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The aim of the current study is to investigate how secondary stage students develop their EFL fluency through being exposed to an electronic program based on the inquiry-based learning context. The researcher used two social media means: Telegram and Skype. The participants were 15 secondary stage students in a governmental school for girls in Qena. An interview and a test were designed to measure the students' EFL fluency. An electronic program based on inquiry based learning was designed to develop the students' EFL fluency. The electronic program consisted of ten EFL fluency components. The obtained data was analyzed qualitatively and quantitatively. Wilcoxon test was used to calculate the effect size of the suggested program on promoting the study participants' EFL fluency. The findings revealed that the total mean scores of the participants on the post-administration of the test were higher than their total mean scores on the pre-administration of the test. In addition, the effect size of all EFL fluency components indicated that the program based on electronic inquiry based learning context had a very strong effect on enhancing secondary stage students' EFL fluency components.

Following the social turn in Second Language Acquisition (SLA) in the 1990s (Block, 2003), researchers have increasingly focused on the emic perspective of learners. As a result, identity, subjectivity, and agency have come to the forefront in SLA research. In an effort to afford learners the means to negotiate meaning more freely and to position themselves socially through their linguistic choices, Concept-Based Instruction (CBI) has recently gained prominence. A good example is van Compernolle (2012), a study that assessed the outcomes of explicit instruction of the concept of "order of indexicality", and the sub-concepts of "social power", "social distance", and "self-presentation" on the pragmatic awareness of beginning learners of French as a foreign language. Even though participants grasped the sub-concepts, they failed to demonstrate an understanding of the main concept of indexicality. Despite the study's innovative application of CBI to L2 pragmatics, there were several limitations, namely a series of communicative tasks that limited the agentive use of the L2 and a relatively short duration (six weeks) which did not afford participants with the opportunity to dynamically renegotiate their relationship with their interlocutor in role-play. The present study addresses the limitations of van Compernolle (2012), by replicating it and expanding it over an observation period of 15 weeks which comprised 11 weeks during which eight participants took part in an Alternate Reality Game. In lieu of "orders of indexicality", the proposed study included explicit instruction of the concept of "stance taking". In keeping with the tenets of CBI, learners also explored the sociopragmatic constructs of power relations, social distance, and self-presentation through the conceptual lens of stance taking. Following the design and methods of van Compernolle (2012), learners performed communicative tasks such as metalinguistic verbalizations, grammaticality judgments, and role-plays in order to internalize the concept of stance taking. The goal of the ARG implemented in the present study was to promote greater experimentation and language play than possible in the other communicative tasks. The ARG required the learners to engage in regular digitally mediated communication with characters over the period of 11 weeks. Qualitative analyses of the learners' performance data, including their metalinguistic commentary, showed that participants internalized the focal concepts but cited them with various degrees of explicitness during their verbalization. Despite a general absence of language play in participants' performance, they demonstrated agency in their ability to dynamically renegotiate their interactions with their interlocutors in the simulated yet realistic environment of the ARG over time. These findings emphasize the potential of ARGs as ecologically valid possibility spaces for learners to develop their identities and abilities as multicompetent speakers. [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 experience an academic career differently than their male counterparts. Women enter academic careers at similar rates as men, but there are fewer women at higher ranks (associate and professor). Women also experience an academic career differently than men as identified in the variance in their time spent on the three pillars of an academic career; teaching, research, and service. Women in academia also experience pay inequities. These disparities create unique challenges for women in academia, and those who are also mothers experience additional challenges. To manage the challenges and stressors of being an academic and a mother, academic mothers seek out social support. Social networking sites (SNS) are one form of support. There is evidence that academics and academic mothers use social networking sites but little has been done to investigate why and how academic mothers use social networking sites for support. This study explored how and why academic mothers use social networking sites for support. Four research questions guided this study: (1) Why do academic mothers seek out support through social networking sites? (2) What type of support do academic mothers receive through social networking sites? (3) How does support through social networking sites differ from in-person or other forms of support? (4) What impact has this type of support had on academic mothers' careers? This study employed a qualitative method of constructivist grounded theory with ten participants. Semi-structured interviews were conducted with each participant and social network site posts were archived from seven participants. Transcripts and posts were analyzed and coded using the constant comparative method of analysis. Initial codes were moved to secondary codes and then to theory development. Confirmatory analysis, peer debriefing, member checking, and data auditing were done and contributed to the trustworthiness of this study. This study found that academic mothers have personal and professional support networks and they face challenges of dual roles, time, isolation, financial, travel, and health issues. They employ a variety of strategies to overcome these challenges including using SNS for support. They use SNS to gain advice and information, encouragement, supportive community, break down isolation, perspective, seeing success, and networking. SNS were more accessible, safe, and responsive than their in-person networks and allowed them to exist as an academic and a mother. The use of a SNS for academic mothers was a positive experience for the participants. SNS were able to mediate the personal and professional support needs for academic mothers as well as address the needs of their identities both as a mother and academic. [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.]

English language learners (ELLs) have struggled with learning a new language and content online within the U.S. school system. The research problem on which this study was based was that because ELLs have unique cultural and linguistic challenges while learning online, a better understanding of teachers' experiences of how transcaring strategies are applied in online learning spaces for secondary ELLs was needed. The purpose of this basic qualitative study was to explore teachers' experiences of applying transcaring strategies with secondary ELLs in online spaces. Garrison's community of inquiry was the conceptual framework, in which the research question related to the experiences of teachers of ELLs and how they set the climate, selected content, and supported discourse to provide transcaring strategies in online learning spaces. Interview questions aligned with the research questions, framework, and transcaring strategies and were conducted with secondary ELL teachers. Data were analyzed through a multilevel thematic analysis process. The key findings show that teachers used transcaring strategies to create an online environment with open communication focused on students' individual and cultural needs to encourage students to participate and learn. Teachers also focused on students' personal interests to help students create a connection to new content by using their native language as a scaffolding tool and for brainstorming purposes. The results of the study may provide teachers and stakeholders with examples of strategies to ensure the success of ELLs in online courses. The study may contribute to positive social change by providing potentially improving learning environments for ELL and may contribute with their online learning success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In the ever-changing digital era, the surge of online informal language learning platforms has revolutionized the way we learn new languages. This dissertation delves into the critical role of interactional feedback (IF) in synchronous computer-mediated communication (SCMC), a cornerstone for optimizing these digital learning spaces. Anchored in the interactionist perspective and usage-based linguistics, this research seeks to illuminate the pathways through which IF can enhance language acquisition in virtual settings. The proliferation of online language learning tools has not been matched by a comprehensive understanding of feedback dynamics. This study, therefore, sets out to bridge this knowledge gap by examining the impact of IF on language learners' proficiency, particularly in article usage -- a notorious challenge for language learners. Over a span of ten weeks, ten pairs of native speakers (NS) and non-native speakers (NNS) engaged in SCMC sessions, generating a rich dataset of 49 hours and 197 transcripts. This corpus served as the foundation for a mixed-method analysis, scrutinizing the types of NS feedback, the NNS errors that prompted such feedback, and the subsequent NNS responses, with a focus on article usage across varying proficiency levels and discussion topics. The investigation uncovered a spectrum of eleven distinct feedback types, with embedded corrections and interrogative recasts emerging as the most potent in eliciting learner uptake. The comparative analysis of text-based and voice-based feedback revealed a notable disparity in effectiveness, with text-based feedback succeeding in 33% of instances, while voice-based feedback achieved a higher success rate of 43%. The study also highlighted article errors as the predominant trigger for NS corrective feedback, with a remarkable 69% of NNSs adjusting their article usage in response to such feedback. A qualitative dive into the data exposed personal subjects as the most frequent topics of conversation, underscoring the significance of contextually relevant interactions in language learning. Employing a dynamic coding approach, complemented by rigorous statistical analyses such as the Friedman test and subsequent post hoc comparisons, the study meticulously charted the evolution of article usage over the course of the ten-week period. The post hoc comparisons, in particular, shed light on the intricate relationship between learners' proficiency levels and their mastery of article usage. These analyses confirmed a positive correlation between proficiency and article accuracy, with higher proficiency learners consistently demonstrating more precise article usage in both text and voice-based SCMC. The implications of these findings are far-reaching for the field of language education. They underscore the necessity for educators to cultivate a nuanced understanding of the diverse feedback mechanisms at play in different communicative contexts. The study advocates for the strategic use of varied feedback techniques, such as integrated corrections and clarification requests, and the design of activities that foster target-like language production. In crafting SCMC tasks, educators are encouraged to prioritize feedback that bridges communicative gaps, ensuring that such activities are in harmony with pedagogical objectives and learner preferences. In conclusion, this research contributes to the body of knowledge on digital language learning by providing empirical evidence on the efficacy of IF in SCMC. It offers actionable insights for language educators seeking to refine online instructional practices and curriculum development, with the ultimate goal of enhancing learners' linguistic competence in an increasingly digitalized world. [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 topic of late registration in higher education is a term that must be clearly defined to properly compare and contrast academic success metrics. A standard definition for late registration has yet to be agreed upon. For the purposes of this mixed methods action research study, late registration is enrollment in a course 10 days preceding the beginning of the course. Review of registration data at Southcentral Kentucky Community and Technical College uncovered a disparity between student academic performance of those who registered on time and those who registered late. The institution's heightened focus on academic performance reflects the performance-based funding equation that rewards academic success and course completion. Identification of an appropriate intervention to support late registrants' academic success is imperative to improve academic success rates. With poor engagement, care calls were implemented as an intervention to provide support for late registrants. Factors such as first-generation status, students who are parents, and timing of admission application were assessed to evaluate their impact on the late registrants' poor engagement with the care calls. Targeted outreach communicating resources to encourage student success is necessary. Text messaging, social media communication, and workshops are different strategies that can be used to reach students. The diverse student population of the community college demands that we utilize a variety of methods to reach 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.]

Social determinants of health (SDOH) greatly impact an individual's health, yet health care professionals are undereducated on addressing SDOH when identified. While many factors influence and drive educational practices, there is a lack of guidance in understanding best practices in teaching SDOH in online undergraduate health programs. Through my position as an adjunct instructor at Lamar University, I am interested in understanding my role as an adjunct instructor and tailoring previous literature to continue to advocate for more SDOH integration in course curriculum. The purpose of this quality improvement initiative was to 1) examine students' perceptions and understanding of SDOH in their communities, 2) how health outcomes associated with their chosen SDOH impact program planning and understand approaches via photo essay assignments and peer-to-peer discussions. Discussion board posts and reflections were analyze in a qualitative review. Overall, students expressed positive and negative perceptions of certain SDOH domains, discussed how culture plays a role in SDOH context and program planning, and highlighted the gaps of usage or knowledge on existing assets in the community. Students expressed positive feedback regarding peer-to-peer learning, particularly through peer validation, learning from first-person experience, and increasing individual awareness of community assets. Tailoring previous activities outlined in the literature, focusing on student's community assets and peer-to-peer learning is one effective SDOH teaching strategy to build knowledge. Other drivers to effectively increase SDOH learning include additional instructor knowledge of effective strategies and the individual knowledge, capacity, and permission to incorporate SDOH into course curriculum. After increasing my own confidence in incorporating one aspect of SDOH teaching, future implementation strategies to further SDOH teaching in online undergraduate courses include continued relationship building with department leadership and engaging professional peers' current initiatives for system change. [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 is to examine the effects of using information and communication technology (ICT) in the Black worship experience for recruiting and retaining young adults in relation to church services, engagement (defined in this study as communication, community outreach, social activism and collaboration, and support services), and cultural identity within the community of faith. The relevancy and engagement for emerging generations and the cultural and ancestral ties of the Baptist church will be explored. Data analysis from these findings will be used to identify opportunities for faith and community leaders in relation to young Black adults, defined as Generation X, Millennials, and Generation Z between the ages of approximately 24-40 years old who identify as Christians affiliated with the Baptist denomination. Theoretical frameworks and references include, but are not limited to, Maslow's Hierarchy of Needs, Diffusion of Innovation theory, Digital Babylon study by Kinnaman et al. historical and behavioral practices explored by Anthony B. Pinn, and A Black Theology of Liberation by James Cone. The study bridges the historical foundation of the Black church, its communication styles, and its duty to seek liberation and empowerment for a systemically disenfranchised group of citizens through contemporary means of organizing, community engagement, and communication for young adults, and makes recommendations for success following the COVID-19 pandemic and its impact due to isolation. [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.]

Many information technology professionals are isolated within their own companies or work with a limited number of experts in their specific domains (Jenkins et al., 2020). This phenomenon, known as professional isolation, occurs when professionals have limited access to collaborative opportunities in the workplace (Kutoane et al., 2023). Professional isolation can negatively impact job performance and employee retention, contributing to a lack of employee confidence (Mannir et al., 2023; Spilker & Breaugh, 2021). Virtual communities of practice can transcend geographical, organizational, and temporal limitations, offering a potential solution for professional isolation (Mannir et al., 2023). A qualitative instrumental case study was used to explore the complex interactions and strategies employed by information technology professionals within virtual communities of practice. The use of an instrumental case study allowed for an in-depth description, exploration, and analysis of a bounded system--"a specific, complex, functioning thing" (Stake, 1995, p. 2). The findings of this study investigate the strategies utilized by information technology professionals on these platforms, as well as other interconnected phenomena, including professional isolation. The results of this study may be influential for information technology professionals, organizations, and educators. [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.]

Place-based educators recognize the importance of place in shaping learning, as our sense of place serves as a lens through which we interpret our experiences. Despite the growing prevalence of online environments in education, their impact on our sense of place remains largely unexplored. This case study employed critical case sampling to explore how graduate students in an online place-based program developed their sense of place in their online learning environment and its influence on their behavior. Using grounded theory and constant comparative analysis of surveys, interviews, documents, and observations, two overarching themes emerged. The first theme, "Building a Web of Connectivity," illustrates the process through which participants developed their sense of place in the online learning environment. Central to this theme are six nodes: Finding Oneself in the Curriculum, Connecting with Culture, Building Pilina, Fostering Safety, Building Awareness, and Enacting Agency. Metaphorically functioning akin to a mesh network topology, each node represents a critical activity that students engaged in to create multiple points of connectivity between people and place. The second theme, "Robust Webs for Engaged Learning," highlights how students exhibiting more nodes demonstrated increased engagement in the online learning environment. These findings offer valuable insights for educators and instructional designers, providing practical guidance on fostering meaningful and engaging learning experiences in online learning environments by utilizing the six nodes. This study underscores the transformative potential of the nodes, emphasizing the importance of assisting students in understanding the online world and their place within it. [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 pandemic, COVID-19, increased the online activity of millions of adolescents globally resulting in an unprecedented amount of youth using the internet leaving them susceptible to cyberbullying. Cyberbullying is a global issue that has severe consequences on adolescents' mental health. Teachers have a vital role in the effective implementation of cyberbullying interventions and initiatives. However, teachers' perceptions impact their behaviors and beliefs in cyberbullying prevention and intervention because they may understand the phenomenon in different ways. This qualitative study aimed to understand eight high school teachers' perceptions and experiences regarding their perception of their role in prevention or response to cyberbullying in a Southeastern state during the pandemic from March 2020 to May 2023. Data collected using semi-structured interview was transcribed, analyzed, and coded to identify themes from the perceptions provided by the participants of the study. Seven themes emerged which were: defining cyberbullying, cyberbullying occurrence, teachers' comfort level, difference with students' social skills, create strong relationships with students, actions when encountering cyberbullying, and training. From the conceptual framework of Bandura's self-efficacy theory, the findings stressed how vital professional development is create cyberbullying prevention and intervention programs that give teachers the comprehensive knowledge and confidence to stop students from bullying each other. [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.]

Approximately 11 million women and five million men in the United States report experiencing interpersonal violence (e.g., sexual violence, physical violence, psychological harassment, or stalking) before the age of 18 (CDC, n.d. -a). Victims may face a decline in grades, depression, anxiety, unwanted pregnancy, substance abuse, sexually transmitted diseases, or even death (Adhia et al., 2019; CDC, n.d. -a; CDC, 2017, 2019a; East & Hokoda, 2015). Educators are an important mitigating factor of teen dating violence, and therefore, must understand its dynamics to develop strategies to keep students safe (Offenhauer & Buchalter, 2013; Storer & Strohl, 2017; Taylor et al., 2016). A mixed methods study was conducted to evaluate the overarching research question: "What is the capacity of educators to prevent or mitigate adolescent interpersonal violence?" The quantitative section of the study features the survey results of 115 diverse education staff. The qualitative section highlights the interviews of 13 select educators. The data analysis includes a correlational analysis (i.e., regression) and identification of themes from the open-ended responses. Results indicated concerns regarding a lack of knowledge of social media and technology, limited time, sparse curricula, and limited resources to prevent or mitigate adolescent interpersonal violence. State legislation and district policies also limit the capacity of educators to support students' needs, especially those from vulnerable populations who are more susceptible to victimization (e.g., Black, LGBTQ, and students with a disability) (Agius-Ferrante & Oak, 2020; Crawford, 2023; East & Hokoda, 2015; Norris-Brown et al., 2020). Implications of this study suggest that while educators want to help students develop healthy relationships, most staff are not provided the time, resources, training, or professional autonomy to make this a reality. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to examine the digital literacy of Gen Z employees in higher education and provide implications for HRD research and practice and contribute to the HRD literature on Gen Z employees in the 21st century workforce. Three research questions guided my study: How do Gen Z employees in higher education experience digital literacy? What digital literacy skills gaps exist in Gen Z employees in higher education? And what can higher education institutions do to close the digital literacy gap for Gen Z employees entering the workforce? To examine the lived experiences of Gen Z employees' digital literacy in higher education, I chose a basic qualitative study design. This inductive approach was applied to all three research questions and helped me develop a deeper understanding of the meaning of participants' lived experiences. To answer these three questions, I conducted semi-structured interviews with 19 participants (12 Gen Z employees and 7 supervisors of Gen Z employees) virtually via Zoom over the course of four weeks for the convenience of participants. I transcribed and coded the data with the help of a qualitative Ph.D. researcher and a quantitative Ph.D. researcher to ensure validity and reliability. I conducted member-checks with interview participants to check the validity of the data collected. There were five major themes identified from an analysis of the interview data using a thematic analysis of Lester et al. (2020): (1) experiencing digital literacy daily, (2) preferred technology, (3) workplace communication, (4) Gen Z skills gap, and (5) topics for future virtual training. This study was underpinned by: 1) the Virtual HRD theoretical framework (Bennett, 2014; McWhorter, 2014), 2) Generation Z cohort theory (Barhate and Dirani, 2022; Dimock, 2019), 3) the digital literacy conceptual framework (Pool, 1997; Martin, 2005; 2006), and 4) the digital literacy skills framework (Eshet-Alklai, 2004; 2012; Ng, 2012). Eshet-Alklai (2012) and Ng (2012) were used to inform the interview protocol that I formulated based on the literature review of the framework for Gen Z's digital literacy skills. The study's findings emphasize the digital literacy skills required to reskill Gen Z employees utilizing Virtual HRD tools such as virtual training and development to offer practical solutions for HRD scholars and HRD practitioners. This study contributes to the research gap for HRD scholars and researchers, extending the literature on Gen Z in the workforce because of the lack of empirical studies on Gen Z employees in the workplace setting. Contributing to the qualitative empirical literature on Gen Z in the workforce, this study also adds to Gen Z literature by examining the different attributes of pre-Covid Gen Z and post-Covid Gen Z. [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 response to COVID-19, the Mississippi Department of Education (MDE) invested approximately $295 million to support digital learning efforts. This investment, referred to as the Mississippi Connects Initiative, funded state level infrastructure improvement, bulk device purchasing, digital subscription purchasing, telehealth and teletherapy resources, and professional learning for educators. Focusing on professional learning, this study aimed to determine if differences existed between schools that did and did not receive professional learning via the digital learning coaching program. The data used in this study was collected in the spring of the 2021-2022 and 2022-2023 school years, using the BrightBytes® Technology and Learning (T&L) Solution. Scores were examined to analyze differences in classroom practices, technological skills, and school environment, attitudes, and perceptions between groups of coached and non-coached elementary and secondary schools. Group scores on state accountability measures were also compared. Limitations of this study included survey participation, group analysis, and self-reporting. Other themes include the fiscal implications of professional learning, digital equity, instructional coaching, and program evaluation. These findings indicate the need for state and local education agencies to more consistently monitor and evaluate spending. [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.]

Youth with disabilities are overrepresented in the bullying dynamic and experience poor mental health and school engagement outcomes associated with this involvement. However, limited existing research has looked at differences in bullying involvement based on disability category, and how youth with disabilities make decisions about bullying involvement and bystander intervention. This multi-method study examined how students with Specific Learning Disabilities (SLD) have engaged in bullying, been impacted by this engagement, and think about bullying involvement. Drawing on quantitative analyses of surveys (N=221) and mixed methods analyses of clinical interviews (N=78), this dissertation research garnered an understanding of how youth with SLD have been involved in bullying and impacted by this involvement. In addition, this dissertation examined how these youth reason and make decisions about cyberbullying involvement and bystander intervention. A person-centered analysis was conducted in order to: 1) elucidate distinct profiles of bullying involvement amongst youth with SLD ; 2) examine if and how demographic characteristics are associated with profile membership; and 3) examine if and how school engagement and mental health outcomes are associated with profile membership. This study revealed four distinct profiles of bullying involvement: Low Involvement profile (low levels of victimization and perpetration), Mildly Involved profile (mild levels of both victimization and perpetration), Moderately/ highly Victimized profile (low levels of perpetration and moderate to high levels of victimization), and Moderately Frequent Bully-Victim profile (moderate to high levels of both victimization and perpetration). The highest percentage of youth (37%) were in Profile 1, or the low involvement group. Participants in this group experienced the lowest levels of victimization and perpetration in comparison to participants in other groups. Profile 2, or the mildly involved group, was the smallest profile in this study with 14% of participants classified in this group. Participants in this group experienced mild levels of both victimization and perpetration in comparison to participants in other profiles. Profile 3, or the moderately/highly victimized group, included 18% of participants in this study. Members of this group reported higher mean scores for victimization than participants in other groups (particularly for verbal and physical victimization). Finally, Profile 4 or the moderately frequent bully-victim profile, was the second largest of the four profiles with 31% of participants classified in this group. Participants in this group experienced higher levels of combined victimization and perpetration than those in other groups. Significant results emerged when analyzing associations between bullying involvement profile and demographic variables as predictors, as well as associations between bullying involvement profiles and school engagement and mental health outcomes. Demographic variable analyses revealed that select demographic variables were associated with some the four bullying involvement profiles. Older participants (grades 6-12) when compared to younger participants (grades 1-5) were more likely to be in the moderate/highly victimized group or profile 3 than in the low involvement bullying group or profile 1. In addition, when compared to White youth, racial minority (non--White) youth were more likely to be in lower bullying involvement groups. Furthermore, youth who identified as LGBTQIA+ were more likely to be in the lower bullying involvement groups than youth who identified as straight. Membership in Profile 2 (mild bullying involvement) and Profile 4 (moderate bully-victim) was significantly and negatively associated with school engagement when compared to Profile 1 (low bullying involvement). In addition, Profile 3 (moderately/highly victimized) showed a negative trend that approached statistical significance. Results showed more positive associations between membership in Profiles 2, 3, and 4 than Profile 1 for internalizing symptoms. Additionally, results found more positive associations between membership in Profiles 2 and 4 than Profile 1 for externalizing symptoms.). Taken together, these results highlight the negative effects on school engagement and increased rates of internalizing and externalizing symptoms associated with bullying involvement (particularly the combination of perpetration and victimization noted in profiles 2 and 4). A mixed methods analysis was employed drawing on Social Domain Theory in order to understand how youth with SLD evaluated and justified their evaluations of cyberbullying and bystander intervention in hypothetical situations. As anticipated, the majority of participants evaluated cyberbullying as unacceptable across all four situations. Participants had more negative evaluations of cyber harm when directed at a victim with a disability as compared to a victim without a disability. In addition, participants had more positive evaluations, or felt cyber harm was more understandable or acceptable, when the harm took place as an act of retaliation or within the context of a friendship than in unprovoked situations and between a transgressor and victim who are not friends. Although there were no significant age or gender differences in general evaluations of each situation, there were significant age and gender differences in response to the retaliation and friendship counter probes. Younger participants (7-10-year-old) had more negative evaluations of cyberbullying in response to counter probes about whether the act of cyberbullying was an act of retaliation than did older adolescent participants (15-18-year-old). These age differences were also observed in how younger participants (7-10-year-old) evaluated cyberbullying between friends in the science classroom significantly more negatively than did older adolescents (15-18-year-old). With regard to gender differences, in the zoom conversation situation, female participants had significantly more negative evaluations of cyberbullying between friends than did males. Although age and gender differences were observed, these differences were more significant in response to contextual features. Specifically, these results highlight the ways in which participants considered the disability of a victim, interpersonal ties between a transgressor and victim, and the intention of these acts of harm in evaluating the acceptability of these actions. With regard to how youth with SLD evaluated and justified these evaluations of bystander intervention in cyberbullying situations, there were some differences between youth with low and moderate to high levels of bullying involvement. When compared to the low involvement bullying group, a higher percentage of participants in the mild to high involvement group endorsed supporting the victim and a passive response, and a lower percentage endorsed telling an authority figure in most situations. Participants who drew on moral justifications were more likely to endorse a bystander intervention that involved supporting the victim whereas those who drew on non-moral justifications (i.e., personal or social conventional) were more likely to endorse intervening by telling an authority figure. These findings highlight the associations between how participants conceptualize the bystander intervention (i.e., as a moral or non-moral action) and the specific actions participants endorsed in response to witnessing acts of cyberbullying. In addition, these findings suggest that there is a connection between prior experiences of bullying and bystander intervention decision making. This study's findings have several implications. One, youth with SLD were involved in varying frequencies and forms of bullying as defined by the four bullying involvement groups, and the frequency of bullying involvement was significantly associated with both school engagement and mental health outcomes. Specifically, students who were involved in perpetrating bullying and also victimized were at highest risk of negative school engagement and mental health outcomes. This finding highlights the need to tailor interventions to students based on the specific forms and frequency of bullying involvement. Two, youth with SLD reasoned with more complexity (i.e., had mixed evaluations or found cyberbullying acceptable) in situations that involved retaliatory action or cyberbullying that took place between friends than in general contexts of cyberbullying. This finding underscores the need for developing intervention practices that explore these considerations and involve youth in the process of studying other factors that are relevant in evaluating situations of cyberbullying. Finally, the majority of youth in this study endorsed responding to cyberbullying situations by taking actions to support the victim. Some developmental differences were noted in these evaluations in addition to differences based on profile of bullying involvement. In addition, participants were most likely to draw on moral considerations in endorsing a response of supporting the victim. These findings suggest that future interventions should center youths' perspectives, involve authority figures such as teachers and parents, and involve a component of building skills and competence in the particularities of bystander intervention online. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A key goal in World Language Education (WLE) is challenging learners' preconceived notions about other cultures, aligning with the leading intercultural competence models, national language teaching standards, and the emerging Transformative Language Learning and Teaching (TLLT) paradigm. However, challenging stereotypes remains a concern to educators because stereotypes are hard to eliminate, and culture representations in WLE tend to be monolithic. While recent TLLT studies have applied TL theory in intercultural learning contexts and assessed pedagogical tools' efficacy in fostering perspective shifts, they often lack in-depth exploration of the interactions driving these shifts. This study fills in the gap by investigating how perspective transformation unfolds among novice Chinese learners within a critical Virtual Exchange (VE) setting. Despite VE being a potent tool for raising participants' awareness of culture diversity and challenging stereotypes, conventional VE often reflects a monolingual ideology that hinders comprehensive cultural exploration among novice language learners and reproduces global hierarchies where national cultures and standardized languages overshadow localized cultures and language varieties. To address the limitations, this VE integrated a translanguging approach, connected learners with Chinese from different towns/cities including ethnic minorities, and engaged them in conversations and reflections mediated by their fuller linguistic repertoires and a multimodal map platform. Data were collected from 16 VE participants including surveys, reflection journals, meeting recordings, final digital storytelling products, and interviews with 5 participants displaying stronger degree of perspective transformation. Research questions centered on the extent of learners' perspective shifting, the characteristics of translanguaging, and the interplay between translingual speech and multimodal map usage during culture discussions. Data analysis revealed themes such as "critical assessment of assumptions" and "increased awareness of local cultural and linguistic diversity", affirming the critical VE's impact in challenging learners' assumptions and disrupting monolithic cultural and monolingual ideologies. Additionally, quantitative treatment and conversation analysis of the focal participants' VE meetings highlighted learners' fluid and holistic use of multimodal translanguaging for communication purposes including meaning negotiation, interaction management, illustration of cultures, and reactions to cultural topics. The study contributed to a newer understanding of translanguaging's role in fostering deeper intercultural meaning negotiation in novice Chinese 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.]

Using a quantitative, non-experimental design, this study analyzed the relationships between the degree of virtuality (i.e., for virtual, hybrid, and colocated employees), tools and techniques of leader communication, and employee perceptions of leadership effectiveness among full-time, currently employed faculty at an American university's campus in Singapore. A Generalized Linear Model (GLM) regression analysis was used to explain and predict the extent to which specific factors of communication (frequency, predictability, responsiveness, clarity, and mode) lessen or strengthen the relationship between the degree of virtuality and employee ratings (i.e., perceptions) of leadership effectiveness. A second GLM regression analysis was performed to explain and predict the extent to which the degree of virtuality attenuates or strengthens the relationship between factors of communication and perceptions of leadership effectiveness. For the first analysis, the overall model showed that communication tools and techniques moderate the relationship between virtuality and employee ratings of leadership effectiveness. The second model could not support virtuality moderating the relationship between communication tools and techniques and employee ratings of leadership effectiveness. In both analyses, only the communication tools and techniques variable was significant in model fit tests. A one-way ANOVA was also performed to identify whether there was a significant difference in perceptions of leadership effectiveness between virtual, hybrid, and colocated employees. No significant difference could be identified in part due to the sample size of virtual employees being inadequate to produce meaningful results. Nonetheless, the overall results of this study support communication tools and techniques being significantly correlated with employee ratings of leadership effectiveness. This has implications for how leaders lead in virtual, hybrid, and colocated contexts with an emphasis on leader communication behaviors and overall leader effectiveness. [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.]

Student organizations are known to foster community and are an engaging aspect of college student life. Specifically, for Asian and Latine college students who face exclusion and marginalization at predominantly white institutions (PWIs), panethnic student organizations bring together students from different national origins into one grouping and provide a welcoming community engaging with students' heritage. Membership in panethnic organizations provides tangible and intangible benefits. However, there is an assumption that everyone who identifies as a member of these panethnic groups is automatically, and fully, included, so little is known about the potential factors used to determine inclusion or exclusion from membership benefits. Research on panethnic identity, social mobilization, and civic engagement, however, finds that points of conflict emerge where some identities are centered over others in Asian and Latine organizations. Therefore, this dissertation examines how students experience inclusion and/or exclusion in panethnic student organizations based on national origin, social class, and immigrant generation, and, if so, the implications for students. Three questions guide this research: 1) What are the factors associated with inclusion or exclusion in panethnic student organizations? 2) What types of support do panethnic student organizations provide for students? 3) Does access to types of support depend on the level of inclusion? To answer these questions, I rely on 65 in-depth interviews with Asian and Latine students that I collected over a year, participant observations at organization meetings and events, and text-based sources such as the organization's constitutions, websites, and social media posts. For both Latine and Asian student organizations, I find that despite claims of inclusivity using a broader panethnic grouping through mission statements and recruitment pitches, not all students felt a sense of full automatic inclusion. Instead, I observed three levels of inclusion: "full inclusion," "partial inclusion/exclusion," and "exclusion." In Latine organizations, the factors used to determine each level were national origin, social class, immigrant generation, and language use. Meanwhile, in Asian organizations, the factors that mattered the most were country of origin, immigrant generation, and social class. These findings demonstrate that not every Latine and Asian student experiences automatic inclusion in panethnic student organizations, which means excluded students are less able to access the tangible and intangible benefits, such as social support systems and access to information and resources available through membership. Lastly, I address the implications of these findings for research on identity-based student organizations in higher education and future directions for research on panethnic student organizations. I also provide practical recommendations for administrators, faculty, staff, and students engaged with panethnic student organizations to create more inclusive and equitable spaces in higher 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.]

Online education crowdfunding attracts public school teachers with its enormous outsourcing opportunities, but its success is constantly challenged by information asymmetry and information overload. To assist the teachers in successfully collecting teaching funds in crowdfunding, three studies are conducted to address the two challenges. Information asymmetry exists between the fundraising teachers and the potential donors and challenges the education crowdfunding success. Virtual communication setting of online context further exacerbates this issue. Following signaling theory, it is critical for the informed teachers to create and send quality signals to the less-informed donors to enhance communication and establish mutual understanding. To understand effective signals the teachers can leverage to achieve crowdfunding success, we develop two studies. In Study 1, we investigate the effective signals from the informed teacher's actions and attributes perspectives. Following crowdfunding literature and word of mouth studies, the effects of teacher's actions, e.g., campaign writing strategies, and attributes, e.g., fundraising experiences, are evaluated. Motivated by the mixed findings regarding the impacts of teacher's experience signals, a follow-up examination is conducted to investigate remedies, e.g., appreciation acts, that the fundraising teacher can take to establish trust with the donors. In Study 3, we examine the impact of a widely adopted but under-examined promotion strategy of fundraising campaigns, matching gift, on education crowdfunding success. While matching gift from lead donors is anecdotally believed to positively affect the matched campaign's success following signaling theory, bystander effect studies imply an opposite effect. Study 3 conducts empirical analysis to investigate these issues. Information overload is a well-recognized obstacle for the donors to solicit funds in online crowdfunding. While it is important for the fundraising teachers to effectively manage the crowdfunding campaign, it is also critical for the donors to identify a crowdfunding project s/he would like to donate to. Scant crowdfunding study has been conducted to address this issue. Motivated by the societal importance of education crowdfunding, Study 2 refers to recommendation studies in e-commerce to fill the research gap. Notably, recommendation study in education crowdfunding needs to accommodate the contextual uniqueness as well as the transient nature of the crowdfunding campaigns, which differ from the relatively long-lasting e-commerce merchandises. In this study, a recommender model is constructed implementing the project-based contextual feature, e.g., school fiscal calendar, as well as the donor-based preference features, e.g., holiday season preference, geo-location preference and pro-social preferences. A follow-up recommendation evaluation is conducted to investigate the varying donation preferences of the donors with different donation experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this nonexperimental correlational quantitative research design is to examine if there is a relationship between parents' understanding of summative student score reports and accessing further resources online, while also examining the relationship between parents' comprehension of the summative student score report and other variables. Standardized score reporting has received research focus over the years, but there is little research on parents and their perceptions of what the score reports are communicating. Even more specific to the state of California, there is limited focus on Spanish-speaking parents, which is the largest demographic subgroup attending public schools in the state. As a result, the primary focus of the study is Spanish-speaking parents, but the data-collecting procedures were randomly distributed. Data were collected through anonymous questionnaires sent out by one school district to parents through ParentSquare, a communication application that many school districts in California use. Similar questions used in a 2018 study by Kannan et al. to determine parents' comprehension of student score reports were utilized to increase the validity of the research. The results of the study will be shared with local school districts, as well as state representatives, to add to the understanding of who is accessing the online resources. [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 assess adult English Learners' perceptions of using Microsoft Teams in classes. Specifically, the study aims to explore the strength and direction of the correlation between the elements of the technology acceptance model (TAM) and using Microsoft Teams in English language courses. This study addressed the following research question: What are the strengths and directions of the correlations between the elements of the technology acceptance model and the use of Microsoft Teams among adult ELs? The researcher utilized a quantitative methods approach to investigate the relationship between TAM variables and the use of Microsoft Teams in an adult English course. An anonymous online survey questionnaire based on Alfadda and Mahdi's (2021) research was used in the study through a secure online platform Survey Monkey and also the researcher sent out the link to colleagues to collect data from their adult EL. SPSS will be used to analyze the data using descriptive statistical techniques. The research participants were 195 adult English learners who utilized Microsoft Teams for their English learning during the COVID-19 pandemic from 2019 to 2022. The researcher developed descriptive statistics for the Likert-scale survey items and used SPSS to run Person's correlation coefficient to obtain more information on the relationships between the variables. The study's descriptive statistics findings reveal a strong positive correlation between the effective use of Microsoft Teams and the attitudes and intentions of students regarding its usage. As the results showed, the positive correlation can be used by educators as well as institutions to get more individuals to use Microsoft Teams as a useful tool for teaching English to adults. [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 digital divide presents a significant challenge in rural Eastern Kentucky, where the absence of broadband internet access has hindered economic development, education, health care, and overall quality of life. Broadband, characterized by high-speed internet access that is always on and faster than traditional dial-up, is a convenience and a necessity in the contemporary world. This paper explores the critical need for broadband deployment in rural Eastern Kentucky, underscoring its potential to transform the region by promoting economic growth, enhancing educational opportunities, improving healthcare access through telemedicine, and fostering social inclusion. Despite the challenging terrain and the high costs associated with infrastructure development in these areas, the paper argues that innovative solutions and strategic investments can overcome these barriers. The paper concludes with policy recommendations to accelerate broadband deployment in Eastern Kentucky, emphasizing the role of federal, state, and local governments in partnership with private sector stakeholders. Through a comprehensive approach that includes policy reform, financial incentives, and community engagement, broadband access in Eastern Kentucky can bridge the digital divide, unlock economic potential, and significantly improve the lives of its residents. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation explores the utilization of internet-connected devices to address the accessibility challenges associated with microscopy in the field of biology. Traditional microscopy devices are often costly, limiting their widespread adoption in laboratories. To overcome this barrier, we developed a cost-effective multi-well imaging device integrated with an open-source pump and stimulation system. This device facilitates longitudinal cell studies and reduces the time required for capturing cell images, thereby enhancing efficiency for biologists.Moreover, our internet-connected imaging system serves as an innovative educational tool for aspiring scientists. Through remote project-based learning activities and engaging serious games, complex biological concepts become more accessible, fostering enthusiasm and understanding among high school and undergraduate students. The dissertation discusses the application of this system in an educational setting and the implementation of an algorithm for determining organoid size through computer vision. Additionally, it introduces an interactive virtual lab, designed to provide a low-stakes environment for students to learn scientific and laboratory safety protocols.Overall, this work highlights the potential of internet-connected devices in revolutionizing both biological research and education. By making microscopy more accessible and engaging, it empowers scientists and students alike to explore the intricacies of biology with enthusiasm and curiosity. [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 was the lack of SEL and social presence practices in online learning during the COVID-19 pandemic, which caused student engagement to decline. The purpose was to explore educator perceptions of how SEL social presence practices affect student engagement during the transition from traditional learning. Grounded in social constructivism and social presence theories, this study aimed to fill the gap in the literature review, emphasizing the need for further investigation into the combined effects of SEL instruction and social presence practices on student engagement. Key research questions were used to answer how educators perceive the impact of explicit SEL instruction and social presence practices on student engagement online. The study employed an intrinsic qualitative case study methodology, targeting educators teaching grades 5-12 from 2018-2022. A purposive criterion sampling method was utilized to select 15 educators who shifted from traditional to online teaching during the pandemic. The five analytic phases model for content analysis combined with open coding and in vivo coding identified patterns and themes in data collected from individual interviews and a focus group. Findings revealed two major themes: the necessity of SEL and social presence to enhance student engagement online and the challenges and opportunities in implementing SEL and social presence online. The conclusion was that these practices must be incorporated into virtual learning. Recommendations include changes to policies and practices such as training and parental involvement. Findings benefit learners, educators, policymakers, and researchers as they shape the future of engaging and effective online 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.]

Preschool teachers use their ideals as a sifter to comb through their most pertinent funds of knowledge related to mealtimes with young children. The purpose of this two-cycle action research study was to investigate and enhance child-feeding professional learning opportunities--targeted at early childhood educators working with young children (aged 1 to 6 years)--at a university in Singapore. Cycle 1 participants consisted of Singapore-based preschool teachers. Analysis of data from 12 semi-structured interviews, five mealtime observations and five menu documents led to six themes responding to the research question. Together with the literature, these themes informed the Cycle 2 action step, which was designed, executed, and evaluated in Cycle 2. The participants in Cycle 2 completed a teacher reflection tool and participated in a WhatsApp chat group. Semi-structured interviews conducted at two points, review of participant-generated mind maps, personal reflection documents and WhatsApp chat logs, coupdled with field notes and analytic memos enabled evaluation of the project's effectiveness in raising participants' subjective knowledge and confidence around mealtime decisions. In response to the research question, findings suggest that (a) preschool teachers use their values, attitudes and beliefs as a "sifter" (enabling them to sift through their funds of knowledge to reveal child-feeding growth opportunities); (b) bridging dissonance between extant research and local child-feeding experiences enables learning; (c) building safety and trust can make child-feeding learning feel less risky; and (d) combining both introspection and community support helps to achieve change in mealtime practices. Implications included the need to develop relationships between scholar-practitioners and preschool teachers, expand child-feeding learning opportunities both within and beyond universities, and signal approval for child-feeding change from preschool and government 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.]

Online higher education has become increasingly popular over the last several decades. The COVID-19 pandemic created an additional surge in online course enrollment. While existing research emphasizes the importance of engagement in face-to-face courses, limited knowledge exists regarding design strategies promoting engagement and collaboration in online courses. The purpose of this basic qualitative study was to explore the experiences of the instructional designers and instructional designers by assignment (IDs/IDBA) and provide specific collaboration and engagement strategies that can be utilized in higher education online course design. The engagement theory was used as a framework to guide the study. The research aims to enhance the quality of online higher education courses. Eighteen IDs/IDBA stated their experiences through semi-structured interviews. The findings of the study revealed specific design strategies, tools, and applications that can be used to promote collaboration and engagement. The most prominent themes were discussion boards and small workgroups, emphasizing the importance of using relevant and applicable topics that motivated students to connect and share their thoughts, opinions, and experiences. The participants stated that outreach strategies and personalized feedback were essential for humanizing the online learning experience. Live video sessions, such as study hall and office hours, were mentioned as crucial online spaces where students can connect with their instructors and peers. The participants also emphasized the significance of intentional language use and creating a course design that reflects the instructor's personality to help create a comfortable, connected, and personal experience. Overall, the findings of the study provide strategies for IDs, IDBA, and instructors to create more successful, collaborative, and engaging online courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this Action Research study was to examine, understand, strengthen, and improve how virtual platforms can be used to support the challenges novice teachers face. This document will outline the study's objective for collecting data within the initial stages of this action research study. By fostering deeper relationships between mentors and mentees, we can create a culture of care and concern that supports well-being, promotes learning, and serves as a model for future educators (Lasater et al., 2021). Cycle 1 of the study explores the capabilities of digital platforms to enhance the supervision and mentorship of student teachers beyond conventional in-person methods. This phase engaged ten alumni student teachers and their supervisors in assessing the effectiveness and enrichment potential of virtual support. Cycle 2 expands on this by creating a virtual space for novice educators to share experiences and challenges, facilitated by veteran teachers, thereby removing geographical barriers and fostering a community of mutual support and professional growth. The study employs a comprehensive methodology across both cycles, involving surveys, Zoom session analyses, semi-structured interviews, and a research journal to capture a broad spectrum of experiences and insights. This approach aims to evaluate the impact of virtual conversation spaces on educators' professional well-being and to inspire future research in digital mentorship. Key findings suggest a pivotal role for virtual platforms in revolutionizing mentorship and professional development, highlighting the need for further training in technological tools and the potential of virtual spaces to globalize support for novice teachers. This paper underscores the evolving digital landscape's capacity to facilitate meaningful mentorship and support, contributing to a nurturing and inclusive educational environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this Action Research study was to understand and enhance the perceived efficacy of micro-credentialing and digital badging for K-12 educators within a large urban school district. Cycle 1 of this research engaged over 150 educators and included 14 semi-structured interviews, seeking to identify the primary reasons for engaging within micro-credentialing and digital badging professional learning offerings. This cycle resulted in three primary findings to promote the efficacy of micro-credentials and digital badges; showcasing of knowledge, growth and advancement, and the intrinsic value add. The Cycle 2 Action Steps of this research involved the co-creation of various learning modules which terminated with a micro-credential and digital badge in which participants also provided their perspectives of the efficacy of these learning modules. Alongside a review of the literature, these co-created modules and surveys identified five primary findings to further support the research question; tiered badging levels, scheduled recertification, value add, timely communication, and the consistency and iteration of learning pathways. The total of eight primary findings of these cycles of research establish the key resources and supports as a playbook of methods to promote the perceived efficacy of micro-credentials and digital badges upon K-12 educators within a large urban school district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The present study investigated the experiences of educators who taught in the virtual world Second Life®. Second Life has shown promise in the field of higher education but identified gaps exist: the identification of a set of best practices, a foundational theory, and educators' experiences using Second Life in higher education. Using a single case study with embedded units the study viewed learning in Second Life though a social constructivism lens focusing upon: active and experiential learning, collaborative learning, language, and cultural influences, learning by doing, more knowledgeable others (MKO's), perspective sharing, and the zone of proximal development (ZPD). Using these concepts, the study sought to answer the research question How do educators in Second Life describe the integration of Second Life into higher education? The three embedded units of the study were: information technologists, instructional designers/instructors, and mentors and support staff, chosen using purposive sampling resulting in a wide educational population within Second Life. Thematic analysis identified eight themes: networking and collaboration, ease of use, successful virtual learning tools, successful activities, benefits of using Second Life, future of Second Life, best practices, and helpful tips. Networking and collaboration focused upon providing students with instructors, mentors, and peers outside their own state or country and providing the opportunity for educators to collaborate with fellow professionals. Ease of use described common barriers that both students and instructors faced when trying to use Second Life, including computer requirements, internet connectivity, and the potential learning curve in Second Life. Successful virtual learning tools and activities represented student and instructor tools that achieved a beyond average learning opportunity. These tools and activities built future career skills and prepared students for an ever-changing technological environment. Benefits of using Second Life incorporated concepts from networking and collaboration also including future career skills and opportunities that students build while using Second Life. Best practices and the future of Second Life described how important ongoing research, administration and student acceptance, and faculty onboarding are to ensure that all students and faculty can learn in virtual worlds. [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.]

Picture books are often underused tools in schools and communities. The purpose of this research was to investigate the affordances and constraints of using picture books as tools to deepen senses of identity and belonging. Two cycles of participatory action research were conducted: the first with educators and the second with adults who self-identified as being interested in reading and discussing picture books. Data collection included lifting participant voices through both semi-structured interviews and focus groups. Cycle 1 interviews and focus group data were analyzed using In Vivo, Process and Versus Coding. Cycle 2 interview and focus group data were analyzed using In Vivo coding. Themes identified from Cycle 1 research informed the Cycle 2 action step, which was to co-create a model for on-line picture book discussions with adults. Weekly feedback forms, surveys, field notes, and analytic memos were collected and analyzed. The data combined with a review of extant literature yielded four findings: (1) adults must first look at themselves through a picture book, then it may be time to think about others; (2) spaces for adults to read and discuss picture books, as readers, are both uncommon and needed; (3) collections of texts and read-alouds increase the transformational potential of picture books; and (4) the structuring of the conversation matters when using picture books to deepen senses of identity and belonging, using the model co-created in this study--A Model for Small, Online, Adult Conversations Grounded in Picture Books (A MAP)--helps. Bring A MAP. Implications for schools and communities are offered that center on supporting adults as readers and consumers of picture books, before considering how picture books might be used with students. More specifically, this research suggests creating intergenerational spaces for adults to gather to discuss picture books. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem addressed in this study was the lack of clarity around K-12 teachers' use and value of using social media as a resource for professional development. Many K-12 teachers are accessing social media for professional development. The purpose of this qualitative narrative inquiry study was to examine the experiences of K-12 teachers using social media for professional development, the manners in which they find, engage, and use social media for learning, and their perceptions of the value of social media as enabling learning communities. The conceptual framework guiding the research was the communities of practice concept in which people gather together under a common shared interest and attempt to learn more from others in the community and refine their skills. The population of the study was K-12 public school teachers from six Facebook groups. Seven participants were interviewed individually through Zoom and digital teaching resources document collection. The findings of this study described additional experiences of teachers using social media for professional development to include the usefulness of the teaching resources from social media. The findings of the research revealed three themes. Theme 1, teachers are using social media, and their narratives related positive experiences. Theme 2, the resources teachers used from social media were often perceived as better than any professional development provided by their school districts. Lastly, Theme 3, teachers reported feeling lonely and participating in social media felt like a community. Implications of the study include a recommendation of including teachers in planning of professional development training topics. An additional recommendation is for public-school districts to formalize social media as an accepted form of professional development and dedicate time for teachers to build communities around sharing resources from social media. Recommendations for further research include a continued focus on the how and why K-12 teachers are using social media for professional development. The majority of participants reported feelings of loneliness and struggled to find like-minded professionals and communities in their physical space. Further research would provide more insight into teachers' feelings and support the development of high-quality 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.]

Intercultural competence (IC) is essential for fostering meaningful interactions and understanding in diverse environments, particularly in today's pluralistic societies. The impacts of both intercultural competence and incompetence are profound, shaping relationships and outcomes in various ways. Many definitions of IC emphasize being 'effective' and 'appropriate', with 'appropriateness' defined as "the ability to do so [communicate] in a manner that is acceptable to the other person" (Deardorff & Arasaratnam-Smith, 2017, p. 9). Despite this, the assessment of IC commonly relies on self-report surveys and portfolios (Griffith, Wolfeld, Armon, Rios, & Liu, 2016). While self-awareness and a critical evaluation of our own identities, cultures, and biases is an important aspect of the journey towards IC, it seems the most reliable and appropriate way to 'know' if we have been experienced as IC would be to ask the individuals we engage with. Over the years, scholars have called for the incorporation of the viewpoint of the 'other' into the assessment of IC (i.e., Chen & Starosta, 1996; Deardorff, 2006), yet to my knowledge, only one study incorporates this into the assessment of IC after engaging in a Collaborative Online International Learning Virtual Exchange (COIL VE) (Zheng, Westerhaus-Renfrow, Lin, & Yang, 2022). This three article-dissertation, informed by an exploratory case study research design, employed data from pre/post surveys, semi-structured interviews, and reflection artefacts to understand the experiences and sense making processes of students when asked to rate their own and their peers' IC after participating in a COIL VE. Study results suggest, first and foremost, that the inclusion of peer evaluation into the assessment of IC in a COIL VE is complex. Results in article one show that (1) students' self-assessment ratings typically improved from pre- to post-report, (2) that individuals can be experienced quite differently by different people within the same group setting, and (3) that if peer evaluation is utilized, specific IC assessment indicators should be context specific (i.e., in a COIL VE between US and Mexican students). Article two follows the sense-making journey of two participants through detailed analysis and provides a further nuanced view around the idea that the way in which we perceive ourselves may not align with the ways in which others experience us, and that this has important implications for development of IC in teaching and learning settings. Article three provides a conceptual argument for a rethinking of the conceptualization and evaluation of IC as something which is relational, co-constructed, and viewed as a situated achievement. By pushing the boundaries on how IC theorizing and practice are currently 'done', this research sheds light on how IC could be enhanced to be more effective in fostering inclusive societies, enhancing collaboration, and addressing pressing global challenges. [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.]

Machine learning (ML) techniques have been successfully applied to a wide array of applications. This dissertation aims to take application data handling into account when developing ML-based solutions for real-world problems through a holistic framework. To demonstrate the generality of our framework, we consider two real-world applications: spam detection in online social networks and weather prediction. For spam detection, we discuss the limitations of existing ML-based methods that are implemented in real-world scenarios and propose an effective spam detection solution equally applicable to all social networks, relying on network-specific attributes and available APIs, for superior spam-capturing performance. For weather prediction, We introduce the Micro-Macro Model (MiMa), a model tailored for short-term, location-specific weather parameter prediction. The proposed approaches can be extended to all other real-world problems that can follow this framework by treating problem-specific data handling as their key components. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

For students to fully understand the long-lasting consequences of responsible or irresponsible digital citizenship in the world of online personal and classroom learning, teachers and students need to formally engage with formal lessons on digital citizenship skills as we societally become more dependent on technology daily. Teacher attitudes on the importance of digital citizenship skills and digital footprint awareness plays a role on the digital citizenship skills' mastery of their middle school students. This mixed methods convergent parallel databases design study aimed to understand the role of teacher unique attitudes concerning digital citizenship skills pre-service and/or in-service training and digital footprint awareness on middle school archival student academic outcomes at a large, multicultural Texas school district. This study was critical because of the need to understand teacher attitudes and the role such attitudes play in their understanding of the long-lasting consequences of their students' responsible or irresponsible digital citizenship actions in the online learning environment and social media world, as well as the role all this plays in their students' academic outcomes. All teachers in this study had high attitudes of teaching students digital citizenship skills, and half believed that students did not understand the potential consequences of their digital footprint. Teachers in this study also believed that some digital citizenship skills were more important for students to learn than others. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The COVID-19 pandemic disrupted traditional K-12 education worldwide, forcing a rapid shift to emergency remote teaching and learning. This dissertation utilizes a three-article approach and investigates the multifaceted impact of the pandemic on urban charter high school students and their principals in under-resourced communities. The first article employs the Community of Inquiry (CoI) framework to explore the relationships between social presence, engagement, and achievement of students in asynchronous online classes during the pandemic. The second article, framed by Transactional Distance Theory (TDT), delves into factors influencing students' online learning experiences by using quantitative and qualitative methods to capture the nuances of their perspectives. The third article employs an equity-oriented crisis leadership framework to examine how urban school principals in underprivileged communities perceived and navigated online education practices during the pandemic. Data for the first and second articles are drawn from 395 high school students in a nonprofit charter school network (CSN) in the Midwestern United States, utilizing de-identified secondary data. The third article relies on qualitative data gathered through semi-structured interviews with 11 high school principals in the CSN's high schools. The research contributes to the literature by providing empirical insights into the impact of the pandemic on student learning outcomes, social presence, and engagement in online education as well as the challenges faced by school principals. The study's contextualization within under-resourced urban communities in the Midwest enhances the understanding of the experiences of students and principals in high-needs areas. The findings offer practical implications for educators and policymakers, emphasizing the importance of social presence, student engagement, and effective leadership in mitigating the challenges posed by emergency remote teaching. As K-12 schools face ongoing uncertainties, this research provides valuable insights for better preparedness and resilience in high-needs communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study explores the role of social media in addressing educational inequity, focusing on prospective first-generation students' college exploration. The study answers two questions: (1) how do prospective first-generation students describe their social media usage related to college? (2) how do prospective first-generation students describe the role of social media in their college choice system? To achieve this goal, I employed interviews and social media diaries. Eleven high school seniors whose parents did not complete a 4-year college/university participated in the study. Social media diaries were adopted to capture participants' daily social media usage related to college. Interviews were conducted to delve into their lived experiences in detail. I analyzed the collected data using reflexive thematic analysis. For the first research question, I examined specific platforms participants utilize: Instagram, TikTok, YouTube, Facebook, Reddit, Discord, GroupMe, and Twitter. Among them, a subreddit r/A2C (Apply to College), the only niche social media site specifically designed for college information, was used by only one participant, implying the crucial role of a knowledgeable friend. The general pattern of network engagement showed that participants remained within their existing networks rather than forming new connections via social media. Participants explored diverse topics related to college, encompassing majors, options, applications, scholarships, and transitions. For the second research question, the findings revealed that participants were exposed to college information daily. Under the overall influence of social media, however, three contradictory subthemes were identified: vicarious experience vs. not your experience, thought-provoking vs. not leading to actions, and inspiring vs. distressing. The contradictory themes indicate the complex roles of social media in addressing educational inequity. The findings showed that social media plays a beneficial role in prospective first-generation students' college choice system, albeit with enduring boundaries and constraints. Such complex realities indicate that participants' digital experiences are not transcending the boundaries existing in their non-digital world but rather are deeply intertwined with them, underscoring the existing structural inequities that marginalized teens are faced with. The study suggests implications for research and practice to provide better support for prospective first-generation students' postsecondary educational 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.]

This study examined the relationship between quality of friendship and social networking site (SNS) usage, co-rumination, and self-disclosure among 355 adolescents aged 11 to 15. Participants completed an online questionnaire addressing frequency, intensity, and rate of their online communication, how they perceived the positive and negative aspects of their peer relationships; and the methods with which they discussed problems with friends. Participants were also asked to list up to 10 individuals with whom they interacted most when using SNS and face-to-face to identify overlaps in their on- and off-line friendships. Findings showed that quality of friendship was positively correlated with co-rumination and self-disclosure, and that SNS usage was positively correlated with age and overlaps in online and offline friendship. Results indicated a positive effect of age and self-disclosure on quality of friendship. A main effect of gender was found whereby girls reported higher SNS usage, and levels of co-rumination, and self-disclosure than boys. Developmental differences were examined qualitatively through participants' reports of the overlap in friendship, in which participants ages 14 to 15 showed greater overlap in their online and offline relationships when compared with participants ages 11 to 13. SNS usage served as a predictor of the level of overlap found between online and offline friendships. Collectively, these findings emphasize the importance of understanding SNS usage in adolescence, as peer relationships and internet usage continue to increase in importance with age. [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 viewed as a lifelong learning process for educators to improve student instruction and professional skills (Darling-Hammond et al., 2017). Online professional development for teachers of students who are visually impaired (TVIs) provides opportunities for continuing education, including for earning of recertification hours. Since visual impairment is a relatively low-incidence condition in young people, distance education for TVIs is especially attractive. With the rapid growth of online professional development, there is a need to assess the efficacy of synchronous and asynchronous options (Rowe, 2019). The purpose of this quasi-experimental study was to compare two types of abacus professional development provided to TVIs--online synchronous and online asynchronous--to determine if a significant difference existed for growth of abacus knowledge, participant engagement, and participant satisfaction. Moore's transactional distance theory (1973) provided a conceptual framework for the study. The results of the analyses found that participants (N = 93) in both conditions had learning gains. The repeated-measures analysis of variance (ANOVA) suggested the participants in the asynchronous condition had greater gains in abacus knowledge, but the proximity of the p-value (p=0.051) to the customary threshold of 0.05 makes it difficult to use the p-value to draw conclusions regarding the statistical significance of this difference. Participants reported approximately the same levels of engagement or satisfaction in both conditions. This study adds to the very limited literature on differences in educational outcomes for online synchronous and asynchronous professional development for TVIs. The fact that online asynchronous professional development appears to have impacted learning growth more than online synchronous professional development was intriguing. This study suggests that online learning environments can be engaging and satisfying whether delivered synchronously or asynchronously. [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.]

Incivility in the college classroom distracts from the learning process. Students who are uncivil to their peers often shame and embarrass them in front of others, and uncivil students distract from learning opportunities by arguing with professors and coercing them for grades that were not earned. Incivility by students is counterintuitive to the goals of higher education which include offering a space for meaningful learning. The literature describes incivility by students in the physical classroom, yet lacking from current research is how peer-to-peer incivility in the online classroom affects student learning. The purpose of this basic qualitative study was to understand how incivility in the online classroom alters the learning environment for students as observed by online faculty. The theoretical foundation for this study was Azjen's theory of planned behavior, claiming that an individual's attitudes and beliefs about certain behaviors correspond with acting on those behaviors and believing in the desired outcome. The research questions for this study explored online faculty's experiences and observations of incivility related to asynchronous discussion boards and synchronous classroom activities. Results from online faculty interviews were analyzed using thematic analysis, resulting in categories and themes that captured the perspectives and experiences of the online faculty. Understanding peer-to-peer incivility in the online classroom has the potential to decrease uncivil behaviors by students toward their peers resulting in a more positive social change in the online learning environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The demand for colleges across the world to convert their courses to an online format has increased with the number of learners enrolled in at least one online course increasing each year (Seaman et al., 2018). Unfortunately, a study by Garris & Fleck (2020) found that many students complained that when their courses transitioned to an online format, the course content became less enjoyable, less interesting, facilitated less interaction, and decreased in learning value. As a result, research is sorely needed to guide educators in preserving the educational value of college courses in a progressively digital context. This study is guided by the framework of Michael G. Moore's (1989) three types of interactions: learner-learner, learner-instructor, and learner-content. Moore's theory states that learners should be able to interact with one another, their instructors, and with the content to achieve success, satisfaction, and motivation within the course. The purpose of this quantitative causal comparative study is to examine to what extent a student's perceptions of interactions (learner-learner, learner-instructor, learner-content) differ from faculty in an online course at a community college. Participants will be selected using a convenience sampling method and consist of faculty teaching online courses along with students currently enrolled in online courses. Data will be collected in the form of faculty and student surveys to answer the question of whether faculty and students' perceptions about interactions differ in online courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Today, teachers around the world are facing tremendous challenges in not only being responsive to their students' learning needs and strengths, but also in preparing them for an increasingly globalized world (Byker & Ezelle, 2021). Language teachers are often in a pivotal position to address such issues about equity because of the subject they teach -- language -- and the audience they have: students with diverse linguistic backgrounds are strongly affected by the existing power structures (Hawkins & Norton, 2009). This study examines the use of digital technology in language teacher education and professional development within the context of globalization. More specifically, my research aims to explore the potential of digital networking connecting early career language (ECL) teachers from China and the United States to foster critical cosmopolitan awareness. Through analyzing teachers' interactions and investigating the potential of a digital global teacher network, this study provides a new and accessible paradigm -- Critical Cosmopolitan Framework -- in preparing language teachers to address not only the topic of equity locally but also to engage with the issues of power on a global level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]I

Online instruction in higher education continues to gain popularity leading to a rise in demand for online course seats. This increase in enrollments has required universities to develop strategies to maintain quality instruction while accommodating larger numbers of online students. With best practices in online instruction suggesting smaller class sizes to foster active interaction, the increase in student enrollment has placed stress on the institution and the Faculty of Record [FoR] who developed the online courses from the main campus classes they generally teach themselves. The ideal online class size for effective learning has been well researched. These classes are small with an ideal size of approximately 15. Accordingly, universities have added additional course sections and have resorted to hiring adjunct faculty [AdjF] to teach additional sections beyond what the FoR can accommodate. This increased use of online [OL] instruction has been further enabled by advances in technology permitting real time synchronous online discussion [SOD]. To mimic live in class interactions between instructors and learner, there has been a concerted effort to use SOD strategies to maintain quality student engagement. These SODs are generally facilitated by the FoR assigned to a specific course section, with AdjF hired to facilitate additional sections. In a pilot study that compared the FoR with an AdjF there were notable differences in SOD strategies. These SOD strategies have raised questions as to the quality of student experiences in courses taught by FoR versus AdjF. This study seeks to describe the difference in strategies, interactions, and learning outcomes in course sections taught by a FoR versus an AdjF. The course under investigation is designed as synchronous hybrid learning experience, meaning it is composed of both asynchronous and synchronous components. Each course section uses identical asynchronous components along with a series of accompanying SODs, that are conducted once per week. Each SOD is facilitated by, either the FoR or an AdjF for the entire course. Although the sections are equivalent in design of asynchronous activities, the synchronous sessions of the course are facilitated live, by respective faculty. This raises questions as to whether both the FoR and AdjF maintain the same level of quality instruction that leads to equivalent quality of learning outcomes in the course, regardless of section. This study is mixed methods research that looks to measure depth of demonstrated levels of learning, surface learning or deeper, social, and cognitive presence, as well as interactions achieved in samples of SODs where one section is facilitated by the FoR and another section is facilitated by an AdjF. Bloom's Revised Taxonomy and the Community of Inquiry [CoI] will be used to code SODs at three different points within the two different sections of the same course. SODs will be coded early, midway through and at the end of the course across a 10-week semester. A comparative analysis will be made of the two sections to identify qualitative and quantitative differences in strategies used between faculty and the types and levels of behavioral interactions that lead to similar or different learning outcomes (surface vs. deeper learning) between the two sections. [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 aimed to explore the effects that parental involvement and student online learner efficacy have on student achievement and perceptions of parents and exceptional education students in the traditional and virtual education settings. The study participants included parents and exceptional education students in grades K-12th enrolled in the traditional or virtual setting. The study paired causal comparative and correlational research with data triangulation using an open-ended question to ensure the validity and credibility of the findings. The findings showed no disparities between the educational settings when it comes to level of parental involvement, student efficacy, or academic achievement, however, statistical significances found within the study presented minor differences based upon specific circumstances within each setting. [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 proposes a strategy, or set of decision-making principles, for the education of adults. It explores two related questions: What is the purpose of andragogy and why does this work matter? This philosophical inquiry is situated within a broader context of the automation of knowledge work. As advances in information and communication technologies continue to change the access, dissemination, production, and consumption of knowledge, replacing knowledge workers with automated processes becomes not only probable, but also increasingly preferable, to status quo practices. By establishing underlying principles associated with andragogical practices, this dissertation constructs a pragmatic framework for educative decision-making. It develops hermeneutic, or interpretative, dimensions for a concept of co-temporality, reconstructs andragogy with a renewed focus for the centrality of shared time, and reorients andragogy towards acknowledging attention, enabling objectives, merging experience, and cultivating agency. This strategy speaks to adult educators, learners, and all who seek meaning amidst a world of work in perpetual technological change. [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.]

Nontraditional college students comprise a growing majority of college students with a unique set of needs and some of the highest attrition rates. Collaborative learning practices, such as peer review of writing, have been linked to improvement in students' academic, social, and professional skills necessary in the 21st century, global market. They are also linked to decreased feelings of isolation, fostering peer relationships, and contributing to a reduced attrition rate for the nontraditional student. Several studies show that peer review benefits can be corrupted by negative social factors, including lack of trust and psychological safety. Previous research also distinguishes between benefits of anonymous, online peer review over face-to-face peer review since the blind nature of online learning reduces social issues of lack of trust and psychological safety that can negatively impact the results of face-to-face peer review. The strictly online, anonymous setting, however, does not allow for students to practice a bona fide, live, social interaction, the very sociocultural learning theory grounding peer review, which considers students' interactions with peers vital to scaffold and contextualize learning. What teachers are doing to establish a trusting and psychologically safe environment in the remote-synchronous peer review of writing task, and how first-year, nontraditional students experience those variables, is an under-investigated topic. This study uncovers the communicative strategies teachers use to establish a trusting and psychologically safe environment and how first-year, nontraditional students experience trust and psychological safety during remote-synchronous peer review of writing. A report of findings, a discussion, and recommendations follow. [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.]

Despite the positive outcomes associated with social-emotional Learning (SEL) programs, there is a need to address social and emotional competencies (SEC) development for international school leaders, which is crucial for nurturing healthy school climates and fostering positive social-emotional outcomes. The purpose of this study was to explore international school leaders' perceptions of their experience with their own SEC development and how SEC has supported SEL implementation in their respective schools. Mahfouz et al.'s (2019) prosocial leadership model served as the conceptual framework, which highlights the pivotal role of school leaders SEC in fostering successful social-emotional and academic outcomes within their school community. A qualitative descriptive case study design was used to explore the perceptions of 11 participants from international schools with a regular membership in the Tri-Association regions in Colombia, the Caribbean, Central America, and Mexico. Data collection methods included 11 virtual semistructured interviews, one synchronous focus group session, three asynchronous focus group sessions, and document analyses. Thematic analysis identified six key themes: (1) acknowledging the role in leaders' lives, (2) enhancing preparedness as leaders, (3) incorporating networking and external support, (4) influencing SEL initiatives, (5) highlighting challenges in SEL initiatives, and (6) prioritizing SEL initiatives through collaboration. The findings revealed that international school leaders recognized the importance of SEC development and the connection between well-being and successful SEL implementations. They emphasized the need for formal and informal PD opportunities incorporating networking and external support. The implications suggest tailoring leadership training programs to incorporate SEC development, integrating networking opportunities for mutual learning, embracing collaborative practices, and prioritizing the leader and staff's SEC development before focusing on 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 study explored the role of artificial intelligence (AI)-powered conversational agents in human-computer interaction, particularly in the post-coronavirus (COVID-19) era, where digital technologies are central to healthcare, customer service, and education sectors. The research investigated the disruption of context continuity when users switch between communication modalities, such as text and voice. It examined how different neural network architectures, including recurrent neural networks, long short-term memory networks, and transformer neural networks, affect the preservation of discussion context during modality transitions. The study used the MultiWOZ dataset, a collection of dialogues involving various scenarios, to evaluate the neural network models in processing and preserving contextual information across interaction modes. The findings challenge the assumption that longer interactions enhance context retention, indicating no significant relationship between the conversation length and context preservation effectiveness. The study also observed notable differences in the ability of different neural network architectures to maintain context, emphasizing the importance of selecting the appropriate neural network architecture based on specific interaction needs. The study underscores the potential of conversational AI in enhancing user experience by facilitating seamless transitions between different communication modes. It also highlights the need for a more nuanced approach in designing and developing these agents, considering the specific interaction needs and the capabilities of different neural network architectures. Lastly, the study calls for a deeper understanding of conversational AI dynamics, which could pave the way for more effective and context-aware conversational agents in the future. This study contributes to the evolution of human-computer interaction, suggesting future research directions, including further exploration of model architectures and developing more robust evaluation metrics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

With the latest advances in conversational agents like Siri and Alexa, and Large Language Models (LLMs) like ChatGPT and PaLM, Question Answering (QA) systems have become more important. Users submit millions of queries per day and it is up to the system to provide reliable, to-the-point answers. In this dissertation, we explore various aspects to improve such QA systems. First, we tackle the problem of collecting high-quality training data for QA systems. We especially focus on public frequently asked questions (FAQ) data on the Web. FAQ chatbots rely on good quality FAQ data but there is no good source of FAQ data available and collecting them is a tedious task. Given the plethora of such question-answer pairs on the Web, there is an opportunity to automatically build large FAQ collections for any domain. Automatically identifying and extracting such high-utility question-answer pairs is a challenging endeavor, which has been tackled by little research work. Although identifying general, self-contained FAQs may seem like a straightforward binary classification problem, the limited availability of training data for this task and the countless domains make building machine learning models challenging. We propose QuAX: a framework for automatically extracting high-utility (i.e., general and self-contained) domain-specific FAQ lists from the Web. QuAX receives a set of keywords from a user and works in a pipelined fashion to find relevant web pages and extract general and self-contained questions-answer pairs. Second, it is challenging for open retrieval conversational QA (OrConvQA) to model the history of a user conversation, to better answer the last user question. State-of-the-art OrConvQA systems use the same history modeling for all three modules (Retriever, Reranker, Reader) of the pipeline. We hypothesize this as suboptimal. Specifically, we argue that a broader context is needed in the first modules of the pipeline to not miss relevant documents, while a narrower context is needed in the last modules to identify the exact answer span. We propose NORMY, the first unsupervised non-uniform history modeling pipeline that generates the best conversational history for each module. We further propose a novel Retriever for NORMY, which employs keyphrase extraction on the conversation history, and leverages passages retrieved in previous turns as additional context. Third, with the prevalence of powerful LLMs, LLM-based Reranker modules need to process a large number of passages to re-rank them given a query. However, LLM APIs can be very expensive (especially ChatGPT, GPT-4, etc.). We propose EcoRank, a budget-constrained LLM-based passage re-ranker that intelligently chooses which passages to spend the budget on, with what prompt strategy, and with which LLM API, within the given budget. We design an LLM cascading pipeline with a mixture of cheaper and expensive APIs that achieves the best performance within the given budget. Fourth, we focus on the Retriever component of the QA system. Retrieval becomes particularly challenging if the document corpus is not available or indexed locally and is accessed via APIs. For example, legal document retrieval systems like PACER, LexisNexis, etc. charge a fee for retrieving each document. We argue that to improve the retrieval accuracy, we need to expand by leveraging both feedback from already retrieved relevant documents and LLMs. We propose ProQE, a progressive query expansion algorithm that iteratively expands the query by retrieving documents, evaluating them, and updating the weights of the expanded terms using our novel scoring function. [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 the perceptions of school leaders in Bisha about digital communication in the Saudi education system. The purpose of the current study was also to identify the attitudes of school leaders towards digital communication in terms of factors affecting the acceptance and use of digital communication in the educational process, and to identify the extent of performance and the expected benefit from the use of digital communication systems by school leaders in the Saudi educational system. This study also attempted to test the impact of some factors, such as ease of use, perceived usefulness, and behavioral intention in the actual use of digital communication technologies, and to reveal the obstacles facing school leaders in the Saudi education system while using digital communication technologies, and their suggestions for developing the use of these technologies in the educational process. One of the key findings of the study is that the presence of high levels of satisfaction among school leaders in the Saudi education system with the use of digital communication. They emphasized the importance of focusing on training courses to enhance the technical capabilities of school leaders, teachers, and students. Importantly, the study revealed that there were no statistically significant differences based on educational qualifications, leadership experience, or participation in training courses, indicating a consistent trend of positive attitudes toward digital communication among school leaders. [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.]

Social media play an increasingly significant role in education; however, how international students in community colleges use social media is unknown. The student engagement theory and constructs on the impact of social technology underpinned this research. The purpose of the qualitative descriptive study was to explore, describe, and understand the experiences of international students to determine whether their use of social media influenced their engagement with their selected community college. The research asked how international students described why they used institutionally hosted social media to interact with their college administration and peers and how their use influenced their engagement with a community college. Eleven international students participated in interviews; they had F1 Student Visas and were enrolled in a Mid-Atlantic Community College (a pseudonym) for at least two semesters. Thematic analysis revealed three themes: Social media engagement is often used for personal reasons, preferred practices of engagement with professors and classmates, and current use concerning college engagement. Findings showed that Facebook Messenger, WhatsApp, and Instagram helped participants stay updated about current events in MCC and communicate with instructors. The study recommends that administrators and educators consider social media use and activities as tools for recruitment purposes, increased engagement, communication, and collaboration in 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.]