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Reading achievement continues to be a significant focus in the U.S. educational system. Despite an abundance of evidence about the importance of early reading instruction, prior research has shown that many pre-service and in-service general education and special education teachers are not knowledgeable about basic reading concepts. Less is known about administrator knowledge of early reading instruction. School administrators often make decisions regarding professional development in reading for teachers. Since school administrators are making these decisions, it is important that their knowledge of early reading instruction is studied. The purpose of this study was to extend the research base by examining the knowledge that administrators have related to early reading instruction as well as their confidence in evaluating teachers of reading. The national questionnaire was completed by kindergarten through sixth grade administrators and incorporated questions from the "Survey of Language Constructs Related to Literacy Acquisition," an instrument originally designed to assess teacher content knowledge of basic language constructs. Overall, the data indicated that administrators are confident in their ability to provide feedback to teachers about early reading instruction. However, their knowledge is not extensive, and the relationship between knowledge and confidence, while significant, is modest. The data also showed that the administrators' degree (Master's or doctorate) does not affect either their knowledge or their confidence. What seems to be most important is the number of courses that administrators have taken in early reading instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this single phenomenological case study was to examine the importance of an FYE or College 101 seminar and why this topic matters to Latinx students' success. The research took place in a two-year Hispanic Serving Institution (HSI) located in the Southwest part of the United States. The overarching question was: "How can First-Year Experiences (FYEs) or college seminars bridge the gap of retention, persistence, servingness and completion for Latinx students in higher education?" A total of 18 Latinx students were interviewed and provided valuable information about their experiences to assert the study findings. Four major themes were created from analyzing the interview transcripts: 1) cognitive factors, 2) social factors, 3) institutional factors, 4) FYE course content and lack of servingness. The findings supported the challenges of Latinx students to fit in a college environment and comply family expectations. The majority of the participants were first generation. Many of them expressed mental health as a major struggle to cope with the demands of school and at home responsibilities. In general terms participants expressed their main struggles with navigational skills, time management skills, sense of belonging, social capital, financial struggles, immigration status, balancing school with work, and student services. The findings also support the lack of curriculum and instruction to serve their needs with a racial/ethnic cultural enhancement perspective. Another part of the findings reveals that the FYEs may be an important point of intervention to the transition of Latinx college students. Latinx students were exposed to services that assisted them in their academic journey. In addition, the FYE provided the basic skills of college preparedness and navigational skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Clinical judgment is a priority nursing skill to ensure the delivery of safe and effective nursing care. New graduate nurses lack the clinical judgment skills that are necessary for entry-level nursing practice. Nurse educators must therefore implement teaching strategies that foster clinical judgment. This study evaluated the clinical judgment of undergraduate nursing students after the implementation of multimedia case studies related to the concept of perfusion. Two research questions guided this study: (a) in what ways do undergraduate nursing students demonstrate clinical judgment after completing a series of perfusion-related multimedia case studies and (b) to what extent do undergraduate nursing students' perceptions of clinical judgment change after the completion of perfusion-related multimedia case studies? This study utilized a convergent mixed methods approach with 34 undergraduate nursing students who engaged in 4 weeks of multimedia case-based learning related to the concept of perfusion. Quantitative data was collected during two nursing simulations and analyzed with the Lasater Clinical Judgment Rubric (LCJR) using descriptive statistics and a Wilcoxon signed-rank test. A significant increase was noted in the subscale of interpreting from the pre-intervention score to the post-intervention score. The other subscales of the LCJR did not demonstrate a significant difference. Qualitative data obtained during a pre-intervention and post-intervention clinical care reflection was analyzed against predetermined keys through a process of deductive analysis to evaluate clinical judgment. Four participants were noted to have improved clinical judgment, while two participants' clinical judgment stayed the same and one participant's clinical judgment decreased. Qualitative data obtained from a semi-structured interview was analyzed using inductive analysis to reveal three themes: (1) noticing patient data, (2) interpreting patient data, and (3) responding to patient care situations. During the interview, participants displayed sound clinical judgment in each of the five aspects of the LCJR. Participants found that the case studies promoted clinical judgment by increasing familiarity with course content, stimulating deeper connections, and providing opportunities for extra practice. These findings support the use of multimedia CBL as a strategy to facilitate clinical judgment within nursing education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study addressed the higher reported failure rates and motivation of college students with ADHD. The problem addressed in this study was that ADHD students withdrew from or failed courses more frequently than non-ADHD students. The purpose of this descriptive qualitative design study was to examine why college students with ADHD were more likely to withdraw or fail than those without ADHD. To answer this, an investigation of how students with ADHD describe their perceptions of the motivational elements of power, affiliation, and achievement in relation to the experience of failing or withdrawing from college courses. The study was grounded in the theoretical framework of McClelland's needs motivation theory. Data were collected from a sample of 16 participants who self-identified as having ADHD, were over the age of 18, had completed at least one semester, and had failed or withdrawn from at least one course, using convenience case sampling. The data were analyzed using reflexive thematic analysis to provide answers to the research questions. The results of the analysis revealed seven themes that identified that students with ADHD were motivated to achieve and attend college, there was an emotional and motivational impact of content and teaching styles, and an effective support system and coping strategies were essential. The results led to the conclusion that a positive support system and engaging content enabled students with ADHD to maintain motivation to achieve and that effective coping strategies were essential for promoting academic success. This study may contribute to aiding college professors and student accessibility services by applying enhanced classroom practices, creating challenging and engaging content, and designing participation activities to help students form supportive relationships. [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 research explores Black and Latinx recent high school graduates' perceptions of their high school English classes and the value they placed on their experiences and their futures. This study aims to amplify the voices of students who have been dismissed from academic research on issues concerning student voice by providing recent graduates an opportunity to share their perceptions of the relevance of the English class curriculum to their lives and how they perceived their teachers' pedagogical decisions as factors that contributed to their academic success. Through convenience sampling, 12 Black and Latinx former high school students who attended schools in southern California participated in semi-structured interviews from summer to fall of 2023. Qualitative interviews were selected as the primary methodology to ensure the narratives and experiences could be heard without limiting what interviewees shared. Led by the theoretical frameworks of The Relational-Cultural Theory (RCT) and Culturally Sustaining Pedagogies (CSPs), this research reiterates the need for mutuality in the educational system by recognizing the role that student engagement and student voice should play in how curriculum and content for high school English courses are developed. Findings from this study suggest that the current education system still needs to catch up with the realities faced by students today that were highlighted during and after the COVID-19 pandemic. The themes from the data include confidence and the development of self-efficacy, the classroom activities they're asking for, a future-minded focus leads to persistence, and the hidden curriculum. The research is significant for educational policy, as it can influence how the high school English curriculum is planned and implemented, how teacher training programs define student engagement, and how educators interpret authentic student voice and choice and the place it should have in the relationship between coursework and student academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Since its introduction in the early 1900s, the codification of vocational education has made explicit that one purpose of the American public education system should be preparation for the workforce. Over three-quarters of high school students participate in present-day career and technical education, nearly half of undergraduate degrees conferred are sub-baccalaureate degrees, and almost 3 million individuals have accessed over 70,000 publicly-funded training programs in the past 5 years. In recent years, states have placed a renewed effort on workforce training, and on a national level, employers frequently reference a "skills gap" between the skills necessary for work and the skills that workers possess. Despite high levels of participation and growing consensus that this training benefits both participants and employers, relatively little is known about how the US education and training system at various levels prepares people for the workforce. In this dissertation, I analyze this preparation at three levels. The first paper aims to understand between- and within-school differences in high school career and technical education course offerings, engagement, and college-going. The second paper measures the impact of a policy aimed at increasing dual enrollment access and smoothing the pipeline to community colleges on participation, college enrollment, and college completion. The third paper describes access to the system of workforce training options, both within and outside of institutions of higher education, for adults with high school diplomas but without bachelor's degrees. I situate each paper with the knowledge that low-income, Black, and Latino workers are most likely to participate in workforce training. This work broadens workforce development research by providing a robust description of training across an entire state (Papers 1 and 2) and across the US (Paper 3). It also deepens this research by analyzing equity in access to various types of training, as well as outcomes from participation. These findings have important state- and federal-level policy implications and school-level practice implications for policymakers and practitioners seeking to expand access or target funding to workforce training. [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.]

Statistics & data science are growing, rapidly evolving, and increasingly important for an informed citizenry in a data-saturated world. In this dissertation, I address two central questions: (1) who is taking statistics? and (2) what are statistics courses teaching? I estimate that 920,000 US students take statistics in high school each year, but this population has not yet been well studied. Using a rich set of survey responses describing 15,727 students' demographics, career interests and values, STEM identity, grades, and test scores, my first study compares four groups of high-school course-takers: those who take statistics, calculus, both, and neither. I then employ latent profile analysis to shed light on who these students are, showing that students with different profiles take statistics at surprisingly similar rates: statistics is as an important part of the academic pathway for a wide range of students and serves a demographically diverse population. In my second study, I build upon tools from natural language processing and psychometric measurement to develop a human-in-the-loop methodology for measuring latent constructs in large text corpora, and present a framework for doing so. I construct a lexicon-based instrument to measure the extent to which syllabi from college statistics and data science courses align with a vision for modernizing instruction set forth in the Guidelines for Assessment and Instruction in Statistics Education (GAISE) project and across 145 journal articles spanning almost a century. In so doing, I illustrate an approach that researchers can take in bringing measurement questions to text data, a method that I believe strikes a useful balance between interpretability, communicability, validity, and scalability. My final study applies these instruments to 32,483 syllabi from US statistics and data science courses taught between 2010 and 2018. I find a modest overall increase in modern approaches over this decade. Finally, I explore differences between institution types using multilevel models, finding that private and four-year institutions, as well as those with higher admissions rates and Pell-recipient populations, have more modern syllabi, though two-year institutions and schools serving fewer Pell recipients seem to be gaining ground. [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.]

Addiction has been conceptualized in various ways throughout history, leading to ongoing debates about its definition and the most effective approaches to treatment. While healthcare professionals and paraprofessionals have long been involved in addiction treatment, there remains a lack of consensus on the best practices for addressing addiction and training of professionals in this area. Although addiction-specific standards have been integrated into counseling programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) since 2009, the latest change of CACREP standards in 2024 has removed addiction standards from all non-addiction specialty tracks. This removal may exacerbate existing concerns regarding students' perceived lack of readiness and self-efficacy in working with individuals struggling with substance use disorders and addictions, as reported in previous research and academic literature (Astramovich & Hoskins, 2013; Chasek et al., 2012; Goluboviv et al., 2021; Kerwin et al., 2006; Lee et al., 2014). The purpose of this study was to address this gap by exploring experts' perspectives on the importance of specific elements within addiction education and training, to best inform future CACREP curriculum and development of counselors-in-training (CIT). The research question: "How do experts within the addiction field rank the importance of knowledge, skills, and awareness necessary for adequate addiction training and best practices?". The study employed a mixed methods approach called Q methodology to analyze the data collected. Through open-ended questionnaires, experts in the field of addiction provided their insights on the most important to most unimportant knowledge, skills, and awareness needed to adequately prepare CITs to work with clients experiencing addiction and addiction related concerns. [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.]

Collegiate class piano for music majors has grown substantially since its beginnings in the mid-twentieth century and has been developed by music teachers and organizations. Research on collegiate group piano has increased in the past forty years, and literature on teaching strategies, professional development, technology, and perceptions of students is available. Presently, there have not been any post-pandemic studies which have collected instructor perceptions on collegiate group piano. Additionally, there is limited literature focusing on collegiate class piano outside the United States. The purpose of the study was to investigate the status of group piano instruction as well as instructor perceptions in universities throughout North and South America through a mixed methods investigation. To accomplish this goal, the researcher collected data from class piano instructors in universities across eight different countries within the Western Hemisphere. The questionnaire developed by the researcher served as the survey instrument for this investigation. The researcher used the data collected to analyze the program structure of collegiate group piano classes, investigate the materials, resources, and equipment used by instructors, as well as collect information about instructors' educational backgrounds and group piano training. The researcher sent emails to a total of 40 universities across North, Central, and South America, and received replies from 20 universities. The number of participants for the present study was 28. Results from the questionnaire indicated that piano performance (36%) was the participating instructors' most common musical concentration during their training. Other areas were reported as well, such as piano pedagogy, theory/composition, collaborative piano, music education, musicology/ethnomusicology, conducting, and jazz. Out of all instructors, a slight majority (54%) had not received training specifically in group piano pedagogy. Data from the questionnaire revealed that the typical number of sequential semesters of class piano offered at universities was 3.55, with music theatre (M = 3.5, SD = 1.91) and theory/composition majors (M = 3.29, SD = 1.07) being required to take the most semesters. Weekly contact hours were reported to be slightly below two hours (M = 1.93, SD = 0.73). The textbook most frequently chosen from the questionnaire's list for classroom use was "Alfred's Group Piano for Adults" (43%), however several instructors from South America shared titles of the books and materials that they use in their classes which gave deeper insight into the curriculum used in other countries. Names of smart device applications and websites were also shared. Of the digital tools listed in the questionnaire, the most used item across all participating countries (30%) was YouTube. The questionnaire also revealed significant differences in some perceptions between North and South America. When instructors were asked to rate their students' attitudes toward the university class piano requirement, North American instructors' ratings (M = 3.4, SD = 0.83) were lower than South America instructors' ratings (M = 3.92, SD = 0.52). Another significant difference found between the two continents was that when asked to rate the importance of 11 skills commonly learned in class piano, South American respondents overwhelmingly rated chord progressions very highly (M = 4.7, SD = 0.4) whereas North American responses exhibited greater variability and an overall lower rating (M = 4, SD = 1.13). The reason for this disparity is likely due to the manner in which chord progressions and accompaniment styles are taught in South American countries. Near the end of the questionnaire, instructors also shared their thoughts on the possibility of a national standard for university class piano in their countries. Those who were not in favor of a standardized curriculum mentioned that it is important to keep class content flexible, and respondents who were in favor of a national standard stated that it would be useful for more uniformity across institutions. According to the results from the research questionnaire, the researcher recommends that more rote teaching be implemented into North American class piano instruction to enhance the student learning experience. The researcher also proposes that while a standardized curriculum may not be necessary, more national guidelines can ensure consistency across universities to give students a strong foundation of piano fundamentals on which they can build upon if specialized skills are desired in the future. Finally, the researcher suggests embracing the fusing of international cultures into piano pedagogy, and that an increased awareness of methodologies and literature from around the world be adopted. The goal of this study is to encourage instructors worldwide to engage in increased international dialogue to foster sharing of repertoire, learning new pedagogical strategies, and nurturing mutual growth. [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.]

Although academic success among diverse community college students requires effective reading skills, providing support for struggling readers is becoming increasingly more difficult. The problem addressed in this quantitative study was that due to Assembly Bill 705, prohibiting colleges from offering remedial courses without data to substantiate their effectiveness, students at a Southern California community college may have no avenue to learn reading comprehension strategies that are necessary to be successful in college. The purpose of this quantitative study was to determine the predictive value of taking a reading strategies course (RSC) and socioeconomic status (SES) on final grades in English 1A, which was required for all students. Through an ex-post facto correlational methodology, the proficient academic reader was applied as the framework to operationalize and posit relationships between the variables. Two research questions provided insights regarding potential benefits of explicitly teaching first-year community college students reading comprehension strategies. Binomial logistic regression was used to determine if taking RSCs and SES were associated with final grades in an English 1A course. Results indicated that RSC and SES were not statistically significant predictors of final grades in English 1A. The results informed a curricular plan for an alternative English 1A integrated reading and writing course for students interested in developing college reading skills within the college writing classroom. Development of an English IA integrated reading and writing course has the potential for positive social change by supporting students in terms of acquiring reading strategies that are necessary for college success, lifelong learning, and social mobility. [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 has a dual focus: to assess the practice and effectiveness of education through the examination of research findings, empirical data, methodological implications, and theological integration, and to understand the concept and model of education within the social science framework, explicitly addressing the areas of need in educational provision and practice in Myanmar. The review of the literature aims to explore an educational trinity model, as articulated by Pazmino (2001), incorporating the five key elements proposed by Esqueda (2017): the teacher, student, objectives, lessons, and methods. The primary goal is to answer key research questions related to reforming primary and high school education in Myanmar. Each domain (Person, Content, and Context) is elaborated upon with dedicated subtopics supported by empirical research and findings from relevant scholars. The study looks into the role of Christian belief and practice in contributing to educational reform, investigating its manifestation in government-approved primary and high schools in Kachin State. It also explores how Christian schooling could adopt and demonstrate these reforms. Empirical research and findings from scholars contribute to a comprehensive understanding of the educational trinity, emphasizing the critical role of effective teaching in discerning and accommodating students' needs, formulating learning objectives, and designing course content aligned with students' educational journeys. The selection of appropriate teaching methodologies is highlighted as integral to successful content delivery. The literature review further discusses the impact of Myanmar's socio-political environment on its educational system, emphasizing a decline during prolonged military governance and its adverse repercussions on student learning outcomes, particularly in conflict-affected regions like Kachin State. This prompts a call for the establishment of quality Christian education in the region. The 'Person' domain of education, focusing on teachers and students, plays a central role in shaping inclusive and quality learning experiences. Teachers, as emphasized by Dahlqvist (2021), are crucial contributors to education, and Mustary (2020) underscores the importance of strong teacher-student relationships. Positive dynamics, meeting academic and emotional needs, and fostering healthy associations contribute to enhanced student engagement (Lee, 2016). High-quality teachers, as highlighted by Burroughs et al. (2019) and supported by the International Association for the Evaluation of Educational Achievement (IEA), are instrumental in achieving positive student outcomes, with studies such as Trends in International Mathematics and Science Study (TIMSS) providing valuable insights. Examining education through various lenses, Pazmino (2001) defines education as a communal process guided by love and societal context, while Esqueda (2017) stresses understanding students' needs for effective learning experiences. In higher education, active learning, cooperative teaching approaches (Michael & Modell, 2003; Becker et al., 1990), formal lesson planning, and well-defined learning objectives (McClellan, 2009; Musbaing, 2020) are considered essential. Hamalik (2003) points to the alignment of policies, educators, students, strategies, media, and assessment for quality education assessment based on learning outcomes. The objective element considers challenges and significance, emphasizing Marzano and Kendall's (2008) New Taxonomy and the importance of critical thinking. Strategic planning in higher education integrates critical thinking through SWOT analyses, faculty engagement, and clear communication. Esqueda (2017) differentiates between sharing information and effective teaching, framing teaching as a transformative process. The lesson element stresses a student-centered approach, drawing on curriculum theories and introducing Kolb's Experiential Learning Theory. The method element explores contemporary learning theories challenging traditional methods. Active, experiential, collaborative learning, problem-based learning, reflective writing, arts-based methods, and effective questioning are advocated for positive outcomes. The empirical findings provide a comprehensive understanding of education, focusing on clear instructional objectives, student-centered approaches, and diverse teaching methods fostering effective learning experiences. Education's transformative potential in shaping individuals and communities is highlighted, emphasizing the dynamic interplay of content, persons, and context within societies. Shifting focus to Myanmar's education system, shaped by historical challenges and exacerbated by the recent military coup, issues such as infrastructure deficiencies, traditional teaching methods, and inadequate teacher training hinder development. The complex interplay between political upheavals and educational policies, compounded by civil conflict, demands a comprehensive approach to addressing immediate needs and long-term goals. Efforts must encompass targeted interventions, infrastructure development, and teacher training to bridge educational gaps and ensure equitable access in rural areas. Without reforms, the rural education system faces decline, deepening social divides, and emphasizing the urgency for concerted efforts to build a more equitable and sustainable future for the nation (Soe, 2018). [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 work of colleges and universities to prepare students for the workforce, coupled with the continuous and recorded shift in the racial and cultural demographics across America, there continues to be a disconnect between the knowledge, skills, awareness, and attitudes taught in the college classroom and the cultural competency skills needed in the workplace. This two-cycle, Action Research study gathered and analyzed data through surveys, interviews, document analysis, and focus groups. The findings from the first cycle led to an action step cycle where a tool and process to assess the curriculum for the basic elements of cultural competence were created. The assessment tool was piloted across three course curricula from a small, four-year private institution located in the Northeastern region of America. Five findings were identified: (1) knowledge, skills, awareness, and attitudes are four basic elements associated with cultural competence, (2) institutions must participate in a process to develop a locally constructed assessment tool, (3) an assessment tool should include opportunities for faculty and students to reflect on the curriculum to identify and isolate misconceptions and gaps, (4) to fully engage in the process of becoming culturally competent, power systems and social structures must be acknowledged and examined, and (5) the environment is essential when fostering cultural competence. Implications for other institutions engaging in the work of cultural competence and recommendations are offered at the conclusion of the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This convergent parallel mixed methods study explored barriers to teaching disability and accessibility awareness in the early elementary classroom and assessed the impact of an instructional video on educators' current perceptions and future teaching practices. Through one-on-one, semi-structured interviews on Zoom and a pretest, intervention, posttest on Qualtrics, the researcher answered the following research questions. (1.) How frequently do participants currently teach disability and accessibility awareness topics in their classrooms? (2.) What do participants view as the current barriers to teaching these topics in their classrooms? (a.) What is an effective means to reduce or remove the barriers? (3.) Does viewing The Playground Project instructional video significantly impact participants' willingness, confidence, and views of difficulty regarding integrating disability and accessibility awareness into their teaching? In the study, the researcher utilized both the constructivist paradigm and the transformative framework, which dovetail to support problem-solving through close attention to participant voice (Creswell, 2013). The transformative framework furthers the notion that research can support marginalized groups (Creswell, 2013). In the study, Critical Disability Theory, or CDT, was entwined with the transformative framework, as CDT challenges "the social norms that define particular attributes as impairments, as well as the social conditions that concentrate stigmatized attributes in particular populations" (Minich, 2016, as cited in Schalk, 2017, p. 1). [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.]

Accredited schools of public health are required to prepare graduate students to competently discuss how racism undermines health equity. A systematic assessment of academic public health norms is needed to clarify how graduate education structures the profession of public health to address racial health inequities. Three aims guided my investigation of common practices of knowledge transmission and production in schools of public health: (1) to determine what is taught to students regarding racial health equity; (2) to classify students' use of race and theory; and (3) to categorize and contextualize students' discussions of racism. In this sequential explanatory mixed methods study of existing documents, I examined accreditation self-study reports (N=34) and course syllabi (N=67) from schools of public health (Aim 1) and public health theses and dissertations published between 2018-2022 in the ProQuest Dissertations and Theses database (N=13,797 abstracts for Aim 2; N=25 full-text dissertations for Aim 3). I conducted computational text analysis to estimate keyword distributions, manual content analysis to trace racial health equity concepts, and critical race discourse analysis to interpret patterns. Paper 1 revealed unequal exposure to race-related content. Fewer than half of the course syllabi listed learning objectives with racial health equity concepts. Two-thirds of schools of public health assigned journal articles with 'race' or 'racism'. In Paper 2, 36% of abstracts from students' dissertations and theses contained racial group and explicit theory terms; 62% omitted 'race.' The relative distribution of theories indicated students' focus on proximal exposures rather than structural determinants. In Paper 3, eight percent of abstracts (N=403) contained social inequality theory and racial group terms. I identified three racism narratives within the full-text sample of dissertations: exposure to racism (N=9); potential exposure to racial inequity (N=3); and another exposure among people (N=13). Student-authors' reflexivity and race conscious campus climates appear to promote public health research on racism. Dissertation findings can inform teaching, research, and practice approaches to racial health inequities. Exposing how everyday practices uphold white supremacist hegemony in schools of public health can accelerate the public health profession toward health equity. [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.]

Enrollment in higher education has increased over recent years with more students entering college underprepared for the academic rigor. Through expanded access, more minoritized students who are Pell eligible are enrolling. To retain these and other students, higher education institutions are implementing high impact practices to provide additional support. One such strategy is through the implementation of college success courses. These courses are intended to provide an extra layer of support for students as they make the transition from high school to college. Using a qualitative, case study approach, I used semi-structured interviews which included a photo-elicitation component to explore the experiences of minoritized, Pell eligible students in a college success course at Suburban University. Three themes emerged from the semi-structured interviews including the importance of faculty, learning about resources, and self-motivation. During the photo-elicitation portion of the interviews, the importance of relationships was a reoccurring theme. Implications for future research and practice are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Although efforts for educational reform and innovative practices have grown (e.g., the Every Student Succeeds Act [ESSA]), data and research findings from multiple sources such as the Nation's Report Card (NAEP) and the National Center for Education Statistics (NCES, 2022), confirm consistent achievement disparities in learning and dropout rates from high school (HS) between Multilingual Learners (MLs) and their peers. MLs need to be visible, feel validated for their identity, and valued for their contributions, their accomplishments, their cultural backgrounds, and their linguistic assets. Seeking ways to enhance learning and create a student-centered classroom where MLs' lives and experiences are incorporated into the curriculum is of paramount importance as these actions increase the level of engagement (Meltzer & Hamann, 2004; Senior, 2006; Weinstein, 1999). Through the lenses of the Culturally Responsive Framework (Hammond, 2015), Hofstede's (2011) Cultural Dimensions, and Culturally Proficiency (Nuri-Robins et al., 2011), this qualitative phenomenological study explored the impact of storytelling on educators' cultural proficiency and in promoting equity for MLs in HS. The five findings that emerged from 22 online surveys, 12 individual interviews, and two focus groups of HS content area teachers indicate there are benefits for all when MLs share their stories in class. MLs' stories raise educators' cultural proficiency level, for incorporating MLs' stories as an instructional practice increases these students' voice, choice, level of engagement, and equity in the classroom. There are challenges for consistent implementation of MLs' stories in content areas; therefore, recommendations for training sessions, implementation, and future research are made. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research study focused on the effects of departmentalization in the elementary school setting. Previous research on the topic of departmentalization in elementary school settings presented inconclusive results. The purpose of this study was to collect and analyze data from self-contained and departmentalized classrooms in fourth and fifth grade mathematics and reading at a preschool through eighth grade (P-8) school district in the southwestern portion of Cook County, Illinois to evaluate the effectiveness of departmentalization in the elementary setting. To conduct this study, the researcher collected academic achievement data from the i-Ready Diagnostic Assessment and the Illinois Assessment of Readiness. On the i-Ready Diagnostic Assessment, the data were found to be statistically significant in mathematics and reading, so the null hypotheses were rejected. The effect sizes showed that self-contained classrooms had a moderate effect size on academic achievement in both subject areas. On the Illinois Assessment of Readiness, the data were found to be statistically non-significant in both mathematics and reading, so the null hypotheses were accepted. These mixed results led the researcher to conclude that other factors, such as teacher quality, may influence student achievement more than the type of classroom organizational structure. [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 capstone project addresses the crucial task of equipping students from rural and poverty-stricken school districts for success beyond high school. While conventional markers of academic achievement often center around standardized testing, this study takes a wider perspective, emphasizing comprehensive approaches to education. By conducting a quantitative analysis that includes surveys of staff and faculty, this research explores the effectiveness of different strategies aimed at nurturing college and career readiness among students in these districts. The findings demonstrate a powerful narrative: educators can greatly improve graduation rates and post-graduation success by going beyond traditional test preparation methods. Key strategies include developing critical thinking and problem-solving skills, encouraging collaboration, providing technology access and digital literacy training, integrating work-based learning opportunities, offering targeted support for at-risk students, ensuring access to rigorous coursework, and exposing students to various career paths. This study highlights the potential for a comprehensive approach to education, empowering students with the skills and resources needed to thrive in a rapidly changing world. By embracing these strategies, educators can pave the way for a more equitable and prosperous future, particularly in marginalized communities facing educational disparities. [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 was undertaken to provide ways to strengthen and enhance existing online courses and to assist music educators in creating new online classes that are effective and engaging for students. Prior to the pandemic there was a clear lack of instructional expectations, guidance for online music education, and technical support for content development. Training initiatives and support for online education were launched during the pandemic, however, the findings from this study revealed that these initiatives were not adequate in assisting music educators, who found themselves needing to supplement their online classes with knowledge and resources from online communities of practice and assistance from colleagues. Based on the analysis of online courses and methods, a 15-week professional development course design with synchronous and asynchronous components was created and evaluated to guide music educators in creating effective and engaging online courses. The online course design created for this study was intended to prepare primary, secondary, and postsecondary music educators in designing and implementing effective and engaging online courses through the exploration of issues surrounding content development, learning, and teaching online. The study was informed by the literature surrounding the related issues of teaching online and the necessary considerations to create and implement an effective and engaging online course. An overview of issues related to instructors, students, and content development was reviewed with additional consideration of the specific issues for instructors outlined in Kebritchi et al., (2017). The findings from this study supported the related literature that the instructor is the most critical factor in the effectiveness of a course. The course design was evaluated, modified, and refined given the analyzed data collected in three phases. The first phase included a review of the course design by three academic scholars with experience in online education and music technology. The second phase included three synchronous meetings with a public middle school music teacher, who had experience with music technology, to review the content, sequence, modules, and assignments. The final phase of data collection concluded with semi-structured interviews of five music educators, who reviewed the course design and provided their perspectives and experience with online education. The sample population from Phase 3 included music educators from across the United States in K-12 private and public schools, higher education, and private studios. This study found that an engaging online course involves the instructor's understanding of how to effectively present and deliver course content in an online environment and how to build an online community that fosters student engagement. The findings from this study supported that an instructor's content delivery must be adapted for an online environment as a digital setting requires unique pedagogical, social, managerial, and facilitation skills than traditional in-person methods (Hurlbut, 2018). The findings suggest that effective training for online music educators include models of developed content, guidance in adapting existing content for an online environment, an introduction to available resources for music educators and students, and ways to integrate interactive elements to effectively design and deliver online music courses and engage students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this exploratory collective case study is to understand how climate change education can meet the learning needs of emergency management professionals to prepare and adapt to the impacts of climate change on communities throughout the United States. The primary research question guiding the study was: How do emergency managers experience, learn about, and from, the impacts of climate change in their work? Throughout the study, significant attention was paid to emergent themes in emergency managers' personal and professional learning and development in the form of multiple data collection methods and analysis. The following sub-questions were also investigated: (A) How do perceptions of climate change influence the ways in which emergency managers engage with climate literacy? (B) What do emergency managers perceive as important for the content and design of climate literacy training and education programs to support their learning? This collective case study involved the participation of six (N = 6) certified emergency management (CEM) professionals currently practicing in the U.S. as the study's key informants (KIs). The sequential data collection methods encompassed a survey, semi-structured interviews, and the utilization of the Sustainability Mindset Indicator (SMI) assessment. Additionally, the survey administered to the six KIs was also distributed to a larger sample (N = 56), known as a "boosted sample," to compare and contrast wider trends, transferability and uncover broader training needs. Data analysis leveraged coding to identify similarities and differences among emergency managers' lived experiences, approaches, and expert recommendations on learning about climate change-related themes. The theoretical framework that guided this research analysis was the Sustainability Mindset Principles (SMPs). This study aimed to inform future training and education programs for emergency managers on climate change as well as provide researchers and practitioners working in climate science with insights on how to engage emergency management. The study found that emergency managers in the U.S. are increasingly recognizing the multifaceted impacts of climate change on their roles and responsibilities. Emergency managers reported a preference for localized climate information that extends beyond geography to encompass cognitive, social, political, and historical dimensions. Participants reported a preference for climate-related training to be presented in practical ways with an emphasis on increasing long-term thinking skills in their training. The study observed that emergency managers exhibited strong motivation, preparation for future learning, and sense of purpose that can be applied to integrating climate change information into existing emergency management frameworks. Emergency managers acknowledged the need to refine roles and collaborate across sectors to effectively address climate change given resource limitations, including funding, workforce development, and technology. Building upon a robust training infrastructure in emergency management, climate literacy can facilitate an understanding of climate within the field as well as the widespread effects that transcend a single profession, sector and generation. [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.]

Collegiate music students are at a unique intersection which may put them at an increased risk for mental health challenges and illnesses: the intersection of creatives and emerging adults. Research suggests that mental health in the United States is continuing to decline. However, there is little research and discussion about how collegiate music programs can support student mental health. Even more limited is research about the studio professor's role in supporting the mental health of their private students. This document is intended to shed light on the particularities of the studio professor-student relationship as it pertains to student mental health. The research took the form of interviews with studio professors for whom musician wellness is a professional interest. Through these interviews, research questions about studio professors' experiences and opinions about mental health were explored. I sought to explore how studio professors perceive student mental health and professional challenges with navigating mental health concerns, how they incorporate mental health topics and support into one-to-one and small group teaching, and how they establish and maintain personal and professional boundaries relating to mental health conversations. This document outlines preexisting information about mental health of musicians, emerging adults, and collegiate musicians. It explores the potential impacts, both positive and negative, of the studio professor-student relationship. The original research presented documents perspectives of the interviewees about the research questions. Finally, the document concludes with practical applications discovered through the research process and suggestions for how teachers might be better equipped to handle the sensitive issues that surface during their interactions with students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of the qualitative social constructionist study was to explore the factors that enhance or impede parental involvement of Spanish-speaking Latino parents on both English Language Learners (ELL) and Former English Language Learners (f-ELL) in a Small City School District. According to Krogstad et. al. (2023), the United States Latino population reached 63.6 million in 2022, increasing from 50.5 million in 2010. This represented a 26% increase, and it outpaced the nation's 8% increase in population during the same time. From the data of the National Center for Education Statistics (2022), public school students who were Latino increased from 22% to 28% from 2009 to 2020. In addition, from the same study published by the National Center for Education Statistics (2022), the percentage of public school students in the United States who were ELL increased by 4.5 million students between 2010 and 2019, and 75.7% of these students spoke either Spanish or Castilian. Similarly, according to New York State Education Department Student Information Repository System (SIRS) in the 2021-2022 school year, Hispanic students represented about 29% of total enrollment across public schools in the state, 10% of public school students enrolled were identified as ELLs, and 67% of these students were Hispanic by ethnicity, with the most common language being Spanish. Along with this increase in the population of Spanish-speaking ELL students is also the troubling achievement gap-historical data that points to a glaring difference between student achievement of latino students and their White peers. In New York, the Hispanic-White 2009 achievement score gap in mathematics for public school students at grade 4 was 17 points, and 32 points at grade 8. In New York, the Hispanic-White 2009 achievement score gap in reading for public school students at grade 4 was 22 points and 27 points in grade 8 (Hemphill et al., 2011). Finally, the involvement of parents' in their children's school and education is related to student achievement and success in life (Epstein, 2001). Research indicates that lower income, less educated minority parents tend to be less involved in their child's education (Jeynes, 2012). This data examined together points to the importance in understanding how Latino parents define parental involvement, and how they perceive factors that enhance or impede involvement in their children's lives. This study included triangulating data from three focus groups, organizational observations, and from document review. The three focus groups included sixteen participants, all Latino Spanish-speaking parents of ELL and f-ELL students within the Small City School district. The qualitative data was coded to search for patterns. The focus group data was analyzed to look for differences in themes for parents of ELL students and parents of f-ELL students. The data was interpreted to draw conclusions of how the data answered the research questions. Hand coding was the method of data analysis. Focus group interviews were recorded and then transcribed into Spanish. The data from the focus group interviews was read several times paying attention to relevant words or phrases that were recurrent and connected to the research question key terms, parental role construction, self-efficacy, and motivators of involvement. A color-coded method was used when hand coding the data. A-priori and in-vivo coding was also used to find connections and relationships with the themes and sub-themes present in the Hoover-Dempsey and Sandler's model of parental involvement (2005). The organizational observations were conducted from having first-hand knowledge of the district. The document review was conducted of both internal documents and public-facing documents available on the district's website. The overall aim of this study was to contribute to the field of education by providing useful suggestions to enhance the home-school connection of Spanish-speaking Latino parents of ELL and f-ELL students. Some of the suggestions included ensuring that all public-facing documents could be translated using the Google translate ability of the website. Another suggestion included creating opportunities for Spanish-speaking families to engage with the content that their children are learning in parent university evenings. On such evenings, oral translation should always be available. Finally, the last suggestion is to ask certain parents who speak both English and Spanish to become ambassadors for Spanish-speaking parents within the PTA organization. All of the suggestions center around empowering Spanish-speaking Latino parents to learn more about their child's education and to allow them to become more actively engaged with their children's 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.]

Numerous students across the United States are observed as being disengaged and bored in several of their learning experiences. Similarly, innumerable students also self-report being bored and disengaged. Over 40% of South Carolina (SC) students in Grades 3-8 report being compliant, disengaged, or mixed in all three domains (behaviorally, cognitively, and emotionally). Hattie and Donoghue propose a new conceptual learning model--skill, will, and thrill. They suggest that this model will improve student learning experiences to the transfer level, which is thrill. At the thrill level, students can then apply their learning to similar or different contexts. As the concept of learning thrill is new, this study sought to understand how nine SC instructional leaders perceive and conceptualize learning thrill. A qualitative exploratory interview study was conducted with nine participants. This research method allowed for the exploration of the concept of learning thrill to make meaning based on the lived experiences of SC instructional leaders within the schools they serve. Interview participants were instructional leaders who either served as a school principal or curriculum coach in a traditional or Montessori public school. Instructional leaders were selected due to their lived experiences observing learning in many classrooms, providing a broader view through which they could construct their conceptualization of learning thrill. Instructional leaders were also chosen due to their impact and influence on teaching and learning in schools. Transcripts from semi-structured interviews were analyzed to identify common themes. Themes identified as conditions enabling learning thrill were observed in student experiences during which students were deeply engaged, intrinsically motivated, connected to learning, and had agency. Themes were also identified and described as factors in creating a learning thrill. Pedagogical practices included teacher clarity, student discussion, and collaboration. Curriculum resources, teacher content knowledge, and course content were also themes that supported experiences leading to thrill. Learning thrill does not occur by happenstance but can and should be planned for to incorporate the identified themes when applicable and possibly based on the level of learning occurring (surface or deeper). The research conducted was foundational to the concept of thrill, based on Hattie and Donoghue's conceptual model. I strongly encourage further research to better understand the concept of learning thrill, make meaning of it, and identify its enabling conditions based on student perceptions. The importance of this work can be seen in its potential to transform learning experiences of surface-level instruction leading to boredom and to identify conditions that foster learning thrill for students, which allows them to transfer their learning. When instructional leaders can support teachers to deliberately plan learning experiences whereby students have clarity of learning targets, agency, and connections to content and tasks, deeply engaging experiences where students collaborate and discuss their learning and are intrinsically motivated, and then learning thrill is experienced, ultimately, students will not be bored, and achievement will increase. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative descriptive design research study aimed to understand how first-year teachers perceive their preparedness for addressing the cognitive, emotional, and social/cultural dimensions of learning for content comprehension of English Language Learners in a large school district in the isolated state of Alaska. This qualitative study researched the phenomena of first-year general education teachers' preparedness for addressing student learning needed for ELLs, as statistics show the academic achievement gap between ELLs and their English-speaking peers (ECS, 2020). The theoretical framework was based on two approaches to learning, the contemporary learning theory of Knud Illeris (2009) and the conceptual framework established by Okhremtchouk and Sellu (2019), establishing cognition, emotional, and social/cultural dimensions of learning to be key in learning. This framework established the primary research question of how do first-year general education teachers describe their preparation to teach English language learner students in Alaska. Three subsequent research questions focused on the three dimensions of learning. The target population of teachers focused on a sample of first-year general education teachers who were selected through purposive sampling. The data collected from individual interviews and focus groups were analyzed using thematic analysis. The findings indicated that the participants had very different learning experiences, resulting in very different levels of confidence in supporting ELLs in their classrooms, showing inconsistency in their preparation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

While the problems of exclusionary discipline are clear, we are still left with unanswered questions about educator training in this area. The decision to suspend or expel a student not only affects their immediate future but also, more importantly, may have deeper implications for the rest of their life as well as for their community and for society at large. Therefore, the purpose of this basic qualitative research study is to review the classroom management coursework and curriculum within teacher preparation programs at college institutions in the western region of the U.S. and to interview currently practicing teachers to understand what is being taught to prepare teachers for this aspect of their day-to-day job. Through the analysis of classroom management course syllabi with coding and the application of an innovation rubric, as well as the analysis of interviews with teachers, this study finds a clear disconnect between the realities in the classroom and what is being taught in classroom management courses within teacher preparation programs. It also confirms that after these programs, teachers feel unprepared to navigate student discipline in schools. This study offers implications for teacher preparation programs, specifically in the design of classroom management 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.]

This study builds on the concept of teacher emotion management in the classroom, with a specific focus on the English Language Arts (ELA) classroom where emotions play a heavy role in texts and the content taught. I analyzed the perspectives of five current English Language Arts (ELA) teachers using an interview study to ask how they describe their emotions during an emotionally challenging moment in the ELA classroom. Through the narratives they shared, I also explored their perceptions of professionally unacceptable emotions and how they make sense of their experiences navigating those emotions. I used a thematic analysis to conclude teachers tend to center student emotions over their own, express different emotions depending on their administration's support, worry about their reputation in the community and with parents, deal with tough curriculum choices, and may experience burnout from the emotion management they conduct. [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 effectiveness of current teacher preparation program that prepare dual language immersion teachers and identifies effective professional development training approach for teachers under the layer of culturally and linguistically responsive pedagogical practices. Through a qualitative phenomenology approach that includes interviews, to truly solve dual language immersion teachers' dilemma and support from the teachers' perspective, the study also investigates the opportunities and challenges experienced by language immersion teachers in their professional development and careers. In dual language immersion programs, it's crucial to provide effective professional development opportunities for teachers and addressing challenges faced by teachers. Furthermore, the study identifies culturally and linguistically responsive practices that are effective in promoting language, content, and skill development for students. Based on the findings, the study modifies the three-step model originated from situated learning theory and recommends specific strategies for strengthening dual language immersion programs and providing more effective training for pre-service and in-service teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to examine tenured faculty members' perceptions of factors that motivate their participation in the development and delivery of Virtual Learning (VL) programs, as well as to determine tenured faculty members' perceptions of factors that tend to extrinsically and intrinsically motivate their participation in the development and delivery of VL. A five-point Likert-type survey was employed to determine the extent to which respondents agreed or disagreed with associated perceived usefulness, perceived ease of use, and attitudes toward online participation at Historically Black Colleges and Universities (HBCUs) in the Southeastern Region of the United States. Study findings indicated that both intrinsic and extrinsic motivational factors positively relate to faculty members' willingness to participate in virtual learning course content development and delivery. Intrinsic factors such as efficacy, desire to reach a broader and more student population, widespread student participation, and increased opportunities for professional growth were among the more prevalent findings. External factors such as flexibility, widespread diversity and growing student population, and increased teacher-student interaction were found to be noteworthy as well. The data from this study will benefit higher education administrators who are seeking to increase tenured faculty participation in virtual learning and establish Virtual Learning Systems. The finding from this study indicated that of tenured faculty intrinsic willingness and TAM precept (perceived ease of use) revealed the following 75% of respondents agreed to some degree that VL is more useful for instructional delivery than traditional methods. Of the seventy-five (75%) percent that agreed, fifty percent (50%) strongly agreed, while twenty-five percent (25%) somewhat agreed. There were no pre-existing data used in this study. The results cannot be generalized. This clearly shows most tenured faculty members in the college of education at the HBCU examined have a positive perception that VL is more useful than traditional methodologies for academic success. This data also indicates there is a great degree of tenured faculty willingness to participate in VL at this location. [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.]

Graduate teaching assistants (GTAs) are an important teaching resource to universities. Most GTAs enter graduate school with limited if any teaching experience but are given the responsibility of teaching numerous sections of introductory courses. GTA professional development (PD) is essential for the formation and preparation of these novice teachers who may become future faculty. Most GTA studies have primarily focused on doctoral programs. The current study assessed a GTA PD course at a master's-level program that was developed to equip GTAs to teach the introductory biology labs at the study site. The purpose of this study was to identify which components of the GTA PD course serve as sources to improve the teaching self-efficacy of master's-level biology GTAs. This study was conducted as a mixed methods case study using an explanatory sequential mixed methods design. GTAs enrolled in the GTA PD course at the study site volunteered as participants. Participants completed a survey for the quantitative phase of the study. A subset of these participants was purposefully selected for the qualitative interviews to obtain two strata of GTAs that had higher or lower teaching self-efficacy. The instructor's perspective was captured as an additional source of data by conducting a document analysis on the change facilitator's guide which detailed the earlier account of the researcher's perspective of the GTA PD course years prior to the current study being proposed. The conceptual framework was based on social cognitive theory including the sources of self-efficacy along with situational leadership to help identify components of GTA PD that impact the teaching self-efficacy of GTAs. Findings of this study suggest integrating GTA PD into the weekly lab preparatory meetings to provide clear expectations and context specific pedagogy that GTAs were expected to use to teach the labs were major components to the PD course. GTAs gaining mastery experiences by teaching labs repetitively was one of the most important components of their training. The lab coordinator modeling how to teach the labs, facilitating collaborative discussions during weekly course meetings, and providing autonomy to GTAs gradually through their progression of the one-year GTA PD course were also essential components that improved the teaching confidence of GTAs. Findings from this study corroborate with previous research in that GTA PD needs to exceed one semester of training to substantially improve GTA teaching self-efficacy. Peer and mentor feedback were not as impactful on GTA PD as reported in the literature but may have been due to the nature of how it was unstructured in the present study. Results from the present study can inform stakeholders such as department heads, graduate faculty, and lab coordinators of the essential components needed to provide quality GTA PD to equip GTAs as effective teachers. This study suggests that support from department heads and graduate faculty is critical to the success of a GTA PD program. This study may also serve as a model to lab coordinators of how to structure and deliver their GTA PD using situational leadership. Specifically, findings from the present study can provide insight to lab coordinators of how they can utilize situational leadership to provide the gradual teaching autonomy GTAs need to develop into competent and confident teachers. Findings from this study corroborate with previous research which encourages GTAs that their time invested in teaching and research can be synergistic to their professional development. This is especially important for those GTAs who aspire to work in academia where they will likely be required to teach. Therefore, participating in quality GTA PD could provide critical training for GTAs to become valuable assets in academia who have a positive impact on student 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.]

High Impact Practices are defined as teaching and learning strategies designed to benefit college students through challenging yet confidence-building coursework, and through establishing connections to faculty, peers, and community, among other positive impacts. The ten High Impact Practices recognized by the American Association of Colleges and Universities include: First-Year Seminars, Common Intellectual Experiences, Learning Communities, Writing-Intensive Courses, Collaborative Assignments/Projects, Undergraduate Research, Diversity and Global Learning/Study Abroad, Service Learning/Community Based Learning, Internships and Capstones. At most community colleges, the students who would most likely benefit from HIPs are the least likely to enroll or "opt-in" to HIPs designated courses. Attrition for underserved and underrepresented minority students places them at a disadvantage in obtaining two and four-year degrees, or persisting to meet goals, which could include completing one course, or obtaining a program certificate. While faculty and administrators cannot control many of the factors which prevent community college students from persisting to meet their personal goals, they can control curriculums and course-based experiences. Embedding High Impact Practices into coursework removes the barrier to "opting in" to courses that promote benefits of engaging in High Impact Practices. Research on HIPs and specific student populations has mostly focused on four-year colleges and universities, but in recent years has expanded to include community colleges. Notably, research on faculty voices and experiences implementing HIPs in their courses is lacking. This study seeks to add to the research on community college faculty experiences providing implementing HIPs and the effect on student persistence. The primary purpose of this study is to offer analysis on what community college faculty talk about regarding implementing High Impact Practices (HIPs) in their classes and to understand the patterns that may lead to student confidence, motivation, and ultimately persistence. Research on High Impact Practices provides a reasonable amount of literature and data on the ten practices that have been identified as "high impact" teaching and learning strategies. Existing research also provides literature and data on one or more combined practices as either contributing or not contributing to student success and persistence, as well as student choice to participate in HIPs course programming. However, there is a lack of available research to draw from to understand faculty decision making on how or why they implement HIPs in their classes. Much prior HIPs research in honors programs is student-centered, and focuses on student experience, engagement, and outcomes. While student experiences and outcomes from participating in HIPs is valuable research and data, an account of faculty voices is consistently missing from the research and literature. Qualitative research in this study will employ collective case study data on what faculty think and how faculty implement HIPs in their classes and offer a thematic analysis of results. [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.]

To meet an increasingly complex set of global challenges, undergraduate programs need innovative, well aligned curricula that prepare students to effectively address those challenges. This is especially true in programs such as sustainable food systems education (SFSE) where students learn to think systemically, critically, and reflectively, and act collectively across difference. These developmental skills cannot be achieved in a single course, and thus require curricular cohesion and alignment. For this to happen, instructors in a program must work together to develop a collective understanding of the purpose of the curriculum, the intended student learning outcomes, and how each course contributes to the whole. Using that understanding, instructors must work collaboratively to deliver a coherent curriculum, adjusting their courses as needed and contributing to efforts to update or improve the curriculum. The research described here is the result of action research with three undergraduate SFSE programs working to engage in this kind of curriculum management in their own programs, and in collaboration across programs. First, curriculum mapping, a process of identifying how a program's learning outcomes are addressed and assessed within and across courses, is explored. Curriculum mapping is a common undertaking in higher education, but descriptions of the specific processes used are hard to find. This work contributes to the literature by describing two highly participatory, instructor-driven methods based on experiences mapping at the University of Minnesota (UMN) and University of British Colombia (UBC). Next, mapping is considered as a process extending beyond the creation of maps to foster deep and productive discussions about curricula. Once created, curriculum maps can function as boundary objects, things that help groups of differently situated actors work across difference, so creating a map should be seen as the start of a larger process rather than an end goal. This research describes facilitated curriculum development workshops at UMN, UBC and Montana State University and observes that relational work, the effort people invest in managing their relationships with others, ideally in mutually growth supporting ways, is fundamental to managing curricula as cohesive wholes. Finally, curricula are theorized as a new kind of commons. Commons are resources shared by a group and subject to social dilemmas, just as curricula are shared resources whose management present challenges to time and resource strapped programs. Curricula posited as contributory commons, which are commons that rely on the willing, active, and ongoing contributions of producers (instructors) to maintain the shared resource (a curriculum). To address the challenges of managing curricula as contributory commons, six interconnected recommendations are offered, calling for investment of time and resources in curricula, and in the collective willingness and ability of instructors in a program to work together for curriculum management and innovation. To think of curricula as commons moves away from academia's emphasis on individual teaching responsibilities and towards collective pedagogical interdependence, recognizing the importance and value of attending as much to relationships and pedagogy as to scholarly pursuits. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As racial demographics of students in schools are becoming more diverse, the racial demographics of teachers remains predominantly White. Adding to this, many White teachers are unprepared in the skills of racial literacy and lack the ability to address racist power structures within both the curriculum and their teaching practices. The purpose of this study is to understand how White teachers describe their preparedness to utilize racial literacy skills in their pedagogical practice. More specifically, this phenomenological study is to explore the lived experiences of how White 7-12 grade teachers utilize racial literacy in a public-school setting in Southeastern Pennsylvania, and the development they have received in learning about and addressing race or racism in pre-service or in-service teacher professional development programs. The research questions this study addresses are: 1) How do White teachers integrate racial literacy into their pedagogical practices? 2) What pre-service and/or professional development training related to racial literacy do White teachers describe experiencing? 3) What strategies do White teachers currently use to address race in the curriculum, teaching, and learning? Data was collected through semi-structured interviews, a document analysis of teaching documents participants utilize that demonstrate racial literacy, and notes from a researcher's journal. Findings of this study may be used to better support racial literacy for White teachers who work with diverse students of color, enhance training around racial literacy that is provided by teacher education programs and school district-led professional development, and fill a gap in the research related to the racial literacy of White teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Prevention of sexual violence is of vital importance, especially on university campuses where sexual violence occurs at particularly high rates. Universities are federally required to implement prevention programming, but little is known about retention over time. In addition, research has not analyzed the relationship between sexual violence prevention programming and the campus culture at a particular university. Using a mixed methodology that utilizes survey data, qualitative interviews, and content analysis, this dissertation explores four research questions through a case study at an American university. First, the role of theory in current sexual violence prevention programming is determined -- specifically, social learning theory, situational crime prevention, and the elaboration likelihood model of attitude change. Next, differences in retention of key program concepts between groups are explored. Then, participant understanding and use of consent is compared to university policy. Last, current programming strategies are compared to student perceptions of university dating and party culture. This dissertation concludes with recommendations for sexual violence prevention programming at this university and beyond moving forward. [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.]

Superfund Sites and other harmful environmental conditions disproportionately affect urban America and Black communities. Historically, many affected citizens were unaware of these conditions until the environmental justice movement. Due to insufficient opportunities to develop scientific literacy, many members of the community remain unaware of the adverse effects of environmental pollution on their health, despite the efforts of advocates for environmental justice. The purpose of this multiple methods comparative case study was to: introduce students and teachers at three different sites to the concept of Superfund Sites; understand students' and teachers' perceptions of environmental justice; encourage teachers to adjust curricula to address issues within one's community and culture; and expose students to a culturally competent curriculum which promotes education and self-advocacy to improve educational outcomes and subsequently better health for current and future generations. Theoretically framed by culturally compelling instruction and place-based science teaching and learning perspectives, this study collected pre- and post-implementation data on students' understanding of environmental pollution and the consequence of such exposure to human health. Interviews with teachers were conducted to understand their perspectives on culturally competent science curricula and in what ways, if any, they incorporate environmental justice in their instruction. [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 United States Educational, Scientific, and Cultural Organization (UNESCO) (1978) suggests that every citizen has the right to receive environmental education. Compared to previous generations, children today spend less time outdoors interacting with nature and all it offers. The current leisure trends are encompassed in technology as it becomes more accessible to children in the form of social media platforms or streaming on-demand TV shows. Perhaps there is a way to bring back the importance of nature and intertwine environmental education concepts into teacher preparation programs. In that case, there is hope for future generations of children to reap the benefits of nature and more community members who are environmentally literate. When referencing Education for Sustainability (EfS), Evans states (2020), "Promoting EfS in teacher education is not an option. We live in uncertain times. Current and future populations face more contestation, contradictions, and uncertainty than ever" (p. 819). This study aims to provide guidance on implementing environmental education into existing teacher preparation program curricula, guided by informed decisions based on a review of the primary literature and feedback from faculty members at universities where environmental education is already being implemented. The essential components of this study consist of input from 18 faculty members through qualitative surveys, as well as input from 10 faculty members through semi-structured interviews. The findings from both are summarized through a plan of implementation that could be used immediately by teacher preparation programs to begin incorporating environmental education with preservice teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The extent to which students in the Department of Defense (DoD) are satisfied with the content and quality of on-line learning at the Private Government University (PGU) is not clearly understood. The PGU is the component of DoD chartered by the law, The Defense Acquisition Workforce Improvement Act (DAWIA) of 1990, with delivering instruction and learning content to the Defense Acquisition Workforce (DAW) as part of the acquisition professional certification process. The purpose of this qualitative methods study was to describe and analyze the student perceptions of their satisfaction with on-line learning pedagogical experiences at PGU. This study used as its foundation Moore's (1993) theory of transactional distance and its four interaction components: student-content, faculty-student, student-student, and student character. The study was designed to use the experiences and words of the participants to not only determine the findings of the study, but also to inform the leadership and faculty of the PGU for awareness and potential curriculum improvement. The results of the study related the student perceptions about on-line learning at PGU. Of note, the perceptions and reported preferences did not vary significantly due to demographic variables. There was significant alignment on the prioritization of Moore's interactions, with majority agreement on the more significant interactions. It is important for the university administration to commission more studies in the near future to examine interactions between students in the on-line program. The results of the study demonstrate that course design, interactions between learners and teachers, the personality of students, and interactions between learners themselves all play a role in determining the success and happiness of learners in the on-line environment. Participants want to see improvements in the way courses are designed and delivered, including instructor support. [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.]

Although social justice advocacy is a core competency of counseling psychology training, a lack of formalized training prohibits trainees from engaging in advocacy efforts, specifically at the community and systems-level (Alexander & Allo, 2021). Moreover, prior research has suggested that counseling psychology trainees are feeling ill-equipped to integrate advocacy and macro-level interventions into their professional roles. Given the limited research on how psychologist educators integrate social justice advocacy into the counseling psychology curriculum and the effectiveness of these teaching strategies (Koch & Juntunen, 2014; Pieterse et al., 2009), this study aimed to explore the pedagogical strategies that prepare trainees to engage in social justice efforts--particularly at the meso- and macro-level. This exploratory consensual qualitative research (CQR) investigation analyzed interview data from 13 counseling psychologist faculty members. The study found that the faculty members emphasized community-based and relational learning approaches, which allowed students to critically reflect on their own identities and biases and become more aware of the systemic nature of social injustices. Additionally, the study found that the faculty members utilized a variety of pedagogical tools, including case studies, role-playing, and group discussions, to facilitate students' learning of community and systemic level interventions. The results also examined the challenges that faculty members faced in effectively integrating social justice-oriented content into their courses. Findings are discussed in terms of their implications for training and education, professional practice, theory, and policy. [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 light of an increased focus on the importance of soft skills to academic achievement and success later in life, educators are looking towards social-emotional learning (SEL) as a means for addressing the diverse needs of students. This qualitative study was aimed at understanding how secondary English Language Arts (ELA) teachers use literary texts in their classrooms to enhance social-emotional learning, specifically, their training, text selection processes, and methods for articulating and assessing ELA and SEL outcomes. A multiple-case study design featuring semi-structured interviews, classroom observations, and content analysis of curricular materials was used to develop a robust understanding of the processes, resources, and motivations of three SEL-minded secondary English teachers. The results revealed that the participants had similar reasons and motivations for infusing their content curriculum with SEL, but had little formal training or resources to draw from. The participants relied on their knowledge of and relationships with their students to select appropriate texts for instruction and reported relevance and perspective-taking as major influences on the texts they chose to feature in their classrooms. While the participants could clearly identify and assess their students' success with ELA outcomes, they did not have a shared definition of what SEL was, nor were there clear outcomes and methods for assessing growth in social-emotional skills. The study results indicate a need for purposeful training in the use of SEL in the content classroom, which may include a shared and consistent SEL model and accompanying standards across schools or districts, as well as an established tool for measuring SEL outcomes. Additionally, this study highlights the importance of leveraging student-teacher relationships in creating student-centered and standards-based curriculum that addresses the needs of the whole child. [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.]

Formerly incarcerated individuals face a number of obstacles transitioning home, among which job search is one of the critical issues. While searching for a job can be difficult for most people, returning citizens face additional obstacles due to their criminal records, gaps in employment, and reduced professional networks. Furthermore, returning citizens often have been incarcerated in prisons with little to no internet access. With this in mind, job search challenges are compounded by the fact that digital literacy is increasingly required to address them. Job search involves several digital elements, including searching for job postings, preparing an online resume, applying online, and communicating via email. Despite a considerable body of literature on the difficulties of reentry, there is limited research addressing the interaction between digital literacy and job search for returning citizens and little scholarly effort to design digital literacy programs for them. Drawing on semi-structured interviews, action research in the classroom, and a design studio workshop, this dissertation explores the following research questions: (1) How do returning citizens interact with digital technologies, both in general and specifically for job search? (2) What challenges do returning citizens have as they seek to gain digital literacy skills? (3) How can digital technology be better designed to support returning citizens and their social support in digital literacy skill development for job search?Through my research, I found that social support members play a pivotal role in helping returning citizens learn digital literacy skills and obtain access to a mobile phone. While returning citizens mirror mainstream populations in their mobile phone usage, they are wary of social media and face significant challenges distinguishing good and bad content online. Returning citizens also face substantial challenges determining when and how to disclose their criminal past on online applications. However, when faced with concerns about employment discrimination, especially racism, participants maintained a practical outlook.Based on these findings, I recommend including social support members in the design of digital literacy for job search tools. I emphasize creating practical and applied digital literacy for job search course content that addresses the unique experiences of this population. Finally, I recommend the design of digital literacy for job search tools that reduce redundancy and engage users beyond text entry and text-based content.My empirical research contributes to improved knowledge of how this population fares outside of prison, specifically as it relates to job search and digital literacy. I suggest new features in curriculum design and the design of tools and resources for digital literacy for job search, specifically as it relates to returning citizens and their social support networks. Lastly, this dissertation also highlights the sub-context of the challenges of race, racism, and employment discrimination as it relates to the formerly incarcerated community navigating the digital aspects of job search. [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.]

Cyberattacks in the United States have consistently increased over recent years, and there is no apparent end to this upward trend. The increase in these attacks has resulted in successful cyber incidents and breaches of large, small, and medium-sized organizations across varied locales and industries. The hospitality industry has not been immune to these cyberattacks. Hospitality organizations have a vast attack surface, access to a wealth of sensitive information, and cyberattacks against them are becoming increasingly sophisticated, pervasive, and persistent. Some hospitality organizations have limited resources and budgets and do not hire dedicated Information Technology decision-makers and Cybersecurity professionals. The task of cybersecurity decision-making often rests on the general manager. Most are not educated on cybersecurity to help them make the most informed decisions regarding securing and protecting their digital assets, business partners, customers, and sensitive information. As hospitality higher education institutions are tasked with preparing students and graduates for the industry, they need to educate their students and the future workforce about cybersecurity best practices that could assist them in protecting and defending against cyber threats and breaches. This exploratory qualitative content analysis study sought to determine the cybersecurity education offering to determine if there is a shortfall in the hospitality curriculum. It analyzed hospitality cybersecurity education program requirements for the associate and baccalaureate degrees by examining the relevant courses provided by institutions and programs accredited by the Accreditation Commission for Programs in Hospitality Administration (ACPHA). The study's findings suggest a shortfall in hospitality cybersecurity education offerings and program requirements. [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.]

Second language (L2) teaching and learning to become a L2 teacher are charged with emotional work, which is inextricably connected to L2 teacher identity and agency (Kayi-Aydar, 2019). Research on the emotion labor of in-service L2 teachers (e.g., Benesch, 2018; Gkonou & Miller, 2020; Nazari & Karimpour, 2022) and L2 teacher identity research on novice teachers' learning-to-teach experiences (e.g., Song, 2020; Wolff & De Costa, 2017; Yazan & Peercy, 2016) is a testament to this reality. Despite the crucial role emotions play in L2 teacher development, it has yet to become mainstream for L2 teacher education programs to center emotions in the curriculum, let alone approaching language teacher emotions critically in relation to power and discourse (Benesch & Prior, 2023). This 18-month-long participatory action research (PAR, Brydon et al., 2011) seeks to 1) explore how L2 teacher emotion, identity, agency can be pedagogized in a pre-service practicum course from a critical perspective and 2) examine emotion labor experiences of student-teachers in relation to their professional identity and agency negotiations during their practicum. In Stage 1 of the dissertation, I conducted a transnational online collaboration with a L2 teacher educator in an English language teacher preparation program in Turkey. In line with the PAR epistemology, we re-designed the practicum course through new assignments and critical pedagogical activities that centered L2 teacher emotion, identity, and agency. In Stage 2, I participated in this course in my dual role as a co-instructor and researcher. I analyzed the data collected in Stage 2, focusing on six student-teachers' practicum course assignments and artifacts, participant observations, and interviews, to examine the sources of their emotion labor and how they respond to them, discursively in their narratives, and through intentional choices and actions in their practicum experience. The findings revealed that top-down policies, practices, and ideologies in schools were a significant source of emotion labor for student-teachers similar to the experiences of practicing L2 teachers. Additionally, given their relatively powerless positions as interns, student-teachers struggled to reconcile their teacher identities and ideologies and the assigned identities of "apprentice" and "follower" by their mentor teachers. In response to their emotion labor, student-teachers utilized their practicum course projects and teaching tasks to gain ideological clarity and exercised their individual and collective agency in a non-threatening way to enact alternative pedagogies and ideologies. These findings offer evidence that when intentionally and systematically supported by L2 teacher educators through the design of teacher learning activities, pre-service L2 teachers can develop critical reflexivity of their emotion labor and recruit this awareness for individual and collective agency even in contexts of power imbalance. They suggest important implications for practice and research in L2 teacher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Many college students experience poor wellbeing (e.g., loneliness, depression, anxiety, and stress), have low levels of physical activity (PA) engagement, and engage in behaviors that threaten wellbeing. Academic PA and wellness courses can promote not just physical health but assist students in developing sustainable solutions to improve wellbeing. There is limited information on the short and long-term impact these types of courses have on both PA engagement and wellbeing in the lives of college students. Additionally, systematic evaluation and collection of student feedback is not currently conducted but is needed to contribute towards the development of evidence-based practices (EBP) for these courses to optimize their impact. The purpose of this study was to examine changes in physical activity engagement and wellbeing among students enrolled in an instructional physical activity program and identify student feedback on the program. Students enrolled in the physical activity and wellness course (N= 612) completed questionnaires on physical activity engagement and wellbeing at the start, middle, and end of the semester and provided feedback every two weeks and at the end of the semester. There were significant improvements on two mental health wellbeing subscales from pre to post (p < 0.05, d = 0.17, d = 0.24) and 30-day physical activity from pre to post (p < 0.01, d = 0.26). The majority of students strongly agreed (60.4%) or somewhat agreed (28.2%) the course promotes lifelong physical activity. Students also strongly agreed (60.4%) or somewhat agreed (26.4%) the course promotes whole person wellbeing. Identified areas for improvement included providing more choice and facilitating more interaction. Responsively, this research contributes to assessment in physical activity and wellness courses and supports their value from a student perspective. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative study was to explore community college student perceptions of taking an online public speaking course within the theoretical construct of the Community of Inquiry model, which describes the manner in which the elements of social presence, teaching presence, and cognitive presence interact to create an educational experience. An opportunity to participate in the researcher survey was offered to students at two Alabama community colleges enrolled in online public speaking courses from Spring 2022 to Spring of 2023. Twenty-eight students completed the researcher's survey about their online educational experiences in an online public speaking course. Three students who completed the researcher's survey agreed to participate in a semi-structured interview. Review of end of course student evaluations further informed the study. Interpretive analysis of data was utilized to identify themes and provide insights into student perceptions of taking an online public speaking course. The data analysis revealed five major themes: communication, instructor involvement, course design, learner engagement with content, and learner needs. The study results indicated that communication through discussion board participation was a major source of engagement for online students taking an online public speaking course, instructor support was perceived, and students requested more interaction with the instructor. The study results further demonstrated that student engagement with content influenced the students learning preferences and learning goals. [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.]

Public higher education institutions (HEIs) are responsible for ensuring that all students achieve their educational goals with respect and dignity. Faculty cultural competency preparedness is an essential professional development measure that HEI leaders can take to provide ongoing support to faculty not representative of the student demographic in their knowledge and understanding of working with diverse student groups. This study examined the literature on faculty diversity preparedness relevant to campus diversity initiatives and the presence of elements of critical andragogy, such as critical self-reflection, reflexivity, and life-long learner mindset in faculty professional development material and faculty's reflection of such PD programs. This study, which explored the published research on faculty cultural competency professional development in the US over the last 20 years, found that while diversity-related professional development opportunities are available to faculty, it is either voluntary and requires faculty to do it on their own time, is a few hours or half day event without follow up, or it conflicts with multiple other priorities such as teaching or research. Additionally, a significant discovery was the limitations and barriers faculty face in pursuing professional development related to DEI and fear of backlash for pursuing their interest in DEI-related PD when the other departmental members were focused on different topics on what to teach versus how to teach. Teaching and learning are lifelong efforts to stay relevant, and faculty also need a sense of connection and belonging to prevent burnout. Future research should focus on a wide-scale data-driven initiative for faculty DEI PD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In this study, I conduct a quantitative analysis to assess the attitudes of Black male high school sophomores towards STEM content through a unique informal STEM learning program called ESTEAM offered by the non-profit organization Class Matters Inc. The students participated in a pre- and post-survey based on Mark Mahoney's Attitudes towards STEM survey to measure their perceived ability, interest, and values in STEM fields. The ESTEAM program was conducted both in-person and online, and I facilitated the hands-on STEM activities remotely. The students gained hands-on experience in building and flying drones, as well as learning about the engineering design process, historical aviators, and aviation design. The data collected from these activities were analyzed using the paired-sample proportions statistical method to determine the impact of the program on the attitudes of Black male youth toward STEM content. This study aimed to promote aviation and aerospace careers and encourage Black male youth to overcome the challenges associated with pursuing STEM degrees by increasing their interest, perceived ability, and values in STEM fields. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Writing is one of the most important forms of communication we have, yet many find it to also be one of the most challenging tasks to do, and in the case of educators, to teach. Becoming a proficient writer is one of the most important lifelong skills teachers can help students develop, but many educators do not have ample preparation to teach writing. While teaching writing is of critical importance, writing preparation comprises a smaller portion of literacy education research and practice and is not as well understood or implemented as reading preparation. The present dissertation investigated teacher preparation for writing instruction as provided either in teacher preparation programs or through professional development opportunities (see Chapters 2, 3, and 4).The dissertation consists of three related explorations of teacher preparation for writing instruction intended to become three independent manuscripts. The second chapter, a systematic literature review, sought to develop an understanding of what the extant research shows about writing instruction delivered in teacher preparation programs and via professional development. Examining the mode and frequency of how writing methods instruction is delivered resulted in the recognition that there remain fewer teacher preparation courses solely devoted to writing instruction. Writing is most often included in literacy methods courses that tend to privilege preparation for reading instruction over writing. Fifty elements of writing instruction were coded and analyzed, finding the prevalence of instruction on the writing process and genre study across both preservice and in-service preparation. The Writing Workshop model was frequently identified as a framework for providing writing instruction. The third chapter, a mixed-methods survey study, focused solely on elementary and special education teacher preparation programs and sought to gain insight into how writing instruction is currently being provided. A detailed survey that incorporated the same list of 50 writing elements was sent via email to intentionally selected teacher preparation programs in eight states. Programs were purposefully selected to elicit responses from a diverse population of teacher preparation programs. Consideration was given to geographic diversity, varying levels of student performance on Common Core State Standards-aligned assessments, and state literacy policy related to the adoption of, or lack thereof, science of reading approaches to literacy instruction. A request for respondents to share syllabi and volunteer to participate in interviews was embedded in the survey questionnaire. Surveys were sent to 180 Institutions of Higher Education and 38 responses were received. Those responses secured 24 syllabi and six interviews. Together the survey responses, syllabi, and interviews supported that there are still few courses devoted to writing methods instruction across states of varying assessment levels and policy positions, but writing instruction overall seems to be increasing in both elementary and special education teacher preparation programs. Only minor differences were seen among states at low-, mid-, and high levels of performance on state assessments. States with policies aligned to the science of reading had a greater percentage of courses that included writing instruction for both elementary and special education teacher preparation according to survey results. In response to the need for writing instruction to be provided through PD for teachers who are already working in classrooms, recommendations for PD opportunities were offered in Chapter 4. Written for school district administrators, this chapter explained the need for teachers to have more preparation for writing instruction and contained suggestions for both formal and informal ways to accomplish this. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to determine if there is a relationship between the learner interactions of learner-content, learner-instructor, and learner-learner and either course satisfaction or perceived learning in online mathematics courses at the community college level. Additionally, this study investigated whether the learner interactions of learner-instructor, learner-learner, and learner-content together could predict either course satisfaction or perceived learning in online mathematics courses at the community college level. Using a Pearson product-moment correlation, the results showed that all three learner interactions are correlated with both student satisfaction and perceived learning. Learner-content interaction was strongly correlated with both student satisfaction and perceived learning. Learner-instructor interaction was strongly correlated with student satisfaction and moderately correlated with perceived learning. Learner-learner interaction was moderately correlated with both student satisfaction and perceived learning. Using linear regression, the overall model with the three independent variables of learner-instructor, learner-learner, and learner-content interaction was significantly predictive of either student satisfaction or perceived learning. Learner-content and learner-instructor interactions were significant in the model for predicting satisfaction, while learner-learner interaction was not. Learner-content interaction was significant in the model for predicting perceived learning, while learner-instructor learner-learner interaction was not. [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 study investigates the translanguaging interactions among teachers and students who share a common non-English language and what these exchanges might entail. It finds that multilinguals often hesitate to bring out their non-English languages in academic settings as they fear it (translanguging) may result in othering them in academic spaces since it is predominantly monolingual. Despite these challenges, multilinguals interact with their instructors through rhetorical translanguaging (Bloom-Pojar) often in peripheral spaces like the instructors' offices. The study illustrates multilinguals rhetorically translanguage through the primary step of relationship building that reveals their complicated language ideologies. It also shows through cultivating translations spaces, they often leverage their non-English languages for content learning especially in the fields of STEM. Highlighting the challenges multilinguals report in the study, it calls writing teachers to create linguistically safe and just spaces in higher education that is conducive to culturally sustaining climate in academic settings. [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 conducted a set of four studies to catalogue and examine course elements, including active learning strategies and evidence-based teaching practices, and their influence on student experiences and performance in college biology classes. In the first study, I defined the term "active learning" and catalogued the 300[plus] strategies used and researched in the context of biology education research, as it was previously amorphous. Second, I conducted a meta-analysis of the effect of group work on student performance in post-secondary biology courses, showing group work has the potential to increase student performance by approximately one letter grade. Third, I investigated student perceptions of and their preparation habits for online open-note exams in an undergraduate biology class, as compared to their previous experiences with closed-note exams in other classes. Results demonstrated (1) students perceived increased exam scores, decreased exam-anxiety, decreased study time spent personally, and decreased study time spent by their peers for open-note exams, and (2) students adapted their study habits for open-note exams and students who focused on understanding, note preparation and using external resources outperformed students who did not report those study habits. Finally, I documented how the emergency transition to online classes, due to the Coronavirus disease (COVID-19) outbreak, impacted undergraduate student study habits in an introductory organismal biology class over time. We identified several consistent similarities - as well as dramatic differences - in their responses as the time away from campus increased. Together, I highlight how course elements impact student experiences and performance in post-secondary biology 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.]