries to manage their competing demands than their male counterparts. Female assistant principals were the only PPP group of women who recorded more time spent on household tasks than their male counterparts. Additionally, women and men in the present study valued convenience and proximity to home when considering their current professional roles and possible advancement along the principal pipeline. Recommendations for future research are offered and implications for practitioners and policymakers are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem is that Connecticut school principals face time allocation challenges impacting their ability to ensure student growth in reading and mathematics. With the knowledge of which actions have the greatest impact on student growth, principals can make strategic use of time to increase student achievement. The gap in the literature is that present research offers principals guidance on what type of leader to be but falls short in identifying what specific uses of time, if any, are most highly correlated with student growth. The purpose of this quantitative, correlational study was to examine the relationship between principals' use of time and student growth, as measured by the Smarter Balanced Assessment. Behavioral Theory provided the foundation for this study. This study was designed to determine if a correlation existed between the time that principals spent in classrooms or time principals spent interacting with teachers and student growth in reading and mathematics. This study examined the relationship between how Connecticut principals spent their time and how their 4th - 8th grade students grew on the Smarter Balanced Assessment during one school year. This study utilized purposeful sampling to obtain input from 89 of the 885 Connecticut principals utilizing a Google Form, sent to emails found on the State of Connecticut Department of Education's public site and examined the correlation with student growth data, retrieved from the same site. The data were analyzed using the Pearson product-moment correlation coefficient. A significant correlation between principals' time spent interacting with teachers about teaching and learning and student growth in mathematics was found. [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 first year of an employee's tenure at a company or institution is a pivotal time for them to determine whether that company or institution is a place where they want to continue working. This study presents a business case for a year-long orientation program that is rooted in Drago-Severson's (2008) four pillars of adult learning. The intended outcomes of the year-long orientation program are: lower attrition levels, higher engagement and satisfaction in the workplace, and reduced employee turnover costs. This year-long orientation program is broken into six time-sections: Day One, Day 30, Day 90, six-months, nine-months, and one year. This study provided an overview of adult learning theories, identifies literature that expounds upon Drago-Severson's (2008) work, and, through a qualitative analysis, draws upon the feedback and experiences of three senior leaders within privately held companies regarding the proposed orientation framework. The results of the study indicated that the proposed framework would benefit new employees during their first year. Areas of improvement were identified through a qualitative assessment of the respondents' feedback, including adjusting the tasks to be more appropriately timed during an employee's first year. [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 first article is a literature review that analyzed 32 articles on computer-assisted L2 Chinese learning in higher education from 2005-2021. Findings revealed current trends, such as mobile-assisted language learning (MALL) and the use of Web 2.0 technologies, and the importance of speaking as the most researched language skill. Most studies employed mixed methods and showed the positive effects of computer-assisted learning on L2 Chinese skills. Challenges identified included limited access to technology, technical difficulties, lack of time and support, and insufficient online/blended pedagogies and competencies. The second article used Ajzen's Theory of Planned Behavior to examine L2 Chinese instructors' intentions to teach through blended modalities and their perceptions of its challenges and benefits. We used a mixed survey methodology to collect data from 51 North American instructors. Findings showed that instructors' attitudes, subjective norms, and perceived behavioral control influenced their intentions to adopt blended teaching. They identified some concerns about blended learning drawbacks, mixed perceptions of stakeholder approval and the need for institutional support, training, and resources. Despite challenges, they also provided valuable recommendations for effective blended learning strategies. The study highlights the importance of institutional support, technological expertise, and well-designed course structures for successful blended L2 Chinese courses, suggesting increased institutional support, comprehensive teacher training, professional communities, and further research on blended learning's impact on L2 Chinese education. The third article is a qualitative study that explored L2 Chinese language instructors' experiences with online and blended teaching methods in U.S. higher education after the COVID-19 pandemic. The findings from semi-structured interviews with seven participants revealed a shift towards student-centered approaches, prioritizing student needs, interests, and mental well-being. Instructors are adapting to new classroom dynamics, emphasizing professional development and effective use of technology. The debate over handwriting versus typing Chinese characters calls for further research on efficient teaching methods in online and blended learning. The study highlights the importance of adapting and refining pedagogical practices to serve students in a post-pandemic world better. [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.]

Co-teaching is an approach to inclusive education that has become important to the academic and behavioral successes of students with disabilities. However, inclusive elementary school teachers often face numerous challenges to co-teaching, including a lack of adequate training, poor collaborations between general and special education teachers, reluctance to co-teaching partnership engagement, and suboptimal support from administrators. The problem addressed in this research was that successful co-teaching occurs inconsistently in the elementary education classroom, potentially impacting students' achievement. The purpose of this qualitative descriptive study was to examine teachers' perceptions regarding strategies for co-teaching consistency and training in the inclusive elementary school classroom. Findings were evaluated in light of the theory of inclusive education and previously published peer-reviewed research. Data were derived from the recorded and transcribed interviews of 14 general and special education co-teachers from a single elementary school district in Maryland. The first research question was: What are teachers' perspectives regarding strategies to promote consistency of coteaching in inclusive elementary school classrooms? The answer to the first research questions was derived from thematic analysis leading to the first overarching theme: Strategies to promote consistency of co-teaching include time management, training, support, collaboration, and communication. The second research question was: What are teachers' perspectives regarding training for co-teaching in inclusive elementary school classrooms? The answer to the second research question was the second overarching theme: Co-teacher training should be based on best practices and include modeling, roles and responsibilities, creating goals, and how to work more effectively together through enhanced collaboration. Findings led to the implications and recommendations for practice and 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.]

Microlearning is a relatively new educational technology that allows students to learn through short, direct segments using various modalities. The nursing profession has used microlearning to provide continuing medical education (CME). The problem addressed through this study was that instructional designers who create microlearning for medical professional development training have yet to readily access nurses' feedback and preferences for learning in this modality to may improve the training they develop for nurses. The purpose of this basic qualitative study was to explore nurses' perceptions of the microlearning they participated in for professional development training. The technology acceptance model was the conceptual framework used to answer the research questions of benefits, challenges and suggestions related to microlearning. Twelve U.S. nurses who had participated in microlearning-based CME were purposefully selected. Thematic analysis was used to analyze the transcripts from the semistructured interviews. Results showed that nurses perceived microlearning to be concise and fit their learning styles and be flexible for their busy schedules. Challenges included a lack of interactivity or hands-on elements, limitations related to technology, and suboptimal quality. Nurses believed microlearning could be improved by better appealing to their learning styles and updating content. The insights gained from this study have the potential to influence positive changes at individual and organizational levels, ultimately leading to improved instructional designers' use of educational technology for improving microlearning that might better support nursing practice and patient outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The process of persisting successfully in completing an online Ph.D. program for adult learners was the focus of this qualitative research study. There is a significant gap in the literature about the process involved for adult learners pursuing their Ph.D. online. Charmaz's constructivist grounded theory (CGT) approach was used to explore the experiences of the 14 recruited participants and their process of becoming Ph.D. graduates by completing the four stages of the online Ph.D. program. Therefore, answering the following research question: What is the process of persisting successfully in completing an online Ph.D. program for adult learners? Furthermore, exploring the 'process' is the heart of the methodological approach of Charmaz's (CGT) approach, which also consists of forming an emergent theory based on the information garnered from the research participants. The 14 adult graduates were a sample of the larger population of adult learners who have completed an online Ph.D. program. Purposeful sampling was used to recruit the participants who met the inclusion criteria of having graduated from an online Ph.D. program within the last ten years and completed all the phases of the doctoral journey based on the university's graduation criteria. In addition, the 14 participants graduated from online Ph.D. programs from two universities in the United States, eight graduates from "ABC University" and six from "XYZ University." Semi-structured guided interviews were conducted for each participant over the Zoom video conferencing platform. Rich data revealed 1511 initial codes that produced 21 focused codes, five axial codes, and five theoretical codes relevant to the novel grounded theory. The following five theoretical codes emerged from the data: (1) Persisting successfully in an online Ph.D. program, (2) Learning through academic advancement, (3) Managing myself and my time with coping strategies, (4) Growing personally by overcoming obstacles, and (5) Emerging as a professional. The novel theory developed from the coding process of the information gathered from the research participants is called "The Theory of Transformative Movement," this emergent theory explains the process of persisting successfully in completing an online Ph.D. program for adult learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The articles contained in this three-article dissertation carefully document characteristics of early childhood (EC) classrooms that could be beneficial to early learning and success. These articles use multiple regression, descriptive statistics, and multi-level modeling in their methodology and make recommendations for policy in the field of early childhood education. Where has all the Time Gone? Describing Time Use in Full- vs. Half-day Pre-Kindergarten: High-quality, early childhood education (ECE) experiences can improve children's learning trajectories and produce long-term social returns. Yet, there is also evidence that ECE effects are variable and do not typically persist. There is therefore a need to deepen the research base on what constitutes a 'high quality' ECE experience. This need exists on at least two levels--first, to identify which structural features reliably deliver effects, and second to capture the in-classroom processes those structures make possible. This paper provides a case study using an intensive in classroom data collection effort--a total of 114 all-day class observations with every minute coded for content area(s) and activity type, and up to 14 repeated observations per teacher over a two-year period. In this instance, the data allow us to gain important insights into how teachers leverage time differently when one structural feature of preschool programming--length of the preschool day--changes. We determine that time-use surveys could be used to collect data about classroom processes, but they need to be designed to allow for the complexity of the ECE learning environment. We also observed that half-day and full-day classrooms differed proportionately mainly by the need to accommodate a nap in full-day; however, there were absolute differences in time allocation that could make a difference in learning opportunities across a school year. Finally, we find that variability both within and between teachers, which should encourage other ECE researchers to observe teachers for more than one day when feasible. (Mis)Measuring Pre-Kindergarten Classroom Characteristics: Although public interest and investment in early childhood education is high, there is not consistent evidence regarding the associations between pre-K time allocation and student outcomes. We extend previous work that has studied these relationships by quantifying the extent that attenuation due to measurement error may play in masking the extent to which time-use is associated with student outcomes. Additionally, we use a uniquely rich set of time-use data that covers entire instructional days, with multiple days observed for each teacher in our sample. The completeness of our data allows us to estimate associations between time-use and student outcomes as a replication of previous work. Finally, we use measures of classroom quality to test whether the relationships between time-use and student outcomes is moderated by the quality of teacher-child interactions. Once again, we use these analyses to determine whether we replicate previous findings using our richer set of data. We find that observing more than one day reduces some amount of measurement error relative to observing only one day. We also find some evidence that after controlling child covariates, additional time on ELA is positively related to several student outcomes (0.06-0.09 SDs). These results also suggest that it is important to measure all time, even when it is mixed with other subjects, to understand how time allocation influences students' learning. Finally, we find some evidence that students in high quality classrooms positively benefit from more time devoted to ELA relative to peers in low-quality classrooms. These results show time allocation matters more in classrooms where students are more likely to experience high-quality instruction. A Degree of Change: The Association between New State Degree Requirements for Pre-Kindergarten Teachers' Wages & Employment: This study presents an analysis of the Bachelor of Arts (BA) degree requirement in state-funded preschool programs across the United States. Using data from the National Institute for Early Education Research (NIEER) Yearbooks, I examine the prevalence of state-funded pre-Kindergarten (pre-K) programs and the variability of BA degree requirements across states, in addition to estimating the relationship between requiring BA degrees for pre-K teachers and subsequent labor market outcomes. While some studies have suggested that there is a positive association between pre-K teachers holding a BA degree and child outcomes, there has been less research on the implications of this requirement on pre-K teachers' wages and employment. The current study uses a difference-in-differences analytic approach and compares outcomes for states that roll-out a BA degree policy for pre-K teachers relative to states that do not. I find that, on average, the BA degree requirement is associated with higher wages and fewer preschool teachers. This study also provides information on the specific benchmarks that are bundled with the BA requirement in each state. The results suggest that states vary in how they bundle policies with the BA degree requirement, and the bundled nature of the policies should be carefully considered when interpreting associations with labor market outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to determine if COVID-19 has shifted what teachers perceive they want from a principal. In addition, the researchers sought to find what post-COVID-19 teachers want from a principal for them to succeed. Success is defined as feeling supported emotionally, having the proper resources, and maintaining a desire to stay in the profession. Researchers used a concurrent mixed-methods design to collect data. Because data were not collected before the pandemic, researchers used a retrospective design to gather pre-COVID-19 data. The survey instrument had nineteen pairs of Likert-based questions, aligned with 19 qualities that are historically important to teachers, and four open-ended questions. The Likert-based questions asked teachers to rate the importance of each statement post-COVID-19, then pre-COVID-19. Researchers used the social media platform Twitter to recruit participants (n=446). Once consent was obtained, participants completed the Google Form survey. Nineteen paired t-tests were run to determine statistically significant shifts in the data. The qualitative data were analyzed using content analysis with pre-determined codes based on the quantitative questions. A concurrent nested design was used to combine the data. The quantitative data was the primary source, while the qualitative data served as the secondary source. Researchers analyzed results separately and then together. Each quantitative statement showed a level of importance to teachers; however, four were not statistically significant. Based on quantitative data, having a principal who is not a micromanager is the most important to success, while receiving feedback on instruction is the least important. The qualitative data helped to provide context around what teachers want from a principal to be successful. Seven themes emerged from the f data. Post-COVID-19 teachers want trust, time, communication, empowerment, relationships, stewardship, and instructional leadership. This research has led to the discovery that servant leadership is the leadership style that best encompasses these themes. [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 determine if COVID-19 has shifted what teachers perceive they want from a principal. In addition, the researchers sought to find what post-COVID-19 teachers want from a principal for them to succeed. Success is defined as feeling supported emotionally, having the proper resources, and maintaining a desire to stay in the profession. Researchers used a concurrent mixed-methods design to collect data. Because data were not collected before the pandemic, researchers used a retrospective design to gather pre-COVID-19 data. The survey instrument had nineteen pairs of Likert-based questions, aligned with 19 qualities that are historically important to teachers, and four open-ended questions. The Likert-based questions asked teachers to rate the importance of each statement post-COVID-19, then pre-COVID-19. Researchers used the social media platform Twitter to recruit participants (n=446). Once consent was obtained, participants completed the Google Form survey. Nineteen paired t-tests were run to determine statistically significant shifts in the data. The qualitative data were analyzed using content analysis with pre-determined codes based on the quantitative questions. A concurrent nested design was used to combine the data. The quantitative data was the primary source, while the qualitative data served as the secondary source. Researchers analyzed results separately and then together. Each quantitative statement showed a level of importance to teachers; however, four were not statistically significant. Based on quantitative data, having a principal who is not a micromanager is the most important to success, while receiving feedback on instruction is the least important. The qualitative data helped to provide context around what teachers want from a principal to be successful. Seven themes emerged from the f data. Post-COVID-19 teachers want trust, time, communication, empowerment, relationships, stewardship, and instructional leadership. This research has led to the discovery that servant leadership is the leadership style that best encompasses these themes. [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.]